How do these districts compare?
| Metric | American Charter Schools Foundation d.b.a. Desert (79872) | Peoria Unified School District (4237) |
|---|---|---|
| Location | PHOENIX, Arizona | GLENDALE, Arizona |
| Total Enrollment | 264 | 36,527 |
| Number of Schools | 1 | 44 |
| Student:Teacher Ratio | — | 17.8:1 |
Spending
| Metric | American Charter Schools Foundation d.b.a. Desert (79872) | Peoria Unified School District (4237) |
|---|---|---|
| Per-Pupil Expenditure | $12,880 | $10,264 |
| Federal Revenue | 25.3% | 15.6% |
| State Revenue | 74.0% | 49.0% |
| Local Revenue | 0.7% | 35.4% |
American Charter Schools Foundation d.b.a. Desert (79872)
Federal State Local
Peoria Unified School District (4237)
Federal State Local
Demographics
Average across all schools in each district. Source: CCD Membership 2024-25.
| Group | American Charter Schools Foundation d.b.a. Desert (79872) | Peoria Unified School District (4237) |
|---|---|---|
| White | 30.7% | 42.8% |
| African American | 6.5% | 5.4% |
| Hispanic or Latino | 31.2% | 42.1% |
| Asian | 0.4% | 2.8% |
| American Indian / Alaska Native | 26.8% | 1.5% |
| Pacific Islander | 0.0% | 0.2% |
| Multiracial | 4.3% | 5.2% |
| Free/Reduced Lunch | 41.7% | 36.7% |
Academic Resources
Source: Civil Rights Data Collection (CRDC) 2021-22 Civil Rights Data Collection (CRDC) 2021-22
| Resource | American Charter Schools Foundation d.b.a. Desert (79872) | Peoria Unified School District (4237) |
|---|---|---|
| AP Courses Offered | — | 70 |
| Schools with AP | 0 | 7 |
| Avg Gifted Enrollment | — | — |
| Avg Counselor Ratio | — | 296.9:1 |
| Chronic Absenteeism | 100.0% | 55.0% |
School Types
American Charter Schools Foundation d.b.a. Desert (79872)
Regular Schools 0
Charter Schools 1
Magnet Schools 0
Title I Schools 0
Peoria Unified School District (4237)
Regular Schools 0
Charter Schools 0
Magnet Schools 0
Title I Schools 0
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Related
Source: U.S. Department of Education NCES Common Core of Data + F-33 finance + Civil Rights Data Collection Compiled and formatted by PlainSchools Editorial.