How do these districts compare?
| Metric | Chandler Unified District #80 (4242) | Valley Academy for Career and Technology Education (79397) |
|---|---|---|
| Location | CHANDLER, Arizona | COTTONWOOD, Arizona |
| Total Enrollment | 43,716 | 7 |
| Number of Schools | 44 | 3 |
| Student:Teacher Ratio | 17.3:1 | 1:1 |
Spending
| Metric | Chandler Unified District #80 (4242) | Valley Academy for Career and Technology Education (79397) |
|---|---|---|
| Per-Pupil Expenditure | $11,696 | $110,600 |
| Federal Revenue | 13.1% | 5.0% |
| State Revenue | 44.2% | 51.9% |
| Local Revenue | 42.7% | 43.0% |
Chandler Unified District #80 (4242)
Federal State Local
Valley Academy for Career and Technology Education (79397)
Federal State Local
Demographics
Average across all schools in each district. Source: CCD Membership 2024-25.
| Group | Chandler Unified District #80 (4242) | Valley Academy for Career and Technology Education (79397) |
|---|---|---|
| White | 40.5% | 69.0% |
| African American | 5.2% | 0.0% |
| Hispanic or Latino | 33.7% | 31.0% |
| Asian | 11.3% | 0.0% |
| American Indian / Alaska Native | 2.0% | 0.0% |
| Pacific Islander | 0.4% | 0.0% |
| Multiracial | 7.0% | 0.0% |
| Free/Reduced Lunch | 23.5% | — |
Academic Resources
Source: Civil Rights Data Collection (CRDC) 2021-22 Civil Rights Data Collection (CRDC) 2021-22
| Resource | Chandler Unified District #80 (4242) | Valley Academy for Career and Technology Education (79397) |
|---|---|---|
| AP Courses Offered | 249 | — |
| Schools with AP | 7 | 0 |
| Avg Gifted Enrollment | — | — |
| Avg Counselor Ratio | 624.4:1 | — |
| Chronic Absenteeism | 36.6% | 100.0% |
School Types
Chandler Unified District #80 (4242)
Regular Schools 0
Charter Schools 0
Magnet Schools 0
Title I Schools 0
Valley Academy for Career and Technology Education (79397)
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.