How do these districts compare?
| Metric | Kaizen Education Foundation Dba Vista Grove Prepar (79871) | Peoria Unified School District (4237) |
|---|---|---|
| Location | Phoenix, Arizona | Glendale, Arizona |
| Total Enrollment | 31 | 36,527 |
| Number of Schools | 1 | 44 |
| Student:Teacher Ratio | N/A | 16.7:1 |
Spending
| Metric | Kaizen Education Foundation Dba Vista Grove Prepar (79871) | Peoria Unified School District (4237) |
|---|---|---|
| Per-Pupil Expenditure | $16,862 | $9,168 |
| Federal Revenue | 29.3% | 15.6% |
| State Revenue | 70.7% | 49.0% |
| Local Revenue | N/A | 35.4% |
Kaizen Education Foundation Dba Vista Grove Prepar (79871)
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 | Kaizen Education Foundation Dba Vista Grove Prepar (79871) | Peoria Unified School District (4237) |
|---|---|---|
| White | N/A | 42.8% |
| African American | N/A | 5.4% |
| Hispanic or Latino | N/A | 42.1% |
| Asian | N/A | 2.8% |
| American Indian / Alaska Native | N/A | 1.5% |
| Pacific Islander | N/A | 0.2% |
| Multiracial | N/A | 5.2% |
| Free/Reduced Lunch | 77.4% | 36.7% |
Academic Resources
Source: Civil Rights Data Collection (CRDC) 2021-22 Civil Rights Data Collection (CRDC) 2021-22
| Resource | Kaizen Education Foundation Dba Vista Grove Prepar (79871) | Peoria Unified School District (4237) |
|---|---|---|
| AP Courses Offered | N/A | 70 |
| Schools with AP | 0 | 7 |
| Avg Gifted Enrollment | N/A | N/A |
| Avg Counselor Ratio | N/A | 296.9:1 |
| Chronic Absenteeism | N/A | 52.8% |
School Types
Kaizen Education Foundation Dba Vista Grove Prepar (79871)
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.