How do these districts compare?
| Metric | Peoria Unified School District (4237) | Pima Prevention Partnership Dba Pima Partnership S (79959) |
|---|---|---|
| Location | Glendale, Arizona | Tucson, Arizona |
| Total Enrollment | 36,527 | 111 |
| Number of Schools | 44 | 1 |
| Student:Teacher Ratio | 17.8:1 | — |
Spending
| Metric | Peoria Unified School District (4237) | Pima Prevention Partnership Dba Pima Partnership S (79959) |
|---|---|---|
| Per-Pupil Expenditure | $9,168 | $14,464 |
| Federal Revenue | 15.6% | 35.1% |
| State Revenue | 49.0% | 64.8% |
| Local Revenue | 35.4% | 0.1% |
Peoria Unified School District (4237)
Federal State Local
Pima Prevention Partnership Dba Pima Partnership S (79959)
Federal State Local
Demographics
Average across all schools in each district. Source: CCD Membership 2024-25.
| Group | Peoria Unified School District (4237) | Pima Prevention Partnership Dba Pima Partnership S (79959) |
|---|---|---|
| White | 42.8% | 2.3% |
| African American | 5.4% | 8.1% |
| Hispanic or Latino | 42.1% | 80.2% |
| Asian | 2.8% | 0.0% |
| American Indian / Alaska Native | 1.5% | 7.0% |
| Pacific Islander | 0.2% | 0.0% |
| Multiracial | 5.2% | 2.3% |
| Free/Reduced Lunch | 36.7% | 58.6% |
Academic Resources
Source: Civil Rights Data Collection (CRDC) 2021-22 Civil Rights Data Collection (CRDC) 2021-22
| Resource | Peoria Unified School District (4237) | Pima Prevention Partnership Dba Pima Partnership S (79959) |
|---|---|---|
| AP Courses Offered | 70 | — |
| Schools with AP | 7 | 0 |
| Avg Gifted Enrollment | — | — |
| Avg Counselor Ratio | 296.9:1 | 86:1 |
| Chronic Absenteeism | 55.0% | — |
School Types
Peoria Unified School District (4237)
Regular Schools 0
Charter Schools 0
Magnet Schools 0
Title I Schools 0
Pima Prevention Partnership Dba Pima Partnership S (79959)
Regular Schools 0
Charter Schools 1
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.