Marana USD Ranks in Top 1% of Arizona Districts for Academic Growth
Marana USD Ranks in Top 1% of Arizona Districts for Academic Growth
Findings from the 2025 Education Recovery Scorecard, a national report produced by Harvard and Stanford Universities, places MUSD in the top one percent of districts in Arizona where students are scoring above 2019 state assessment levels in math and reading.
Following a tumultuous few years navigating COVID-19, many educators and parents have wondered, how are we doing with student achievement post-pandemic?
A national study produced by researchers at Harvard and Stanford Universities gleans positive insight for Marana Unified School District, and the results are pretty incredible. In the 2025 Education Recovery Scorecard, a report that analyzes student achievement and the pace of academic recovery, findings show Marana Unified School District is leading the way in Arizona - landing in the top one percent of districts excelling. Our students, teachers, and our schools are “crushing it,” according to senior leadership, and supporting data confirms it.
"We are one of four Arizona school districts out of 230 statewide that have higher student achievement today than we did pre-pandemic."
Findings from the report show MUSD is in the top one percent of districts in the state where students are scoring above 2019 levels in math and reading. These scores are based on AASA testing results, the state testing that occurs each spring capturing student achievement.
“We are one of four Arizona school districts out of 230 statewide that have higher student achievement today than we did pre-pandemic,” said Dr. Dan Streeter, Superintendent. “This is more than a post-pandemic recovery. We have changed the trajectory for all Marana schools.”
Beginning the Work
Assistant Superintendent Kristin Reidy shared that the recovery effort beginning in 2022 was an all-hands on deck effort. “We doubled down on student achievement, and found creative avenues to support our efforts. For example, many school districts leveraged federal ESSER funds (Elementary and Secondary School Emergency Relief Fund), designed to support K-12 schools during and after the COVID-19 pandemic, for one-time, fixed things. We did not. We used these funds to make a significant investment in our students and staff.”
Launching Literacy
A major area for growth was literacy, where several efforts were launched. The district convened a literacy task force that recommended a new reading curriculum, consistent across elementary and K-8 schools. Each school created literacy teams focused on implementing instructional strategies consistent with the Science of Reading. To facilitate this instructional change, the district doubled the number of elementary instructional coaches, and implemented a 120-minute literacy block on every elementary campus.
Goal Setting & Personal Growth
Professional development was a particular focus. For the first time, every teacher had an instructional growth goal tied to the district model, allowing for continuous improvement in instructional practice and the alignment of professional learning opportunities to teachers’ individual goals. “Our teachers became re-acquainted with our instructional model while creating goals that were personally meaningful to them,” said Reidy.
The emphasis on improving elementary literacy, supported by a new curriculum, collaborative teams, and enhanced instruction, has led to year-over-year increases in the percentage of K–3 students reading above grade level.
Project Momentum
Another effort contributing toward success is the implementation of Project Momentum Arizona, a school improvement initiative led by the Arizona Department of Education, aimed at enhancing student achievement through structured collaboration, data-driven practices, and strategic instructional planning. Originally piloted in the Avondale Elementary School District in 2014–15, MUSD is now one the 58 districts statewide participating.
At the heart of Project Momentum, educators are guided through six essential questions:
- What do we want students to know and be able to do?
- What evidence will we accept that students have learned the required content?
- What instructional practices will produce our best results?
- What will we do if students have not learned it?
- What will we do to differentiate instruction when students already know it?
- What will we do to improve, catalog, and save our work?
PICTURE ROCKS ELEMENTARY:
COWBELL STANDARDS
Picture Rocks Elementary implemented “Cowbell Standards” for each grade level to help students achieve agreed-upon goals where teachers want 100 percent mastery. For example, second graders were tasked with being able to fluently add and subtract up to 20. A race track was created for students to visually see their progress. Students worked hard, practiced diligently, and met their mastery goal. Efforts like Cowbell standards create important reachable goals for students, and allow them to see and celebrate their success.
TORTOLITA MIDDLE SCHOOL:
AN EPIC CELEBRATION
Tortolita Middle School students earn effort points that go toward their end-of-the-year EPIC Celebration! Throughout the year, “effort” points are awarded to each student who gives their best effort in school testing and academic assessments.
The EPIC Celebration is a day of FUN - with sports challenges, karaoke, climbing inflatables, food, petting animals, and more. Students enjoy seeing their progress throughout the year and working to achieve the celebrated event…which is truly Epic.
Marana Schools: HRS Level 2 Certified
MUSD has also been participating in the Marzano High Reliability Schools (HRS) program since 2022, which defines five progressive levels of performance that a school must master to become a High Reliability School. By focusing on these areas, schools can create a more consistent and effective learning environment for all students.
Last year, all MUSD schools completed Level 1 certification - Safe, Supportive, and Collaborative culture. This year, all Marana Schools have been on the journey toward earning Level 2 HRS certification, and most schools have successfully completed this accomplishment! Level two addresses factors related to developing and maintaining effective instruction in every classroom. This is a central feature of effective schooling - the quality of teaching in classrooms. Next school year, schools will begin working toward Level 3 - Guaranteed and Viable Curriculum.
- Level 1: Safe, Supportive, and Collaborative Culture COMPLETED
- Level 2: Effective Teaching in Every Classroom COMPLETED
- Level 3: Guaranteed and Viable Curriculum BEGINNING!
- Level 4: Standards-Referenced Reporting
- Level 5: Competency-Based Education
“Within our senior leadership team, we made an intentional commitment to build capacity for the desired instructional shifts to happen,” Reidy said. “Through dedication and perseverance, we've achieved remarkable outcomes. With ongoing collaboration and support from our teachers, students, staff, and parents, our students will continue to thrive and reach new heights.”