AZ HB2652

Amends Arizona Revised Statutes Section 15-203 to modify the state board of education's model framework for teacher and principal evaluations.

Reduces the weight of quantitative data on student academic progress in evaluation outcomes from between 33-50 percent to not more than 25 percent, with school districts and charter schools capped at 20 percent.

Requires that academic progress data be directly attributable to the teacher being evaluated and allows exclusion of students not enrolled for a full academic year from the data.

Specifies that academic progress measures include student academic growth and proficiency, calculated using state assessments, student learning objectives, benchmark assessments, and school achievement profiles.

Adds a definition of "academic progress" as the measurement of a student's learning of grade level content standards and requires school district governing boards to discuss aggregate performance classifications annually in public meetings.