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James S. Fugman Elementary School in Fresno, CA
(KG-06 • Public • Regular School)

City-data.com school rating (using weighted test average as compared to other schools in California) from 0 (worst) to 100 (best) is 98
Address
 10825 N Cedar Ave
Fresno, CA 93730
Telephone
(559) 327-8700
(make sure to verify first before calling)
City-data.com school rating
98
Students
810
Classroom Teachers (FTE)
28.0
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
73
Reduced-price lunch
eligible students
9
School district
Clovis Unified
Charter school
No
Title I status
Not a Title I school
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
James S. Fugman Elementary School:

98
Granite Ridge Intermediate (1.4 miles):

95
Riverview Elementary (1.4 miles):

94
Liberty Elementary (1.2 miles):

91
Valley Oak Elementary (1.4 miles):

89
Clovis North High (1.4 miles):

89
Fort Washington Elementary (2.3 miles):

86
Copper Hills Elementary (1.2 miles):

85
Clovis West High (2.2 miles):

80
James S. Fugman Elementary School rating compared to average state, county and city schools ratings:
California:

46
Fresno County:

36
Fresno:

32
James S. Fugman Elementary School:

98

Students & Teachers


Total enrollment:
Enrollment in 2016: 810
Enrollment in 2015: 834
Enrollment in 2014: 799
Enrollment in 2013: 762
Enrollment in 2012: 721
Enrollment in 2011: 682
Enrollment in 2010: 636
Enrollment in 2009: 552
Enrollment in 2008: 495
Enrollment in 2007: 458
Enrollment in 2006: 381
Enrollment in 2005: 329

James S. Fugman Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeKGG01G02G03G04G05G06Total
All students10794110115118127139810
Female students52515055526472396
Male students55436060666367414
American Indian/Alaska Native students - 11 - 1 - 14
Asian students24262327263341200
Hispanic students19182121202417140
Black students - 13143315
White students56435659635971407
Hawaiian Native/Pacific Islander students - - - - - 1 - 1
Two or More Races students856747643

Enrollment by grade:
Kindergarten enrollment: 107
1st grade enrollment: 94
2nd grade enrollment: 110
3rd grade enrollment: 115
4th grade enrollment: 118
5th grade enrollment: 127
6th grade enrollment: 139

James S. Fugman Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 396 (48.9%)
James S. Fugman Elementary School:

48.9%
California:

49.4%
Male enrollment: 414 (51.1%)
Here:

51.1%
State:

49.6%

James S. Fugman Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
American Indian/Alaska Native enrollment: 4 (0.5%)
School:

0.5%
California:

1.0%
Asian enrollment: 200 (24.7%)
James S. Fugman Elementary School:

24.7%
California:

9.4%
Hispanic enrollment: 140 (17.3%)
James S. Fugman Elementary School:

17.3%
California:

46.0%
Black enrollment: 15 (1.9%)
James S. Fugman Elementary School:

1.9%
State:

6.1%
White enrollment: 407 (50.2%)
Here:

50.2%
California:

28.3%
Hawaiian Native/Pacific Islander enrollment: 1 (0.1%)
James S. Fugman Elementary School:

0.1%
California:

0.6%
Two or More Races enrollment: 43 (5.3%)
James S. Fugman Elementary School:

5.3%
California:

4.5%

James S. Fugman Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 82 (10.1%)
Here:

10.1%
California:

61.2%
Free lunch eligible students: 73 (9.0%)
James S. Fugman Elementary School:

9.0%
State:

52.8%
Reduced-price lunch eligible students: 9 (1.1%)
James S. Fugman Elementary School:

1.1%
California:

8.6%

James S. Fugman Elementary School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 28

Number of FTE teachers who were absent more than 10 school days during the school years: 8
Number of FTE nurses: 0.6
Number of FTE psychologists: 1.2

Student/Teacher Ratio
Here:

28.9
California:

22.8

James S. Fugman Elementary School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $2,330,036
  • Full-time Equivalency Count of Teachers: 29 (Salary Expenditures: $2,006,986)
  • Full-time Equivalency Count of Instructional Aides: 1.6 (Salary Expenditures: $37,733)
  • Full-time Equivalency Count of Support Services Staff: 4.8 (Salary Expenditures: $180,124)
  • Full-time Equivalency Count of School Administration Staff: 1 (Salary Expenditures: $105,193)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $58,935
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $2,344,355
  • Salary Expenditures for Teachers: $2,006,986
  • Full-time Equivalency Count of Instructional Aides: 2.3 (Salary Expenditures: $52,052)
  • Full-time Equivalency Count of Support Services Staff: 4.8 (Salary Expenditures: $180,124)
  • Full-time Equivalency Count of School Administration Staff: 1 (Salary Expenditures: $105,193)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $58,935

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Asian4
  • White7
  • Multirace4
  • IDEA2
Students Enrolled in LEP Programs: 15 (male: 6, female: 9)
  • Asian: 4 (male: 2, female: 2)
  • White: 7 (male: 2, female: 5)
  • Two or More Races: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all female)

Students with disabilities:
Show data for
Students with Disabilities (IDEA): Students with intellectual disabilities; hearing impairment, including deafness; speech or language impairment; visual impairment, including blindness; serious emotional disturbance; orthopedic impairment; autism; traumatic brain injury; developmental delay; other health impairment; specific learning disability; deaf-blindness; or multiple disabilities and who, by reason thereof, receive special education and related services under the Individuals with Disabilities Education Act (IDEA) according to an Individualized Education Program, Individual Family Service Plan, or service plan. The "Students with Disabilities (IDEA)" column in the survey items always refers to students with disabilities who receive special education and related services under IDEA.

Students with Disabilities (Section 504 only): Students with a disability, who receive related aids and services solely under Section 504 of the Rehabilitation Act of 1973, as amended, and not under the Individuals with Disabilities Education Act (IDEA). The "Section 504 only" column in the survey items always refers to students with disabilities who receive related aids and services under Section 504 of the Rehabilitation Act of 1973, as amended, and not under IDEA.

    Students with disabilities served under IDEA

  • American Indian4
  • Asian4
  • Black4
  • White17
  • Multirace4
Students with disabilities served under IDEA: 33 (male: 26, female: 7)
  • American Indian / Alaska Native: 4 (all male)
  • Asian: 4 (all male)
  • Black: 4 (all male)
  • White: 17 (male: 10, female: 7)
  • Two or More Races: 4 (all male)

    Students with disabilities served under Section 504

  • American Indian2
  • Asian2
  • White10
  • Multirace4
Students with disabilities served under Section 504: 18 (male: 11, female: 7)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 2 (all male)
  • White: 10 (male: 5, female: 5)
  • Two or More Races: 4 (male: 2, female: 2)

Retention:
Show data for

(State average from 2,659 schools)
A student is retained if he or she is not promoted to the next grade prior to the beginning of the following school year. Students are not considered retained if they can proceed to the next grade because they successfully completed a summer school program or for a similar reason. At the high school level, a student who has not accumulated enough credits to be classified as being in the next grade is considered retained
Total number of students retained in Kindergarten: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)

Percent of Kindergarten students retained
Here:

3.7%
State:

5.3%
Total number of students retained in 1st grade: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)

Percent of 1st grade students retained
James S. Fugman Elementary School:

4.3%
State:

4.8%
Total number of students retained in 2nd grade: 4 (male: 2, female: 2)
  • Two or More Races: 4 (male: 2, female: 2)

Percent of 2nd grade students retained
School:

3.6%
State:

2.9%
Total number of students retained in 5th grade: 4 (male: 2, female: 2)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

Percent of 5th grade students retained
Here:

3.1%
California:

1.5%

Gifted and Talented:
Show data for

(State average from 5,551 schools)
This school has students enrolled in one or more gifted/talented programs
Gifted/talented programs are programs during regular school hours that provide special educational opportunities including accelerated promotion through grades and classes and an enriched curriculum for students who are endowed with a high degree of mental ability or who demonstrate unusual physical coordination, creativity, interest, or talent.

    Gifted and Talented Student Enrollment

  • Asian13
  • Native Hawaiian2
  • White4
  • Multirace2
Gifted and Talented Student Enrollment: 21 (male: 7, female: 14)
  • Asian: 13 (male: 5, female: 8)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all female)

Gifted and Talented Student Enrollment per 1,000 students
James S. Fugman Elementary School:

25.9
California:

84.3

Statewide Student Assessments


Smarter Balanced Summative Assessments:
Show data for

(State average from 10,463 schools)
Smarter Balanced Summative Assessments (SB) is one of the online summative assessments - part of California Assessment of Student Performance and Progress (CAASPP) System.

The summative assessments are comprehensive, end-of-year assessments of grade-level learning that measure progress toward college and career readiness. Each test in English language arts/literacy (ELA) and mathematics is comprised of two parts: (1) a computer-adaptive test and (2) a performance task, administered within a selected testing window available at 66 percent of the instructional year for grades three through eight, and grade eleven.

The summative assessments are aligned with the Common Core State Standards (CCSS) for ELA and mathematics. The tests capitalize on the strengths of computer adaptive testing efficient and precise measurement across the full range of achievement and timely turnaround of results.

    ELA Standard Met and Above

  • All86%
  • Males83%
  • Females90%
  • Hispanic70%
  • White62%
ELA students tested: 508
ELA students with scores: 508

Percentage Standard Met and Above:

86%
California:

49%

Standard Not Met: 4.5%
Standard Nearly Met: 9.3%
Standard Met: 25.0%
Standard Exceeded: 61.2%

All Grades:
4.5%
9.3%
25.0%
61.2%
3rd Grade: (Mean Scale Score: 2505.4, Students tested: 114, Standard Not Met: 4.4%, Nearly Met: 10.5%, Met: 21.1%, Exceeded: 64.0%)
4.4%
10.5%
21.1%
64.0%
4th Grade: (Mean Scale Score: 2550.4, Students tested: 128, Standard Not Met: 5.5%, Nearly Met: 10.9%, Met: 25.0%, Exceeded: 58.6%)
5.5%
10.9%
25.0%
58.6%
5th Grade: (Mean Scale Score: 2591.5, Students tested: 125, Standard Not Met: 5.6%, Nearly Met: 8.8%, Met: 22.4%, Exceeded: 63.2%)
5.6%
8.8%
22.4%
63.2%
6th Grade: (Mean Scale Score: 2629.7, Students tested: 141, Standard Not Met: 2.8%, Nearly Met: 7.1%, Met: 30.5%, Exceeded: 59.6%)
2.8%
7.1%
30.5%
59.6%

James S. Fugman Elementary School - ELA Area Achievement Levels (all grades)

    Math Standard Met and Above

  • All84%
  • Males84%
  • Females84%
  • Hispanic78%
  • White52%
Math students tested: 507
Math students with scores: 507

Percentage Standard Met and Above:

84%
California:

38%

Standard Not Met: 3.5%
Standard Nearly Met: 12.2%
Standard Met: 27.2%
Standard Exceeded: 57.0%

All Grades:
3.5%
12.2%
27.2%
57.0%
3rd Grade: (Mean Scale Score: 2504.5, Students tested: 114, Standard Not Met: 2.6%, Nearly Met: 7.9%, Met: 36.0%, Exceeded: 53.5%)
2.6%
7.9%
36.0%
53.5%
4th Grade: (Mean Scale Score: 2547.3, Students tested: 127, Standard Not Met: 1.6%, Nearly Met: 17.3%, Met: 33.9%, Exceeded: 47.2%)
1.6%
17.3%
33.9%
47.2%
5th Grade: (Mean Scale Score: 2588.3, Students tested: 125, Standard Not Met: 4.0%, Nearly Met: 14.4%, Met: 19.2%, Exceeded: 62.4%)
4.0%
14.4%
19.2%
62.4%
6th Grade: (Mean Scale Score: 2634.9, Students tested: 141, Standard Not Met: 5.7%, Nearly Met: 9.2%, Met: 21.3%, Exceeded: 63.8%)
5.7%
9.2%
21.3%
63.8%

James S. Fugman Elementary School - Math Area Achievement Levels (all grades)


Paper-based CAASPP:
Show data for

(State average from 9,784 schools)
California Assessment of Student Performance and Progress (CAASPP) System includes paper-based tests:

California Standards Tests (CSTs) - The CSTs for science in grades five, eight, and ten are administered only to students in California public schools. All questions are multiple-choice. These tests were developed specifically to assess students' knowledge of the California content standards in science.

CST Science students tested: 130
CST Science students with scores: 130

Percentage At Or Above Proficient:

95%
California:

54%

Percentage Far Below Basic: -1.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 1.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 5.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 20.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 75.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

5th Grade: (Mean Scale Score: 446.3, Students tested: 130, Far Below Basic: -1.0%, Below Basic: 1.0%, Basic: 5.0%, Proficient: 20.0%, Advanced: 75.0%)
-1.0%
1.0%
5.0%
20.0%
75.0%

The Physical Fitness Test:
Show data for
The Physical Fitness Test (PFT) for students in California schools is the FITNESSGRAM. The main goal of the test is to help students in starting life-long habits of regular physical activity.
Aerobic Capacity:
5th grade: (Students tested: 127, Needs Improvement - High Risk: 89.0%, Needs Improvement: 9.4%, Healthy Fitness Zone: 1.6%)
89.0%
9.4%
1.6%
Body Composition:
5th grade: (Students tested: 127, Needs Improvement - High Risk: 68.5%, Needs Improvement: 22.0%, Healthy Fitness Zone: 9.5%)
68.5%
22.0%
9.5%
Abdominal Strength:
5th grade: (Students tested: 127, Needs Improvement - High Risk: 95.3%, Needs Improvement: 4.7%, Healthy Fitness Zone: 0.0%)
95.3%
4.7%
Trunk Extension Strength:
5th grade: (Students tested: 127, Needs Improvement - High Risk: 98.4%, Needs Improvement: 1.6%, Healthy Fitness Zone: 0.0%)
98.4%
1.6%
Upper Body Strength:
5th grade: (Students tested: 127, Needs Improvement - High Risk: 92.1%, Needs Improvement: 7.9%, Healthy Fitness Zone: 0.0%)
92.1%
7.9%
Flexibility:
5th grade: (Students tested: 127, Needs Improvement - High Risk: 93.7%, Needs Improvement: 6.3%, Healthy Fitness Zone: 0.0%)
93.7%
6.3%

California English Language Development Test:
Show data for

(State average from 9,932 schools)
Students in kindergarten through grade twelve whose home language is not English are required by law to take an English skills test. In California, the test is called the California English Language Development Test (CELDT).

James S. Fugman Elementary School - students who met CELDT criterion (all grades)

All Grades:
Student Count: 29
Number of students who met CELDT criterion: 21

Students who met CELDT criterion:

72.0%
California:

34.0%
Kindergarten:
Student Count: 8
Number of students who met CELDT criterion: 3

Students who met CELDT criterion:

38.0%
State:

13.0%
Listening Mean Scale Score:

406.1
California:

364.6
Reading Mean Scale Score:

304.9
State:

276.6
Speaking Mean Scale Score:

433.0
California:

375.9
Writing Mean Scale Score:

302.5
State:

286.0
Grade 1:
Student Count: 5
Number of students who met CELDT criterion: 5

Students who met CELDT criterion:

100.0%
California:

44.0%
Listening Mean Scale Score:

515.6
California:

439.9
Reading Mean Scale Score:

517.4
California:

383.8
Speaking Mean Scale Score:

575.0
State:

446.4
Writing Mean Scale Score:

449.2
State:

386.5
Grade 2:
Student Count: 6
Number of students who met CELDT criterion: 4

Students who met CELDT criterion:

67.0%
California:

27.0%
Listening Mean Scale Score:

496.7
State:

477.2
Reading Mean Scale Score:

498.2
California:

440.5
Speaking Mean Scale Score:

589.2
California:

483.0
Writing Mean Scale Score:

507.7
State:

456.4
Grade 5:
Student Count: 4
Number of students who met CELDT criterion: 4

Students who met CELDT criterion:

100.0%
State:

48.0%
Listening Mean Scale Score:

571.8
State:

533.7
Reading Mean Scale Score:

570.3
California:

514.0
Speaking Mean Scale Score:

622.5
California:

530.0
Writing Mean Scale Score:

577.3
California:

519.1

Accountability


Adequate Yearly Progress:
Show data for

(State average from 9,846 schools)
Adequate Yearly Progress (AYP) - Accountability system mandated by federal No Child Left Behind Act of 2001. Statistics are based on test results of the Standardized Testing and Reporting (STAR) Program, the California High School Exit Examination (CAHSEE), and the California Alternate Performance Assessment (CAPA).

James S. Fugman Elementary School - Adequate Yearly Progress status


ELA Participation Rate
School:

99.0%
State:

96.3%

    ELA Participation Rate

  • Hispanic99
  • American Indian100
  • Asian99
  • Filipino100
  • Native Hawaiian100
  • Black100
  • White99
  • Multirace100
  • SED95
  • LEP100
  • With Disabilities88
  • Hispanic: 99% (tested 83 out of 84 enrolled)
  • American Indian / Alaska Native: 100% (tested 4 out of 4 enrolled)
  • Asian: 99% (tested 116 out of 117 enrolled)
  • Filipino: 100% (tested 14 out of 14 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 1 out of 1 enrolled)
  • Black: 100% (tested 11 out of 11 enrolled)
  • White: 99% (tested 258 out of 261 enrolled)
  • Two or More Races: 100% (tested 16 out of 16 enrolled)
  • Socioeconomic Disadvantaged: 95% (tested 54 out of 57 enrolled)
  • English Learners: 100% (tested 36 out of 36 enrolled)
  • Students with Disabilities: 88% (tested 29 out of 33 enrolled)

Math Participation Rate
James S. Fugman Elementary School:

99.0%
State:

96.1%

    Math Participation Rate

  • Hispanic99
  • American Indian100
  • Asian99
  • Filipino100
  • Native Hawaiian100
  • Black100
  • White98
  • Multirace100
  • SED97
  • LEP98
  • With Disabilities82
  • Hispanic: 99% (tested 83 out of 84 enrolled)
  • American Indian / Alaska Native: 100% (tested 4 out of 4 enrolled)
  • Asian: 99% (tested 116 out of 117 enrolled)
  • Filipino: 100% (tested 14 out of 14 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 1 out of 1 enrolled)
  • Black: 100% (tested 11 out of 11 enrolled)
  • White: 98% (tested 256 out of 261 enrolled)
  • Two or More Races: 100% (tested 16 out of 16 enrolled)
  • Socioeconomic Disadvantaged: 97% (tested 55 out of 57 enrolled)
  • English Learners: 98% (tested 35 out of 36 enrolled)
  • Students with Disabilities: 82% (tested 27 out of 33 enrolled)

Health & Safety


Chronic Student Absenteeismt:
Show data for

(State average from 8,737 schools)
A chronically absent student is a student who is absent 15 or more school days during the school year. A student is absent if he or she is not physically on school grounds and is not participating in instruction or instruction - related activities at an approved off-grounds location for at least half the school day. Each day that a student is absent for 50 percent or more of the school day should be counted. Any day that a student is absent for less than 50 percent of the school day should not be counted. The number of absences is based on the total number of school days absent. Chronically absent students include students who are absent for any reason(e.g., illness, suspension, the need to care for a family member), regardless of whether absences are excused or unexcused.

    Chronic Student Absenteeism

  • Hispanic5
  • American Indian4
  • Asian7
  • Native Hawaiian2
  • White16
  • Multirace2
Chronic Student Absenteeism: 36 (male: 19, female: 17)
  • Hispanic: 5 (all female)
  • American Indian / Alaska Native: 4 (male: 2, female: 2)
  • Asian: 7 (male: 5, female: 2)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • White: 16 (male: 8, female: 8)
  • Two or More Races: 2 (all male)
Chronic Student Absenteeism per 1,000 students
James S. Fugman Elementary School:

44.4
California:

172.7

Suspensions:
Show data for

(State average from 1,406 schools)
Out-of-school suspension
  • For students with disabilities served under IDEA : Out-of-school suspension is an instance in which a child is temporarily removed from his/her regular school for at least half a day for disciplinary purposes to another setting (e.g., home, behavior center).Out-of-school suspensions include both removals in which no individualized family service plan(IFSP) or individualized education plan(IEP) services are provided because the removal is 10 days or less as well as removals in which the child continues to receive services according to his/her IFSP or IEP.
  • For students without disabilities and students with disabilities served solely under Section 504 of the Rehabilitation Act : Out-of-school suspension is an instance in which a child is temporarily removed from his / her regular school for at least half a day(but less than the remainder of the school year) for disciplinary purposes to another setting(e.g., home, behavior center).Out-of-school suspensions include removals in which no educational services are provided, and removals in which educational services are provided(e.g., school-provided at home instruction or tutoring).
School days missed due to out-of-school suspension: 6 (all male)
  • White: 6
  • Section 504: 5
Instances of out-of-school suspension (Students without disabilities): 1

Instances of out-of-school suspension per 1,000 students (Students without disabilities)
James S. Fugman Elementary School:

1.2
State:

84.8
Students without disabilities receiving only one out-of-school suspension: 2 (all male)
  • White: 2
Instances of out-of-school suspension (Section 504 only): 1

Instances of out-of-school suspension per 1,000 students (Section 504 only)
School:

1.2
California:

3.4

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