Fremont schools rating: Uh oh. We’re very sorry.

Elementary Report Cards

To access your child’s report card, go to your Illuminate Parent Portal. For directions, click on the applicable language: English, Spanish, and Chinese.

Fremont Unified School District switched to standards-based report cards in all elementary schools in the 2019-2020 school year. The Report Card Team spent three years designing the new report card. It helps parents better understand their children’s performance at school. Please watch the video and read the Report Card Frequently Asked Questions (FAQs) below for more information. 

Report Cards

Dual Immersion Report Cards

Spanish Dual Immersion (SDI) – Mandarin Immersion Program (MIP)

Elementary card FREQUENTLY ASKED QUESTIONS (FAQ)

The following questions and responses may be helpful as you review the report card with your child/ren. Thank you for all you do to support your child’s learning.

FAQ (printable): English | español | 中文

How are the report cards marked?

Performance levels describe your child’s performance on each academic standard or skill compared to grade-level expectations at designated times throughout the school year. The levels will help you and your child understand the skills your child has demonstrated, and the skills they have not yet mastered. For grades K-2, teachers use a 3, 2, 1 scale. For grades 3-5, teachers use a 4, 3, 2, 1 scale. For grade 6, teachers use an A-D scale to help with the transition to junior high or middle school. 

Teachers consider the multiple pieces of evidence they have collected throughout the trimester that show what a student has learned. Using that information, teachers can determine if students are meeting the standards with deep understanding (4 or A), meeting the standards (3 or B), partially meeting the standards (2 or C), or not meeting the standards (1 or D) in all academic areas.

What do the performance levels mean for academic grades?

Why isn’t there an overall grade on the K-5 report cards?

In the past, our report cards reported an overall grade per subject area. The new report cards have been designed to report progress towards achievement of individual California State Standards. In the past, a student may have received a ‘C’ in mathematics based on earning an ‘A’ in one skill and an ‘F’ in another. The overall grade of a ‘C’ averaged multiple standards into one grade which could mask the student’s areas of strength and weakness. In the new report cards, the overall grades have been removed. Students will receive a performance level for each specific standard, which gives more detailed information about how a student is performing.

My child achieved a 3 in the first and/or second trimester. Does this mean
they have met grade level expectations for the end of the year?

Grade level standards are marked based on what has been taught and assessed so far. When a student earns a 3 on the first trimester report card, it does not mean that the student has learned all they need to learn for the entire year. It means that, based on what has been taught and assessed so far, the student has demonstrated grade-level skills. Many subject areas build upon skills throughout the year; as a result, your child’s mark will reflect the progression of skills. We would expect the student to master end-of-year grade level standards if their skills continue to progress.

Do the performance levels directly translate into percentages?

No. The performance levels do not directly translate into a percentage. For example, a mark of a 3 does not equate to 75%. Instead, a 3 indicates the student is meeting the grade level expectations at the end of the grading period or trimester.

What does a slash (/) mean?

A slash or / means the grade level standard was not assessed during this trimester.

Are all grade level California State Standards listed on the new report card?

No. The report card lists only the district-identified priority standards. While students are taught all grade level standards, a priority standard is a standard that is essential for a student’s success at the grade level and beyond. Supporting standards are integrated into mastery of the priority standards.

What other ways can I see my child’s progress?

Please keep in mind that report cards are just one way that teachers share information with you about your child’s progress. Parent-Teacher conferences, notes, email, and phone calls are other ways for you to learn how your child is progressing in school. If you have any questions about the report card or your child’s performance, please contact your child’s teacher.

My child works with other teachers during the school day. How is that work
reflected in this report card?

Classroom teachers will complete report cards for students in their class. They will confer with other teachers who work with your child to make sure the marks on the report card accurately reflect student learning.

Are other districts in the area using a similar grading system for elementary?

Yes. Many school districts in Alameda County and Santa Clara County are currently using a standards-based grading system, including Berkeley, Castro Valley, Cupertino, New Haven, Oakland, Palo Alto, Pleasanton, and San Leandro.

Working At Fremont Public Schools: Company Overview and Culture

Fremont Public Schools overview

Industry

Education

Revenue

$56. 3M

Headquarters

Fremont, MI

Employees

182

Founded In

1855

Website

www.fremont.net

Organization Type

Education

Website for Fremont Public SchoolsThe staff at Fremont Public Schools come from unusually diverse demographic backgrounds. The organization is 69.0% female and 27.5% ethnic minorities. Despite its diversity in other areas, Fremont Public Schools employees are noticeably lacking in political diversity. It has an unusually high proportion of employees who are members of the Democratic Party, at 92.0%. Employees seem to enjoy working in an otherwise diverse workplace that is dominated by members of the Democratic Party. Fremont Public Schools has great employee retention with staff members usually staying with the organization for 5.5 years. The average employee at Fremont Public Schools makes $39,826 per year. In comparison, some of its highest paying competitors, like Central Catholic High School, LAAAE, and proudtobemusd, pay $51,410, $50,168, and $49,556, respectively. Based in Michigan, Fremont Public Schools is a small education organization with only 182 employees and an annual revenue of $56.3M.

Fremont Public Schools’s mission statement

To produce creative, adaptable, productive citizens committed to lifelong learning.

–

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Average salary at Fremont Public Schools

$39,826 yearly

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Fremont Public Schools Rankings

Fremont Public Schools is ranked #8 on the Best Education Companies to Work For in Michigan list. Zippia’s Best Places to Work lists provide unbiased, data-based evaluations of companies. Rankings are based on government and proprietary data on salaries, company financial health, and employee diversity.

• #8 in Best Education Companies to Work For in Michigan

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Fremont Public Schools salaries

9.3

Diversity Score

We calculated Fremont Public Schools’s diversity score by measuring multiple factors, including the ethnic background, gender identity, and language skills of Fremont Public Schools’s workforce.

Research Summary. Using a database of 30 million profiles, Zippia estimates demographics and statistics for Fremont Public Schools. Our estimates are verified against BLS, Census, and current job openings data for accuracy. After extensive research and analysis, Zippia’s data science team found that:

• Fremont Public Schools has 182 employees.

• 69% of Fremont Public Schools employees are women, while 31% are men.

• The most common ethnicity at Fremont Public Schools is White (73%).

• 11% of Fremont Public Schools employees are Hispanic or Latino.

• 7% of Fremont Public Schools employees are Black or African American.

• The average employee at Fremont Public Schools makes $39,826 per year.

• Fremont Public Schools employees are most likely to be members of the democratic party.

• On average, employees at Fremont Public Schools stay with the company for 5.5 years.

Fremont Public Schools Financial Performance

8.7

Performance Score

We calculated the performance score of companies by measuring multiple factors, including revenue, longevity, and stock market performance.

How Would You Rate The Company Culture Of Fremont Public Schools?

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Highest paying Fremont Public Schools competitors

Competitors of Fremont Public Schools include Central Catholic High School, LAAAE, and proudtobemusd. The wages at Central Catholic High School average higher than the other similar companies, where the median salary is $51,410 per year. Employees at LAAAE earn an average of $50,168 per year, and the employees at proudtobemusd earn an average salary of $49,556 per year.

Rank	Company	Average Salary	Jobs
1	Central Catholic High School	$51,410	0
2	LAAAE	$50,168	0
3	George Mc Parland Elementary	$49,556	0
4	THE ARBOR SCHOOL	$49,163	0
5	Merrimack Education	$46,147	0
6	Lakeview Academy	$43,920	0
7	New Visions for Public Schools	$43,425	0
8	South Orange-Maplewood School District	$43,302	21
9	Lemoore Union High School District	$41,808	4
10	St. Mary’s High School	$40,819	0

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Fremont Public Schools FAQs

When was Fremont Public Schools founded?

Fremont Public Schools was founded in 1855.

How many Employees does Fremont Public Schools have?

Fremont Public Schools has 182 employees.

How much money does Fremont Public Schools make?

Fremont Public Schools generates $56.3M in revenue.

What industry is Fremont Public Schools in?

Fremont Public Schools is in the education industry.

What is Fremont Public Schools’s mission?

Fremont Public Schools’s mission statement is “To produce creative, adaptable, productive citizens committed to lifelong learning.”

What type of company is Fremont Public Schools?

Fremont Public Schools is a education company.

Who are Fremont Public Schools’s competitors?

Fremont Public Schools competitors include East Stroudsburg South Senior High School, Weyauwega-Fremont School District, New Visions for Public Schools, Pleasanton Unified School District, Ashland High School, Merrill Area Public Schools, Livermore Schools, proudtobemusd, Fort Wayne Community Schools, Tracy Unified School District, Central Catholic High School, San Ramon Valley Unified School District, St. Mary’s High School, South Orange-Maplewood School District, Long Beach Unified School District, Lemoore Union High School District, THE ARBOR SCHOOL, LAAAE, Merrimack Education, Lakeview Academy.

Where is Fremont Public Schools’s headquarters?

Fremont Public Schools’s headquarters is in Fremont, MI.

Have more questions? See all answers to common company questions.

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Zippia gives an in-depth look into the details of Fremont Public Schools, including salaries, political affiliations, employee data, and more, in order to inform job seekers about Fremont Public Schools. The employee data is based on information from people who have self-reported their past or current employments at Fremont Public Schools. The data on this page is also based on data sources collected from public and open data sources on the Internet and other locations, as well as proprietary data we licensed from other companies. Sources of data may include, but are not limited to, the BLS, company filings, estimates based on those filings, h2B filings, and other public and private datasets. While we have made attempts to ensure that the information displayed are correct, Zippia is not responsible for any errors or omissions or for the results obtained from the use of this information. None of the information on this page has been provided or approved by Fremont Public Schools. The data presented on this page does not represent the view of Fremont Public Schools and its employees or that of Zippia.

Fremont Public Schools may also be known as or be related to Fremont Public Schools.

School 42 as the main answer to IT life, the universe of programming and all that / Habr

In October 2019, programming school 42, located in Fremont, California, happened to me. Upon returning from it, I stubbornly refused to answer various questions about my studies and avoided sharing my impressions. I needed time to come to my senses. More than half a year later, I am ready to tell my story about what is possibly the most extraordinary experience of my life.

Since the school itself is already well known and has been repeatedly covered in various articles both on Habré (I especially like this one, this one and this one) and other resources, my introduction will be as short as possible, and the entire focus of the story will be focused solely on my personal and very subjective experience.

I had the honor of being part of the October pool, the last one of 2019. I must say right away that I consider the school system not only rational, but also very philosophical. As you learn, you will have to answer difficult questions for yourself, learn to prioritize and make difficult decisions on which your success (whatever it is expressed) will depend. It is very difficult to describe school 42 “in all its glory” within the framework of one article, therefore, if this material resonates in the hearts of readers, I will continue the story and prepare an additional part.
I want to devote this chapter to the internal organization of the learning process and social features worthy of separate anthropological and philosophical studies.

Time allocation dilemma

Officially, the school day (this is a special unit of time at school, which is different from 24 hours) begins at 8:42 am and ends at 23:42 the next astronomical day. A topic is given for the day according to the training plan. There are several training videos uploaded directly to the system and a list of tasks that must be completed before the end of the school day. Technically, you have a full day and a half to complete all the tasks, but in practice, when the clock shows 8:42, you get a new set of tasks and a new school day opens – the program overlaps. The number of tasks in the topic is also not fixed – from 4 to 15 (and on a separate day up to 23).

This is where the first “question of conscience” came up: should I try to complete the day before moving on to the next, or do it to the best of my ability and go to rest? A full day has a beneficial effect on the learning process, because, having solved all the tasks, the student practiced more and consolidated what he had learned. On the other hand, the solution was not always “on click”, and, having spent several nights in a row searching for solutions to intricate tasks, the student risked burning out very quickly. Each participant in the pool had to develop an optimal strategy for completing the course, because. his mental and physical health depended primarily on this. Passing the pool is the first step on the way to enrollment in the school itself, and if at the end of it the student is exhausted and unstable, further education is hardly successful.

Relationship dilemma

In my pool, several times a day, the cadets who supervised us announced Push-ups Time: physical education is a minute when all students get together on a small area in the center of the hall and hold the bar (or do push-ups). The initiative, so remote from the actual process of learning to program, helped to distract from many hours of sitting at computers in the shrimp position and unload the brain. Plus, it was possible to evaluate who is easy-going, and who is too lazy and uninterested. Such seemingly insignificant activity made it possible to learn much more about their colleagues at the pool than many hours of discussion of the code from the task.

Old-timers of the school, who went through the pool not for the first time, said that earlier there was a table near the cadets with the inscription “Got a question? Google it! ”and a vase of sweets to soothe a wounded soul. The table was removed from my pool, but the essence remained the same. Before you ask a question, try to “google” it. It was a little easier for foreigners, because the search range was not limited to English: I watched video lectures in Russian on some topics. If the worldwide network did not help, consult with your colleagues in the pool: perhaps they understood the topic better or were able to find the necessary explanation and can share the find. Use any source of information other than the knowledge of the cadets – the latter are prohibited from answering any questions regarding the curriculum. In the pool system of School 42, peer-to-peer education has its own subordination.

Features of the relationship “cadet-student of the pool” became more complicated as the course of the pool progressed. The prohibition against discussing pool matters was understood and understood, but what about friendly communication? One of the popular questions that torments all students of the pool is visa. School 42 does not provide support to students in legalizing their presence in the United States, so cadets who are already enrolled in the school quite logically aroused interest. The desire to learn more about the life of the cadets firsthand came into conflict with fear for reputation. After all, the cadets have their own curators, and rather than indulge in complex explanations and proofs that you do not tell anything about the pool, it was easier to limit communication with students in general. As a result of this, a “class” division was sometimes clearly felt, limiting communication only within the framework of the students of the pool. Of course, there were also crazy parties of students and cadets, but, in my pool, such party students risked losing their school pass.

Minimum threshold dilemma

As I mentioned above, each school day has a new topic containing a different number of tasks. Their implementation has its own peculiarity. To consider the material of the school day successfully studied, it is necessary to correctly complete 25% of the tasks. Simple math suggests that if, for example, there are 12 tasks in a topic, you must correctly complete the first 3. Why do I emphasize the word “first”? Arranged in order of increasing difficulty, the tasks must be completed sequentially. If you made a mistake in exercise No. 2, all subsequent ones, even if they were performed correctly, will not be taken into account in the overall standings. As well as if you did the most difficult exercise No. 12, but missed No. 3, points will be counted only for No. 1 and No. 2 (and they will not be enough to close the day).

In this regard, many students have a question: why try to solve all the tasks if you need only 25% to pass? It reminds me of being a student, when it was enough to get 4 to “pass” the exam and move on (in Belarus, on a 10-point scale). Everyone at the pool has to decide for themselves what is more important: to do the bare minimum perfect to close the day and move on to the next (or mind your own business), or take the time to solve all the exercises and gain more knowledge? One day, the “minimum program” played against me: a function that I missed in the school day, then surfaced in my exam. It was awkward.

Further, more. Some quests in the later days become 42 Classics: doing them correctly seems to go without saying, and they do not give points for the current day. But for the same reason, “classic” exercises must be done correctly so that subsequent tasks that bring points are allowed to be tested. Complete a 42 Classics quest and all subsequent quests will be forfeited. Those. the approach to the “cost” of exercises changes as the course progresses, and it is important for students to develop a unified strategy for completing tasks in the first week in order to complete the entire course with maximum output. The quality of the tasks performed, against the constantly changing quantity, comes to the fore.

With these three dilemmas, I will stop my story. I hope for your feedback – is it worth continuing the story about the features of the pool of the “programmer workshop” of school 42? I would also be happy to answer your questions in the comments!

School 42 as a fallen warrior in the era of COVID / Sudo Null IT News

How often it seems to us that there is still a lot of time ahead to do something and achieve something. Life and the universe have other plans, and often the opportunity and chance elude us as if it never happened. So I decided to postpone school 42 until better times – and recently the school announced that the branch in Fremont, in which I passed the pool, is closed indefinitely. Having lost the opportunity to return to the minimalistic gray walls of the school, I decided to at least pay my respects to this amazing place with the second part of the article that I promised so long ago.

The first one can be read here.

In today’s chapter we will talk about the practical side of learning and some moral features that we did not touch on in the last part. I remind you that the observations described in the article are relevant as of the pre-COVID closure, i.e. 2019 year. What awaits the school in the future after the pandemic, one can only guess.

For reference, the term “pool” will often be mentioned throughout the article. This is a direct translation of the French word piscine, which refers to the month-long primary selection period for admission to the school. You can read more about it in the first part of a series of articles.

Study time paradox

One of the founding principles of the school was the idea of ​​collective learning. The opportunity to be near other students and learn new topics, helping each other, was implemented in the arrangement of an entire wing of the school building exclusively for the needs of the pool students. Long rows of Macintosh computers are available for any student to work 24 hours a day, 7 days a week. To enter the system, it was necessary to enter individual student credits, which are set personally by students on the first day of enrollment.

One of the statistics collected about the student during his training at the pool is the number of hours spent working in the system. Pay attention to the wording: it is in the system. Good old tracking comes into play, from which every experienced worker in the IT sphere (and not only) makes his cheekbones turn like a lemon. The system captures your activity under the session of a particular computer and summarizes all the hours into a total value for the day. On average, diligent pool students log into the system 10+ hours each day. This is considered a normal value, but some students can log more than 12 – whoever has enough strength.

You can organize study groups in separate rooms or brainstorm at the whiteboard, but this time will not be counted as study time. There is also the opposite effect: some students who are not particularly involved in the process keep the session active with random mouse movements or scripts that prevent the computer from going to sleep. I personally saw several of these scripts in action – it looks creepy, but the clock is tracked. The goal has been reached.

This raises a paradox: is it so important to be at the workplace, if physical presence is not always equivalent to productive work? Is the number of hours pledged so important if the system cannot determine their quality? With the advent of COVID, the school transferred cadets to remote learning, and the pools were eliminated. Which is logical – the cornerstone postulate of community in a pandemic will no longer be achieved.

Examination honesty paradox

In addition to tasks that need to be completed every school day (I talked about this in detail in the previous part), there is an exam every Friday. There are 4 of them in total (according to the length of the monthly course of the pool): the first three cover the material of the completed academic week, and the last one is the final one, a kind of graduation, offers tasks from the entire course of study. To be admitted to the exam, you must first register for it. If you forget to do this, you miss the exam, because your account is simply blocked from entering from any computer. Before the exam, the auditorium and restrooms are inspected by the cadets for hidden cribs and notes. Everything found “illegal” is destroyed.

Before entering the classroom, you must hand over phones and smart watches to volunteer cadets and allow yourself to be “inspected” for cheat sheets and notes. They are immediately disqualified from the exam. You can only bring 1 sheet of A4 paper and one pen or pencil to the exam. Bags and water bottles are also not allowed. The final exam lasts about 10 hours and small containers of dry (non-spillable) snacks and fruit are allowed. A volunteer cadet also sits in front of the restrooms, who ensures that only 1 student is in the restroom at a time, excluding the opportunity to exchange a couple of words or discuss the solution of tasks. They are different for everyone, the system assigns them randomly within the framework of the topic, so the probability of coincidence of tasks for randomly meeting students is extremely small.

With all this rigorous training to ensure the integrity of writing exams, students still manage to copy and carry cheat sheets. The explanation for this is simple: “surrender at any cost.” The approach to assessing exam tasks is similar to a school day: in order to successfully pass, you need to score a minimum threshold of points. And students desperate to become cadets are willing to take risks in the name of their IT “American dream. ”

Moreover, the final exam is also difficult morally: the allotted 10 hours are enough to find solutions even to those problems that you don’t know how to solve during school days. But is it really enough endurance for a student to spend almost half a day solving exam problems? Some do not stand up and leave the hall after an hour. There were a couple of enthusiasts in my pool who were determined to solve every single task and left the audience after 8 hours. Here there is another paradox, examination honesty. What becomes a priority: final knowledge or successful passing of exams? Each student decides for himself. In fairness, I note that the final exam, I failed miserably.

Paradox of passing the basin

From the first day of study until the last minutes of the final exam among the students of the pool, disputes and conspiracy theories do not subside. What is really needed to successfully pass the pool and be enrolled in the cadets?

The school deliberately does not publicize the system by which it evaluates each student in the pool, leaving the students, flustered with uncertainty, to speculate and play deduction. There are several common theses that really seem to be not unfounded, which students are mainly guided by.

1. Log every day for at least 10 hours.
2. Successfully pass all exams.
3. Close as many school days as possible (and preferably not at the minimum values).

Each basin adds to this list new speculations of varying degrees of persuasiveness. In my set it was “Be socially active and help other students” and “Be nice to the cadets, as they can give a bad characterization.” At the end of each pool, an active generalization of particular cases begins to confirm or refute a particular theory. In reality, identifying a general strategy for “successfully passing the pool” is really difficult. There was a girl in my pool who flunked all her exams but passed the pool. There was also another student who passed all four exams with high scores, but was not enrolled as a cadet. The pattern is not found in any way, there are too many special cases.

Studying in such a suspended state, when you don’t know where you’re going and whether you’re doing it right, puts pressure on you psychologically and makes you question your every action. Perhaps understanding the minimum pool requirements would be helpful, but would the school then be what it is now? Answer 42. Next question.

Conclusion

I successfully passed the pool and was enrolled in the cadets, but decided to return home and start my studies a little later. The school gave the opportunity to enter on other dates for the start of the cadet, not necessarily immediately starting behind the pool. Alas, the world was covered by the COVID-19 pandemic. 42 Silicon Valley School moved existing students to online learning, canceled all new pools, and closed its Fremont lab. The future of the school in sunny California is hazy and uncertain.

This concludes my second part of the story about Xavier Niel’s programming school. I will be glad to tell you more and answer any questions in the comments or in private messages.