FREMONT COUNTY JOINT DISTRICT

Grades Served:
Kindergarten - Grade 12

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Student Achievement

Are students in this district meeting grade level expectations?

Idaho content standards establish the knowledge and skills that all students should master by the end of each grade level. Students meeting grade level expectations demonstrate proficiency on the statewide assessments aligned to the content standards.

Only students who spend most of the year enrolled in their school are included when reporting the performance of students.

Idaho Standards Achievement Test - ISAT

English Language Arts/Literacy

(99.1% participation rate)

43.8%

2023 Target: 68.7%

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English Language Arts/Literacy

43.8%

Grades served

Grade 3

49.4%

Grade 4

45.6%

Grade 5

49.7%

Grade 6

34.5%

Grade 7

34.6%

Grade 8

36.6%

High School

54.4%

Race/Ethnicity

Native American or Alaskan Native

N*

Black/African American

N*

Asian

N*

White

48.2%

2023 Target: 71.9%

Hispanic or Latino

21.6%

2023 Target: 55.7%

Native Hawaiian or Pacific Islander

N*

Multiracial

N*

Gender

Male

39.7%

Female

48.4%

Student Group

Students from Low Income Families

35.6%

2023 Target: 60.4%

Students Learning English

7.7%

2023 Target: 37.9%

Students with Disabilities

6.5%

2023 Target: 43.3%

Students in Foster Care

N*

Students who are Homeless

29.6%

Students from Military Families

N*

Students from Migrant Families

N*

Additional Groups

proficiency

43.8%

2023 Target: 68.7%

participation rate

99.1%

Students Learning English proficiency

7.7%

2023 Target: 37.9%

Students Learning English participation rate

>93%

Mathematics

(99.1% participation rate)

36.2%

2023 Target: 61.1%

Back

Mathematics

36.2%

Grades served

Grade 3

49.7%

Grade 4

54.3%

Grade 5

46.9%

Grade 6

20.8%

Grade 7

28.9%

Grade 8

19.6%

High School

27.4%

Race/Ethnicity

Native American or Alaskan Native

N*

Black/African American

N*

Asian

N*

White

41.5%

2023 Target: 64.4%

Hispanic or Latino

12.2%

2023 Target: 48.0%

Native Hawaiian or Pacific Islander

N*

Multiracial

N*

Gender

Male

36.1%

Female

36.2%

Student Group

Students from Low Income Families

27.9%

2023 Target: 53.5%

Students Learning English

7.5%

2023 Target: 38.1%

Students with Disabilities

9.6%

2023 Target: 43.5%

Students in Foster Care

N*

Students who are Homeless

<20%

Students from Military Families

N*

Students from Migrant Families

N*

Additional Groups

proficiency

36.2%

2023 Target: 61.1%

participation rate

99.1%

Science

(99.2% participation rate)

37.8%
Back

Science

37.8%

Grades served

Grade 5

45.1%

Grade 8

31.4%

High School

35.7%

Race/Ethnicity

Native American or Alaskan Native

N*

Black/African American

N*

Asian

N*

White

41.6%

Hispanic or Latino

<21%

Native Hawaiian or Pacific Islander

N*

Multiracial

N*

Gender

Male

36.5%

Female

39.4%

Student Group

Students from Low Income Families

35.0%

Students Learning English

<22%

Students with Disabilities

<22%

Students in Foster Care

N*

Students who are Homeless

N*

Students from Military Families

N*

Students from Migrant Families

N*

Idaho Reading Indicator *

Fall 2022 Proficiency

53.9%
Back

Fall 2022 Proficiency

53.9%

Grades served

Kindergarten

42.2%

Grade 1

56.9%

Grade 2

58.8%

Grade 3

56.6%

Race/Ethnicity

Native American or Alaskan Native

N*

Black/African American

N*

Asian

N*

White

60.5%

Hispanic or Latino

28.1%

Native Hawaiian or Pacific Islander

N*

Multiracial

N*

Student Group

Students from Low Income Families

46.6%

Students Learning English

15.0%

Students with Disabilities

9.1%

Students in Foster Care

N*

Students who are Homeless

34.3%

Students from Military Families

N*

Students from Migrant Families

N*

Spring 2023 Proficiency

67.7%
Back

Spring 2023 Proficiency

67.7%

Grades served

Kindergarten

70.1%

Grade 1

66.0%

Grade 2

62.2%

Grade 3

72.2%

Race/Ethnicity

Native American or Alaskan Native

N*

Black/African American

N*

Asian

N*

White

74.2%

Hispanic or Latino

40.4%

Native Hawaiian or Pacific Islander

N*

Multiracial

N*

Student Group

Students from Low Income Families

58.8%

Students Learning English

18.2%

Students with Disabilities

28.3%

Students in Foster Care

N*

Students who are Homeless

57.6%

Students from Military Families

N*

Students from Migrant Families

N*

School Year Fall-to-Spring Change

13%

The fall-to-spring change in IRI proficiency is calculated only among students who took both assessments at the entity listed on this page. This result may not match the difference between the separately reported fall and spring rates.

*These results were provided to the SDE and Local Education Agencies by Istation, and reflect a new set of norming standards that were applied in Idaho and nationwide. Though these new norms reflect a dip in student proficiency scores, this decrease is seen nationwide and is reflective of a shift in national scores for all early literacy students. As a result, the 2023 IRI data are not immediately comparable to IRI data from previous assessment years.

How do students in this district compare?

Idaho Standards Achievement Test - ISAT

English Language Arts/Literacy

District

43.8%

State

52.2%

Mathematics

District

36.2%

State

41.5%

Science

District

37.8%

State

41.6%

Idaho Reading Indicator *

Fall 2022 Proficiency

District

53.9%

State

56.7%

Spring 2023 Proficiency

District

67.7%

State

66.6%

How did students in this district do in the past?

Idaho Standards Achievement Test - ISAT

English Language Arts/Literacy

Mathematics

Science

Idaho Reading Indicator *

Spring Proficiency

Fall Proficiency

*These results were provided to the SDE and Local Education Agencies by Istation, and reflect a new set of norming standards that were applied in Idaho and nationwide. Though these new norms reflect a dip in student proficiency scores, this decrease is seen nationwide and is reflective of a shift in national scores for all early literacy students. As a result, the 2023 IRI data are not immediately comparable to IRI data from previous assessment years.