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California For The Deaf-Fremont School in Fremont, CA
(KG-12 • Public • Special Education School)

City-data.com school rating (using weighted test average as compared to other schools in California) from 0 (worst) to 100 (best) is 4
Address
 39350 Gallaudet Dr.
Fremont, CA 94538
Telephone
(510) 794-3666
(make sure to verify first before calling)
Website
http://www.csdeagles.com
City-data.com school rating
4
Students
392
Classroom Teachers (FTE)
72.2
National School Lunch
Program (NSLP) Status
Yes, under Provision 2
Free lunch eligible students
256
Reduced-price lunch
eligible students
6
School district
California School for the Deaf-Fremont (State Special Schl)
Charter school
No
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
William Hopkins Junior High (1.5 miles):

99
John Gomes Elementary (1.0 miles):

98
Joshua Chadbourne Elementary (1.7 miles):

98
Mission Valley Elementary (1.8 miles):

98
Parkmont Elementary (1.1 miles):

95
Niles Elementary (1.7 miles):

95
J. Haley Durham Elementary (1.2 miles):

81
Vallejo Mill Elementary (1.1 miles):

67
California For The Deaf-Fremont School:

4
California For The Deaf-Fremont School rating compared to average state, county and city schools ratings:
California:

46
Alameda County:

51
Fremont:

81
California For The Deaf-Fremont:

4

Students & Teachers


Total enrollment:
Enrollment in 2016: 392
Enrollment in 2015: 410
Enrollment in 2014: 404
Enrollment in 2013: 407
Enrollment in 2012: 420
Enrollment in 2011: 438
Enrollment in 2010: 421
Enrollment in 2009: 411
Enrollment in 2008: 404
Enrollment in 2007: 408
Enrollment in 2006: 404
Enrollment in 2005: 409
Enrollment in 2004: 407
Enrollment in 2003: 414
Enrollment in 2002: 420
Enrollment in 2001: 446
Enrollment in 2000: 441
Enrollment in 1999: 445

California For The Deaf-Fremont School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)

GradeKGG01G02G03G04G05G06G07G08G09G10G11G12Total
All students10101417222128362637395082392
Female students36491488181521232333185
Male students7410881320181116162749207
American Indian/Alaska Native students - - - - - - - - - - - 1 - 1
Asian students31 - 133451285844
Hispanic students255612818151318172645190
Black students1 - 2 - 2 - - 342621234
White students22484961371471415105
Hawaiian Native/Pacific Islander students - - - - - - - - - - - 1 - 1
Two or More Races students223211 - - 1111217

Enrollment by grade:
Kindergarten enrollment: 10
1st grade enrollment: 10
2nd grade enrollment: 14
3rd grade enrollment: 17
4th grade enrollment: 22
5th grade enrollment: 21
6th grade enrollment: 28
7th grade enrollment: 36
8th grade enrollment: 26
9th grade enrollment: 37
10th grade enrollment: 39
11th grade enrollment: 50
12th grade enrollment: 82

California For The Deaf-Fremont School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)

Female enrollment: 185 (47.2%)
School:

47.2%
California:

49.4%
Male enrollment: 207 (52.8%)
California For The Deaf-Fremont School:

52.8%
State:

49.6%

California For The Deaf-Fremont School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)

American Indian/Alaska Native enrollment: 1 (0.3%)
California For The Deaf-Fremont School:

0.3%
State:

1.0%
Asian enrollment: 44 (11.2%)
School:

11.2%
California:

9.4%
Hispanic enrollment: 190 (48.5%)
California For The Deaf-Fremont School:

48.5%
California:

46.0%
Black enrollment: 34 (8.7%)
California For The Deaf-Fremont School:

8.7%
State:

6.1%
White enrollment: 105 (26.8%)
California For The Deaf-Fremont School:

26.8%
State:

28.3%
Hawaiian Native/Pacific Islander enrollment: 1 (0.3%)
Here:

0.3%
State:

0.6%
Two or More Races enrollment: 17 (4.3%)
California For The Deaf-Fremont School:

4.3%
California:

4.5%

California For The Deaf-Fremont School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)

Free/reduced-price lunch eligible students: 262 (66.8%)
Here:

66.8%
California:

61.2%
Free lunch eligible students: 256 (65.3%)
California For The Deaf-Fremont School:

65.3%
California:

52.8%
Reduced-price lunch eligible students: 6 (1.5%)
California For The Deaf-Fremont School:

1.5%
State:

8.6%

California For The Deaf-Fremont School - Lunch Program Eligibility


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

Classroom Teachers (FTE): 72.2

Number of FTE teachers in their first year of teaching: 1
Number of FTE teachers in their second year of teaching: 1
Number of FTE school counselors: 4.5
Number of FTE teachers who were absent more than 10 school days during the school years: 56
Number of FTE security guards: 4
Number of FTE nurses: 4
Number of FTE psychologists: 2
Number of FTE social workers: 1

Student/Teacher Ratio
California For The Deaf-Fremont School:

5.4
California:

22.8

California For The Deaf-Fremont School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $13,692,165
  • Full-time Equivalency Count of Teachers: 102.2 (Salary Expenditures: $7,889,705)
  • Full-time Equivalency Count of Instructional Aides: 15.2 (Salary Expenditures: $580,761)
  • Full-time Equivalency Count of Support Services Staff: 54 (Salary Expenditures: $3,741,964)
  • Full-time Equivalency Count of School Administration Staff: 15 (Salary Expenditures: $149,735)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $706,324
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $0
  • Salary Expenditures for Teachers: $6,424,938
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $0

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 served under IDEA

  • Hispanic200
  • Asian44
  • Black32
  • White107
  • Multirace26
Students with disabilities served under IDEA: 409 (male: 215, female: 194)
  • Hispanic: 200 (male: 118, female: 82)
  • Asian: 44 (male: 19, female: 25)
  • Black: 32 (male: 16, female: 16)
  • White: 107 (male: 49, female: 58)
  • Two or More Races: 26 (male: 13, female: 13)


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 1st grade: 2 (all female)
  • Hispanic: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of 1st grade students retained
California For The Deaf-Fremont School:

20.0%
California:

4.8%

Total number of students retained in 2nd grade: 2 (all male)
  • White: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of 2nd grade students retained
School:

14.3%
State:

2.9%

Total number of students retained in 3rd grade: 5 (all female)
  • White: 5
  • Individuals With Disabilities Education Act (IDEA): 5

Percent of 3rd grade students retained
California For The Deaf-Fremont School:

29.4%
California:

2.3%

Total number of students retained in 4th grade: 2 (all male)
  • Hispanic: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of 4th grade students retained
California For The Deaf-Fremont School:

9.1%
California:

1.6%

Total number of students retained in 6th grade: 2 (all male)
  • Hispanic: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of 6th grade students retained
School:

7.1%
State:

1.9%

Total number of students retained in 7th grade: 2 (all male)
  • Black: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Percent of 7th grade students retained
California For The Deaf-Fremont School:

5.6%
California:

2.7%

Total number of students retained in 9th grade: 6 (male: 4, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

Percent of 9th grade students retained
California For The Deaf-Fremont School:

16.2%
California:

24.2%

    Total number of students retained in 12th grade

  • Hispanic19
  • Asian4
  • Black7
  • White2
  • Multirace2
  • IDEA31
Total number of students retained in 12th grade: 34 (male: 22, female: 12)
  • Hispanic: 19 (male: 11, female: 8)
  • Asian: 4 (male: 2, female: 2)
  • Black: 7 (male: 5, female: 2)
  • White: 2 (all male)
  • Two or More Races: 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 31 (male: 20, female: 11)

Percent of 12th grade students retained
Here:

41.5%
State:

16.7%


Dual Enrollment:
(State average from 525 schools)

This school has students in grades 9-12 enrolled in a dual enrollment / dual credit program
Dual enrollment/dual credit programs provide opportunities for high school students to take college-level courses offered by colleges, and earn concurrent credit toward a high school diploma and a college degree while still in high school.These programs are for high school - enrolled students who are academically prepared to enroll in college and are interested in taking on additional coursework.For example, students who want to study subjects not offered at their high school may seek supplemental education at colleges nearby.

    Dual Enrollment

  • Hispanic2
  • Asian2
  • White4
  • IDEA7
Dual Enrollment: 8 (male: 2, female: 6)
  • Hispanic: 2 (all female)
  • Asian: 2 (all female)
  • White: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 2, female: 5)

Dual Enrollment per 1,000 students
California For The Deaf-Fremont School:

20.4
State:

104.8

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

  • All8%
  • Males5%
  • Females11%
ELA students tested: 127
ELA students with scores: 127

Percentage Standard Met and Above:

8%
State:

49%

Standard Not Met: 81.9%
Standard Nearly Met: 10.2%
Standard Met: 6.3%
Standard Exceeded: 1.6%

All Grades:
81.9%
10.2%
6.3%
1.6%
3rd Grade: (Mean Scale Score: 2300.4, Students tested: 11, Standard Not Met: 100.0%, Nearly Met: 0.0%, Met: 0.0%, Exceeded: 0.0%)
100.0%
4th Grade: (Mean Scale Score: 2359.8, Students tested: 11, Standard Not Met: 72.7%, Nearly Met: 9.1%, Met: 9.1%, Exceeded: 9.1%)
72.7%
9.1%
9.1%
9.1%
6th Grade: (Mean Scale Score: 2380.4, Students tested: 16, Standard Not Met: 81.3%, Nearly Met: 12.5%, Met: 6.3%, Exceeded: 0.0%)
81.3%
12.5%
6.3%
7th Grade: (Mean Scale Score: 2382.4, Students tested: 16, Standard Not Met: 81.3%, Nearly Met: 18.8%, Met: 0.0%, Exceeded: 0.0%)
81.3%
18.8%
8th Grade: (Mean Scale Score: 2434.6, Students tested: 32, Standard Not Met: 71.9%, Nearly Met: 12.5%, Met: 15.6%, Exceeded: 0.0%)
71.9%
12.5%
15.6%
11th Grade: (Mean Scale Score: 2443.8, Students tested: 31, Standard Not Met: 87.1%, Nearly Met: 6.5%, Met: 3.2%, Exceeded: 3.2%)
87.1%
6.5%
3.2%
3.2%

California For The Deaf-Fremont School - ELA Area Achievement Levels (all grades)


    Math Standard Met and Above

  • All8%
  • Males8%
  • Females8%
Math students tested: 128
Math students with scores: 128

Percentage Standard Met and Above:

8%
State:

38%

Standard Not Met: 80.5%
Standard Nearly Met: 11.7%
Standard Met: 7.0%
Standard Exceeded: 0.8%

All Grades:
80.5%
11.7%
7.0%
0.8%
3rd Grade: (Mean Scale Score: 2359.4, Students tested: 11, Standard Not Met: 72.7%, Nearly Met: 18.2%, Met: 9.1%, Exceeded: 0.0%)
72.7%
18.2%
9.1%
4th Grade: (Mean Scale Score: 2426.0, Students tested: 11, Standard Not Met: 45.5%, Nearly Met: 45.5%, Met: 9.1%, Exceeded: 0.0%)
45.5%
45.5%
9.1%
5th Grade: (Mean Scale Score: 2394.4, Students tested: 11, Standard Not Met: 100.0%, Nearly Met: 0.0%, Met: 0.0%, Exceeded: 0.0%)
100.0%
6th Grade: (Mean Scale Score: 2398.7, Students tested: 18, Standard Not Met: 77.8%, Nearly Met: 16.7%, Met: 5.6%, Exceeded: 0.0%)
77.8%
16.7%
5.6%
7th Grade: (Mean Scale Score: 2376.6, Students tested: 16, Standard Not Met: 81.3%, Nearly Met: 18.8%, Met: 0.0%, Exceeded: 0.0%)
81.3%
18.8%
8th Grade: (Mean Scale Score: 2443.2, Students tested: 32, Standard Not Met: 75.0%, Nearly Met: 3.1%, Met: 18.8%, Exceeded: 3.1%)
75.0%
3.1%
18.8%
3.1%
11th Grade: (Mean Scale Score: 2434.2, Students tested: 29, Standard Not Met: 96.5%, Nearly Met: 3.5%, Met: 0.0%, Exceeded: 0.0%)
96.5%
3.5%

California For The Deaf-Fremont School - Math Area Achievement Levels (all grades)


California Alternate Assessments:
Show data for

(State average from 1,579 schools)

The new California Alternate Assessments (CAAs) are based on alternate achievement standards-called the Core Content Connectors-and linked to the Common Core State Standards. The CAAs are online tests for students with an individualized education program (IEP) that designates the use of an alternate assessment to measure student progress on alternate achievement standards. This alternate assessment is part of the California Assessment of Student Performance and Progress (CAASPP) System and replaces the California Alternate Performance Assessment (CAPA) for English language arts and mathematics.

    ELA Percentage Level 3

  • All8%
  • Males10%
  • Females5%
  • Hispanic17%
ELA students tested: 50
ELA students with scores: 50

Percentage Level 3:

8%
State:

15%

Level 1: 54.0% The student showed limited understanding of core concepts.
Level 2: 38.0% The student showed foundational understanding of core concepts.
Level 3: 8.0% The student showed understanding of core concepts.

7th Grade: (Mean Scale Score: 734.0, Students tested: 11, Level1: 90.9%, Level 2: 9.1%, Level 3: 0.0%)
90.9%
9.1%

    Math Percentage Level 3

  • All22%
  • Males21%
  • Females24%
  • Hispanic33%
Math students tested: 50
Math students with scores: 50

Percentage Level 3:

22%
State:

6%

Level 1: 36.0% The student showed limited understanding of core concepts.
Level 2: 42.0% The student showed foundational understanding of core concepts.
Level 3: 22.0% The student showed understanding of core concepts.

7th Grade: (Mean Scale Score: 754.5, Students tested: 11, Level1: 18.2%, Level 2: 27.3%, Level 3: 54.5%)
18.2%
27.3%
54.5%

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.

California Modified Assessment (CMA) - The CMA for science was administered to eligible students in grades five, eight, and ten. The CMA is a standards-based test for students with an individualized education program who meet the eligibility criteria adopted by the State Board of Education. The Elementary and Secondary Education Act called for a range of assessments appropriate to students' abilities. The CMA provides an appropriate assessment for a small percentage of students allowing them to demonstrate their knowledge of skills in the California academic content standards for science.

CST Science students tested: 12
CST Science students with scores: 12

Percentage At Or Above Proficient:

17%
State:

54%

Percentage Far Below Basic: 50.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 25.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 8.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 8.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 8.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

10th Grade: (Mean Scale Score: 290.8, Students tested: 12, Far Below Basic: 50.0%, Below Basic: 25.0%, Basic: 8.0%, Proficient: 8.0%, Advanced: 8.0%)
50.0%
25.0%
8.0%
8.0%
8.0%

CMA Science students tested: 21
CMA Science students with scores: 21

Percentage At Or Above Proficient:

33%
State:

38%

Percentage Far Below Basic: 5.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 19.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 43.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 33.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 0.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

10th Grade: (Mean Scale Score: 332.6, Students tested: 21, Far Below Basic: 5.0%, Below Basic: 19.0%, Basic: 43.0%, Proficient: 33.0%, Advanced: 0.0%)
5.0%
19.0%
43.0%
33.0%

California High School Exit Exam:
(State average from 2,357 schools)

Beginning with the Class of 2006, students in California public schools were required to pass the California High School Exit Examination (CAHSEE) to demonstrate competency in grade-level skills in reading, writing, and mathematics to earn a high school diploma. The content of the CAHSEE was based on content standards in English-language arts and mathematics that were adopted by the State Board of Education (SBE) in 2003. In 2010, the SBE adopted the Common Core State Standards in English language arts and mathematics. The CAHSEE has been repealed. Assembly Bill 830 was chaptered into law by Governor Brown on October 10, 2017. This law eliminates the CAHSEE and removes it as a condition of receiving a diploma of graduation or a condition of graduation from high school.

California For The Deaf-Fremont School - California High School Exit Exam results

2014-15 results for this school are based on 3 separate tests and combined using weighted average.

    Math Mean Scale Score

  • All326
  • Hispanic322
  • White237
Math Mean Scale Score:

326
California:

374
Math Percentage Passed:

9%
California:

68%
Math Number Tested: 137
Math Number Passed: 13

Math Percent Correct compared to California average:
  • Probability & Statistics:

    40%
    State:

    69%
  • Number Sense:

    40%
    California:

    65%
  • Algebra & Functions:

    39%
    State:

    68%
  • Measurement & Geometry:

    34%
    State:

    64%
  • Algebra 1:

    35%
    California:

    58%

    ELA Mean Scale Score

  • All306
  • Hispanic303
  • White323
ELA Mean Scale Score:

306
State:

370
ELA Percentage Passed:

6%
California:

68%
ELA Number Tested: 180
ELA Number Passed: 11

ELA Percent Correct compared to California average:
  • Reading - Word Analysis:

    41%
    State:

    76%
  • Reading - Reading Comprehension:

    36%
    California:

    71%
  • Reading - Literary Responses and Analysis:

    40%
    State:

    75%
  • Writing - Writing Strategies:

    30%
    State:

    64%
  • Writing - Writing Conventions:

    38%
    California:

    69%

The Physical Fitness Test:
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: 21, Needs Improvement - High Risk: 33.3%, Needs Improvement: 66.7%, Healthy Fitness Zone: 0.0%)
33.3%
66.7%
7th grade: (Students tested: 28, Needs Improvement - High Risk: 50.0%, Needs Improvement: 42.9%, Healthy Fitness Zone: 7.1%)
50.0%
42.9%
7.1%
9th grade: (Students tested: 38, Needs Improvement - High Risk: 55.3%, Needs Improvement: 23.7%, Healthy Fitness Zone: 21.0%)
55.3%
23.7%
21.0%


Body Composition:
5th grade: (Students tested: 21, Needs Improvement - High Risk: 71.4%, Needs Improvement: 19.0%, Healthy Fitness Zone: 9.6%)
71.4%
19.0%
9.6%
7th grade: (Students tested: 28, Needs Improvement - High Risk: 82.1%, Needs Improvement: 14.3%, Healthy Fitness Zone: 3.6%)
82.1%
14.3%
3.6%
9th grade: (Students tested: 38, Needs Improvement - High Risk: 68.4%, Needs Improvement: 21.1%, Healthy Fitness Zone: 10.5%)
68.4%
21.1%
10.5%


Abdominal Strength:
5th grade: (Students tested: 21, Needs Improvement - High Risk: 85.7%, Needs Improvement: 14.3%, Healthy Fitness Zone: 0.0%)
85.7%
14.3%
7th grade: (Students tested: 28, Needs Improvement - High Risk: 96.4%, Needs Improvement: 3.6%, Healthy Fitness Zone: 0.0%)
96.4%
3.6%
9th grade: (Students tested: 38, Needs Improvement - High Risk: 92.1%, Needs Improvement: 7.9%, Healthy Fitness Zone: 0.0%)
92.1%
7.9%


Trunk Extension Strength:
5th grade: (Students tested: 21, Needs Improvement - High Risk: 95.2%, Needs Improvement: 4.8%, Healthy Fitness Zone: 0.0%)
95.2%
4.8%
7th grade: (Students tested: 28, Needs Improvement - High Risk: 89.3%, Needs Improvement: 10.7%, Healthy Fitness Zone: 0.0%)
89.3%
10.7%
9th grade: (Students tested: 38, Needs Improvement - High Risk: 94.7%, Needs Improvement: 5.3%, Healthy Fitness Zone: 0.0%)
94.7%
5.3%


Upper Body Strength:
5th grade: (Students tested: 21, Needs Improvement - High Risk: 61.9%, Needs Improvement: 38.1%, Healthy Fitness Zone: 0.0%)
61.9%
38.1%
7th grade: (Students tested: 28, Needs Improvement - High Risk: 67.9%, Needs Improvement: 32.1%, Healthy Fitness Zone: 0.0%)
67.9%
32.1%
9th grade: (Students tested: 38, Needs Improvement - High Risk: 71.1%, Needs Improvement: 28.9%, Healthy Fitness Zone: 0.0%)
71.1%
28.9%


Flexibility:
5th grade: (Students tested: 21, Needs Improvement - High Risk: 61.9%, Needs Improvement: 38.1%, Healthy Fitness Zone: 0.0%)
61.9%
38.1%
7th grade: (Students tested: 28, Needs Improvement - High Risk: 82.1%, Needs Improvement: 17.9%, Healthy Fitness Zone: 0.0%)
82.1%
17.9%
9th grade: (Students tested: 38, Needs Improvement - High Risk: 86.8%, Needs Improvement: 13.2%, Healthy Fitness Zone: 0.0%)
86.8%
13.2%

Accountability


Adequate Yearly Progress:
(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).

California For The Deaf-Fremont School - Adequate Yearly Progress status


ELA Participation Rate
California For The Deaf-Fremont School:

85.0%
State:

96.3%

    ELA Participation Rate

  • Hispanic86
  • Asian70
  • Filipino100
  • Native Hawaiian100
  • Black100
  • White84
  • Multirace100
  • SED85
  • LEP86
  • With Disabilities85
  • Hispanic: 86% (tested 53 out of 62 enrolled)
  • Asian: 70% (tested 7 out of 10 enrolled)
  • Filipino: 100% (tested 7 out of 7 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 1 out of 1 enrolled)
  • Black: 100% (tested 7 out of 7 enrolled)
  • White: 84% (tested 50 out of 60 enrolled)
  • Two or More Races: 100% (tested 4 out of 4 enrolled)
  • Socioeconomic Disadvantaged: 85% (tested 88 out of 103 enrolled)
  • English Learners: 86% (tested 41 out of 48 enrolled)
  • Students with Disabilities: 85% (tested 129 out of 151 enrolled)


Math Participation Rate
California For The Deaf-Fremont School:

89.0%
California:

96.1%

    Math Participation Rate

  • Hispanic89
  • Asian80
  • Filipino100
  • Native Hawaiian100
  • Black100
  • White87
  • Multirace100
  • SED92
  • LEP92
  • With Disabilities89
  • Hispanic: 89% (tested 55 out of 62 enrolled)
  • Asian: 80% (tested 8 out of 10 enrolled)
  • Filipino: 100% (tested 7 out of 7 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 1 out of 1 enrolled)
  • Black: 100% (tested 7 out of 7 enrolled)
  • White: 87% (tested 52 out of 60 enrolled)
  • Two or More Races: 100% (tested 4 out of 4 enrolled)
  • Socioeconomic Disadvantaged: 92% (tested 95 out of 103 enrolled)
  • English Learners: 92% (tested 44 out of 48 enrolled)
  • Students with Disabilities: 89% (tested 134 out of 151 enrolled)


SAT/ACT:
(State average from 9,846 schools)

The ACT Test (ACT) is a nationally recognized assessment used to indicate college readiness.
The SAT Reasoning Test (SAT) is a curriculum-based, college readiness test that assesses the academic skills and knowledge students acquire in high school and the ability to apply that knowledge.

California For The Deaf-Fremont School - ACT/SAT scores

Percent of graduates taking the ACT:

28.0%
California:

30.9%
ACT Composite scores greater or equal to 21:

8.7%
State:

48.7%
Number of graduates: 82
Number of graduates taking the ACT: 23

Average ACT composite score:

15.0
State:

19.8
Average ACT English score:

14.0
State:

19.6
Average ACT mathematics score:

16.0
State:

20.5
Average ACT reading score:

16.0
California:

20.5
Average ACT science score:

15.0
California:

19.9

    SAT or ACT Test Participation

  • Hispanic16
  • Asian4
  • Black4
  • White22
  • IDEA43
SAT or ACT Test Participation: 46 (male: 26, female: 20)
  • Hispanic: 16 (male: 11, female: 5)
  • Asian: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 22 (male: 11, female: 11)
  • Individuals With Disabilities Education Act (IDEA): 43 (male: 23, female: 20)

Advanced Placement:
Show data for

(State average from 928 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).
Number of different AP courses provided by school: 1
Is enrollment via self-selection by students permittedfor all AP courses offered by the school?: Yes

    Students Enrolled in at least one AP Course

  • Hispanic4
  • Asian2
  • Native Hawaiian2
  • Black2
  • White10
  • Multirace2
  • IDEA19
Students Enrolled in at least one AP Course: 22 (male: 6, female: 16)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 2 (all male)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • Black: 2 (all female)
  • White: 10 (male: 2, female: 8)
  • Two or More Races: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 19 (male: 5, female: 14)

    Students who took one or more AP exams

  • Hispanic2
  • Black2
  • White2
  • IDEA7
Students who took one or more AP exams: 6 (male: 2, female: 4)
  • Hispanic: 2 (all male)
  • Black: 2 (all female)
  • White: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 2, female: 5)

Percent students who received a qualifying score on one or more AP exams
California For The Deaf-Fremont School:

0.0%
California:

55.3%

    Students who took no AP exams

  • Hispanic2
  • Asian2
  • Native Hawaiian2
  • White10
  • Multirace2
  • IDEA13
Students who took no AP exams: 18 (male: 4, female: 14)
  • Hispanic: 2 (all female)
  • Asian: 2 (all male)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • White: 10 (male: 2, female: 8)
  • Two or More Races: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 13 (male: 2, female: 11)

Health & Safety


Offenses:
(State average from 5,445 schools)

An incident refers to a specific criminal act involving one or more victims and offenders. For example, if two students are robbed without a weapon, at the same time and place, this is classified as two robbery victimizations but only one robbery without a weapon incident

A weapon is any instrument or object used with the intent to threaten, injure, or kill. This includes look-alikes if they are used to threaten others.

Sexual assault is an incident that includes threatened rape, fondling, indecent liberties, or child molestation. Both male and female students can be victims of sexual assault. Classification of these incidents should take into consideration the age and developmentally appropriate behavior of the offender(s)

Physical attack or fight refers to an actual and intentional touching or striking of another person against his/her will, or the intentional causing of bodily harm to an individual. Physical attack or fight does not include rape.

A threat refers to an act where there was no physical contact between the offender and victim but the victim felt that physical harm could have occurred based on verbal or nonverbal communication by the offender. This includes nonverbal threats (e.g., brandishing a weapon), and verbal threats of physical harm which are made in person. Threats made over the telephone or threatening letters are excluded.
At least one incident at this school that involved a shooting: No
Any of this school's students, faculty, or staff died as a result of a homicide committed at this school: No

Incidents of sexual assault (other than rape): 4

Incidents of physical attack or fight without a weapon: 4

Incidents of threats of physical attack without a weapon: 4


Total incidents per 1,000 students
California For The Deaf-Fremont School:

30.6
State:

60.8

Referrals and Arrests:
Show data for

(State average from 2,295 schools)

Referral to law enforcement is an action by which a student is reported to any law enforcement agency or official, including a school police unit, for an incident that occurs on school grounds, during school-related events, or while taking school transportation, regardless of whether official action is taken. Citations, tickets, court referrals, and school-related arrests are considered referrals to law enforcement.

School-related arrest refers to an arrest of a student for any activity conducted on school grounds, during off-campus school activities (including while taking school transportation), or due to a referral by any school official. All school-related arrests are considered referrals to law enforcement.
Students with disabilities who were referred to a law enforcement agency or official: 6 (all male)
  • Hispanic: 2
  • Black: 2
  • White: 2

Students with disabilities who were referred to a law enforcement agency or official per 1,000 students
California For The Deaf-Fremont School:

15.3
State:

7.2


Harassment & Bullying:
Show data for

(State average from 2,337 schools)

An allegation is a claim or assertion that someone has done something wrong or illegal, typically made without proof.

Harassment or bullying on the basis of sex includes sexual harassment or bullying and gender-based harassment or bullying. Sexual harassment or bullying is unwelcome conduct of a sexual nature, such as unwelcome sexual advances, requests for sexual favors, and other verbal, nonverbal, or physical conduct of a sexual nature. Gender-based harassment or bullying is nonsexual intimidation or abusive behavior toward a student based on the student's actual or perceived sex, including harassment based on gender identity, gender expression, and nonconformity with gender stereotypes. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Both male and female students can be victims of harassment or bullying on the basis of sex, and the harasser or bully and the victim can be of the same sex. Bullying on the basis of sex constitutes sexual harassment.

Harassment or bullying on the basis of disability refers to intimidation or abusive behavior toward a student based on actual or perceived disability. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Bullying on the basis of disability constitutes disability harassment.
Allegations of harassment or bullying on the basis of sex: 12
Allegations of harassment or bullying on the basis of sex per 1,000 students
School:

30.6
State:

6.8

    Students reported as harassed or bullied on the basis of sex

  • Hispanic4
  • Black4
  • White4
  • IDEA10
Students reported as harassed or bullied on the basis of sex: 12 (male: 6, female: 6)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 5, female: 5)

Students disciplined for bullying or harassment on the basis of sex: 7 (all male)
  • Hispanic: 5
  • White: 2
  • Individuals With Disabilities Education Act (IDEA): 8


Allegations of harassment or bullying on the basis of disability: 5
Allegations of harassment or bullying on the basis of disability per 1,000 students
School:

12.8
California:

1.1
Students reported as harassed or bullied on the basis of disability: 4 (male: 2, female: 2)
  • Hispanic: 2 (all male)
  • White: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

Students disciplined for bullying or harassment on the basis of disability: 4 (male: 2, female: 2)
  • Hispanic: 2 (all male)
  • White: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)



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

  • Hispanic43
  • Asian4
  • Native Hawaiian2
  • Black4
  • White25
  • Multirace4
  • IDEA85
Chronic Student Absenteeism: 82 (male: 37, female: 45)
  • Hispanic: 43 (male: 17, female: 26)
  • Asian: 4 (male: 2, female: 2)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • Black: 4 (male: 2, female: 2)
  • White: 25 (male: 14, female: 11)
  • Two or More Races: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 85 (male: 41, female: 44)
Chronic Student Absenteeism per 1,000 students
California For The Deaf-Fremont School:

209.2
California:

172.7

Restraint and Seclusion:
Show data for

(State average from 741 schools)

Physical restraint refers to a personal restriction that immobilizes or reduces the ability of a student to move his or her torso, arms, legs, or head freely. The term physical restraint does not include a physical escort. Physical escort means a temporary touching or holding of the hand, wrist, arm, shoulder or back for the purpose of inducing a student who is acting out to walk to a safe location.
Total Number of students with disabilities (IDEA) subjected to physical restraint: 5 (all male)
  • White: 5

Students with disabilities (IDEA) subjected to physical restraint per 1,000 students
California For The Deaf-Fremont School:

12.8
California:

11.7


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).
In-school suspension is an instance in which a child is temporarily removed from his or her regular classroom(s) for at least half a day for disciplinary purposes, but remains under the direct supervision of school personnel. Direct supervision means school personnel are physically in the same location as students under their supervision.

    School days missed due to out-of-school suspension

  • Hispanic32
  • Asian1
  • Black12
  • White14
  • Multirace3
  • IDEA62
School days missed due to out-of-school suspension: 62 (male: 45, female: 17)
  • Hispanic: 32 (male: 21, female: 11)
  • Asian: 1 (all male)
  • Black: 12 (male: 8, female: 4)
  • White: 14 (male: 12, female: 2)
  • Two or More Races: 3 (all male)
  • Individuals With Disabilities Education Act (IDEA): 62 (male: 45, female: 17)

Students with disabilities receiving one or more in-school suspension: 6 (male: 4, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • White: 2 (all male)

    Students with disabilities receiving only one out-of-school suspension

  • Hispanic25
  • Asian2
  • Black7
  • White13
  • Multirace2
Students with disabilities receiving only one out-of-school suspension: 49 (male: 37, female: 12)
  • Hispanic: 25 (male: 17, female: 8)
  • Asian: 2 (all male)
  • Black: 7 (male: 5, female: 2)
  • White: 13 (male: 11, female: 2)
  • Two or More Races: 2 (all male)

    Students with disabilities receiving more than one out-of-school suspension

  • Hispanic4
  • Black4
  • White4
  • Multirace2
Students with disabilities receiving more than one out-of-school suspension: 14 (male: 8, female: 6)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all male)


Expulsions:
Show data for

(State average from 1,805 schools)

Expulsion without educational services refers to an action taken by the local educational agency of removing a child from his/her regular school for disciplinary purposes, and not providing educational services to the child for the remainder of the school year or longer in accordance with local educational agency policy. Expulsion without services also includes removals resulting from violations of the Gun Free Schools Act that are modified to less than 365 days.
Students with Disabilities who received an expulsion without educational services: 2 (all male)
  • Hispanic: 2

Students with Disabilities who received an expulsion without educational services per 1,000 students
School:

5.1
California:

1.7

Classes & Courses


Algebra I:
Show data for

(State average from 1,382 schools)

Algebra I is a (college-preparatory) course that includes the study of properties and operations of the real number system; evaluating rational algebraic expressions; solving and graphing first degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; and solving simple quadratic equations. Algebra I is a foundation course leading to higher-level mathematics courses, including Geometry and Algebra II.
Number of Algebra I classes: 15
Number of Algebra I classes taught by certified teachers: 4


    9-10th grade student enrollment in Algebra I

  • Hispanic31
  • Asian7
  • Black7
  • White19
  • IDEA64
9-10th grade student enrollment in Algebra I: 64 (male: 29, female: 35)
  • Hispanic: 31 (male: 17, female: 14)
  • Asian: 7 (male: 2, female: 5)
  • Black: 7 (male: 2, female: 5)
  • White: 19 (male: 8, female: 11)
  • Individuals With Disabilities Education Act (IDEA): 64 (male: 29, female: 35)

    9-10th grade studenst who passed Algebra I

  • Hispanic23
  • Asian4
  • Black8
  • White17
  • IDEA50
9-10th grade studenst who passed Algebra I: 52 (male: 24, female: 28)
  • Hispanic: 23 (male: 13, female: 10)
  • Asian: 4 (all female)
  • Black: 8 (male: 4, female: 4)
  • White: 17 (male: 7, female: 10)
  • Individuals With Disabilities Education Act (IDEA): 50 (male: 22, female: 28)
Percent of 9-10th grade students who passed
California For The Deaf-Fremont School:

81.3%
State:

72.5%

    11-12th grade student enrollment in Algebra I

  • Hispanic22
  • Asian4
  • Black5
  • White7
  • IDEA37
11-12th grade student enrollment in Algebra I: 38 (male: 23, female: 15)
  • Hispanic: 22 (male: 11, female: 11)
  • Asian: 4 (male: 2, female: 2)
  • Black: 5 (all male)
  • White: 7 (male: 5, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 37 (male: 23, female: 14)
11-12th studenst who passed Algebra I: 21 (male: 14, female: 7)
  • Hispanic: 17 (male: 10, female: 7)
  • White: 4 (all male)
  • Individuals With Disabilities Education Act (IDEA): 29 (male: 19, female: 10)
Percent of 11-12th grade students who passed
Here:

55.3%
California:

62.0%


Algebra II:
Show data for

Algebra II (college-preparatory) course topics typically include field properties and theorems; set theory; operations with rational and irrational expressions; factoring of rational expressions; in - depth study of linear equations and inequalities; quadratic equations; solving systems of linear and quadratic equations; graphing of constant, linear, and quadratic equations; properties of higher degree equations; and operations with rational and irrational exponents.
Number of Algebra II classes: 1
Number of Algebra II classes taught by certified teachers: 1

    Student Enrollment in Algebra II

  • Hispanic4
  • Asian4
  • White4
  • IDEA10
Student Enrollment in Algebra II: 12 (male: 6, female: 6)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 5, female: 5)

Calculus:
Show data for

Calculus (college-preparatory) course topics include the study of derivatives, differentiation, integration, the definite and indefinite integral, and applications of calculus.Typically, students have previously attained knowledge of precalculus topics (some combination of trigonometry, elementary functions, analytic geometry, and math analysis).
Number of Calculus classes: 1
Number of Calculus classes taught by certified teachers: 1

    Student Enrollment in Calculus

  • Native Hawaiian2
  • White2
  • Multirace2
  • IDEA2
Student Enrollment in Calculus: 6 (all female)
  • Native Hawaiian / Pacific Islander: 2
  • White: 2
  • Two or More Races: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Geometry:
Show data for

Geometry is a (college-preparatory) course that typically includes topics such as properties of plane and solid figures; deductive methods of reasoning and use of logic; geometry as an axiomatic system including the study of postulates, theorems, and formal proofs; concepts of congruence, similarity, parallelism, perpendicularity, and proportion; and rules of angle measurement in triangles.Geometry is considered a prerequisite for Algebra II.
Number of Geometry classes: 5
Number of Geometry classes taught by certified teachers: 1

    Student Enrollment in Geometry

  • Hispanic13
  • Asian4
  • Black2
  • White10
  • IDEA28
Student Enrollment in Geometry: 29 (male: 12, female: 17)
  • Hispanic: 13 (male: 5, female: 8)
  • Asian: 4 (male: 2, female: 2)
  • Black: 2 (all female)
  • White: 10 (male: 5, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 28 (male: 14, female: 14)

Advanced Mathematics:
Show data for

Advanced mathematics (college-preparatory) courses cover the following topics: trigonometry, trigonometry/algebra, trigonometry / analytic geometry, trigonometry / math analysis, analytic geometry, math analysis, math analysis / analytic geometry, probability and statistics, and precalculus
Number of Advanced Mathematics classes: 2


    Student Enrollment in Advanced Mathematics

  • Hispanic2
  • Asian2
  • Black2
  • White7
  • IDEA10
Student Enrollment in Advanced Mathematics: 13 (male: 11, female: 2)
  • Hispanic: 2 (all male)
  • Asian: 2 (all male)
  • Black: 2 (all male)
  • White: 7 (male: 5, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 8, female: 2)

Biology:
Show data for

Biology (college-preparatory) courses are designed to provide information regarding the fundamental concepts of life and life processes.These courses include(but are not restricted to) such topics as cell structure and function, general plant and animal physiology, genetics, and taxonomy.
Number of Biology classes: 4

    Student Enrollment in Biology

  • Hispanic16
  • Asian7
  • Black4
  • White10
  • IDEA40
Student Enrollment in Biology: 37 (male: 17, female: 20)
  • Hispanic: 16 (male: 8, female: 8)
  • Asian: 7 (male: 2, female: 5)
  • Black: 4 (male: 2, female: 2)
  • White: 10 (male: 5, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 40 (male: 17, female: 23)

Chemistry:
Show data for

Chemistry (college-preparatory) courses involve studying the composition, properties, and reactions of substances. These courses typically explore such concepts as the behaviors of solids, liquids, and gases; acid / base and oxidation / reduction reactions; and atomic structure.Chemical formulas and equations and nuclear reactions are also studied.
Number of Chemistry classes: 2

    Student Enrollment in Chemistry

  • Hispanic4
  • Asian4
  • Black2
  • White7
  • Multirace2
  • IDEA16
Student Enrollment in Chemistry: 19 (male: 11, female: 8)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • White: 7 (male: 5, female: 2)
  • Two or More Races: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 16 (male: 8, female: 8)

Physics:
Show data for

Physics (college-preparatory) courses involve the study of the forces and laws of nature affecting matter, such as equilibrium, motion, momentum, and the relationships between matter and energy.The study of physics includes examination of sound, light, and magnetic and electric phenomena.
Number of Physics classes: 1
Number of Physics classes taught by certified teachers: 1

    Student Enrollment in Physics

  • Hispanic2
  • Native Hawaiian2
  • White4
  • IDEA4
Student Enrollment in Physics: 8 (male: 4, female: 4)
  • Hispanic: 2 (all male)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • White: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

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