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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)


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

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.

Grades K-2 Grades 3-5 Grade 6  
n/a 4 A Standard Met with Deep Understanding. Work is excellent, exceptional, or extended. A student working at a 4 or A level displays excellent quality, performs with high accuracy, applies the  learning in complex ways, and/or extends the expectations for meeting the grade level standard. A 4 or A does not mean the student has progressed into the standards for the next grade level.  Level 4/A marks are given to grades 3-6 only.
3 3 B Standard Met. Work is proficient, consistent, and accurate. A student working at a 3 level displays high quality, performs with accuracy, applies the learning correctly, and/or meets expectations for the grade level standard.
2 2 C Standard Partially Met. Work is basic or simple, and may be inconsistent. A student working at a 2 level displays basic quality, performs with inconsistent accuracy, applies the learning at a basic level, and/or approaches the grade level standard but only at the simplest level of content, task, or skill. Additional support may be needed for students performing at this level.
1 1 D Standard Not Met. Work at this level is limited or there is insufficient evidence of learning. A student working at a 1 level displays limited quality, performs with little evidence of understanding or limited accuracy, and/or applies learning at a minimal level. Work at this level does not meet expectations for the grade level standard. Additional support is needed for students performing at this level.


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.

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.

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.

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

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.

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.

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.

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.