Fowler Academy Community Day ranks in the top 50% of all schools in California for overall test scores (math proficiency is top 30%, and reading proficiency is top 50%).
The percentage of students achieving proficiency in math is <50% (which is higher than the California state average of 40%). The percentage of students achieving proficiency in reading/language arts is <50% (which is lower than the California state average of 51%).
Quick Facts (2026)
- School Type: Alternative school
- Grades: Kindergarten-8
- Math Proficiency: <50%
- Reading Proficiency: <50%
- Source: National Center for Education Statistics (NCES), CA Dept. of Education
School Overview
School Type
Grades Offered
Grades Kindergarten-8
Total Students (19-20)
3 students
Total Classroom Teachers (14-15)
1 teacher
School Rankings
Math Test Scores (% Proficient)
(18-19)<50%
40%
Reading/Language Arts Test Scores (% Proficient)
(18-19)<50%
51%
Student-Teacher Ratio
n/a
21:1
American Indian
(19-20)n/a
1%
Asian
(19-20)n/a
12%
Hispanic
(19-20)67%
55%
Black
(19-20)n/a
5%
White
(19-20)33%
23%
Hawaiian
(19-20)n/a
n/a
Two or more races
(19-20)n/a
4%
School Statewide Testing
School District Name
Source: National Center for Education Statistics (NCES), CA Dept. of Education
Frequently Asked Questions
What percent of students have achieved state testing proficiency in math and reading?
<50% of students have achieved math proficiency (compared to the 40% CA state average), while <50% of students have achieved reading proficiency (compared to the 51% CA state average).
How many students attend Fowler Academy Community Day?
3 students attend Fowler Academy Community Day.
What is the racial composition of the student body?
67% of Fowler Academy Community Day students are Hispanic, and 33% of students are White.
What grades does Fowler Academy Community Day offer ?
Fowler Academy Community Day offers enrollment in grades Kindergarten-8
What school district is Fowler Academy Community Day part of?
Fowler Academy Community Day is part of Fowler Unified School District.
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