Independent charter school · Fresno County Office of Education · Clovis, California

Clovis Global Academy — Rating & test scores

Clovis · TK–8 · 317 students (2024–25)

44 Shaw Avenue, 93612clovisglobalacademy.org ↗(559) 575-0587

81stpercentileStrong

The dots are California’s 5,726 scored public elementary schools, placed by Scope Score on spring 2026 tests. How it’s built →

Scope Score

Weighted composite · 2025–26
A weighted mix of five of the six elementary school measures.

See this school’s score factors ↓

Clovis Global Academyhigher than 81 of the 100 California dots

California’s public elementary schools · 1 dot = 1 in 100

Needs Support25 in 100Developing25 in 100Solid25 in 100Strong25 in 100

Clovis Global Academyhigher than 81 of the 100 California dots

California’s public elementary schools · 1 dot = 1 in 100

Needs Support25 in 100Developing25 in 100Solid25 in 100Strong25 in 100

Clovis Global Academyhigher than 81 of the 100 California dots

California’s public elementary schools · 1 dot = 1 in 100

Needs Support25 in 100Developing25 in 100Solid25 in 100Strong25 in 100

Well above California in English (reading and writing) and math, grades 3–5, spring 2026: 61% and 53% scored Proficient or Advanced, against 46% and 42%.

Source

Source: California’s state tests (CAASPP), California Department of Education, spring 2026
Students: all students tested in grades 3–5: 132 in English, 131 in math
Comparison: California: CDE’s grade 3, 4 and 5 rows for the whole state combined, weighted by students tested (our calculation; 1,208,894 in English and 1,211,701 in math tested).

From spring 2026, the state calls its top two levels “Proficient or Advanced” (formerly “Met or Exceeded”).

This rating covers grades 3–5. Clovis Global Academy teaches TK–8: grade 6 results ↓

How to enroll

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Campus map · © OpenStreetMap

Drawn from OpenStreetMap, inside the campus outline from the California School Campus Database (2025). Volunteers map it, so a new building may be missing. Buildings with no mapped height are drawn one storey high.

A picture of the campus, not an attendance boundary or a rating.

Schools maintain a closed campus policy. For students’ safety, visitors may enter a campus only with the school’s official permission; this drawing implies no permission to enter.

On spring 2025 tests, students in grades 4–6 scored above what the state expected in English (+34 pts) and math (+35 pts). The state bases that expectation on each student’s earlier scores.

Sources

The sentence above: CDE growth model, 2025. Students with scores in both years in grades 4–6: 57. Points are scale-score points against the state’s expected score for each student; the category is CDE’s, quoted as published. It describes results, not causes.

Common questions

How do I get in?

Ask Clovis Global Academy how it admits students. Charter schools set their own enrollment steps and dates. Evidence ↓

Is Clovis Global Academy a good elementary school?

Clovis Global Academy scores higher than 81 in 100 of California’s 5,726 scored public elementary schools: 81st percentile, Strong, spring 2026. Evidence ↓

How often do students miss school or get suspended?

In 2025–26, 18 in 100 students missed 10% or more of school days, against 21 in 100 at the average Fresno County Office of Education elementary school. 3.3% of students (13 of 397) were suspended at least once in 2025–26, against 1.6% at the average California elementary school. Evidence ↓

Did students here score above what the state expected?

Yes, in both subjects. In 2025, students here in grades 4–6 scored +34 points against the state’s expected score in English, which the state calls Exceptional. In math, they scored +35 points, which it calls Exceptional.

Included in this measure: 57 students

Evidence ↓

How do kids like mine do here?

In spring 2026, 55% of low-income students in grades 3–6 at Clovis Global Academy scored Proficient or Advanced in English, against 36% for the same group across California. Evidence ↓

What does its own plan pay for?

In its 2026–27 plan, $5.7 million is planned for 27 funded actions in 3 goals. These are planned amounts; the charter school reports what it spent in a later plan. Evidence ↓

What should I ask on a visit?

The questions drawn from this page are under Next steps, ready to copy. Evidence ↓

Academic achievement

How did students here do on state tests?

Well above California in both subjects.

State tests (CAASPP), spring 2026

In grades 3–5, spring 2026, 61% scored Proficient or Advanced in English and 53% in math, against 46% and 42% across California.

Source

Source: California’s state tests (CAASPP), California Department of Education, spring 2026
Students: all students tested in grades 3–5: 132 in English, 131 in math
Comparison: California: CDE’s grades 3–5 rows for the whole state combined, weighted by students tested (our calculation; 1,208,894 in English, 1,211,701 in math tested). The comparisons use the same grades and year.

AdvancedProficientBelow the standard

English

Grades 3–5 · spring 2026 · 132 tested

Advanced: 35%
Proficient: 26%
Below the standard: 39%

This school61%

California46%

Fresno County Office of Education40%

61% Proficient or Advanced in grades 3–5.

Math

Grades 3–5 · spring 2026 · 131 tested

Advanced: 26%
Proficient: 27%
Below the standard: 47%

This school53%

California42%

Fresno County Office of Education33%

53% Proficient or Advanced in grades 3–5.

Results for each grade, spring 2026English and math · grades 3–6 · every level, with tested counts

What each level means: California's level descriptions.

English

English, grades 3–5: share of students tested, spring 2026
Measure	Grade 3	Grade 4	Grade 5
Proficient or Advanced	68%	45%	74%
Advanced	34%	32%	39%
Proficient	34%	13%	35%
Developing level	26%	27%	23%
Minimal	6%	28%	3%
Tested	47	47	38
California	44%	46%	49%
Difference	+24	−1	+25

English, grade 6: share of students tested, spring 2026
Measure	Grade 6
Proficient or Advanced	76%
Advanced	47%
Proficient	29%
Developing level	18%
Minimal	6%
Tested	17
California	48%
Difference	+28

California is CDE’s statewide English row for each grade, counting every student tested there; the comparisons in the chapters combine these rows for their grades, weighted by students tested (our calculation).

Math

Math, grades 3–5: share of students tested, spring 2026
Measure	Grade 3	Grade 4	Grade 5
Proficient or Advanced	54%	51%	55%
Advanced	24%	30%	24%
Proficient	30%	21%	31%
Developing level	35%	30%	32%
Minimal	11%	19%	13%
Tested	46	47	38
California	47%	42%	37%
Difference	+7	+9	+18

Math, grade 6: share of students tested, spring 2026
Measure	Grade 6
Proficient or Advanced	41%
Advanced	24%
Proficient	17%
Developing level	53%
Minimal	6%
Tested	17
California	37%
Difference	+4

California is CDE’s statewide math row for each grade, counting every student tested there; the comparisons in the chapters combine these rows for their grades, weighted by students tested (our calculation).

A grade the school doesn't teach has no row. “Suppressed” marks a result CDE blanks because fewer than 11 students tested (CDE’s reporting rule); “none tested” marks a grade CDE lists with no students tested; “not on file” marks a result missing from the records we hold. None of them means zero.

New to these scores? Read CAASPP scores explained: how to read your child’s report →

How does grade 6 do?

In grade 6, spring 2026, 76% scored Proficient or Advanced in English and 41% in math, against 48% and 37% across California. Fewer than 30 students tested, so one year can swing a lot; ask how results looked in other years.

English

Grade 6 · spring 2026 · 17 tested

Advanced: 47%
Proficient: 29%
Below the standard: 24%

This school76%

California48%

Fresno County Office of Education36%

76% Proficient or Advanced in grade 6.

Math

Grade 6 · spring 2026 · 17 tested

Advanced: 24%
Proficient: 17%
Below the standard: 59%

This school41%

California37%

Fresno County Office of Education25%

41% Proficient or Advanced in grade 6.

Have results changed?

Results in both subjects were similar to 2025. English went from 65% to 61% and math from 56% to 53%.

Our comparable history for these grades covers 2025 and 2026 only. More years are needed to show a longer trend.

English · top two levels · grades 3–5

202565%100 tested

→

202661%132 tested

This school

California, same grades46% → 46%2025 → 2026 · 1,232,086 → 1,208,894 tested

Math · top two levels · grades 3–5

202556%100 tested

→

202653%131 tested

This school

California, same grades41% → 42%2025 → 2026 · 1,241,652 → 1,211,701 tested

Each year is a different group of students.

Did students here score above what the state expected?

Yes, in both subjects. California sets an expected score for each student from that student’s own score the year before. In 2025, students here in grades 4–6 scored +34 points against that expected score in English, which the state calls Exceptional. In math, they scored +35 points, which it calls Exceptional.

Source

Source: CDE growth model, 2025
Students: students with scores in both years in grades 4–6: 57
Comparison: Points are scale-score points against the state’s expected score for each student; the category is CDE’s, quoted as published. It describes results, not causes.

Grades 4–6 · 2025 · 57 students with scores in both years

Points above or below what the state expected from the same students’ earlier scores.

+34 pts

English

The state calls it Exceptional, the highest of its five growth levels.

+35 pts

Math

The state calls it Exceptional, the highest of its five growth levels.

Ask: How do you help children who need more support in reading or math, and those ready for more challenge?

All four levelsThe state’s test levels Advanced, Proficient, the Developing level (formerly Nearly met) and Minimal, with tested counts

Share of students tested at each level, spring 2026
Students	Advanced	Proficient	Developing level	Minimal	Tested
English, grades 3–5 · This school	35%	26%	26%	13%	132
English, grades 3–5 · California	24%	22%	21%	33%	1,208,894
English, grades 3–5 · Fresno County Office of Education	19%	21%	21%	39%	450
Math, grades 3–5 · This school	26%	27%	32%	15%	131
Math, grades 3–5 · California	21%	21%	25%	33%	1,211,701
Math, grades 3–5 · Fresno County Office of Education	13%	20%	26%	41%	447
English, grade 6 · This school	47%	29%	18%	6%	17
English, grade 6 · California	20%	28%	24%	28%	415,439
English, grade 6 · Fresno County Office of Education	14%	22%	32%	32%	119
Math, grade 6 · This school	24%	17%	53%	6%	17
Math, grade 6 · California	21%	16%	25%	38%	415,904
Math, grade 6 · Fresno County Office of Education	14%	11%	27%	48%	118

Below the standard combines the state’s Developing and Minimal levels, its two lowest. Data source: California Department of Education, spring 2026. The state comparison combines CDE’s rows for the same grades, weighted by students tested (our calculation). The district row combines its public schools in the same grades, weighted by students tested.

English and math results for the tested grades. These do not measure the experience in kindergarten or the early grades.

Each grade’s results: English ↑ · Math ↑

Results since 20252 tested years shown

Chart and table: 2025–2026.

English top two levels, grades 3–5

This schoolCalifornia

0%50%100%20252026202661%46%

Math top two levels, grades 3–5

This schoolCalifornia

0%50%100%20252026202653%42%

In grades 3–5, the share at the state’s top two levels in English went from 65% in 2025 to 61% in 2026. In math, it went from 56% in 2025 to 53% in 2026. Each year is a different group of students.

Each year’s results and tested counts

English · top two levels · grades 3–5
Year	This school	California
2025	65% 100 tested	46% 1,232,086 tested
2026	61% 132 tested	46% 1,208,894 tested

Math · top two levels · grades 3–5
Year	This school	California
2025	56% 100 tested	41% 1,241,652 tested
2026	53% 131 tested	42% 1,211,701 tested

How the state’s growth measure worksPoints above or below what the state expected from the same students’ earlier scores

California uses each student’s English and math scores from the year before to set an expected score, based on how students with similar earlier scores did across the state. Zero would mean students here scored as expected. In English they scored 34 points above that expected score, and in math 35 points above it.

The state sorts every school’s growth result into five growth levels, from Minimal to Exceptional.

Here, as at most schools, the state’s figure blends the two most recent years, so it moves more slowly than one year’s scores.

What you can do

Who can act on Clovis Global Academy’s results?

Clovis Global Academy’s own board decides its plan.

The state hasn’t placed Clovis Global Academy in a support program. Federal designation under the Every Student Succeeds Act, 2025–26. Source

Where is its yearly plan?

What its plan pays for ↓

Fresno County Office of Education authorized this charter; its current term ends June 30, 2028.

Authorizer from the California Department of Education’s charter term file; term from its Charter School Database, checked October 22, 2026. Source

Reading screening in kindergarten through grade 2What the law requires, and what to ask

California law requires schools to screen kindergartners through second graders for reading difficulties every year, with some exceptions. You get notice at least 15 days before, results within 45 days, and can opt out in writing.

Kindergartners can’t be screened before the 91st school day; transitional kindergarten isn’t covered.

If screening shows your child may be at risk for reading difficulties, the school must provide supports. That result isn’t a diagnosis, and screening can’t be used to delay a special-education evaluation.

Ask how many K–2 students screening found at risk last year, and how many got extra reading help.

California Education Code § 53008. Source

Life at school

How often do students miss school or get suspended?

18 in 100 students were chronically absent in 2025–26.

State attendance and suspension records, 2025–26

That means they missed 10% or more of school days. 3.3% of students were suspended at least once in 2025–26, against 1.6% at the average California elementary school.

Context Close to the 21 in 100 at the average Fresno County Office of Education elementary school: a pattern across the district.

Source

Source: CDE chronic absenteeism and suspension files, 2025–26
Students: chronic absence: 73 of 394 students counted for it; suspension: 13 of 397 students enrolled during the year
Comparison: Each comparison is the rate at the average school (our average of school rates), not a pooled rate. Also: suspensions at the average Fresno County Office of Education elementary school 1.9%.

Chronically absent, 2025–26

18 in 100This school

21 in 100At the average Fresno County Office of Education elementary school

17 in 100At the average California elementary school

73 of 394 students were chronically absent, meaning they missed 10% or more of school days.

Suspensions, 2025–26

3.3%

of students were suspended at least once (13 of 397). Average California elementary school 1.6%.

Ask: When a child starts missing school, who calls the family, and how soon?

Ask families and staff yourselfWhat to ask the people at Clovis Global Academy

Ask current families how the school keeps them informed, and what happened when their child needed help. Ask staff how long teachers tend to stay.

Questions for your visit ↓

Have a child here? Answer 7 questions Responder en español

Every learner

How do kids like mine do here?

Hispanic or Latino and low-income students here scored well above the same groups across California.

Student groups, grades 3–6, spring 2026

Both groups score below California’s rate for all students statewide. 58% of Hispanic or Latino students scored Proficient or Advanced in English and 47% in math (grades 3–6, spring 2026), against 36% and 31% for the same group across California. Low-income students: 55% in English and 48% in math, against 36% and 30% for the same group across California.

Source

Source: California Department of Education, CAASPP research file, spring 2026
Students: grades 3–6; each row gives its tested count. Low-income is CDE’s “socioeconomically disadvantaged”.
Comparison: California: the same group in the same grades, CDE’s rows for the whole state combined and weighted by students tested (our calculation).

Clovis Global AcademySame group, CaliforniaAhead of the same group across California, where that group scores below California’s rate for all students

Low-incomeEnglish · 95 testedAhead of the same group across California, where that group scores below California’s rate for all students: 55%Same group, California 36%
Low-incomeMath · 94 testedAhead of the same group across California, where that group scores below California’s rate for all students: 48%Same group, California 30%
Hispanic or LatinoEnglish · 77 testedAhead of the same group across California, where that group scores below California’s rate for all students: 58%Same group, California 36%
Hispanic or LatinoMath · 76 testedAhead of the same group across California, where that group scores below California’s rate for all students: 47%Same group, California 31%
AsianEnglish · 31 tested68%Same group, California 68%
AsianMath · 31 tested68%Same group, California 73%

Proficient or Advanced, grades 3–6, spring 2026. Hispanic or Latino students: grades 3–5 only. Asian students: grades 3 and 4 only.

Who are the students?

2025–26 · students counted

Hispanic or Latino58%
Asian28%
White8%
Two or more races3%
Black or African American—
Filipino—
American Indian or Alaska Native—
Pacific Islander—
Not reported—
Unallocated share3%

A dash means the share isn’t available; it isn’t zero. The unallocated share is what’s left after the shares we have; it isn’t a student group. Source and comparisons: the full student mix below.

Are English learners moving up on the state’s English test?

75% of English learners here moved up at least one level on the state’s English test (ELPAC), or stayed at the top, spring 2025 to spring 2026.

Spring 2025 to spring 2026 · English learners with state English test (ELPAC) scores in both years

This school · 27 of 36 English learners75%

Fresno County Office of Education · 5 of 1338%

California · 355,274 of 748,91647%

It counts students moving up the test’s levels, so a student can count here before becoming fluent. Data source: California Department of Education, 2026 Dashboard ↗.

Who are the families and teachers?

64%of students qualified for free or reduced-price meals in 2024–25, 203 of 317. California: 63%.

14teachers, 2024–25

5 yearsaverage experience, 2024–25

14%in their first year, 2024–25

67%of teaching positions with proper credential and placement, 2021–22

Ask: How does the school keep Hispanic or Latino and low-income students on track as they move up through the grades?

All group results, district comparisons and sources

Proficient or Advancedgrades 3–6 · spring 2026

Group and subject	Here	vs Fresno County Office of Education	vs California
Low-income · 95 tested in English, 94 in math
English	55%	—	+1936%
Math	48%	—	+1830%
Hispanic or Latino · 77 tested in English, 76 in math · grades 3–5 only
English	58%	—	+2236%
Math	47%	—	+1631%
Asian · 31 tested · grades 3 and 4 only
English	68%	—	068%
Math	68%	—	−573%

Each gap is to the same group, grades and subject: in Fresno County Office of Education, and across California. ■ Green: a group that is behind across California does much better here, by 10 points or more and more than twice the margin of error.

No published rate here for Black or African American, Filipino, White, American Indian or Alaska Native, Pacific Islander, homeless and military-family students, students of two or more races, English learners, students with disabilities and foster youth. That can reflect privacy rules or small numbers; it isn’t evidence of a gap. This table covers groups by income, race or ethnicity, language and disability; girls and boys aren’t split out.

Full student mix, comparisons and sources, 2025–26

Students, 2025–26	Here
Hispanic or Latino	58%
Asian	28%
White	8%
Two or more races	3%
Black or African American	—
Filipino	—
American Indian or Alaska Native	—
Pacific Islander	—
Not reported	—

Data source: California Department of Education chronic-absence file, 2025–26. Shares are of the students the file counts for attendance (CDE’s “eligible enrollment”); unavailable categories are shown as a dash.

How the credential rate is counted

CDE SARC report 2024–25, measured 2021–22: 67% of teaching positions, 4 properly credentialed teaching-position FTE out of 6 total position FTE. This measures positions, not individual teachers.

In its own words

What does Clovis Global Academy’s own plan commit to?

Its 2026–27 plan

The plan lists what the school commits to spend and measure.

$5.7 million

planned for 27 funded actions in 3 goals. These are planned amounts; the charter school reports what it spent in a later plan.

The 2026–27 plan in short

Source: the charter school’s yearly spending plan (Local Control and Accountability Plan, or LCAP, 95 pages), as posted to the California School Dashboard.

Where the money goes

Three actions take 79% of the money. The plan itself puts 90% of it toward staff.

Adequate staffing for an academically rigorous, standards aligned, dual language program $2.9 million
Provide small group and one on one conferencing for differentiated, targeted instruction $860,625
Support for students with disabilities $748,765
24 other actions

Reading, math and catch-up help

4 of the plan’s 27 funded actions name reading, math, catch-up help or English learners in their titles.

Reading under $0.1 million
English learners $3.0 million

Largest of these

Adequate staffing for an academically rigorous, standards aligned, dual language program$2.9 million
Curriculum development to support CGA’s dual language program$82,625
Professional Development for effective instruction of English Learner students$12,000

For high-need students

It plans $1.2 million in extra services for English learners, low-income students and foster youth. For 2025–26, it planned $632,037 and estimates it spent $658,705, $26,668 (4%) more than planned (our arithmetic).

What changed

The total is $895,645 (19%) higher than in the 2025–26 plan. The biggest change in dollars is Curriculum development to support CGA’s dual language program, which went from $442,874 to $82,625.

Largest cuts

Curriculum development to support CGA’s dual language program−⁠$360,249
Facility planning and improvement−⁠$40,000
Implementation of the FLES Program−⁠$25,092

Largest increases

Provide small group and one on one conferencing for differentiated, targeted instruction+⁠$337,734
Adequate staffing for an academically rigorous, standards aligned, dual language program+⁠$235,516
Support for students with disabilities+⁠$223,961

New in the 2026–27 plan

Clearer systems of support$122,674
Developing a responsive middle school program$58,116
Supporting play based learning in TK-1$27,894

Ask: What did Curriculum development to support CGA’s dual language program pay for, and what changes now that the 2026–27 plan gives it $360,249 less?

What its goals measure

Read these state results for this school as context for the goals they measure; results alone can’t show what the plan caused.

The test rows are schoolwide results for every grade the school tests; the source doesn’t list which grades. The headline at the top of this page covers grades 3–5 only: 61% in English and 53% in math, spring 2026.

What its goals measure: state results, 2024–25 and 2025–26
Measure	2024–25	2025–26	Change
English, every tested grade: Proficient or Advanced in 2025–26, met or exceeded in 2024–25Goal 1	65%	63%	down 2 pts
Math, every tested grade: Proficient or Advanced in 2025–26, met or exceeded in 2024–25Goal 1	56%	52%	down 4 pts
Chronically absentGoal 2	16 in 100	19 in 100	3 more in 100
Suspended at least onceGoal 2	2.8%	3.3%	up 0.5 pts

Goal 3 isn’t shown because it tracks other measures.

Figures from CDE’s state test, chronic absence and suspension files. Test figures cover every grade the school tests (California tests grades 3–8 and 11), so they differ from a profile’s rated grades. Chronically absent means a student missed 10% or more of school days.

The plan’s own titles and amounts

Adequate staffing for an academically rigorous, standards aligned, dual language program · $2,888,944
Provide small group and one on one conferencing for differentiated, targeted instruction · $860,625
Support for students with disabilities · $748,765

The full plan3 goals, 26 measures and where the money goes

We calculate each action’s share of the plan by dividing its planned amount by the total of the plan’s funded actions ($5.7 million).

Where does the money go?

95% to Goal 1. Each box is one action, sized by its planned dollars and coloured by its change since last year’s plan. Tap a box to open its goal.

Change since the 2025–26 plan, same title

fell 25% or more
fell 10–25%
fell 2–10%
within 2%
grew 2–10%
grew 10–25%
grew 25% or more
new or renamed title
not compared: unconfirmed, or repeated across goals

Every goal, in the plan’s order

Goal 1CGA provides an academically rigorous, standards aligned, dual language immersion program, where all students…$5.4 million95% of action budgets

“CGA provides an academically rigorous, standards aligned, dual language immersion program, where all students can be successful (State Priorities: 1, 2, 4, 7)” p. 17 ↗

17 funded actions · 2025–26 plan: $4.6 million (+⁠$821,284)

Largest funded actions

Adequate staffing for an academically rigorous, standards aligned, dual language program$2.9 millionaction 1.13 · p. 57 ↗
Provide small group and one on one conferencing for differentiated, targeted instruction$0.9 millionaction 1.2 · p. 56 ↗ · marked as contributing to high-need services · of which $729,500 is state funding counted toward those services
Support for students with disabilities$0.7 millionaction 1.12 · p. 56 ↗
Use multiple, varied assessment practices$0.3 millionaction 1.1 · p. 56 ↗ · marked as contributing to high-need services
Facility planning and improvement$0.2 millionaction 1.9 · p. 56 ↗

12 more funded actions in this goal

Clearer systems of support · action 1.16 · p. 57 ↗ · marked as contributing to high-need services$0.1 million
Curriculum development to support CGA’s dual language program · action 1.14 · p. 57 ↗$0.1 million
Developing a responsive middle school program · action 1.17 · p. 57 ↗$0.1 million
Home to School Transportation · action 1.8 · p. 56 ↗ · marked as contributing to high-need servicesunder $0.1 million
Schedule and implement field trips that support the core academic curriculum and instruction and provide opportunities for authentic language learning · action 1.4 · p. 56 ↗ · marked as contributing to high-need servicesunder $0.1 million
Supporting play based learning in TK-1 · action 1.18 · p. 57 ↗under $0.1 million
Develop Global Cultures Instructional Framework to empower Teachers and Aides to implement this part of the CGA curriculum · action 1.7 · p. 56 ↗under $0.1 million
Implementation of the FLES Program · action 1.15 · p. 57 ↗under $0.1 million
Provide differentiated instruction for gifted learners · action 1.6 · p. 56 ↗under $0.1 million
Provide more hands-on, creative activities, to support lesson plans · action 1.3 · p. 56 ↗ · marked as contributing to high-need servicesunder $0.1 million
Professional Development for effective instruction of English Learner students · action 1.10 · p. 56 ↗ · marked as contributing to high-need servicesunder $0.1 million
Establish classroom libraries · action 1.5 · p. 56 ↗ · marked as contributing to high-need servicesunder $0.1 million

Changes from last year’s plan, same title

Curriculum development to support CGA’s dual language program−⁠$360,249$442,874 → $82,625 · p. 57 ↗
Provide small group and one on one conferencing for differentiated, targeted instruction+⁠$337,734$522,891 → $860,625 · p. 56 ↗
Adequate staffing for an academically rigorous, standards aligned, dual language program+⁠$0.2 million$2.7 million → $2.9 million · p. 57 ↗

Every other line in this goal, against last year’s plan

Support for students with disabilities · $524,804 → $748,765 · p. 56 ↗+⁠$223,961
Use multiple, varied assessment practices · $95,311 → $282,516 · p. 56 ↗+⁠$187,205
Facility planning and improvement · $210,000 → $170,000 · p. 56 ↗−⁠$40,000
Clearer systems of support · $122,674 · p. 57 ↗new or renamed
Developing a responsive middle school program · $58,116 · p. 57 ↗new or renamed
Home to School Transportation · $39,241 → $47,994 · p. 56 ↗+⁠$8,753
Schedule and implement field trips that support the core academic curriculum and instruction and provide opportunities for authentic language learning · $13,000 → $30,000 · p. 56 ↗+⁠$17,000
Supporting play based learning in TK-1 · $27,894 · p. 57 ↗new or renamed
Develop Global Cultures Instructional Framework to empower Teachers and Aides to implement this part of the CGA curriculum · $23,613 → $26,672 · p. 56 ↗+⁠$3,059
Implementation of the FLES Program · $51,120 → $26,028 · p. 57 ↗−⁠$25,092
Provide differentiated instruction for gifted learners · $11,125 → $25,839 · p. 56 ↗+⁠$14,714
Provide more hands-on, creative activities, to support lesson plans · $10,000 → $15,000 · p. 56 ↗+⁠$5,000
Professional Development for effective instruction of English Learner students · $12,000 → $12,000 · p. 56 ↗unchanged
Establish classroom libraries · $5,000 → $10,000 · p. 56 ↗+⁠$5,000

A reworded title counts as new.

How the plan measures it · 13 measures · 3 quoted

Smarter Balanced ELA Met or Exceeded Standard p. 18 ↗
Baseline
All: 56.52% …
Target for year 3
All: 60% …
Smarter Balanced Math Met or Exceeded Standard p. 18 ↗
Baseline
All: 47.83% …
Target for year 3
All: 62% …
Mathematics NWEA MAP Growth Students who scored in the 50th or higher achoevement percentile p. 20 ↗
Baseline
All: 64.7% …
Target for year 3
All: 65% …

10 more measures in the plan’s table.

Goal 2CGA cultivates a highly engaged parent and student population with socio-cultural competence and emotional…$204,9534% of action budgets

“CGA cultivates a highly engaged parent and student population with socio-cultural competence and emotional intelligence, fully invested in and connected to the school community and academic program (State Priorities: 3, 5, 6)” p. 37 ↗

6 funded actions · 2025–26 plan: $153,523 (+⁠$51,430)

Largest funded actions

Expand extra curricular opportunities available to students$88,994action 2.5 · p. 57 ↗
Host multiple school events and create opportunities to increase parent engagement$56,489action 2.2 · p. 57 ↗
Improve student attendance and reduce chronic absenteeism$23,296action 2.4 · p. 57 ↗
Define grade level success benchmarks, particularly in SEL$17,975action 2.3 · p. 57 ↗
Provide a Parent Workshop series on supporting academics, emotional intelligence, and parenting$13,592action 2.1 · p. 57 ↗

1 more funded action in this goal

Health and wellness education including digital literacy · action 2.6 · p. 57 ↗$4,607

Changes from last year’s plan, same title

Expand extra curricular opportunities available to students+⁠$27,496$61,498 → $88,994 · p. 57 ↗
Host multiple school events and create opportunities to increase parent engagement+⁠$18,328$38,161 → $56,489 · p. 57 ↗
Define grade level success benchmarks, particularly in SEL+⁠$4,474$13,501 → $17,975 · p. 57 ↗

Every other line in this goal, against last year’s plan

Improve student attendance and reduce chronic absenteeism · $20,521 → $23,296 · p. 57 ↗+⁠$2,775
Provide a Parent Workshop series on supporting academics, emotional intelligence, and parenting · $16,368 → $13,592 · p. 57 ↗−⁠$2,776
Health and wellness education including digital literacy · $3,474 → $4,607 · p. 57 ↗+⁠$1,133

How the plan measures it · 10 measures · 3 quoted

Chronic absenteeism rate p. 38 ↗
Baseline
Overall: 25.7% …
Target for year 3
Overall: 10% …
Sense of school safety p. 38 ↗
Baseline
96.2% …
Target for year 3
>85% …
Suspension rate p. 38 ↗
Baseline
Overall: 3.1% …
Target for year 3
<2% …

7 more measures in the plan’s table.

Goal 3CGA maximizes the contributions of each member of staff through meaningful professional development and…$55,9421% of action budgets

“CGA maximizes the contributions of each member of staff through meaningful professional development and develops a CGA team that is fully invested in and connected to the school community and academic program” p. 46 ↗

4 funded actions · 2025–26 plan: $33,011 (+⁠$22,931)

Largest funded actions

Support and cultivate our Instructional Aide team$22,485action 3.1 · p. 57 ↗
Differentiated Staff Development$17,500action 3.3 · p. 57 ↗
Schedule for collaborative planning$8,957action 3.4 · p. 57 ↗
Emphasize Social-Emotional Learning and well-being for CGA staff by providing PD in this area$7,000action 3.2 · p. 57 ↗

Changes from last year’s plan, same title

Support and cultivate our Instructional Aide team+⁠$15,511$6,974 → $22,485 · p. 57 ↗
Differentiated Staff Development+⁠$7,500$10,000 → $17,500 · p. 57 ↗
Schedule for collaborative planning−⁠$80$9,037 → $8,957 · p. 57 ↗

Every other line in this goal, against last year’s plan

Emphasize Social-Emotional Learning and well-being for CGA staff by providing PD in this area · $7,000 → $7,000 · p. 57 ↗unchanged

How the plan measures it · 3 measures · 1 quoted

Staff retention p. 47 ↗
Baseline
Over 80% …
Target for year 3
Over 90% …

2 more measures in the plan’s table.

All amounts are planned. We read them from the PDF and added up each goal’s actions ourselves. Page links open the plan at that page.

Next steps

How do I get in?

Ask Clovis Global Academy how it admits students. Charter schools set their own enrollment steps and dates.

Before you apply

Confirm this school’s current process directly.

Eligibility and entry grades: Which grades are accepting applications, and who is eligible?
Application and lottery: What are the deadlines, enrollment priorities, and lottery or waitlist steps?
The daily logistics: What transportation and before- or after-school options are available?

School website: clovisglobalacademy.org ↗Office: (559) 575-0587Administrator: Harmit Juneja

Location and visiting

Get directions

44 Shaw Avenue, Clovis 93612

Directory location · Explore nearby schools on the map. Confirm enrollment with the school.

Questions for your visit

What does the school try before a suspension, and who talks with the family? 3.3% suspended at least once, 2025–26 (13 of 397 students); average California elementary school: 1.6%
How do you help children who need more support in reading or math, and those ready for more challenge?
When a child starts missing school, who calls the family, and how soon?
How does the school keep Hispanic or Latino and low-income students on track as they move up through the grades?
What did Curriculum development to support CGA’s dual language program pay for, and what changes now that the 2026–27 plan gives it $360,249 less?

Office (559) 575-058744 Shaw Avenue, directions (opens Google Maps in a new tab)

Nearby elementary schoolsClosest first, by straight-line distance

The closest elementary schools, by straight-line distance from this campus. Distance isn’t an attendance boundary.

Nearby elementary schoolsPercentile among California elementary schools, 2026

Tarpey ElementaryClovis Unified · 0.4 mi
63rdSolidScope Score 42
Sierra Vista ElementaryClovis Unified · 0.7 mi
37thDevelopingScope Score 30
Cole ElementaryClovis Unified · 1.3 mi
60thSolidScope Score 41
Weldon ElementaryClovis Unified · 1.4 mi
65thSolidScope Score 43
Viking ElementaryFresno Unified · 1.5 mi
27thDevelopingScope Score 26

Each percentile compares a school with California schools at its own level.

Explore nearby schools on the map

Source records

Every figure on this page, with its source, grades, year and count.

Score factorssource values, index and weights · 2025–26 · ranked #1,082 of 5,726 California elementary schools we score · #1 of 3 in Fresno County Office of Education

Score factors, 2025–26
Factor	School	Index	Weight
Advancedaverage of English and math	30%	59	42%
Proficient or Advancedaverage of English and math	58%	61	23%
Chronically absent	18 in 100	48	5%
Suspension rate	3.3% (13 of 397)	38	5%
English learners: top level	42%	87	5%
Grade gap (G3→G5, different students)	+3.3pp	—	not scored

Index is where the school's value sits among the California elementary schools we score, from 0 to 100, where 50 is their average; it is not a percentile. School values are from 2025–26. Chronic absence and suspension are CDE's all-students school rates; the score uses an adjusted version of each that pulls small schools toward the average, so their index can sit nearer 50 than the rate suggests. The weights above add to 80%: the remaining 20%, for measures with no value here, is shared out among the measures above.

Scope Score by year2024–25 to 2025–26 · each year’s inputs, and the score for each year we could verify

Scope Score

School year	Scope Score	Percentile	Rank	Comparison group
2025–26	55	81	#1082	California elementary schools · 5,726 schools · current formula

2024–25 has records on file but no Scope Score we could verify against that year’s source files, so no score is shown for it.

School year	Chronic absence	Suspension	Grade gap (points)
2024–25	16 in 100	2.8% (9 of 326)	+30
2025–26	18 in 100	3.3% (13 of 397)	+3

Chronic absence and suspension are CDE’s all-students school rates for each year.

Grade gap: the same year’s grade 3 and grade 5 results, side by side. They are different children, so the gap describes one year, not any child’s progress. The Scope Score’s growth measure is a different comparison, shown in Score factors above (how it’s built).

Every tested year2023–2026 · rates, tested counts, and each grade

English and math by test year · all tested grades

Year · subject	Students with scores	Top level	Top two levels
2026 · English	149	36%	63%
2026 · Math	148	26%	52%
2025 · English	100	41%	65%
2025 · Math	100	29%	56%
2024 · English	63	29%	56%
2024 · Math	63	11%	46%
2023 · English	23	30%	57%
2023 · Math	23	4%	48%

Each year names its school year end (2026 = 2025–26). “Students with scores” counts each subject on its own, so don’t add the English and math counts together. A dash is unavailable, not zero.

Earlier years · grade and subject

Year · grade · subject	Students with scores	Met or exceeded
2025 · Grade 3 · English	42	48%
2025 · Grade 4 · English	40	78%
2025 · Grade 5 · English	18	78%
2025 · Grade 3 · Math	42	43%
2025 · Grade 4 · Math	40	62%
2025 · Grade 5 · Math	18	72%
2024 · Grade 3 · English	43	53%
2024 · Grade 4 · English	20	60%
2024 · Grade 3 · Math	43	49%
2024 · Grade 4 · Math	20	40%
2023 · Grade 3 · English	23	57%
2023 · Grade 3 · Math	23	48%

Current 2025–26 grade results are under Academic achievement, in Results for each grade. “Students with scores” counts the students tested in that grade, subject and year. A missing result is not zero, and each year’s row is a different group of children.

Science (CAST)schoolwide · spring 2026

Science (CAST)	Tested	Advanced	Proficient	Developing level	Minimal
Schoolwide	38	13%	50%	32%	5%

CAST is tested in grades 5 and 8, then once in grade 10, 11, or 12. This row is the school's all-student aggregate. Not part of the Scope Score.

Student groups: test resultsEnglish · spring 2026 · against the same group in the district and California

Group · English	Tested	Proficient or Advanced	vs district	vs California
Low-income	95	55%	—	+19
Hispanic or Latino (grades 3–5 only)	77	58%	—	+22
Asian (grades 3 and 4 only)	31	68%	—	0

Student groups: the state’s growth measureCalifornia School Dashboard 2025 · points above or below what the state expected · shown, not part of the score

Group	English	n	CDE category	Math	n	CDE category
All students	+34	57	Exceptional	+35	57	Exceptional
Low-income	+31	44	Exceptional	+36	44	Exceptional
Hispanic or Latino	+29	33	Exceptional	+31	33	Exceptional
English-only students	+29	25	not categorized	+35	25	not categorized
Asian	+38	19	Exceptional	+39	19	Exceptional
English learners	+27	19	Exceptional	+30	19	Exceptional
English learners only	+16	11	not categorized	+26	11	not categorized

CDE reports scale-score points against the state’s expected score — not a percentage or percentile. The table keeps the group records SchoolScope imported for this school, including rows below our narrative display threshold. Muted rows have fewer than 30 students with a valid growth score. SchoolScope uses that threshold for the shorter narrative view; the reported values stay visible here. “Not categorized” means this imported CDE row has a growth value without a performance category. At least one estimate here is a CDE weighted estimate; that describes how CDE combines years, not a year-over-year trend. A group absent from this table has no imported record shown here. Its absence alone does not establish its size or performance. CDE growth covers grades 4–8; here that is grades 4–6. SchoolScope does not use these CDE figures in its Scope Score.

Growth recordsthe state’s student-by-student measure

California growth model · points vs expected

State model · English+34 pts vs expected

matched students, grades 4–6

CDE California growth model · 2025 Dashboard

Weighted school estimate; assessments from 2022–23, 2023–24, and 2024–25

All students, grades 4–6

57 students

CDE growth category: Exceptional

State model · math+35 pts vs expected

matched students, grades 4–6

CDE California growth model · 2025 Dashboard

Weighted school estimate; assessments from 2022–23, 2023–24, and 2024–25

All students, grades 4–6

57 students

CDE growth category: Exceptional

Source notes. CDE reports scale-score points against the state’s expected score for matched students, never a percentage. Among SchoolScope's retained California elementary school records, the median English estimate is +2 and the middle half fall between −5 and +9 scale-score points — the spread is wide, so read the figure against it, not its sign alone. CDE's 2025 Dashboard weighted school estimate uses assessments from 2022–23, 2023–24, and 2024–25; adjacent reporting editions should not be read as independent annual changes. The CDE measure covers grades 4–8; here that is grades 4–6, and it is not part of the Scope Score.

Attendance and suspensionsState records · this school and each student group · 2018–19 and 2025–26

CDE’s all-students school rates for 2024–25 and 2025–26; the change is the difference between the two rates as printed.

Year-over-year school rates
Chronic absenteeism2024–25 · 16 in 100 → 2025–26 · 18 in 100 · +2 in 100
Suspension rate2024–25 · 2.8% (9 of 326) → 2025–26 · 3.3% (13 of 397) · +0.5 percentage points

Group	2018–19	2025–26	Change
Female	—	16 in 100	—
Male	—	22 in 100	—
Asian	—	10 in 100	—
Hispanic or Latino	—	24 in 100	—
Two or more races	—	27 in 100	—
White	—	13 in 100	—
Students with disabilities	—	20 in 100	—
English learners	—	16 in 100	—
Low-income	—	25 in 100	—
All students	—	18 in 100	—

Two reported school years only; no intervening-year result is implied. Source: CDE school-level chronic absenteeism by student group.

Fundingschool and district spending, from state and federal finance records · each row names its fiscal year and measure

Per-pupil spending

District · current expense$44,434 per pupil

NCES F-33 · FY 2017–18 (2018) · fall district membership: 3,473 pupils

Selected General Fund operating costs · FY 2024–⁠25 · SchoolScope calculation

Instruction 37%Instruction support 24%Student services 22%Administration 13%Buildings & maintenance 2%Other 2%

The arithmetic behind these shares · FY 2024–25
Group	Dollars	Share, to two decimals	Printed
Instruction	$82,405,343	36.86%	37%
Instruction support	$53,659,261	24.00%	24%
Student services	$48,435,727	21.67%	22%
Administration	$28,368,833	12.69%	13%
Buildings & maintenance	$5,844,801	2.61%	2%
Other	$4,848,484	2.17%	2%
Total	$223,562,449	100.00%	100%

These shares are our arithmetic: each group’s dollars divided by the $223,562,449 total of the groups shown, rounded to whole percents by largest remainder so they add up to 100. Dollar amounts are rounded to the nearest dollar, so they can differ from the total by a dollar. SchoolScope groups district-level CDE SACS UserGL actuals from Fund 01, using operating objects 1000–5999 and excluding retiree benefits, food and community services, facilities acquisition, other outgo, and nonagency goals. These shares use that filtered total; they do not exactly break down CDE's official current expense per ADA above. The school-level ESSA figure uses a separate source.

NCES F-33 district fiscal-year history, 2017–⁠2018; latest district record shown: 2018

2018$44,434 per pupil

2017$47,092 per pupil

Source: NCES F-33 · Full district breakdown →

Staffing recordsstate teacher credential-and-placement and district salary records · each for its own year

Additional workforce records

Properly assigned intern credential holders8.3%

CDE 2024–25 SARC, Teacher Preparation and Placement table; measured school year 2021–22. Share of reported school teaching-position full-time equivalents assigned to properly assigned intern credential holders. A reported 0.0% is shown; unavailable rates are omitted. This is a position share, not a count of current teachers or of emergency permits.

The surrounding ZIP codeCensus Bureau survey, 2020–2024 · ZIP 93612 · not the school’s students

American Community Survey 5-year estimates · 2020–2024 · ZIP 93612 area
Measure	Estimate
Median household income	$66,683
Bachelor's degree or higher (adults 25+)	21%
ZIP-area population	37,755
Median age	33.9 years

Source: U.S. Census Bureau, American Community Survey, 2020–2024 5-year estimates. Median household income covers the past 12 months and is reported in 2024 inflation-adjusted dollars. Bachelor's degree or higher uses adults age 25 and over as its population. A dash is unavailable, not zero; a reported zero remains zero. ZIP-area figures do not establish the school's attendance area or describe its enrolled students. These figures are not part of the Scope Score. See all schools in ZIP code 93612 →

Downloads, embed and methodologyCSV · embed code · sources · corrections

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Free to embed with the credit link. Data updates automatically.

Its Scope Score is an elementary school score; results for its other grades are in these records.

Data sources: public data sources, including the California Department of Education · state tests (CAASPP) 2025–26 · Scope Score from 2025–26 results, compared across 5,726 elementary schools · attendance and suspensions by student group from 2018–19 and 2025–26 · district finance for the year each row names · Census survey (ACS) 2020–2024 · Data updated October 15, 2026

How we analyze · Request a correction

Clovis Global Academy — Rating & test scores

Compare schools

Spring 2026 state test results

Common questions

How do I get in?

Is Clovis Global Academy a good elementary school?

How often do students miss school or get suspended?

Did students here score above what the state expected?

How do kids like mine do here?

What does its own plan pay for?

What should I ask on a visit?

How did students here do on state tests?

English

Math

How does grade 6 do?

English

Math

Have results changed?

English · top two levels · grades 3–5

Math · top two levels · grades 3–5

Did students here score above what the state expected?

English

Math

Each year’s results and tested counts

Who can act on Clovis Global Academy’s results?

Where is its yearly plan?

How often do students miss school or get suspended?

Chronically absent, 2025–26

Suspensions, 2025–26

How do kids like mine do here?

Who are the students?

Are English learners moving up on the state’s English test?

Who are the families and teachers?

What does Clovis Global Academy’s own plan commit to?

The 2026–27 plan in short

Where the money goes

Reading, math and catch-up help

For high-need students

What changed

What its goals measure

Where does the money go?

Every goal, in the plan’s order

How do I get in?

Before you apply

Location and visiting

Questions for your visit

Source records

Scope Score

Per-pupil spending

Additional workforce records

Embed this scorecard

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