Melissa Rouette, Principal Mailing Address: 52 Globe Mills Avenue Fall River, MA 02724
Phone: (508) 675-8335 FAX: (508) 677-1984 Website: http://www.fallriverschools.org/kuss
This report card contains information required by the federal Elementary and Secondary Education Act (ESEA) for our school and district including: student enrollment and teacher qualifications, student achievement, accountability, and the progress our school is making toward narrowing proficiency gaps for different groups of students.
Enrollment and Educator Data (2015-16 School Year)
Percentage of Teachers Licensed in Teaching Assignment
100.0
94.9
97.4
Total Number of Classes in Core Academic Areas
231
3,213
348,472
Percentage of Core Academic Classes Taught by Teachers Who are Highly Qualified
99.6
93.1
96.3
Percentage of Core Academic Classes Taught by Teachers Who are Not Highly Qualified
0.4
6.9
3.7
Student/Teacher Ratio
13.3 to 1
14.3 to 1
13.2 to 1
Percentage of Public Elementary and Secondary School Teachers Issued Waivers
-
7.5
0.9
2016 MCAS Results by Student Group by Grade and Subject
NOTE: First-year ELL students are not included in achievement level or CPI results. However, first-year ELL students who took the ACCESS for ELLs test are counted as ELA participants; in addition, first-year ELL students who are present for Mathematics/Science and Technology/Engineering are counted as Mathematics/Science and Technology/Engineering participants. Please see the principal's administration manual (PAM) for details.
This school's overall performance relative to other schools in same school type (School percentiles: 1-99)
All students:
46
Lowest performing
Highest performing
This school’s progress toward narrowing proficiency gaps (Cumulative Progress and Performance Index: 1-100)
Student Group (Click group to view subgroup data)
On Target = 75 or higher -
Less progress
More progress
All students
58
Did Not Meet Target
High needs
60
Did Not Meet Target
Econ. Disadvantaged
-
EL and Former EL
-
Students w/ disabilities
59
Did Not Meet Target
Amer. Ind. or Alaska Nat.
-
Asian
-
Afr. Amer./Black
58
Did Not Meet Target
Hispanic/Latino
65
Did Not Meet Target
Multi-race, Non-Hisp./Lat.
-
Nat. Haw. or Pacif. Isl.
-
White
57
Did Not Meet Target
Matthew J Kuss Middle: Accountability Data Detail
2016 English Language Arts Proficiency Gap Narrowing
0 10 20 30 40 50 60 70 80 90 100
Baseline CPI
2015 CPI
2016 CPI
CPI Change
2016 Target
6 Year Goal
CPI Percentile in School Type
N
PPI Points
Rating
All students
83.1
85.5
86.5
1.0
90.1
91.6
32
693
50
Improved Below Target
High needs
80.2
81.5
82.6
1.1
88.5
90.1
64
450
50
Improved Below Target
Econ. Disadvantaged
82.1
82.1
84.0
1.9
83.6
91.1
52
407
75
On Target
EL and Former EL
64.4
75.0
77.9
2.9
79.2
82.2
64
51
50
Improved Below Target
Students w/ disabilities
60.4
67.0
67.3
0.3
76.9
80.2
45
126
50
Improved Below Target
Amer. Ind. or Alaska Nat.
-
-
-
-
-
-
-
2
-
-
Asian
92.5
88.9
92.9
4.0
93.8
96.3
26
28
75
On Target
Afr. Amer./Black
80.3
89.2
83.3
-5.9
88.5
90.2
56
33
0
Declined
Hispanic/Latino
73.9
80.0
81.3
1.3
84.8
87.0
49
147
50
Improved Below Target
Multi-race, Non-Hisp./Lat.
94.3
89.5
93.8
4.3
95.7
97.2
59
28
50
Improved Below Target
Nat. Haw. or Pacif. Isl.
-
-
-
-
-
-
-
1
-
-
White
84.8
86.2
87.7
1.5
91.1
92.4
25
454
50
Improved Below Target
2016 Mathematics Proficiency Gap Narrowing
0 10 20 30 40 50 60 70 80 90 100
Baseline CPI
2015 CPI
2016 CPI
CPI Change
2016 Target
6 Year Goal
CPI Percentile in School Type
N
PPI Points
Rating
All students
71.0
76.2
73.8
-2.4
83.1
85.5
33
690
25
No Change
High needs
66.8
71.0
67.4
-3.6
80.6
83.4
67
447
0
Declined
Econ. Disadvantaged
71.1
71.1
68.4
-2.7
73.5
85.6
51
404
0
Declined
EL and Former EL
57.7
67.6
61.2
-6.4
75.3
78.9
59
49
0
Declined
Students w/ disabilities
40.4
58.3
50.6
-7.7
65.2
70.2
51
125
0
Declined
Amer. Ind. or Alaska Nat.
-
-
-
-
-
-
-
2
-
-
Asian
88.8
78.7
83.0
4.3
90.7
94.4
17
28
50
Improved Below Target
Afr. Amer./Black
67.8
70.3
65.2
-5.1
81.2
83.9
63
33
0
Declined
Hispanic/Latino
64.5
70.2
66.3
-3.9
79.3
82.3
52
144
0
Declined
Multi-race, Non-Hisp./Lat.
79.5
77.4
83.9
6.5
84.6
89.8
60
28
75
On Target
Nat. Haw. or Pacif. Isl.
-
-
-
-
-
-
-
1
-
-
White
72.5
78.3
75.7
-2.6
84.0
86.3
24
454
0
Declined
2016 Science Proficiency Gap Narrowing
0 10 20 30 40 50 60 70 80 90 100
Baseline CPI
2015 CPI
2016 CPI
CPI Change
2016 Target
6 Year Goal
CPI Percentile in School Type
N
PPI Points
Rating
All students
67.3
72.6
68.3
-4.3
80.9
83.7
29
231
0
Declined
High needs
64.1
66.4
62.8
-3.6
79.1
82.1
58
152
0
Declined
Econ. Disadvantaged
65.8
65.8
63.7
-2.1
68.7
82.9
54
141
25
No Change
EL and Former EL
-
-
-
-
-
-
-
14
-
-
Students w/ disabilities
47.4
55.5
49.2
-6.3
69.3
73.7
39
33
0
Declined
Amer. Ind. or Alaska Nat.
-
-
-
-
-
-
-
-
-
-
Asian
-
-
-
-
-
-
-
11
-
-
Afr. Amer./Black
-
-
-
-
-
-
-
10
-
-
Hispanic/Latino
50.0
62.0
58.7
-3.3
70.8
75.0
59
52
0
Declined
Multi-race, Non-Hisp./Lat.
-
-
-
-
-
-
-
4
-
-
Nat. Haw. or Pacif. Isl.
-
-
-
-
-
-
-
1
-
-
White
69.9
76.0
73.4
-2.6
82.4
85.0
29
153
0
Declined
2016 English Language Arts Extra Credit
Extra credit for increasing % Advanced (10% or more)
Extra credit for decreasing % Warning/Failing (10% or more)
2015 % Advanced
2016 % Advanced
N
PPI Points
2015 % Warning/Failing
2016 % Warning/Failing
N
PPI Points
All students
16.1
17.5
693
0
7.1
5.9
693
25
High needs
8.6
9.8
450
25
9.7
8.7
450
25
Econ. Disadvantaged
9.4
10.6
407
25
9.2
7.6
407
25
EL and Former EL
0.0
0.0
51
0
12.5
9.8
51
25
Students w/ disabilities
0.8
1.6
126
25
23.8
19.8
126
25
Amer. Ind. or Alaska Nat.
-
-
2
-
-
-
2
-
Asian
18.5
17.9
28
0
7.4
0.0
28
25
Afr. Amer./Black
13.5
18.2
33
25
2.7
6.1
33
0
Hispanic/Latino
4.4
7.5
147
25
9.6
8.8
147
0
Multi-race, Non-Hisp./Lat.
16.1
32.1
28
25
6.5
3.6
28
25
Nat. Haw. or Pacif. Isl.
-
-
1
-
-
-
1
-
White
19.6
19.8
454
0
6.8
5.5
454
25
2016 Mathematics Extra Credit
Extra credit for increasing % Advanced (10% or more)
Extra credit for decreasing % Warning/Failing (10% or more)
2015 % Advanced
2016 % Advanced
N
PPI Points
2015 % Warning/Failing
2016 % Warning/Failing
N
PPI Points
All students
26.1
23.0
690
0
16.2
19.4
690
0
High needs
16.3
13.2
447
0
21.3
26.0
447
0
Econ. Disadvantaged
17.6
14.4
404
0
20.8
24.3
404
0
EL and Former EL
8.1
2.0
49
0
24.3
28.6
49
0
Students w/ disabilities
0.0
0.0
125
0
42.1
49.6
125
0
Amer. Ind. or Alaska Nat.
-
-
2
-
-
-
2
-
Asian
29.6
21.4
28
0
7.4
7.1
28
0
Afr. Amer./Black
16.2
15.2
33
0
18.9
33.3
33
0
Hispanic/Latino
14.1
14.6
144
0
24.4
27.1
144
0
Multi-race, Non-Hisp./Lat.
22.6
25.0
28
25
16.1
10.7
28
25
Nat. Haw. or Pacif. Isl.
-
-
1
-
-
-
1
-
White
30.5
26.4
454
0
13.8
17.2
454
0
2016 Science Extra Credit
Extra credit for increasing % Advanced (10% or more)
Extra credit for decreasing % Warning/Failing (10% or more)
2015 % Advanced
2016 % Advanced
N
PPI Points
2015 % Warning/Failing
2016 % Warning/Failing
N
PPI Points
All students
3.3
4.8
231
25
16.2
19.5
231
0
High needs
1.4
2.6
152
25
23.7
26.3
152
0
Econ. Disadvantaged
1.5
2.8
141
25
23.1
24.8
141
0
EL and Former EL
-
-
14
-
-
-
14
-
Students w/ disabilities
0.0
0.0
33
0
48.8
57.6
33
0
Amer. Ind. or Alaska Nat.
-
-
-
-
-
-
-
-
Asian
-
-
11
-
-
-
11
-
Afr. Amer./Black
-
-
10
-
-
-
10
-
Hispanic/Latino
0.0
1.9
52
25
23.9
36.5
52
0
Multi-race, Non-Hisp./Lat.
-
-
4
-
-
-
4
-
Nat. Haw. or Pacif. Isl.
-
-
1
-
-
-
1
-
White
4.5
5.9
153
25
14.2
13.1
153
0
2016 English Language Arts Growth
0 10 20 30 40 50 60 70 80 90 100
2015 SGP
2016 SGP
SGP Change
6 Year Goal
Met Safe Harbor?
N
PPI Points
Rating
All students
47.0
53.0
6.0
51.0
No
628
75
On Target
High needs
44.0
50.0
6.0
51.0
No
390
50
Below Target
Econ. Disadvantaged
44.0
51.5
7.5
51.0
Yes
362
75
On Target
EL and Former EL
67.5
60.5
-7.0
51.0
No
40
100
Above Target
Students w/ disabilities
41.5
47.5
6.0
51.0
No
84
50
Below Target
Amer. Ind. or Alaska Nat.
-
-
-
51.0
-
2
-
-
Asian
59.0
64.5
5.5
51.0
Yes
26
100
Above Target
Afr. Amer./Black
50.0
47.0
-3.0
51.0
No
32
50
Below Target
Hispanic/Latino
44.0
41.5
-2.5
51.0
Yes
126
75
On Target
Multi-race, Non-Hisp./Lat.
45.0
58.5
13.5
51.0
Yes
26
75
On Target
Nat. Haw. or Pacif. Isl.
-
-
-
51.0
-
1
-
-
White
46.0
55.0
9.0
51.0
No
415
75
On Target
2016 Mathematics Growth
0 10 20 30 40 50 60 70 80 90 100
2015 SGP
2016 SGP
SGP Change
6 Year Goal
Met Safe Harbor?
N
PPI Points
Rating
All students
58.5
45.0
-13.5
51.0
No
629
50
Below Target
High needs
60.0
45.0
-15.0
51.0
No
391
50
Below Target
Econ. Disadvantaged
60.0
43.0
-17.0
51.0
No
363
50
Below Target
EL and Former EL
71.0
63.0
-8.0
51.0
No
39
100
Above Target
Students w/ disabilities
57.0
43.0
-14.0
51.0
No
83
50
Below Target
Amer. Ind. or Alaska Nat.
-
-
-
51.0
-
2
-
-
Asian
70.0
60.0
-10.0
51.0
Yes
26
100
Above Target
Afr. Amer./Black
57.0
38.5
-18.5
51.0
No
32
25
Below Target
Hispanic/Latino
60.0
51.0
-9.0
51.0
No
126
75
On Target
Multi-race, Non-Hisp./Lat.
68.0
40.5
-27.5
51.0
Yes
26
75
On Target
Nat. Haw. or Pacif. Isl.
-
-
-
51.0
-
1
-
-
White
56.0
42.0
-14.0
51.0
No
416
50
Below Target
2016 Extra credit for English language proficiency growth
2016 SGPA
2016 Target
SGPA N Included
PPI Points
All students
-
60.0
16
-
High needs
-
60.0
16
-
EL and Former EL
-
60.0
16
-
2016 Assessment Participation
English Language Arts
Mathematics
Science
Enrolled
Assessed
%
Met Target (95%)
Enrolled
Assessed
%
Met Target (95%)
Enrolled
Assessed
%
Met Target (95%)
All students
722
719
100
Yes
723
719
99
Yes
242
239
99
Yes
High needs
470
468
100
Yes
471
468
99
Yes
161
159
99
Yes
Econ. Disadvantaged
427
425
100
Yes
428
425
99
Yes
149
148
99
Yes
EL and Former EL
53
53
100
Yes
51
51
100
Yes
16
-
-
-
Students w/ disabilities
126
126
100
Yes
126
126
100
Yes
34
33
97
Yes
Amer. Ind. or Alaska Nat.
2
-
-
-
2
-
-
-
-
-
-
-
Asian
28
28
100
Yes
28
28
100
Yes
11
-
-
-
Afr. Amer./Black
37
37
100
Yes
37
37
100
Yes
12
-
-
-
Hispanic/Latino
154
154
100
Yes
156
155
99
Yes
56
55
98
Yes
Multi-race, Non-Hisp./Lat.
30
30
100
Yes
30
30
100
Yes
4
-
-
-
Nat. Haw. or Pacif. Isl.
1
-
-
-
1
-
-
-
1
-
-
-
White
469
466
99
Yes
468
465
99
Yes
158
156
99
Yes
NOTE: In 2016, assessment participation was calculated two ways: First, the 2016 participation rate for each subgroup in each subject area test was calculated. If the actual 2016 participation rate was lower than 95 percent for any group in any subject, that rate was compared to the average of the most recent two years of assessment participation data for that group and subject. The higher of the two resulting rates was factored into the assignment of the school or district's 2016 accountability and assistance level.
2015 Massachusetts and Nationwide NAEP Results by Student Group Average Scaled Scores and Percentages of Students at Each Achievement Level
NAEP, or the National Assessment of Educational Progress, is often called the "Nation's Report Card." It is the only measure of student achievement in the United States that allows you to compare the performance of students in Massachusetts with the performance of students across the nation or in other states. Students take the NAEP in reading and mathematics every two years. When reviewing these results, it is important to keep in mind that the NAEP results are based on a small sample of students across Massachusetts, not the population of Massachusetts students. For more information, please visit http://www.doe.mass.edu/mcas/naep/faq.html.
The following symbols are used to denote the NAEP achievement levels: A for Advanced, P+ for Proficient and above, B+ for Basic and above, BB for Below Basic. The symbol "#" means that the estimated number of students rounds to zero.
GRADE LEVEL 4 - READING
Student Group
Massachusetts
National Public
Avg. Scaled Score
% at Each Level
Avg. Scaled Score
% at Each Level
A
P+
B+
BB
% Assessed
A
P+
B+
BB
% Assessed
All Students
235
14
50
82
18
100
221
8
35
68
32
100
Stud. w/ Disab
209
2
20
55
45
18
186
2
12
33
67
13
LEP
200
1
12
44
56
9
189
1
8
32
68
11
African American/Black
217
3
25
65
35
7
206
2
18
51
49
15
Asian/Pacific Islander
249
31
68
89
11
6
238
19
53
81
19
5
Hispanic/Latino
215
3
25
61
39
19
208
3
21
54
46
26
White
242
17
58
89
11
65
232
11
46
79
21
49
Econ. Disadvantaged
220
5
29
67
33
42
209
3
21
56
44
55
GRADE LEVEL 4 - MATHEMATICS
Student Group
Massachusetts
National Public
Avg. Scaled Score
% at Each Level
Avg. Scaled Score
% at Each Level
A
P+
B+
BB
% Assessed
A
P+
B+
BB
% Assessed
All Students
251
13
54
90
10
100
240
7
39
81
19
100
Stud. w/ Disab
231
4
25
74
26
18
217
2
16
54
46
13
LEP
223
2
17
65
35
9
218
1
15
57
43
11
African American/Black
230
1
26
73
27
7
224
1
19
65
35
15
Asian/Pacific Islander
273
38
81
98
2
6
256
22
61
90
10
5
Hispanic/Latino
232
3
28
74
26
19
230
3
26
73
27
26
White
256
15
62
95
5
65
248
10
51
90
10
49
Econ. Disadvantaged
236
4
31
80
20
42
229
2
24
72
28
55
GRADE LEVEL 8 - READING
Student Group
Massachusetts
National Public
Avg. Scaled Score
% at Each Level
Avg. Scaled Score
% at Each Level
A
P+
B+
BB
% Assessed
A
P+
B+
BB
% Assessed
All Students
274
6
46
83
17
100
264
3
33
75
25
100
Stud. w/ Disab
245
1
15
54
46
18
229
#
8
36
64
12
LEP
225
#
6
35
65
5
223
#
3
28
72
6
African American/Black
252
1
18
63
37
9
247
1
15
58
42
15
Asian/Pacific Islander
290
18
64
90
10
7
279
9
50
85
15
6
Hispanic/Latino
249
#
17
61
39
14
253
1
20
65
35
25
White
281
7
53
90
10
67
273
4
42
84
16
51
Econ. Disadvantaged
260
3
28
71
29
44
253
1
20
64
36
52
GRADE LEVEL 8 - MATHEMATICS
Student Group
Massachusetts
National Public
Avg. Scaled Score
% at Each Level
Avg. Scaled Score
% at Each Level
A
P+
B+
BB
% Assessed
A
P+
B+
BB
% Assessed
All Students
297
18
51
81
19
100
281
8
32
70
30
100
Stud. w/ Disab
264
3
16
51
49
18
246
1
8
32
68
12
LEP
251
2
10
38
62
6
246
1
5
31
69
6
African American/Black
268
4
22
54
46
9
260
1
12
47
53
15
Asian/Pacific Islander
324
44
73
94
6
7
305
25
58
86
14
6
Hispanic/Latino
271
4
24
61
39
15
269
3
19
60
40
25
White
304
20
59
88
12
66
291
10
42
81
19
51
Econ. Disadvantaged
279
7
31
67
33
43
268
2
18
58
42
52
Participation Rates for Students with Disabilities and for English Language Learner Students
The NAEP program has always endeavored to assess all students selected for testing. In all NAEP schools, accommodations are provided as necessary for students with disabilities and/or English language learners. School staff who are familiar with these students are asked a series of questions to help them decide whether each student should participate in the assessment and whether the student needs accommodations.
