Massachusetts School and District Profiles

Carlton M. Viveiros Elementary School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Carlton M. Viveiros Elementary School

Organization Information

DISTRICT NAME
Fall River (00950000)

TITLE I STATUS
Title I School

SCHOOL
Carlton M. Viveiros Elementary School (00950009)

GRADES SERVED
K,01,02,03,04,05

REGION
Coastal

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Requiring assistance or intervention

Reason for classification

In need of focused/targeted support

Among the lowest performing 10% of schools

Progress toward improvement targets	Accountability percentile
46% - Moderate progress toward targets	10

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	52%	42%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	46%
	Moderate progress toward targets

2026 Points awarded

2026 Progress toward improvement targets
Indicator		All Students (Non-high school grades)			Lowest Performing Students (Non-high school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	0	4	-	3	4	-
	Mathematics achievement	0	4	-	3	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	0	12	60.0	6	8	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	5	8	20.0	4	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-	-	-	-
	Extended engagement rate	-	-	-	-	-	-
	Annual dropout rate	-	-	-	-	-	-
	High school completion total	-	-	-	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	4	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	2	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	2	4	10.0
Weighted total		1.4	9.6	-	5.2	7.6	-
Percentage of possible points		15%		-	68%		-
2026 Annual criterion-referenced target percentage		42%

2025 Points awarded

2025 Progress toward improvement targets
Indicator		All Students (Non-high school grades)			Lowest Performing Students (Non-high school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	2	4	-	3	4	-
	Mathematics achievement	0	4	-	2	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	4	12	60.0	5	8	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	5	8	20.0	4	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-	-	-	-
	Extended engagement rate	-	-	-	-	-	-
	Annual dropout rate	-	-	-	-	-	-
	High school completion total	-	-	-	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	2	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	4	4	10.0	4	4	10.0
Weighted total		4.0	9.6	-	4.7	7.6	-
Percentage of possible points		42%		-	62%		-
2025 Annual criterion-referenced target percentage		52%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	41%	11%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	23%
	Limited or no progress toward targets

2026 Points awarded

2026 Progress toward improvement targets
Indicator		High Needs Student Group (Non-high school grades)
Indicator		Points earned	Total possible points	Weight %
Achievement	English language arts achievement	0	4	-
	Mathematics achievement	0	4	-
	Science achievement	0	4	-
	Achievement total	0	12	67.5
Growth	English language arts growth	3	4	-
	Mathematics growth	2	4	-
	Growth total	5	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-
	Extended engagement rate	-	-	-
	Annual dropout rate	-	-	-
	High school completion total	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		1.1	10.3	-
Percentage of possible points		11%		-
2026 Annual criterion-referenced target percentage		11%

2025 Points awarded

2025 Progress toward improvement targets
Indicator		High Needs Student Group (Non-high school grades)
Indicator		Points earned	Total possible points	Weight %
Achievement	English language arts achievement	2	4	-
	Mathematics achievement	0	4	-
	Science achievement	2	4	-
	Achievement total	4	12	67.5
Growth	English language arts growth	3	4	-
	Mathematics growth	2	4	-
	Growth total	5	8	22.5
High school completion	Four-year cohort graduation rate	-	-	-
	Extended engagement rate	-	-	-
	Annual dropout rate	-	-	-
	High school completion total	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	4	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	4	4	10.0
Weighted total		4.2	10.3	-
Percentage of possible points		41%		-
2025 Annual criterion-referenced target percentage		41%

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	480.5	479.5	-1.0	483.7	329	0	Recovery Path: Declined
Lowest Performing	458.1	463.2	5.1	463.2	50	3	Path Forward: Met Target
High Needs	479.0	477.5	-1.5	481.8	300	0	Recovery Path: Declined
English Learners and Former English Learners	473.6	471.8	-1.8	476.7	136	0	Recovery Path: Declined
Low Income	478.9	477.6	-1.3	481.9	289	0	Recovery Path: Declined
Students with Disabilities	471.3	467.0	-4.3	474.1	69	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	12	-	-
Black or African American	478.2	474.2	-4.0	480.7	39	0	Recovery Path: Declined
Hispanic or Latino	475.5	475.4	-0.1	478.6	144	1	Recovery Path: No Change
Multi-Race, Not Hispanic or Latino	484.0	486.7	2.7	487.5	22	2	Recovery Path: Improved Below Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	484.6	483.4	-1.2	487.4	112	0	Recovery Path: Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	483.8	480.7	-3.1	486.6	329	0	Recovery Path: Declined
Lowest Performing	456.7	463.0	6.3	462.6	50	3	Recovery Path: Met Target
High Needs	482.4	478.9	-3.5	484.9	300	0	Recovery Path: Declined
English Learners and Former English Learners	478.5	474.3	-4.2	482.0	137	0	Path Forward: Declined
Low Income	482.1	478.9	-3.2	484.6	289	0	Recovery Path: Declined
Students with Disabilities	471.7	468.8	-2.9	475.8	70	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	12	-	-
Black or African American	484.1	475.3	-8.8	487.9	39	0	Recovery Path: Declined
Hispanic or Latino	476.8	477.2	0.4	480.3	145	2	Recovery Path: Improved Below Target
Multi-Race, Not Hispanic or Latino	488.5	483.2	-5.3	491.1	22	0	Recovery Path: Declined
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	488.3	485.4	-2.9	490.8	111	0	Recovery Path: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	478.1	474.1	-4.0	482.4	102	0	Path Forward: Declined
Lowest Performing	-	-	-	-	16	-	-
High Needs	477.4	471.5	-5.9	481.7	91	0	Path Forward: Declined
English Learners and Former English Learners	473.6	464.8	-8.8	477.8	40	0	Path Forward: Declined
Low Income	477.7	472.2	-5.5	480.1	86	0	Recovery Path: Declined
Students with Disabilities	-	-	-	-	24	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	3	-	-
Black or African American	-	-	-	-	16	-	-
Hispanic or Latino	473.3	470.6	-2.7	477.2	35	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	9	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	477.1	478.4	1.3	480.0	39	2	Recovery Path: Improved Below Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	51.8	219	3	Typical Growth - High
Lowest Performing	45.5	50	2	Typical Growth - Low
High Needs	50.8	199	3	Typical Growth - High
English Learners and Former English Learners	49.4	92	2	Typical Growth - Low
Low Income	51.1	190	3	Typical Growth - High
Students with Disabilities	45.5	43	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	7	-	-
Black or African American	56.7	24	3	Typical Growth - High
Hispanic or Latino	47.1	96	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	18	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	53.3	74	3	Typical Growth - High

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	44.8	219	2	Typical Growth - Low
Lowest Performing	46.5	50	2	Typical Growth - Low
High Needs	44.5	199	2	Typical Growth - Low
English Learners and Former English Learners	44.1	94	2	Typical Growth - Low
Low Income	43.9	190	2	Typical Growth - Low
Students with Disabilities	41.8	43	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	7	-	-
Black or African American	45.0	24	2	Typical Growth - Low
Hispanic or Latino	46.9	96	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	18	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	43.5	74	2	Typical Growth - Low

Progress toward attaining English language proficiency - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	42.4	52.5	10.1	47.8	183	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	42.4	52.5	10.1	47.8	183	4	Exceeded Target
Low Income	-	-	-	-	-	-	-
Students with Disabilities	-	-	-	-	-	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	-	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	-	-	-

Chronic absenteeism - Non-high school
Group	2025 Rate (%)	2026 Rate (%)	Change	Target	N	Points	Reason
All Students	16.8	19.3	2.5	14.6	607	0	Declined
Lowest Performing	22.2	20.0	-2.2	17.3	50	2	Improved Below Target
High Needs	17.0	19.9	2.9	14.5	553	0	Declined
English Learners and Former English Learners	12.4	16.4	4.0	9.1	244	0	Declined
Low Income	16.3	20.3	4.0	13.6	528	0	Declined
Students with Disabilities	24.4	23.6	-0.8	20.1	123	2	Improved Below Target
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	15	-	-
Black or African American	15.0	15.5	0.5	11.4	84	1	No Change
Hispanic or Latino	16.0	21.4	5.4	12.2	271	0	Declined
Multi-Race, Not Hispanic or Latino	19.0	2.9	-16.1	16.8	35	4	Exceeded Target
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	18.1	20.9	2.8	15.2	201	0	Declined

Assessment participation - All students
Group	English language arts					Mathematics					Science
Group	Enrolled	Assessed	%	Met Target?	Years in Rate	Enrolled	Assessed	%	Met Target?	Years in Rate	Enrolled	Assessed	%	Met Target?	Years in Rate
All Students	344	338	98	Yes	1	343	339	99	Yes	1	106	105	99	Yes	1

Assessment participation - Student Group
Group	English language arts		Mathematics		Science		Overall
Group	Enrolled	Assessed	Enrolled	Assessed	Enrolled	Assessed	Total Enrolled	Total Assessed	%	Met Target?	Years in Rate
High Needs	315	309	314	310	95	94	724	713	98	Yes	1
English Learners and Former English Learners	142	140	142	142	42	42	326	324	99	Yes	1
Low Income	301	296	300	297	89	88	690	681	99	Yes	1
Students with Disabilities	75	70	75	71	25	24	175	165	95	Yes	2
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	12	12	12	12	3	3	27	-	-	-	-
Black or African American	43	43	43	43	17	17	103	103	100	Yes	1
Hispanic or Latino	149	145	148	147	35	35	332	327	98	Yes	1
Multi-Race, Not Hispanic or Latino	22	22	22	22	9	9	53	53	100	Yes	1
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	118	116	118	115	42	41	278	272	98	Yes	1

About this report

About the Data

Overall classification: All Massachusetts districts and schools with sufficient data are classified into one of two accountability categories: districts and schools requiring assistance or intervention, and districts and schools not requiring assistance or intervention. The reason(s) for the district's or school's classification are noted on this report.

Progress toward improvement targets: The criterion-referenced target percentage combines multiple years of data related to achievement, growth, high school completion, English learner progress, advanced coursework completion, and chronic absenteeism into a single number between 0 and 100. For a group to be considered to be meeting targets it must have a cumulative criterion-referenced target percentage of 75% or higher.

The annual criterion-referenced target percentage is calculated by dividing the weighted total points earned by the weighted total possible points. The calculation for each is displayed below.

Weighted total of points earned = (Total achievement points earned x Achievement weight) + (Total growth points earned x Growth weight) + (Total high school completion points earned x high school completion weight) + (EL progress points earned x EL progress weight) + (Total additional indicator points earned x Additional indicator weight)

The cumulative criterion-referenced target percentage represents a weighted average of the annual criterion-referenced target percentages. At a minimum, a group must have an annual criterion-referenced target percentage for the most recent year in order to receive a cumulative percentage.

Accountability percentile: An accountability percentile between 1 and 99 is reported for most schools. This number is an indication of the school's overall performance relative to other schools that serve similar grades, and is calculated using multiple years of data for all accountability indicators. School percentiles are not calculated for districts.

Resources

Interpretive Materials

Glossary of Accountability Terms