Massachusetts School and District Profiles

Mary Fonseca Elementary School

Districts
Schools

2026

Accountability Report

2026 Official Accountability Report - Mary Fonseca Elementary School

Organization Information

DISTRICT NAME
Fall River (00950000)

TITLE I STATUS
Title I School

SCHOOL
Mary Fonseca Elementary School (00950011)

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

Low student group performance: White

Progress toward improvement targets	Accountability percentile
66% - Substantial progress toward targets	14

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2025	2026
Annual criterion-referenced target percentage	75%	60%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	66%
	Substantial 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	-	4	4	-
	Mathematics achievement	2	4	-	4	4	-
	Science achievement	0	4	-	-	-	-
	Achievement total	2	12	60.0	8	8	67.5
Growth	English language arts growth	2	4	-	3	4	-
	Mathematics growth	2	4	-	3	4	-
	Growth total	4	8	20.0	6	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	-	4	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	0	4	10.0	4	4	10.0
Weighted total		2.4	9.6	-	7.2	7.6	-
Percentage of possible points		25%		-	95%		-
2026 Annual criterion-referenced target percentage		60%

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	4	4	-	4	4	-
	Science achievement	2	4	-	-	-	-
	Achievement total	8	12	60.0	7	8	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	3	4	-	3	4	-
	Growth total	6	8	20.0	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	4	4	10.0	-	-	-
Additional indicators	Chronic absenteeism	3	4	-	2	4	-
	Advanced coursework completion	-	-	-	-	-	-
	Additional indicators total	3	4	10.0	2	4	10.0
Weighted total		6.7	9.6	-	6.1	7.6	-
Percentage of possible points		70%		-	80%		-
2025 Annual criterion-referenced target percentage		75%

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	68%	22%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2025 x 40%) + (2026 x 60%)	41%
	Moderate 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	2	4	-
	Science achievement	0	4	-
	Achievement total	2	12	67.5
Growth	English language arts growth	2	4	-
	Mathematics growth	2	4	-
	Growth total	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	-	-	-
Additional indicators	Chronic absenteeism	0	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	0	4	10.0
Weighted total		2.3	10.3	-
Percentage of possible points		22%		-
2026 Annual criterion-referenced target percentage		22%

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	4	4	-
	Science achievement	2	4	-
	Achievement total	8	12	67.5
Growth	English language arts growth	3	4	-
	Mathematics growth	3	4	-
	Growth total	6	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	2	4	-
	Advanced coursework completion	-	-	-
	Additional indicators total	2	4	10.0
Weighted total		7.0	10.3	-
Percentage of possible points		68%		-
2025 Annual criterion-referenced target percentage		68%

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	481.1	479.1	-2.0	483.7	281	0	Recovery Path: Declined
Lowest Performing	461.3	468.1	6.8	466.4	28	4	Recovery Path: Exceeded Target
High Needs	480.5	478.8	-1.7	483.2	268	0	Recovery Path: Declined
English Learners and Former English Learners	476.9	474.8	-2.1	481.2	133	0	Recovery Path: Declined
Low Income	480.4	478.9	-1.5	482.7	246	0	Recovery Path: Declined
Students with Disabilities	474.3	472.4	-1.9	478.4	57	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	481.0	478.4	-2.6	484.3	48	0	Path Forward: Declined
Hispanic or Latino	479.8	478.3	-1.5	481.9	121	0	Recovery Path: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	18	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	483.1	479.9	-3.2	485.6	92	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	482.4	483.2	0.8	485.6	279	2	Path Forward: Improved Below Target
Lowest Performing	456.1	466.8	10.7	459.8	28	4	Recovery Path: Exceeded Target
High Needs	482.0	483.2	1.2	485.3	266	2	Path Forward: Improved Below Target
English Learners and Former English Learners	482.9	483.4	0.5	486.4	132	2	Path Forward: Improved Below Target
Low Income	482.1	483.3	1.2	484.9	244	2	Path Forward: Improved Below Target
Students with Disabilities	471.6	473.5	1.9	475.3	57	2	Path Forward: Improved Below Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	2	-	-
Black or African American	482.8	480.2	-2.6	486.3	48	0	Path Forward: Declined
Hispanic or Latino	481.4	484.1	2.7	484.5	119	3	Path Forward: Met Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	18	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	484.6	484.0	-0.6	488.3	92	0	Path Forward: Declined

Science achievement - MCAS average composite scaled score - Non-high school
Group	2025 Achievement	2026 Achievement	Change	2026 Target	N	Points	Reason
All Students	483.0	481.8	-1.2	487.3	76	0	Path Forward: Declined
Lowest Performing	-	-	-	-	12	-	-
High Needs	482.6	481.8	-0.8	486.9	72	0	Path Forward: Declined
English Learners and Former English Learners	478.9	479.0	0.1	483.1	40	2	Path Forward: Improved Below Target
Low Income	482.3	482.1	-0.2	486.4	64	1	Path Forward: No Change
Students with Disabilities	-	-	-	-	15	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	1	-	-
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	481.1	477.2	-3.9	485.0	36	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	5	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	485.7	486.0	0.3	490.6	27	2	Path Forward: Improved Below Target

English language arts growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	41.1	169	2	Typical Growth - Low
Lowest Performing	50.3	28	3	Typical Growth - High
High Needs	41.7	162	2	Typical Growth - Low
English Learners and Former English Learners	43.8	75	2	Typical Growth - Low
Low Income	42.6	146	2	Typical Growth - Low
Students with Disabilities	40.2	35	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	1	-	-
Black or African American	44.5	23	2	Typical Growth - Low
Hispanic or Latino	41.7	75	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	15	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	38.4	55	1	Low Growth

Mathematics growth - Non-high school
Group	2026 Mean SGP	N	Points	Reason
All Students	46.2	172	2	Typical Growth - Low
Lowest Performing	54.4	28	3	Typical Growth - High
High Needs	47.0	165	2	Typical Growth - Low
English Learners and Former English Learners	51.7	79	3	Typical Growth - High
Low Income	46.9	149	2	Typical Growth - Low
Students with Disabilities	39.1	34	1	Low Growth
American Indian or Alaska Native	-	-	-	-
Asian	-	1	-	-
Black or African American	47.4	23	2	Typical Growth - Low
Hispanic or Latino	47.6	76	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	15	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	41.8	57	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	54.8	70.0	15.2	58.8	190	4	Exceeded Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	54.8	70.0	15.2	58.8	190	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	16.9	19.4	2.5	14.7	531	0	Declined
Lowest Performing	21.2	14.3	-6.9	16.3	28	4	Exceeded Target
High Needs	17.2	19.2	2.0	14.7	501	0	Declined
English Learners and Former English Learners	14.4	12.3	-2.1	11.1	268	2	Improved Below Target
Low Income	17.6	19.2	1.6	14.9	464	0	Declined
Students with Disabilities	19.8	23.7	3.9	15.5	97	0	Declined
American Indian or Alaska Native	-	-	-	-	1	-	-
Asian	-	-	-	-	9	-	-
Black or African American	10.2	19.3	9.1	6.6	119	0	Declined
Hispanic or Latino	17.9	20.7	2.8	14.1	213	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	33	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	17.7	17.9	0.2	14.8	156	1	No Change

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	308	308	100	Yes	1	305	305	100	Yes	1	82	82	100	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	295	295	292	292	78	78	665	665	100	Yes	1
English Learners and Former English Learners	153	153	152	152	44	44	349	349	100	Yes	1
Low Income	272	272	269	269	69	69	610	610	100	Yes	1
Students with Disabilities	61	61	60	60	16	16	137	137	100	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	3	3	3	3	1	1	7	-	-	-	-
Black or African American	62	62	62	62	11	11	135	135	100	Yes	1
Hispanic or Latino	127	127	125	125	36	36	288	288	100	Yes	1
Multi-Race, Not Hispanic or Latino	19	19	19	19	5	5	43	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	97	97	96	96	29	29	222	222	100	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