Kathleen Cobb, Principal Mailing Address: 160 Wall Street Fall River, MA 02720
Phone: (508) 675-8210 FAX: (508) 675-0889 Website: http://www.fallriverschools.org/fonseca.cfm
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
97.5
94.9
97.4
Total Number of Classes in Core Academic Areas
186
3,213
348,472
Percentage of Core Academic Classes Taught by Teachers Who are Highly Qualified
100.0
93.1
96.3
Percentage of Core Academic Classes Taught by Teachers Who are Not Highly Qualified
0.0
6.9
3.7
Student/Teacher Ratio
18.5 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.
2016 Accountability Data - Mary Fonseca Elementary School
Accountability Information
Accountability and Assistance Level
Level 4
Among lowest achieving and least improving schools
This school's overall performance relative to other schools in same school type (School percentiles: 1-99)
All students:
5
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
62
Did Not Meet Target
High needs
66
Did Not Meet Target
Econ. Disadvantaged
-
EL and Former EL
64
Did Not Meet Target
Students w/ disabilities
72
Did Not Meet Target
Amer. Ind. or Alaska Nat.
-
Asian
-
Afr. Amer./Black
-
Hispanic/Latino
57
Did Not Meet Target
Multi-race, Non-Hisp./Lat.
-
Nat. Haw. or Pacif. Isl.
-
White
62
Did Not Meet Target
Mary Fonseca Elementary School: 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
66.3
69.7
70.4
0.7
80.3
83.2
9
329
50
Improved Below Target
High needs
63.9
67.3
68.0
0.7
78.9
82.0
19
276
50
Improved Below Target
Econ. Disadvantaged
68.5
68.5
68.6
0.1
71.1
84.3
19
257
50
Improved Below Target
EL and Former EL
56.4
55.9
59.3
3.4
74.6
78.2
15
59
50
Improved Below Target
Students w/ disabilities
40.1
40.6
54.2
13.6
65.1
70.1
23
54
50
Improved Below Target
Amer. Ind. or Alaska Nat.
-
-
-
-
-
-
-
1
-
-
Asian
-
-
-
-
-
-
-
20
-
-
Afr. Amer./Black
64.3
68.5
67.0
-1.5
79.2
82.2
23
25
25
No Change
Hispanic/Latino
57.8
65.1
63.8
-1.3
75.4
78.9
16
96
25
No Change
Multi-race, Non-Hisp./Lat.
62.5
64.3
65.7
1.4
71.9
81.3
19
35
50
Improved Below Target
Nat. Haw. or Pacif. Isl.
-
-
-
-
-
-
-
-
-
-
White
72.1
72.5
75.7
3.2
83.7
86.1
7
152
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
62.0
69.0
68.1
-0.9
77.8
81.0
7
328
25
No Change
High needs
59.7
67.2
65.2
-2.0
76.5
79.9
13
276
25
No Change
Econ. Disadvantaged
68.1
68.1
65.9
-2.2
70.8
84.1
13
257
25
No Change
EL and Former EL
53.7
56.6
59.3
2.7
73.0
76.9
12
59
50
Improved Below Target
Students w/ disabilities
34.7
43.3
52.7
9.4
61.9
67.4
18
55
50
Improved Below Target
Amer. Ind. or Alaska Nat.
-
-
-
-
-
-
-
1
-
-
Asian
-
-
-
-
-
-
-
20
-
-
Afr. Amer./Black
51.2
57.4
54.8
-2.6
71.5
75.6
6
26
0
Declined
Hispanic/Latino
56.0
66.4
65.1
-1.3
74.3
78.0
22
96
25
No Change
Multi-race, Non-Hisp./Lat.
66.3
65.7
68.9
3.2
74.7
83.2
23
33
50
Improved Below Target
Nat. Haw. or Pacif. Isl.
-
-
-
-
-
-
-
-
-
-
White
67.5
71.1
70.2
-0.9
81.0
83.8
4
152
25
No Change
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
57.9
64.3
55.2
-9.1
75.4
79.0
8
105
0
Declined
High needs
54.5
62.6
53.8
-8.8
73.5
77.3
17
91
0
Declined
Econ. Disadvantaged
64.8
64.8
53.9
-10.9
67.7
82.4
26
84
0
Declined
EL and Former EL
-
-
-
-
-
-
-
16
-
-
Students w/ disabilities
53.4
-
-
-
-
76.7
-
21
-
-
Amer. Ind. or Alaska Nat.
-
-
-
-
-
-
-
-
-
-
Asian
-
-
-
-
-
-
-
8
-
-
Afr. Amer./Black
-
-
-
-
-
-
-
10
-
-
Hispanic/Latino
39.6
-
-
-
-
69.8
-
24
-
-
Multi-race, Non-Hisp./Lat.
-
-
-
-
-
-
-
12
-
-
Nat. Haw. or Pacif. Isl.
-
-
-
-
-
-
-
-
-
-
White
70.4
67.6
60.8
-6.8
82.7
85.2
3
51
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
4.0
4.6
329
25
18.5
17.3
329
0
High needs
4.9
4.3
276
0
20.1
18.8
276
0
Econ. Disadvantaged
4.8
4.3
257
0
18.5
18.7
257
0
EL and Former EL
5.9
1.7
59
0
41.2
25.4
59
25
Students w/ disabilities
0.0
1.9
54
25
53.3
31.5
54
25
Amer. Ind. or Alaska Nat.
-
-
1
-
-
-
1
-
Asian
-
-
20
-
-
-
20
-
Afr. Amer./Black
0.0
0.0
25
0
22.2
16.0
25
25
Hispanic/Latino
1.2
3.1
96
25
22.2
26.0
96
0
Multi-race, Non-Hisp./Lat.
0.0
2.9
35
25
20.0
20.0
35
0
Nat. Haw. or Pacif. Isl.
-
-
-
-
-
-
-
-
White
6.7
6.6
152
0
16.1
11.8
152
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
8.7
8.8
328
0
21.7
23.5
328
0
High needs
7.4
8.0
276
0
23.6
26.8
276
0
Econ. Disadvantaged
7.8
8.6
257
25
22.2
25.7
257
0
EL and Former EL
2.9
6.8
59
25
41.2
37.3
59
0
Students w/ disabilities
2.2
3.6
55
25
51.1
43.6
55
25
Amer. Ind. or Alaska Nat.
-
-
1
-
-
-
1
-
Asian
-
-
20
-
-
-
20
-
Afr. Amer./Black
7.4
3.8
26
0
25.9
30.8
26
0
Hispanic/Latino
6.2
5.2
96
0
25.9
27.1
96
0
Multi-race, Non-Hisp./Lat.
2.9
6.1
33
25
22.9
21.2
33
0
Nat. Haw. or Pacif. Isl.
-
-
-
-
-
-
-
-
White
10.0
9.9
152
0
20.0
21.7
152
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
2.7
0.0
105
0
25.5
35.2
105
0
High needs
2.3
0.0
91
0
27.6
38.5
91
0
Econ. Disadvantaged
2.4
0.0
84
0
25.3
38.1
84
0
EL and Former EL
-
-
16
-
-
-
16
-
Students w/ disabilities
-
-
21
-
-
-
21
-
Amer. Ind. or Alaska Nat.
-
-
-
-
-
-
-
-
Asian
-
-
8
-
-
-
8
-
Afr. Amer./Black
-
-
10
-
-
-
10
-
Hispanic/Latino
-
-
24
-
-
-
24
-
Multi-race, Non-Hisp./Lat.
-
-
12
-
-
-
12
-
Nat. Haw. or Pacif. Isl.
-
-
-
-
-
-
-
-
White
3.3
0.0
51
0
23.0
25.5
51
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
42.0
45.0
3.0
51.0
No
211
50
Below Target
High needs
49.0
42.5
-6.5
51.0
No
172
50
Below Target
Econ. Disadvantaged
49.0
42.0
-7.0
51.0
No
158
50
Below Target
EL and Former EL
55.0
38.0
-17.0
51.0
No
30
25
Below Target
Students w/ disabilities
44.0
53.0
9.0
51.0
No
29
75
On Target
Amer. Ind. or Alaska Nat.
-
-
-
51.0
-
-
-
-
Asian
-
-
-
51.0
-
15
-
-
Afr. Amer./Black
-
-
-
51.0
-
17
-
-
Hispanic/Latino
45.0
41.0
-4.0
51.0
No
55
50
Below Target
Multi-race, Non-Hisp./Lat.
-
-
-
51.0
-
23
-
-
Nat. Haw. or Pacif. Isl.
-
-
-
51.0
-
-
-
-
White
36.0
57.0
21.0
51.0
No
101
100
Above 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
54.0
43.0
-11.0
51.0
No
211
50
Below Target
High needs
52.0
43.0
-9.0
51.0
No
173
50
Below Target
Econ. Disadvantaged
54.0
42.0
-12.0
51.0
No
159
50
Below Target
EL and Former EL
48.0
45.5
-2.5
51.0
No
30
50
Below Target
Students w/ disabilities
26.0
43.0
17.0
51.0
Yes
30
100
Above Target
Amer. Ind. or Alaska Nat.
-
-
-
51.0
-
-
-
-
Asian
-
-
-
51.0
-
15
-
-
Afr. Amer./Black
-
-
-
51.0
-
18
-
-
Hispanic/Latino
45.0
34.0
-11.0
51.0
No
55
25
Below Target
Multi-race, Non-Hisp./Lat.
-
-
-
51.0
-
22
-
-
Nat. Haw. or Pacif. Isl.
-
-
-
51.0
-
-
-
-
White
57.0
48.0
-9.0
51.0
No
101
50
Below Target
2016 Extra credit for English language proficiency growth
2016 SGPA
2016 Target
SGPA N Included
PPI Points
All students
80.0
60.0
68
25
High needs
80.0
60.0
68
25
EL and Former EL
80.0
60.0
68
25
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
354
353
100
Yes
353
352
100
Yes
109
109
100
Yes
High needs
301
300
100
Yes
300
300
100
Yes
95
95
100
Yes
Econ. Disadvantaged
281
280
100
Yes
280
280
100
Yes
88
88
100
Yes
EL and Former EL
64
64
100
Yes
64
64
100
Yes
17
-
-
-
Students w/ disabilities
62
61
98
Yes
62
62
100
Yes
22
22
100
Yes
Amer. Ind. or Alaska Nat.
4
-
-
-
4
-
-
-
1
-
-
-
Asian
20
-
-
-
20
-
-
-
8
-
-
-
Afr. Amer./Black
30
29
97
Yes
30
30
100
Yes
10
-
-
-
Hispanic/Latino
106
106
100
Yes
106
106
100
Yes
26
26
100
Yes
Multi-race, Non-Hisp./Lat.
36
36
100
Yes
35
34
97
Yes
12
-
-
-
Nat. Haw. or Pacif. Isl.
-
-
-
-
-
-
-
-
-
-
-
-
White
158
158
100
Yes
158
158
100
Yes
52
52
100
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.
