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September 2, 2015 ConnCAN
September 2, 2015
2015 Smarter Balanced
Assessment Analysis:
State and District Results
September 2, 2015 ConnCAN
What is SBAC?
Simply put, the Smarter Balanced Assessment is statewide annual assessment of
stud...
September 2, 2015 ConnCAN
Why SBAC?
The Smarter Balanced Assessment is an important tool to help prepare our students for
...
September 2, 2015 ConnCAN
About this SBAC Analysis
A note on score interpretation from the Connecticut State Board of Educ...
September 2, 2015 ConnCAN
English Language Arts (ELA)
Statewide Results
September 2, 2015 ConnCAN
English Language Arts (ELA)
Statewide Results
Overall: 55.4% of students in Grades 3-8 and 11 st...
September 2, 2015 ConnCAN
Mathematics
Statewide Results
September 2, 2015 ConnCAN
Mathematics
Statewide Results
Overall: 39.1% of students are meeting or exceeding the achievemen...
September 2, 2015 ConnCAN
Statewide Achievement Gaps
Achievement gaps* persist: More than two thirds of African American (...
September 2, 2015 ConnCAN
Statewide Achievement Gaps
Mathematics
Achievement gaps* persist: The majority of African Americ...
September 2, 2015 ConnCAN
Connecticut’s Five Largest Districts
Less than half of all students in
Connecticut’s largest sch...
September 2, 2015 ConnCAN
Connecticut’s Five Largest Districts
Less than 2 in 5 students in
Connecticut’s largest school
d...
September 2, 2015 ConnCAN
Low-Income Student Performance in ELA
Standout Districts
Statewide Stats:
Low-income Students
Pe...
September 2, 2015 ConnCAN
Low-Income Student Performance in Math
Standout Districts
Large Districts Small Districts
Groton...
September 2, 2015 ConnCAN
African American Student Performance in ELA
Standout Districts Statewide Stats:
African American...
September 2, 2015 ConnCAN
African American Student Performance in Math
Standout Districts
Large Districts Small Districts
...
September 2, 2015 ConnCAN
Hispanic/Latino Student Performance in ELA
Standout Districts Statewide Stats:
Hispanic/Latino
S...
September 2, 2015 ConnCAN
Hispanic/Latino Student Performance in Math
Standout Districts
Large Districts Small Districts
S...
September 2, 2015 ConnCAN
ELL Student Performance in ELA
Standout Districts Statewide Stats:
English Language
Learner (ELL...
September 2, 2015 ConnCAN
ELL Student Performance in Math
Standout Districts
Large Districts Small Districts
Greenwich 32....
September 2, 2015 ConnCAN
CONTACT US
Yamuna Menon, Director of Research and Policy
yamuna.menon@concan.org
Mercy Quaye, Co...
September 2, 2015 ConnCAN
Sources:
1. Conn. State Dept. of Educ., Smarter Balanced in Connecticut: A New Starting Point fo...
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ConnCAN_sbac_analysis_09-03-2015

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The Connecticut Coalition for Achievement Now (ConnCAN) has provided an in-depth analysis of state and district level results that includes a breakdown of results by student group, provides a look into the performance of the state’s five largest districts, and highlights standout districts that are exceeding the state average performance for Connecticut’s students of color and low-income students.

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ConnCAN_sbac_analysis_09-03-2015

  1. 1. September 2, 2015 ConnCAN September 2, 2015 2015 Smarter Balanced Assessment Analysis: State and District Results
  2. 2. September 2, 2015 ConnCAN What is SBAC? Simply put, the Smarter Balanced Assessment is statewide annual assessment of student performance that is designed to measure our students’ achievement against rigorous academic standards. The Smarter Balanced Assessment measures Connecticut students college-and career-readiness in English Language Arts/Literacy (ELA) and Mathematics in grades 3 through 8 and grade 11.
  3. 3. September 2, 2015 ConnCAN Why SBAC? The Smarter Balanced Assessment is an important tool to help prepare our students for college and careers. Along with the higher standards set in place by the Common Core, the Smarter Balanced Assessment is one of the many tools that will help parents and educators accurately determine whether students are on track to be prepared for the challenges ahead. “This baseline data gives us a new reference point to determine how well our schools and districts are preparing students for the challenges of college and career. Results from this test are one point of data to help improve practice and better serve students” –Jennifer Alexander, ConnCAN CEO For more information, please visit readyct.org
  4. 4. September 2, 2015 ConnCAN About this SBAC Analysis A note on score interpretation from the Connecticut State Board of Education “One must keep in mind that when new content standards are assessed, the summative assessment scores will reflect both the degree to which the content standards are well implemented in a school and the degree to which students have learned them,” SBE Connecticut Smarter Balanced Assessments 2015 Interpretive Guide About our analysis Achievement Level Descriptors: The results are reported as Achievement Level Descriptors (ALDs). These are the four levels (1 through 4) that show the percent of students that exceed, meet, approach, or do not approach the achievement level. According to the State Department of Education, a score at or above Level 3 indicates that students have met the achievement level expected for their grade and are “on track.” Therefore, this analysis includes the total percentage of students at Levels 3 & 4. A score at or above Level 3 in 11th grade suggests conditional evidence that a student is ready for entry-level, transferable, credit-bearing college courses. Grades, Subjects, and Student Groups: ALDs are reported for students in tested grades 3-8 and grade 11 in English Language Arts (ELA) and Mathematics for the 2014-2015 school year. This analysis reports on overall and group performance for the following student groups: low-income, African American, Hispanic/Latino, and English Language Learners (ELL). “Low-income” refers to students who qualify for Free or Reduced Price Lunch. Standout Districts: “Standout District” refers to a district that has met the following criteria for each student group reported: 1) District student group enrollment exceeds the state student group enrollment; 2) District student group performance exceeds the state student group performance; 3) District performance ranks in the top five districts who meet criteria 1 and 2. “Large Districts” refer to public school districts that enroll higher than the state average district enrollment (2,698 students), while “Small Districts” refer to districts enrolling fewer than 2,698 students.
  5. 5. September 2, 2015 ConnCAN English Language Arts (ELA) Statewide Results
  6. 6. September 2, 2015 ConnCAN English Language Arts (ELA) Statewide Results Overall: 55.4% of students in Grades 3-8 and 11 students met Level 3 or 4 in English Language Arts (ELA), which exceeded state expectations. Highest performing districts: In each of the state’s highest performing districts, at least 8 in 10 students (82%) are “on track” in ELA. Large Districts* Darien, Westport, Monroe, Avon, and New Canaan Small Districts* Region 9, Chester, Kent, Salisbury, and Essex *See definition on “About this SBAC Analysis” page.
  7. 7. September 2, 2015 ConnCAN Mathematics Statewide Results
  8. 8. September 2, 2015 ConnCAN Mathematics Statewide Results Overall: 39.1% of students are meeting or exceeding the achievement level in Mathematics, which matched expectations. Highest-performing districts: In each of the state’s highest performing districts, at least 2 in 3 students (67%) are “on track” in Math. Large Districts* Darien, New Canaan, Westport, Avon, and Glastonbury Small Districts* Salem, Andover, Weston, Region 9, and Mansfield *See definition on “About this SBAC Analysis” page.
  9. 9. September 2, 2015 ConnCAN Statewide Achievement Gaps Achievement gaps* persist: More than two thirds of African American (69.7%) and Hispanic/Latino (67.2%) students tested statewide are not meeting grade level expectations, compared to only 32.7% of their white peers, all scoring at Level 1 or 2 in English Language Arts. For low-income students, 70.0% of students who qualify for free lunch and 54.4% of students who qualify for reduced priced lunch scored at Level 1 or 2 in English Language Arts, compared to only 30.8% of their non-low- income peers. English Language Arts (ELA) *Gap refers to the percentage point difference.
  10. 10. September 2, 2015 ConnCAN Statewide Achievement Gaps Mathematics Achievement gaps* persist: The majority of African American (86.1%) and of Hispanic/Latino (82.7%) students tested statewide are not meeting grade level expectations in Mathematics, compared to only 49.7% of their white peers, all scoring at Level 1 or 2. For low-income students, 84.6% of students who qualify for free lunch and 73.6% of students who qualify for reduced priced scored at Level 1 or 2 in Mathematics, compared to only 47.7% of their non-low-income peers. *Gap refers to the percentage point difference.
  11. 11. September 2, 2015 ConnCAN Connecticut’s Five Largest Districts Less than half of all students in Connecticut’s largest school districts scored at Level 3 & 4. Stamford had the highest performance out of the five largest districts, though less than half of all district students (49.4%) are “on track” in ELA. Less than 3 in 10 students are “on track” in ELA in New Haven (29.1%), Hartford (26.8%), Waterbury (26.1%), and Bridgeport (23.8%). English Language Arts
  12. 12. September 2, 2015 ConnCAN Connecticut’s Five Largest Districts Less than 2 in 5 students in Connecticut’s largest school districts scored at Levels 3 & 4. Stamford had the highest performance out of five largest districts, though less than half (37.5%) of district students are “on track” in Math. Less than 1 in 7 students are “on track” in Math in Hartford (14.2%), New Haven (13.5%), Waterbury (13.3%), and Bridgeport (9.1%). Mathematics
  13. 13. September 2, 2015 ConnCAN Low-Income Student Performance in ELA Standout Districts Statewide Stats: Low-income Students Percent at Level 3 & 4: Reduced Lunch 45.6% Free Lunch 30.0% Large Districts Small Districts Enfield 54.9% Side By Side Charter 62.8% Hamden 53.6% Griswold 61.0% Groton 52.8% Learn 56.7% Middletown 52.2% Elm City College Preparatory 55.3% Stratford 51.8% Killingly 53.5% Statewide: Less than half of students receiving free or reduced price lunch are “on track” in ELA. Standout districts: The following districts serve more low-income students than the percent of low-income students statewide (38%). These districts also have a higher percent of total students scoring at Level 3 and 4 than overall statewide percentages for low-income students (45.6%, 30.0%).* *Overall district performance is reflected relative to overall statewide low-income performance because district-level low-income data was unavailable at the time of release.
  14. 14. September 2, 2015 ConnCAN Low-Income Student Performance in Math Standout Districts Large Districts Small Districts Groton 38.8% Side By Side Charter 43.4% Stamford 37.5% Elm City College Preparatory 42.1% Hamden 36.3% Griswold 39.3% Enfield 34.9% Amistad Academy 34.4% Middletown 33.4% Sprague 31.6% Statewide: Less than one third of students receiving free or reduced price lunch are “on track” in Math. Standout districts: The following districts serve more low-income students than the percent of low-income students statewide (38%). These districts also have a higher percent of total students scoring at Level 3 and 4 than overall statewide percentages for low-income students (26.4%, 15.4%).* Statewide Stats: Low-income Students Percent at Level 3 & 4: Reduced Lunch 26.4% Free Lunch 15.4% *Overall district performance is reflected relative to overall statewide low-income performance because district-level low-income data was unavailable at the time of release.
  15. 15. September 2, 2015 ConnCAN African American Student Performance in ELA Standout Districts Statewide Stats: African American Students Percent at Level 3 & 4: 30.3% Large Districts Small Districts CREC (Capitol Region Education Council) 38.4% Side By Side Charter 58.8% Stratford 38.3% Elm City College Preparatory 53.9% Windsor 33.8% Odyssey Community 52.9% Hamden 32.1% Bloomfield 47.7% West Haven 31.1% Amistad Academy 45.5% Statewide: About 3 in 10 African American students statewide are “on track” in ELA. Standout districts: The following districts serve more African American students than the percent of African American students statewide (13%). These districts also have a higher percent of African American students scoring at Level 3 and 4 than overall statewide percentages for African American students (30.3%).
  16. 16. September 2, 2015 ConnCAN African American Student Performance in Math Standout Districts Large Districts Small Districts Windsor 19.4% Elm City College Preparatory 40.1% CREC 18.2% Odyssey Community 33.3% Stamford 16.1% Amistad Academy 30.2% West Haven 15.6% Cooperative Educational Services 28.2% Hamden 14.4% Achievement First Hartford Academy 26.5% Statewide: About 1 in 7 African American students statewide are “on track” in Math. Standout districts: The following districts serve more African American students than the percent of African American students statewide (13%). These districts also have a higher percent of African American students scoring at Level 3 and 4 than overall statewide percentages for African American students (13.9%) Statewide Stats: African American Students Percent at Level 3 & 4: 13.9%
  17. 17. September 2, 2015 ConnCAN Hispanic/Latino Student Performance in ELA Standout Districts Statewide Stats: Hispanic/Latino Students Percent at Level 3 & 4: 32.8% Large Districts Small Districts Connecticut Technical High School System 44.1% Side by Side Charter 66.1% Stratford 42.5% Elm City College Preparatory 59.5% Norwalk 38.7% Amistad Academy 51.8% CREC 36.8% Learn 45.9% West Haven 36.5% Cooperative Educational Services 44.1% Statewide: About 3 in 10 Hispanic/Latino students statewide are “on track” in ELA. Standout districts: The following districts serve more Hispanic/Latino students than the percent of Hispanic/Latino students statewide (22%). These districts also have a higher percent of Hispanic/Latino students scoring at Level 3 and 4 than overall statewide percentages for Hispanic/Latino students (32.8%).
  18. 18. September 2, 2015 ConnCAN Hispanic/Latino Student Performance in Math Standout Districts Large Districts Small Districts Stamford 23.7% Side by Side Charter 48.2% Norwalk 20.2% Elm City College Preparatory 48.1% CREC 19.2% Amistad Academy 40.4% Danbury 18.7% Cooperative Educational Services 29.4% West Haven 17.9% Bridgeport Achievement First 27.7% Statewide: About 1 in 6 Hispanic/Latino students statewide are “on track” in Math. Standout districts: The following districts serve more Hispanic/Latino students than the percent of Hispanic/Latino students statewide (22%). These districts also have a higher percent of Hispanic/Latino students scoring at Level 3 and 4 than overall statewide percentages for Hispanic/Latino students (17.3%). Statewide Stats: Hispanic/Latino Students Percent at Level 3 & 4: 17.3%
  19. 19. September 2, 2015 ConnCAN ELL Student Performance in ELA Standout Districts Statewide Stats: English Language Learner (ELL) Students Percent at Level 3 & 4: 10.1% Large Districts Small Districts Greenwich 35.8% Amistad Academy 31.7% Torrington 14.1% Achievement First Hartford Academy 29.0% Norwalk 12.2% Bridgeport Achievement First 27.9% East Haven 11.9% Rocky Hill 26.8% Danbury 11.8% Norwich Free Academy 10.8% Statewide: About 1 in 10 English Language Learner (ELL) students statewide are “on track” in ELA. Standout districts: The following districts serve more ELL students than the percent of ELL students statewide (6%). These districts also have a higher percent of ELL students scoring at Level 3 and 4 than overall statewide percentages for ELL students (10.1%).* *ELL cutoff is 5% instead of state total enrollment (6%) due to SDE data suppression parameters.
  20. 20. September 2, 2015 ConnCAN ELL Student Performance in Math Standout Districts Large Districts Small Districts Greenwich 32.9% Amistad Academy 24.4% Manchester 9.8% Bridgeport Achievement First 21.3% Torrington 8.7% Norwich Free Academy 18.6% East Haven 8.5% Achievement First Hartford Academy 12.9% Norwalk 8.1% Rocky Hill 12.2% Statewide: About 1 in 14 ELL students statewide are “on track” in Math. Standout districts: The following districts serve more ELL students than the percent of ELL students statewide (6%). These districts also have a higher percent of ELL students scoring at Level 3 and 4 than overall statewide percentages for ELL students (7.0%).* Statewide Stats: English Language Learner (ELL) Students Percent at Level 3 & 4: 7.0% *ELL cutoff is 5% instead of state total enrollment (6%) due to SDE data suppression parameters.
  21. 21. September 2, 2015 ConnCAN CONTACT US Yamuna Menon, Director of Research and Policy yamuna.menon@concan.org Mercy Quaye, Communications Associate mercy.quaye@conncan.org The Connecticut Coalition for Achievement Now (ConnCAN) believes that all of Connecticut’s children deserve a high-quality education and works to change state and local policy to make that vision a reality. We conduct research and work with communities to inform and advocate for policies that will lead to excellent schools for all students. We are committed to promoting student-focused policies that ensure all students have equal opportunity and access to an excellent education.
  22. 22. September 2, 2015 ConnCAN Sources: 1. Conn. State Dept. of Educ., Smarter Balanced in Connecticut: A New Starting Point for Future Growth, 2014- 2015 Smarter Balanced Assessment Statewide, District, and School Scores, Aug. 28, 2015, http://www.sde.ct.gov/sde/cwp/view.asp?a=2748&Q=335770 2. Conn. State Dept. of Educ., 2014-2015 Student Enrollment by State, District, and School, July 2015, Obtained by direct request from the department, http://www.sde.ct.gov/sde/cwp/view.asp?a=2758&q=334880 3. Conn. State Dept. of Educ., State Department Of Education Releases New Test Scores: Scores Present a New Starting Point for Growth, Statewide Scores in English Language Arts Exceed Expectations, Match Expectations for Math, Aug. 28, 2015, http://www.sde.ct.gov/sde/lib/sde/pdf/pressroom/state_releases_new_test_scores_2015.pdf 4. Conn. State Dept. of Educ., Connecticut’s Achievement Level Descriptions for the Smarter Balanced Assessment, 2015, http://www.sde.ct.gov/sde/lib/sde/pdf/student_assessment/smarter_balanced/ct_achievement_level_description s_for_the_smarter_balanced_assessment_-_f.pdf 5. Conn. State Board of Educ., Connecticut Smarter Balanced Assessments for English Language Arts/Literacy and Mathematics Interpretive Guide, 2015, http://www.sde.ct.gov/sde/lib/sde/pdf/student_assessment/smarter_balanced/reporting/connecticut_smarter_bal anced_interpretive_guide_2015.pdf

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