1. The Economic Impact on CMT
Success: What Role Does Income
Have in Mathematics Performance?
An analysis of goal and advanced CMT math performance
By Chris Wicklund

2. How does Waterford compare to surrounding towns?
District
5th grade f/r mean percentages*
East Lyme
12%
Waterford
13%
Ledyard
18%
Montville
34%
Groton
40%
New London
93%
* 3 year mean 2011-2013

3. •F/R outperformed Full
in 2009 and 2011
•Full slightly
outperformed F/R in
2010, 2012, and 2013
•F/R outperformed Full
in 2011 and 2013
•Full outperformed F/R
significantly in 2009
and 2012.
•F/R outperformed
Full in all 5 years
•In 2012 F/R
outperformed Full by
26.8%

4. •Full outperformed F/R
each year
•Range of difference11.9% (26% 201214.1% 2009)
•Full outperformed F/R
each year
•Range of difference23% (28.1% 20115.1% 2009)
•Full outperformed F/R
each year
•Range of difference21.9% (31.3% 20129.4% 2011)

5. •F/R outperformed Full in
2009 and 2011
•Results are fairly consistent
for all three years in both
subgroups
•Full outperformed F/R in all
three years
•Mean percentage difference
was 11%

6. •F/R outperformed Full in
2011 and 2012
•F/R outperformed Full by an
average of 14.1% over this
three year period
•Full outperformed F/R in all
three years
•Mean percentage difference
was 25.2% over this three
year period

7. •F/R outperformed Full in
2011 and 2013
•Full outperformed F/R in all
three years
•Mean percentage difference
was 15.9% over this three
year period

8. Conclusions
•In Waterford, from 2009-2013, students in the free and reduced lunch
sub group performed comparably well with students in the full lunch
subgroup in goal CMT mathematics performance.
•In Waterford, from 2009-2013, a disparity exists between the advanced
CMT math performance of students in the free and reduced subgroup
compared to the full price subgroup.
•On average, when analyzing the three cohort groups, students in the
full price subgroup performed approximately 17% better than students in
the free and reduced subgroup.

9. Recommendations for Further Study
•Does this trend continue on into middle school?
•Do students in the free and reduced subgroup have the same
opportunities to participate in rigorous mathematics study in high
school?
•How can intervention be employed to ensure all students on the
threshold of advanced performance continue on this upward track?

10. Recommendations for Further Study
•Does this trend continue on into middle school?
•Do students in the free and reduced subgroup have the same
opportunities to participate in rigorous mathematics study in high
school?
•How can intervention be employed to ensure all students on the
threshold of advanced performance continue on this upward track?