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.
ConnCAN State & Districts SBAC analysis 9 3-15ConnCAN
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.
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.
ConnCAN State & Districts SBAC analysis 9 3-15ConnCAN
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.
If all of the world´s cultural heritage was contained in a time capsule, what would you include to demonstrate the legacy of your country?
Thus I present according to me the cultural heritage of India which has formed part of our legacy.
Although what I have presented is merely a small fraction of the total. It is what according to me and what has been taught to me.
India is diverse and people in different regions have different perceptions.
A model to play with that explores the relationship between creativity, culture and heritage, particularly looking at the role of cultural funding organisations, such as Arts Council England
A tribute to Indian Culture and Heritage - Classical Dance forms : calendar ...Sreenivasan Ramakrishnan
Indian Dance Forms - Excellence of Mind, Body and Soul.
Indian Classical Dance is a relatively new umbrella term for various codified art forms rooted in Natya, the sacred hindu musical theatre styles, whose theory can be traced back to the Natya Shastra of Bharat Muni (400 BC).
Sangeet Natak Akademi confers classical status to eight Indian Dance styles - Bharatanatyam (Tamilnadu), Kathak (Uttar Pradesh), Kathakali and Mohiniyattam (Kerala), Kuchipudi (Andhra Pradesh), Odissi (Odisha), Manipuri (Manipur), Sattriya (Assam). Apart from these, Pung Cholom (Manipur), Koodiyattam (Kerala), Chhau (central and eastern India) have been acknowledged by the UNESCO as forms of world human heritage. I also thought of including Dandiya and Bhangra as they are two of the most popular fold dances of India.
As I travel widely and capture the fascinating spaces, including performing arts, especially Dance, I always felt the urge to pay tribute to India classical dance forms.
This calendar will be an annual tribute to the rich culture and heritage of India, through the Indian Classical Dance forms.
Indian culture and heritage with Shades of designer handmade jewelrymettlle
The Indian culture often specified as an amalgamation of several cultures, spans across the Indian states and includes traditions that are several millennia old. A treasure of art and culture, India is just not a land but the armory of charm, dream, tradition and verve. Thus within the ambiance of Indian culture one can classify 'Indian Music', 'Indian Dance', 'Indian Art', 'Indian Handmade Jewelry art and craftsmanship', Indian Cuisine', Indian Fairs and Festivals' and so on.
My Country, My Culture, My Heritage: U.S. Hispanic Cultural Insights, 2011Kristiana Burk
Interviewed a small group (individually) of US Hispanics regarding their perspectives on core values, beliefs, labels, characteristics, advertising. Also basic information on use of social media, mobile and Internet.
Interviewees included:
- Mexican immigrant
- 1st generation from El Salvador
- 2nd generation Puerto Rican and Mexican
This ppt contains the information about indian art culture and heritage
in short - its the small video on indian culture and indian people.
thank you ☺☻
ReadySetPresent (Adult Learning PowerPoint Presentation Content): 100+ PowerPoint presentation content slides. Whoever adults are, they should be taught by methods which acknowledge and respect the fact that they are adults rather than children. Adults need to be involved in the planning and evaluation of their instruction, their experiences provide the basis for learning activities, and they are most interested in learning subjects that have immediate relevance to their job or personal life.
Project to determine how to distribute a $50 million foundation grant to help close the achievement gap among third through eighth grade students at New York City school districts and individual schools.
Writing 2011NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS AT.docxodiliagilby
Writing 2011
NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS AT GRADES 8 AND 12
U.S. Department of Education
NCES 2012-470
Contents
1 Executive Summary
4 Introduction
10 Grade 8
28 Grade 12
46 Technical Notes
What Is The Nation’s Report CardTM?
Since 1969, NAEP assessments have been conducted periodically in reading, mathematics, science, writing, U.S.
history, civics, geography, and other subjects. NAEP collects and reports information on student performance at
the national and state levels, making the assessment an integral part of our nation’s evaluation of the condition and
progress of education. Only academic achievement data and related background information are collected. The
privacy of individual students and their families is protected.
NAEP is a congressionally authorized project of the National Center for Education Statistics (NCES) within the Institute
of Education Sciences of the U.S. Department of Education. The Commissioner of Education Statistics is responsible
for carrying out the NAEP project. The National Assessment Governing Board oversees and sets policy for NAEP.The
Nation’s Report Card™ informs the public about the academic achievement of elementary and secondary students
in the United States. Report cards communicate the findings of the National Assessment of Educational Progress
(NAEP), a continuing and nationally representative measure of achievement in various subjects over time.
Executive
Summary
New computer-based assessment of students’ writing skills
Writing in the 21st century is defined by its frequency and its efficiency. It is clear that the
ability to use written language to communicate with others—and the corresponding need for
effective writing instruction and assessment—is more relevant than ever. Reflecting current
practice and recognizing the impact of communication technologies on the way students
compose their writing, the National Assessment of Educational Progress (NAEP) administered
the first computer-based assessment in writing in 2011.
In this new national writing assessment sample, 24,100 eighth-graders and 28,100 twelfth-
graders engaged with writing tasks and composed their responses on computer. The
assessment tasks reflected writing situations common to both academic and workplace
settings and asked students to write for several purposes and communicate to different audi-
ences. The results of the 2011 writing assessment offer a new opportunity to understand the
ability of eighth- and twelfth-grade students to make effective choices in their writing and allow
for insight into the role and impact of technology on writing education and performance.
For the first year of this computer-based writing assessment, new scales and achievement
levels were established. The scales for grades 8 and 12 were developed separately and range
from 0 to 300 with a mean set at 150 for each grade. Additional results are reported based on
students’ demographic characteris ...
Writing 2011NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS AT.docxbillylewis37150
Writing 2011
NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS AT GRADES 8 AND 12
U.S. Department of Education
NCES 2012-470
Contents
1 Executive Summary
4 Introduction
10 Grade 8
28 Grade 12
46 Technical Notes
What Is The Nation’s Report CardTM?
Since 1969, NAEP assessments have been conducted periodically in reading, mathematics, science, writing, U.S.
history, civics, geography, and other subjects. NAEP collects and reports information on student performance at
the national and state levels, making the assessment an integral part of our nation’s evaluation of the condition and
progress of education. Only academic achievement data and related background information are collected. The
privacy of individual students and their families is protected.
NAEP is a congressionally authorized project of the National Center for Education Statistics (NCES) within the Institute
of Education Sciences of the U.S. Department of Education. The Commissioner of Education Statistics is responsible
for carrying out the NAEP project. The National Assessment Governing Board oversees and sets policy for NAEP.The
Nation’s Report Card™ informs the public about the academic achievement of elementary and secondary students
in the United States. Report cards communicate the findings of the National Assessment of Educational Progress
(NAEP), a continuing and nationally representative measure of achievement in various subjects over time.
Executive
Summary
New computer-based assessment of students’ writing skills
Writing in the 21st century is defined by its frequency and its efficiency. It is clear that the
ability to use written language to communicate with others—and the corresponding need for
effective writing instruction and assessment—is more relevant than ever. Reflecting current
practice and recognizing the impact of communication technologies on the way students
compose their writing, the National Assessment of Educational Progress (NAEP) administered
the first computer-based assessment in writing in 2011.
In this new national writing assessment sample, 24,100 eighth-graders and 28,100 twelfth-
graders engaged with writing tasks and composed their responses on computer. The
assessment tasks reflected writing situations common to both academic and workplace
settings and asked students to write for several purposes and communicate to different audi-
ences. The results of the 2011 writing assessment offer a new opportunity to understand the
ability of eighth- and twelfth-grade students to make effective choices in their writing and allow
for insight into the role and impact of technology on writing education and performance.
For the first year of this computer-based writing assessment, new scales and achievement
levels were established. The scales for grades 8 and 12 were developed separately and range
from 0 to 300 with a mean set at 150 for each grade. Additional results are reported based on
students’ demographic characteris.
A Powerpoint to use to explain your 2014-15 Texas accountability results to your stakeholders. This can be used for educators, parents, and School Board members. Lots of information about the 4 Index scores, STAAR phase-in, etc. Created by Kelly Baehren of Waller ISD
President Donald Trump’s nomination of philanthropist and education advocate Betsy DeVos for Secretary of Education thrust Michigan education into the national spotlight. Because DeVos doesn’t have a track record as a government official or school system leader, her work in Michigan on education issues provides some of the only information about her track record and what she might do as Secretary. Yet, DeVos’ critics and her boosters alike are making a variety of claims about Michigan that are confusing and contradictory.
To help clarify some of these questions, a new analysis from Bellwether Education Partners provides a comprehensive look at the education policy landscape in Michigan.
We share a new and novel analysis of state and regional trends with a focus on bright spots – where we are seeing progress that can help all schools and systems improve faster.
We hope this analysis is a resource for all of us working to increase access to educational opportunities for our most vulnerable children, and that it helps us individually and collectively allocate our time and resources to make the greatest impact possible.
This a brief portfolio of my work. If you have any questions or would like to see work in another area, please contact me. Thank you for your consideration.
Regional Snapshot: Public Education in Metro AtlantaARCResearch
Inspired by the recently released Learn4Life (L4L) State of Education in Metro Atlanta Annual Report, our team at ARC analyzed 10-county regional education data for a selection of key cradle-to-career indicators. We review detailed information for three indicators in particular: 3rd grade reading proficiency, 8th grade math proficiency, and post-secondary enrollment, before concluding with a deep dive on 8th grade math proficiency (coincidentally, the focus of L4L’s most recently launched Change Action Network).
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2. ConnCAN
What is NAEP?
Overview
The National Assessment of Educational Progress (NAEP) is the largest nationally
representative student assessment. Released as “The Nation’s Report Card,” NAEP
results are available for the nation, states, and participating urban districts. The
assessment provides a common measure of achievement that allows us to compare
national, state, and district results and to track changes in achievement of fourth,
eighth, and twelfth-graders over time in mathematics, reading, writing, science, and
other subjects. NAEP does not report results for individual students.
NAEP results are based on representative samples of students at grades four, eight,
and twelfth, reflecting the geographical, racial/ethnic, and socioeconomic diversity of
schools and students across the country. These grades and ages were chosen
because they represent critical junctures in students’ academic progress.
ConnCAN’s analysis includes data and information from the 2015 NAEP
assessment of fourth and eighth grade reading and math.
Source: Nat’l Center for Educ. Statistics, National Assessment of Educational Progress (NAEP) Assessments, U.S. Dept. of Educ. (2015), available at
http://nces.ed.gov/nationsreportcard.
2
3. ConnCAN
About This Analysis
ConnCAN’s analysis reports on overall student 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. ConnCAN uses the rule of thumb that 10 points on NAEP
is equivalent to one year of learning, a commonly used measure in understanding scores. Changes in scale
scores or achievement level percentages are not considered statistically significant by the National Center for
Education Statistics (NCES) unless explicitly stated. Achievement gaps are calculated by finding the difference
in scale scores between one student subgroup and another (e.g. African American and white, low-income and
non-low-income).
NAEP Score Reporting: Scores are reported both as scale scores and achievement levels:
• Scale Scores summarize the overall level of performance attained by a student. NAEP releases summary
scale scores for groups of students (not by individual student). The scale scores for math and reading range
from 0 to 500.
NAEP reports the percent of students that fall into the following achievement levels for each grade assessed:
• Advanced: Superior performance
• Proficient: Solid academic performance for each grade assessed. Students reaching this level have
demonstrated competency over challenging subject matter, including subject-matter knowledge,
application of such knowledge to real-world situations, and analytical skills appropriate to the subject
matter
• Basic: Partial mastery of prerequisite knowledge and skills that are fundamental for proficient work at
each grade
• Below Basic: Does not meet the minimum requirement of the basic level
Source: Nat’l Center for Educ. Statistics, National Assessment of Educational Progress (NAEP) Assessments, U.S. Dept. of Educ. (2015), available at
http://nces.ed.gov/nationsreportcard. Thissen, David, Validity Issues Involved in Cross-Grade Statements About NAEP Results, University of North Carolina, Chapel Hill (2012), available
at http://files.eric.ed.gov/fulltext/ED528992.pdf.
3
4. ConnCAN
Key Findings: Overall Performance
The average score for Connecticut
students in fourth grade reading, eighth
grade reading, and eighth grade math
remained steady from 2013 to 2015.
The average score for students in
Connecticut on fourth grade math
decreased by a statistically significant 3
points between 2013 and 2015.
Overall, although Connecticut has
higher proficiency rates than national
averages, less than half of
Connecticut students are scoring at/
above proficient in math or reading
at either tested grade level.
Proficiency rates remain even lower for
traditionally underserved student
groups such as low-income students
and students of color.
4
Change in Scale Scores, 4th Grade Math (2005-2015)
Map Source: Nat’l Center for Educ. Statistics, NAEP State Comparisons (2015), available at http://nces.ed.gov/nationsreportcard/statecomparisons.
Higher scale score than national average
Not significantly different from national average
Lower scale score than national average
Insufficient data
5. ConnCAN
Change in Connecticut’s Overall Scores since 2003
5
200
210
220
230
240
250
260
270
2003
2005
2007
2009
2011
2013
2015
AverageScaleScoresfor4th&8thGrade
Math&Reading
All Students
Low-income
Black/African American
Hispanic/Latino
English Language Learners
6. ConnCAN
Where Do Connecticut’s Scores Rank Nationally?
6
4th Grade
Math
4th Grade
Reading
8th Grade
Math
8th Grade
Reading
Overall 26 of 50 6th best 20 of 50 4th best
Low-income 4th worst 31 of 50 3rd worst 17 of 50
Black/African
American 10th worst 21 of 41 27 of 39 11 of 42
Hispanic/
Latino 6th worst 18 of 47 2nd worst 23 of 46
English
Language
Learners
22 of 41 19 of 42 2nd worst 10th worst
Note: Ranks are calculated using a total number of states with data reported for each measure. In some cases and groups, this is less than 50.
7. ConnCAN
Regional Results
Connecticut ranks second among
neighboring states, with 43% of
students scoring at/above
proficient for reading in fourth and
eighth grades.
Nationally, Connecticut’s percent
of students at/above proficient for
fourth grade and eighth grade
reading is in the top 8%.
Massachusetts has the highest
percent at/above proficient
nationally, with about half of
students scoring at/above
proficient in both grades.
Reading
7
0%
20%
40%
60%
80%
100%
Achievement Levels for Neighboring States
4th Grade Reading (2015 NAEP)
Below Basic
Basic
Proficient
Advanced
8. ConnCAN
Regional Results
Connecticut ranks third among
neighboring states in fourth and
eighth grade math with 41% and
36% of students scoring at/above
proficient respectively.
In fourth grade math,
Connecticut’s score decrease is
lower than the national average
with nearly 5 percentage points
fewer students scoring at/above
proficient from 2013.
Massachusetts has the highest
proficiency rate in the nation for
both tested grades, and is the
only nearby state where more
than half of students score at/
above proficient.
Math
8
0%
20%
40%
60%
80%
100%
Achievement Levels for Neighboring States
4th Grade Math (2015 NAEP)
Below Basic
Basic
Proficient
Advanced
9. ConnCAN
Key Findings: Achievement Gaps
9
Latino/Hispanic Student Scores, 4th Grade Reading (2015)
Connecticut’s achievement gaps persist with
some bright spots:
• All student subgroups are between two and
six grade levels behind their peers in fourth
and eighth grade reading and math
• Though the gap for African American fourth
grade reading narrowed nationally, in
Connecticut it widened
• English Language Learner achievement
gaps remain the largest in Connecticut but
improved dramatically when compared to
other states in 3 out of 4 measures
• The Hispanic/white achievement gap has
narrowed by a statistically significant 12
points since 1998 in fourth grade reading
Note: “Student subgroups” refers to low-income, African American, Hispanic/Latino, and ELL students.
Map Source: Nat’l Center for Educ. Statistics, NAEP State Comparisons (2015), available at http://nces.ed.gov/nationsreportcard/statecomparisons.
Connecticut (CT)
Higher scale score than CT
Not significantly different from CT
Lower scale score than CT
Insufficient data
10. ConnCAN
Change in Connecticut’s Achievement Gaps since 2003
10
25
30
35
40
45
50
55
2003
2005
2007
2009
2011
2013
2015
AverageAchievementGapfor4th&8thGrade
Math&Reading
Low-income and Non-Low-income
Black/African American and White
Hispanic/Latino and White
English Language Learners (ELL) and Non-ELL
11. ConnCAN
Where Do Connecticut’s Achievement Gaps Rank Nationally?
11
Gap
Between
4th Grade
Math
4th Grade
Reading
8th Grade
Math
8th Grade
Reading
Low-income
and Non-Low-
income
3rd worst 7th worst Worst 10th worst
Black/African
American and
White
6th worst 3rd worst 5th worst 3rd worst
Hispanic/
Latino
and White
2nd worst 6th worst Worst 4th worst
English
Language
Learners (ELL)
and Non-ELL
20 of 41 23 of 42 2nd worst 5th worst
Note: Ranks are calculated using a total number of states with data reported for each measure. In some cases and groups, this is less than 50.
12. ConnCAN
Low-income Performance
• Overall: Connecticut’s low-income students are
about three grade levels behind their non-low-
income peers for all considered measures
• Eighth grade reading: Connecticut’s low-income
student performance lags behind other New
England states
• Eighth grade math: Low-income students in
Massachusetts are nearly two grade levels
ahead of low-income students in Connecticut
• Fourth grade math: The gap for low-income
students narrowed by three points between
2013 and 2015
12
Average Scale Scores, 8th Grade Reading
National public
Connecticut
New England
Note: This graph includes all states with data reported for this measure and may contain than less than 50 states for this reason.
Percent at/above Proficient:
4th Math: 17%
4th Reading: 20%
8th Math: 13%
8th Reading: 23%
Key Findings:
13. ConnCAN
African American Performance
• Overall: Connecticut’s African American
students are at least three grade levels behind
their white peers on all considered measures
• Eighth grade reading: Connecticut’s gap grew
by about five points between 2013 and 2015;
there were only three other states nationally
whose gaps were higher than Connecticut’s gap
• Fourth grade math: Texas has a similar percent
of African American students as Connecticut
(based on NCES data) and Texas African
American students perform highest nationally;
Connecticut African American students are
more than a grade level behind Texas African
American students on this measure
13
Achievement Gap Size, 4th Grade Reading
Note: This graph includes all states with data reported for this measure and may contain than less than 50 states for this reason.
Percent at/above Proficient:
4th Math: 13%
4th Reading: 15%
8th Math: 12%
8th Reading: 20%
National public
Connecticut
New England
Key Findings:
14. ConnCAN
Hispanic/Latino Performance
• Overall: Connecticut’s Hispanic students are
about three grade levels behind their white peers
• Overall: Florida is among the states with the
highest percentage of Hispanic students (based
on NCES data) and has some of the smallest
achievement gaps nationally in math and reading
• Fourth grade math: Hispanic/Latino students in
Connecticut score about two grade levels behind
their Hispanic/Latino peers in Indiana, the top-
performing state in the country
• Overall: Connecticut and Massachusetts have a
similar percentage of Hispanic students (based
on NCES data) and have some of the largest
gaps nationally on all considered measures
14
Note: This graph includes all states with data reported for this measure and may contain than less than 50 states for this reason.
Average Scale Scores, 4th Grade Math
Percent at/above Proficient:
4th Math: 19%
4th Reading: 22%
8th Math: 14%
8th Reading: 23%
National public
Connecticut
New England
Key Findings:
15. ConnCAN
ELL Performance
• Eighth grade: Connecticut English Language
Learner (ELL) students are more than five grade
levels behind their non-ELL peers across all
measures
• Overall: The achievement gap between ELLs
and non-ELLs narrowed by about one grade
level between 2013 and 2015 on 3 out of 4
measures: fourth grade reading and math and
eighth grade math
• Eighth grade math: The achievement gap
narrowed by about one grade level between
2013 and 2015 with an ELL score increase of
9.5 points; only Michigan narrowed the ELL gap
by more points
• Eighth grade: 76% of ELL students are below
basic in reading and 86% of ELL students are
below basic in math
15
Achievement Gap Size, 8th Grade Math
Note: This graph includes all states with data reported for this measure and may contain than less than 50 states for this reason.
Percent at/above Proficient:
4th Math: 12%
4th Reading: 7%
8th Math: 1%
8th Reading: 2%
National public
Connecticut
New England
Key Findings:
16. November 2, 2015 ConnCAN
CONTACT US
Yamuna Menon, Director of Research and Policy
yamuna.menon@conncan.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.
