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Press Releases

Connecticut State Department of Education News

10/30/2019

Connecticut Students Show Strong Performance on 2019 National Assessment of Educational Progress (NAEP)

 

(HARTFORD) - Today, the National Center for Education Statistics announced the results of the 2019 National Assessment of Educational Progress (NAEP), known as the “Nation's Report Card.” The report shows that the performance of Connecticut's Grade 4 students improved in mathematics, but declined in reading when compared to results from 2017. Mathematics and reading scores for Connecticut's Grade 8 students remained steady when compared to 2017 while the performance for the nation's eighth graders declined overall in both subjects. Very few states outperformed Connecticut students who scored higher than the nation in both grades and subjects.


“While we are pleased to see that overall our students in Connecticut performed better than most of their peers across the country, we still have much more work to do to close the disparity gaps that exist around the state.  To address this, we are bringing all stakeholders into the fold by partnering with families, educators, community partners, higher education and business to prepare all students to succeed in school and after graduation,” said Education Commissioner Miguel Cardona. “Our priority will remain strengthening the instructional core that provides the necessary foundation for higher levels of learning and improved student outcomes.  We will continue to focus on rigorous and engaging curriculum, enhancing connections with students, and ensuring great teachers and leaders in every school and classroom.”

 

NAEP 2017 to 2019 Change in Performance for Connecticut and National Public (NP)

 

 

Grade 4

Grade 8

Percent Proficient

Average Scale Score

Percent Proficient

Average Scale Score

2017

2019

2017

2019

2017

2019

2017

2019

Mathematics

CT

40%

45%*

239

243*

36%

39%

284

286

 

NP

40%

40%

239

240*

33%

33%

282

281*

Reading

CT

43%

40%

228

224*

44%

41%

273

270

 

NP

35%

34%*

221

219*

35%

32%*

265

262*

*Value has been compared to the same result for 2017 and the difference is statistically significant (see explanation of statistical significance and why it is used in NAEP reporting).

 

In 2019, the increase in Grade 4 mathematics performance for Connecticut was fueled by improvements in the performance of Hispanic/Latino students. While the national public average for Hispanic/Latino fourth graders was unchanged, Connecticut’s Hispanic/Latino students improved. As a result, in 2019, Connecticut’s Hispanic/Latino fourth graders performed similar to their peers nationally whereas two years ago, they performed lower. In Grade 4 reading, Connecticut’s overall performance declined though it remains higher than the national public average.

 

Most student groups in Connecticut perform as well as or better than the average performance for national public schools in both grades and subjects. The average scale score for all major student groups are reported in the table below and an indication is provided to show whether the group is performing above (), below (), or not different than (=) their peers in national public schools.

 

NAEP 2019 Student Group Results: Comparison of Connecticut to National Public (NP)

 

 

MATHEMATICS

Grade 4

Grade 8

CT Avg. Scale Score

NP Avg. Scale Score

CT Compared to NP*

CT Avg. Scale Score

NP Avg. Scale Score

CT Compared to NP*

All

243

240

286

281

White

252

249

299

291

Black

227

224

=

256

259

=

Hispanic

228

231

=

263

268

Asian/Pacific Islander

264

261

=

327

309

NSLP1

227

229

=

263

266

Students with Disabilities (IEP only)

212

211

=

246

242

=

English Learners

217

219

=

228

243

READING

Grade 4

Grade 8

CT Avg. Scale Score

NP Avg. Scale Score

CT Compared to NP*

CT Avg. Scale Score

NP Avg. Scale Score

CT Compared to NP*

All

224

219

270

262

White

237

229

279

271

Black

204

203

=

251

244

Hispanic

204

208

=

253

251

=

Asian/Pacific Islander

248

237

286

281

=

NSLP1

205

207

=

254

249

Students with Disabilities (IEP only)

176

180

=

231

224

English Learners

188

191

=

220

221

=

NSLP1 - NSLP is the National School Lunch Program. Eligibility is used as a proxy for measuring poverty.

* An arrow is used when the difference between the scores is statistically significant (see explanation of statistical significance and why it is used in NAEP reporting).

 

Connecticut’s population shifts provide an important context for interpreting long-term trends in performance. Over the last decade, student groups with greater academic and non-academic needs comprise a growing percentage of the state’s student population. These changes impact all Connecticut school districts to differing degrees.

 

Connecticut’s Changing Student Population

 

Grade 4

Grade 8

2009 Percentage

2019 Percentage

2009 Percentage

2019 Percentage

All

100

100

100

100

White

67

52*

71

57*

Black/African American

12

11

11

12

Hispanic/Latino

16

28*

14

23*

Asian/Pacific Islander

4

5

4

5*

NSLP1

29

45*

26

39*

Students with Disabilities

(IEP only)

9

12*

10

15*

English Learners

4

10*

2

4*

Taken from the NAEP 2019 Reading Results for Connecticut.

NSLP1 - NSLP is the National School Lunch Program. Eligibility is used as a proxy for measuring poverty.

*Value has been compared to the same group percentage for 2009 and the difference is statistically significant (see explanation of statistical significance and why it is used in NAEP reporting).

 

In order to meet the changing needs of the students the Connecticut State Department of Education (CSDE) serves, the department is adapting its approaches to instruction and supports for students and educators. CSDE will also continue to partner with districts, schools, professional organizations, experts, and other stakeholders to:

  • Strengthen the instructional core so students receive rigorous curriculum, engaging instruction, and aligned assessments;
  • Provide financial and technical assistance to areas of greatest need;
  • Increase access for all students to skilled and qualified educators;
  • Establish multi-tiered systems of supports that are grounded in restorative and trauma-informed practices; and
  • Promote full, equal, and equitable partnership among families, educators and community partners.

 

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