Overview
The CSDE is committed to continuously learning from data and experience to implement evidence-based educational policies and practices that result in improved student outcomes. The CSDE’s learning agenda is guided by the State Board of Education’s four promises to Connecticut’s students:
- Ensuring their non-academic needs are met so they are healthy, happy, and ready to learn. (Mental health, nutrition, after-school programs)
- Supporting their school and district in staying on target with learning goals.(Education Cost Sharing - ECS, Alliance Districts, Commissioner’s Network, School Choice)
- Giving them access to great teachers and school leaders.
- Making sure they learn what they need to know to succeed in college, career, and life.
In addition to the publications below, please also visit the Learn Together Grow Together CT site for promising practices that are happening in Connecticut districts.
Alternative Education and Adult Education
Alliance Districts/Commissioner’s Network
Career/Technical Education
CMT/CAPT
College and Career Readiness
Connecticut Alternate Assessment
Connecticut Assessment Summary
Data Systems
Early Childhood / Kindergarten Readiness
Early Indication Tool
Educators
English Language Proficiency Assessment
English Learners
Enrollment and Attendance
Extended Learning
Graduation
Growth
NGSS
Postsecondary/Employment
SAT/PSAT/AP
School Choice
Smarter Balanced
Special Education
Student Supports
Studies in Progress
Alternative Education and Adult Education
- Untapped Potential: Engaging All Connecticut Youth (2016) This report establishes definitions of disengaged and disconnected youth and analyzes longitudinal CSDE data based on those definitions. In addition to identifying some of the early indications of student disengagement, the report offers promising points of intervention and recommended practices. Partner: Parthenon
- Extending Accountability: From Compliance to Learning (2009) This paper examines the impact of federal accountability requirements in adult education. It presents some positive developments with respect to curriculum, instruction, and the use of data, while highlighting some of the shortcomings within the federal methods.
- Learner Retention in Adult Secondary Education (2008) This paper compares the retention of learners in the GED preparation program to those enrolled in two other adult secondary completion options – the Adult High School Credit Diploma Program and the National External Diploma Program.
Alliance Districts/Commissioner’s Network
- Commissioner’s Network School Annual Performance Report (2019) This report summarizes the performance of Commissioner’s Network schools on the Next Generation Accountability System indicators.
- Commissioner’s Network School Annual Performance Report (2018) This report summarizes the performance of Commissioner’s Network schools on the Next Generation Accountability System indicators.
Career/Technical Education
- The Effects of Career and Technical Education: Evidence from the Connecticut Technical High School System (2019)This study examines the effect of admission to 16 stand-alone technical high schools within the Connecticut Technical Education and Career System (CTECS) on student educational and labor market outcomes. To identify the causal effect of admission on student outcomes, the researchers exploit the fact that CTECS utilizes a score-based admissions system and identify the effect of admission using a regression discontinuity approach. Partners: University of Connecticut, P20WIN
CMT/CAPT
- Comparison of Computer-Delivered CMT and Paper-and-Pencil CMT (2013) The purpose of this report is to present findings of a comparability study of paper-and-pencil (P&P) and computer-based (CB) forms of the CMT. Partner: University of Connecticut
- Comparison of Computer-Delivered CAPT and Paper-and-Pencil CAPT (2013) The purpose of this report is to present findings of a comparability study of paper-and-pencil (P&P) and computer-based (CB) forms of the CAPT. Partner: University of Connecticut
- A Tale of Two Tails – Adjustments to the CMT Vertical Scale (2007). This presentation addresses the issue of large changes in the CMT vertical scale at the extremes. Partner: University of Connecticut
College and Career Readiness
- Assessing Measures of College-and-Career Readiness in High School This paper examines two key metrics used to evaluate College and Career Readiness among high school students in Connecticut – Indicators 5 and 6 of the Next Generation Accountability System – and these metrics’ relationship to college enrollment and performance.
Connecticut Alternate Assessment
- Connecticut’s Alternate Assessment Peer Review Study This report examines postsecondary outcomes for 11th grade students with significant cognitive disabilities who took the Connecticut Alternate Assessment for English language arts (ELA) and mathematics during the academic years 2014-15 through 2017-18. The primary goal of this study is to illustrate how the alternate achievement standards ensure that students are on track to pursue postsecondary education or employment.
- Connecticut Alternate Assessment Technical Report (2016) This report provides a technical summary of the Connecticut Alternate Assessment in ELA and mathematics that is administered to eligible students in Connecticut.
Connecticut Assessment Summary
- Connecticut Assessment Summary (Spring 2021) - This report contains specialized analyses of the 2020-21 assessment data in light of the COVID-19 pandemic. It offers matched cohort growth data analyses as well as disaggregation of results by student learning model (i.e., in-person, hybrid, remote) and student group (e.g., students with high needs). Additional information including longitudinal growth trajectories, growth model estimations, and remote test administrations is also provided.
Data Systems
- Statewide Student Information System: A Feasibility Report (2019) In response to Public Act 17-220, the CSDE conducted a survey of local and regional boards of education regarding their use of student information systems. The CSDE also conducted focus groups with district data and technology staff, and superintendents. Lastly, CSDE staff had a conversation with the Director of Technology for the North Carolina Department of Education who weighed in on their state's implementation of a statewide SIS. All the information was synthesized and submitted in this report to the Connecticut General Assembly.
Early Childhood / Kindergarten Readiness
- The Predictive Validity of Kindergarten Readiness Judgments: Lessons From One State This resource examines the association between teachers’ perceptions of their students at the start of kindergarten and achievement in Grade 3.
- Can Teacher Ratings of Students’ Skills at Kindergarten Entry Predict Kindergarten Retention? This resource examines teacher judgments of students at the start of kindergarten as a predictor of retention in kindergarten the following year.
- Assessing Kindergarten Entry Skills in Connecticut The Kindergarten Entrance Inventory (KEI), 2010-2013 (2018). This study analyzed KEI data collected across four school years, from 2010-11 to 2013-14 (approximately 141,000 students) to understand the kindergarten readiness of children across Connecticut. Partner: Partnership for Early Education Research (PEER)
- Early Childhood Regression Discontinuity Study (2016) The Connecticut Academy of Science and Engineering (CASE) conducted this evaluation study at the request of the Education Committee of the Connecticut General Assembly (CGA). The purpose of this study is to investigate the immediate effects associated with children who attend Connecticut’s state-funded School Readiness full-day or school day prekindergarten program. Partners: University of Connecticut, The Connecticut Academy of Science and Engineering
- Kindergarten Inventory study (2013) How do kindergarteners who were enrolled in publicly funded pre-K compare, on the Kindergarten Entrance Inventory, to those who were not enrolled in publicly funded pre-K?
Early Indication Tool
- Early Indication Tool: Rationale, Method, Process (2019) This paper describes the rationale, methods, and results that undergird Connecticut's Early Indication Tool.
- Encouraging Participation in Rigorous Courses: Rationale, Methods, and Results (2022) This paper describes the modeling and analyses conducted to develop the methodology for identifying students who will receive letters from the Commissioner of Education, encouraging them to participate in rigorous courses.
Educators
- Content Area Mastery and Educator Certification Study (2024) This study reviews current assessment requirements for educator certification, analyzes candidate first-time and best attempt pass rates, describes supports for candidate access to and use of free-retakes, and introduces multiple pathways to demonstrate content-area mastery.
- Staffing Shortage Areas in Connecticut Public Schools (2023) This report identifies which certification endorsement areas represent the greatest need among teachers in Connecticut. In addition, this report details the rationale and support for the teacher shortage areas designated by the CSDE and approved by the U.S. Department of Education for the 2023–2024 school year.
- Connecticut Teacher Shortage Areas Report 2020-21 (2020) This report identifies which certification endorsement areas represent the greatest need among teachers in Connecticut. In addition, this report details the rationale and support for the teacher shortage areas designated by the CSDE and approved by the U.S. Department of Education for the 2020–2021 school year.
- The State of the Connecticut Teacher Workforce (2019)This report presents a comprehensive analysis of teacher demand and supply in Connecticut over the past decade. Partners: Rockefeller Institute of Government at the State University of New York, Council of Chief State School Officers
- Shortage Area Data Bulletin (2015) A summary of public school hiring trends and the identification of certification subject shortage areas
- Shortage Area Data Bulletin (2014) A summary of public school hiring trends and the identification of certification subject shortage areas
- Shortage Area Data Bulletin (2013) A summary of public school hiring trends and the identification of certification subject shortage areas
- Shortage Area Data Bulletin (2012)A summary of public school hiring trends and the identification of certification subject shortage areas
- Shortage Area Data Bulletin (2009) A summary of public school hiring trends and the identification of certification subject shortage areas
- Shortage Area Data Bulletin (2008) A summary of public school hiring trends and the identification of certification subject shortage areas
- Shortage Area Data Bulletin (2007) A summary of public school hiring trends and the identification of certification subject shortage areas
- Shortage Area Data Bulletin (2006) A summary of public school hiring trends and the identification of certification subject shortage areas
- Shortage Area Data Bulletin (2005) A summary of public school hiring trends and the identification of certification subject shortage areas
- Shortage Area Data Bulletin (2004) A summary of public school hiring trends and the identification of certification subject shortage areas
- Shortage Area Data Bulletin (2003) A summary of public school hiring trends and the identification of certification subject shortage areas
- Shortage Area Data Bulletin (2001) A summary of public school hiring trends and the identification of certification subject shortage areas
- Shortage Area Data Bulletin (2000) A summary of public school hiring trends and the identification of certification subject shortage areas
- Shortage Area Data Bulletin (1999) A summary of public school hiring trends and the identification of certification subject shortage areas
- Shortage Area Data Bulletin (1998) A summary of public school hiring trends and the identification of certification subject shortage areas
English Language Proficiency Assessment
- LAS Links Third Edition Technical Report Form E - July 22, 2024
- Connecticut’s Re-Evaluation of the 2015 Middlebury Interactive Alignment Study of LAS Links C and D to the Connecticut English Language Proficiency Standards
Extended Learning
- 21st Century Community Learning Centers (21st CCLC) Evaluation Report, 2017-18 (2019) This report presents findings on Connecticut’s 21st Century Community Learning Centers (CCLC). The 21st CCLC program provides funding to school districts and community organizations that serve students attending schools with a high concentration of low-income students. 21st CCLC grants are designed to provide these students with opportunities for academic enrichment, activities that complement learning, and to encourage family engagement. Partner: University of Connecticut
- 21st Century Community Learning Centers (21st CCLC) Evaluation Report, 2016-17 (2018) This report presents findings on Connecticut’s 21st Century Community Learning Centers (CCLC). The 21st CCLC program provides funding to school districts and community organizations that serve students attending schools with a high concentration of low-income students. 21st CCLC grants are designed to provide these students with opportunities for academic enrichment, activities that complement learning, and to encourage family engagement. Partner: University of Connecticut
- 21st Century Community Learning Centers (21st CCLC) Evaluation Report, 2015-16 (2017) This report presents findings on Connecticut’s 21st Century Community Learning Centers (CCLC). The 21st CCLC program provides funding to school districts and community organizations that serve students attending schools with a high concentration of low-income students. 21st CCLC grants are designed to provide these students with opportunities for academic enrichment, activities that complement learning, and to encourage family engagement. Partner: University of Connecticut
- 21st Century Community Learning Centers (21st CCLC) Evaluation Report, 2014-15 (2016) This report presents findings on Connecticut’s 21st Century Community Learning Centers (CCLC). The 21st CCLC program provides funding to school districts and community organizations that serve students attending schools with a high concentration of low-income students. 21st CCLC grants are designed to provide these students with opportunities for academic enrichment, activities that complement learning, and to encourage family engagement. Partner: University of Connecticut
- 21st Century Community Learning Centers (21st CCLC) Evaluation Report, 2013-14 (2014) This report presents findings on Connecticut’s 21st Century Community Learning Centers (CCLC). The 21st CCLC program provides funding to school districts and community organizations that serve students attending schools with a high concentration of low-income students. 21st CCLC grants are designed to provide these students with opportunities for academic enrichment, activities that complement learning, and to encourage family engagement. Partner: University of Connecticut
- 21st Century Community Learning Centers (21st CCLC) Evaluation Report, 2012-13 (2013) This report presents findings on Connecticut’s 21st Century Community Learning Centers (CCLC). The 21st CCLC program provides funding to school districts and community organizations that serve students attending schools with a high concentration of low-income students. 21st CCLC grants are designed to provide these students with opportunities for academic enrichment, activities that complement learning, and to encourage family engagement. Partner: University of Connecticut
- 21st Century Community Learning Centers (21st CCLC) Evaluation Report, 2010-11 (2011) This report presents findings on Connecticut’s 21st Century Community Learning Centers (CCLC). The 21st CCLC program provides funding to school districts and community organizations that serve students attending schools with a high concentration of low-income students. 21st CCLC grants are designed to provide these students with opportunities for academic enrichment, activities that complement learning, and to encourage family engagement. Partner: University of Connecticut
- 21st Century Community Learning Centers (21st CCLC) Evaluation Report, 2009-10 (2010) This report presents findings on Connecticut’s 21st Century Community Learning Centers (CCLC). The 21st CCLC program provides funding to school districts and community organizations that serve students attending schools with a high concentration of low-income students. 21st CCLC grants are designed to provide these students with opportunities for academic enrichment, activities that complement learning, and to encourage family engagement. Partner: University of Connecticut
Graduation
- Improving High School Graduation Rates: Insights from Four Connecticut Districts (2020) This report summarizes conversations with leaders in four of Connecticut’s Alliance Districts. The four districts showed strong and sustained year-over-year increases in their four-year adjusted cohort graduation rates. The leaders identified key strategies for engaging and supporting all students with the goal of on-time graduation and readiness for post-secondary success.
- Improving Extended Graduation Rates: Insights from Four Connecticut Districts (2020) This report highlights best practices in ensuring that students who need more time to graduate are provided the opportunity. The information presented is based on conversations with leaders in four districts demonstrating improvements in extended graduation rates for students with disabilities and English learners.
Growth
- Systems for Promoting Student Growth @ George Hersey Robertson School (2019) This newsletter article summarizes a conversation with 4th grade teachers and district/school administrators at this school about their views on factors that contributed to the consistently strong academic growth on the Smarter Balanced Growth Model.
- Voices from the Field: Factors Influencing Academic Growth (2018) What are the specific local policies, educator practices, strategies, and/or systems that you would identify as the primary factors influencing the high academic growth in your school or district on Connecticut’s student growth model? Sixteen district and schools leaders share their insights. Partner: EdAdvance
- Connecticut’s Growth Model for the English Language Proficiency Assessments (2017) This paper describes the development of Connecticut’s Growth Model for the English language proficiency assessments (LAS Links).
- Smarter Balanced Growth Model Technical Report (2016) Connecticut’s Growth Model for the Smarter Balanced summative assessments in English Language Arts (ELA) and Mathematics establishes ambitious yet achievable individual student growth targets. This paper describes the development of that growth model.
NGSS
- 2020-21 Connecticut Next Generation Science Standards Assessment Technical Report - Volume 1, 2, 3, 4, 5, and 6
- Connecticut Alternate Science (CTAS) Assessment Standard Setting Report (2019) The CTAS is an alternate assessment based on alternate achievement standards for students with significant cognitive disabilities. The CTAS has been developed to ensure that all students with significant cognitive disabilities can participate in an assessment that is a measure of what they know and can do in relation to the Next Generation Science Standards (NGSS). This report describes the standard setting activity that was conducted with Connecticut educators to establish performance standards (cut scores) for the CTAS assessment.
- Validating American Institutes for Research’s Calibration and Scoring Processes for Science Assessments (2019)Introduction of new three-dimensional science standards have ushered in innovative methods for assessing students’ knowledge of science. New psychometric models were needed to account for the fact that item-level scores are clustered due to a common stimulus. Connecticut's vendor for science assessments, the American Institutes for Research, has had to rely on software that was developed in-house to calibrate and score these assessments. State level data quality control checks could not be accomplished through commercially available psychometric software. This paper summarizes a series of studies conducted by the Connecticut State Department of Education to validate AIR’s calibration and scoring processes. Partner: University of Connecticut
Postsecondary/Employment
- Effect of the Pandemic on College Enrollment, Persistence, and Graduation: Evidence from National Student Clearinghouse Data for Connecticut’s Public High School Graduates (2021)
- Trends in Enrollment, Credit Attainment, and Remediation at Connecticut Public Universities and Community Colleges Results from P20WIN for the Graduating Classes of 2010 through 2014 (2020) What percentage of the high school graduating class enrolled in a Connecticut public university or community college? What percentage of those who enrolled earned at least one year’s worth of credits (24 or more) within two years of enrollment? What percentage of took a remedial course within two years of enrollment? Results are provided for student groups at the state level and for all districts and schools.
- The Employment Outcomes of High School Graduates - Class of 2010 (2017) For the high school graduates from the class of 2010, this report presents the average earnings up to six years after high school graduation. The report disaggregates data based on whether students experienced "some college."
- Next Steps: Preparing a Quality Workforce (2008) This study tracked five cohorts of Connecticut 10th grade students taking the Connecticut Academic Performance Test (CAPT) between 1996 and 2000 over as many as 8 ½ years beyond high school. It followed these students through their college experiences and/or into the labor force to study and document the many elements of their success critical to preparation for entry into a skillful workforce. Partner: University of Connecticut
SAT/PSAT/AP
- SAT Multi-State Standard Setting - Final Report (2016) In June 2016, College Board Research and Development facilitated a Multi-State Standard Setting for the Math and Evidence-Based Reading and Writing Sections of the SAT. The purpose was to obtain three recommended cut scores for each of these exam sections that can be used for accountability purposes. This report summarizes the procedures used to obtain recommended cut scores from the standard setting panels, as well as the final cut scores that were agreed upon by the four states: Connecticut, Delaware, Maine, and New Hampshire. First, an overview of the standard setting meeting is presented, followed by a detailed description of the procedures and results.
- Connecticut SAT School Day Annual Technical Report (2019) This report summarizes the performance of students who took the state administration of the SAT school day test. It provides an analysis of the quality of the test forms administered in the state of Connecticut Psychometric and statistical summaries related to the moments, intercorrelations, reliability and standard error of measurement, item completion rates, form speededness, and classification accuracy and consistency are also included.
- The Relationship between the Smarter Balanced Grade 8 Assessments and the PSAT 8/9 Assessment (2017) This study analyzes the relationship between students’ Smarter Balanced results in Grade 8 and their subsequent performance on the PSAT 8/9 in the fall.
- Connecticut SAT School Day Annual Technical Report (2017)This report summarizes the performance of students who took the state administration of the SAT school day test. It provides an analysis of the quality of the test forms administered in the state of Connecticut Psychometric and statistical summaries related to the moments, intercorrelations, reliability and standard error of measurement, item completion rates, form speededness, and classification accuracy and consistency are also included.
School Choice
- Evaluating the Academic Performance of Choice Programs in Connecticut: A Pretest-Posttest Evaluation Using Matched Multiple Quasi-Control Comparison Groups (2015) This analysis examines the academic growth and outcome performance based on the Connecticut Mastery Tests (CMT) for Choice program attendees from Connecticut’s four largest cities—Bridgeport, Hartford, New Haven, and Waterbury—over a two-year period (2010 to 2012).
Smarter Balanced
- Exploring the Relationship Between Student Learning Location and Student Outcomes in MSAP-Funded Schools During the COVID-19 Pandemic (2022)
The current quasi-experimental design study conducted by UCLA-CRESST using CSDE data explored how students’ choice of learning location model (either predominantly remote or hybrid) impacted their outcomes on academic assessments, school day attendance, and chronic absence in the 2020–2021 school year in the midst of the COVID-19 pandemic. - The Relationship between Student Participation on the Smarter Balanced Interim Assessment Blocks and Student Growth on the Smarter Balanced Summative Assessment – Phase I (2020) Phase 1 of this study explores the relationship between ‘sustained participation’ in the IABs and growth on the Smarter Balanced vertical scale score on the end-of-grade summative assessment from 2017-18 to 2018-19. Future phases of this study will compare the item pools between the IABs and the summative assessments. The studies will explore the relationship between participation in specific IABs and their relationship to improvements in claim scores and/or aggregate assessment target performance.
- The Relationship between Student Participation on the Smarter Balanced Interim Assessment Blocks and Student Growth on the Smarter Balanced Summative Assessment - Phase 2 - 2022-23
- Re-Analyzing Smarter Balanced Mathematics Target Results to Inform Instructional Improvement (2019) This study re-analyzes item-level data from four years (2016-2019) of Smarter Balanced testing to develop a more fine-grained analysis of student performance on mathematics assessment targets for the state and all districts.
- Detecting Aberrant Behavior in Computerized Adaptive Testing: The Lognormal Response Time Model (2019) This study extends the person-fit statistics to computerized adaptive testing to detect three types of aberrant test-taker responses and response times. Partner: University of Connecticut
- Investigation of Methods for Improving Reliability of Claim Scores (2018) The purpose of this study was to investigate an approach to improving sub-score reliability without increasing test length. Partner: University of Connecticut
- Time Spent Taking the Smarter Balanced Assessment (2018) This presentation evaluates the time taken by students in Connecticut on the Smarter Balanced assessments in 2018. Partner: University of Connecticut
- Smarter Balanced Summative Assessment Technical Report, 2021-22 (2022) his report provides a technical summary of the summative tests in ELA and mathematics that are administered in Connecticut. The report includes chapters that provide an overview of operational test administration; validity, reliability, scoring, reporting and score interpretation; and quality control procedures. The data are based on Connecticut students.
- Smarter Balanced Summative Assessment Technical Report, 2018-19 (2019) This report provides a technical summary of the summative tests in ELA and mathematics that are administered in Connecticut. The report includes chapters that provide an overview of operational test administration; validity, reliability, scoring, reporting and score interpretation; and quality control procedures. The data are based on Connecticut students.
- Smarter Balanced Summative Assessment Technical Report, 2017-18 (2018) This report provides a technical summary of the summative tests in ELA and mathematics that are administered in Connecticut. The report includes chapters that provide an overview of operational test administration; validity, reliability, scoring, reporting and score interpretation; and quality control procedures. The data are based on Connecticut students.
- Smarter Balanced Summative Assessment Technical Report, 2016-17 (2018) This report provides a technical summary of the summative tests in ELA and mathematics that are administered in Connecticut. The report includes chapters that provide an overview of operational test administration; validity, reliability, scoring, reporting and score interpretation; and quality control procedures. The data are based on Connecticut students.
- A Study of Device Effects on the Smarter Balanced Assessments in Connecticut (2017) What is the relationship, if any, between the devices students use to take the Smarter Balanced assessment and their performance on that assessment? This study compares four devices used by students: Chromebooks, Macintosh desktops/laptops, Windows-based desktops/laptops, and iPads. Partner: University of Connecticut
- Smarter Balanced Summative Assessment Technical Report, 2015-16 (2017) This report provides a technical summary of the summative tests in ELA and mathematics that are administered in Connecticut. The report includes chapters that provide an overview of operational test administration; validity, reliability, scoring, reporting and score interpretation; and quality control procedures. The data are based on Connecticut students.
- Smarter Balanced Summative Assessment Technical Report, 2014-15 (2016) This report provides a technical summary of the summative tests in ELA and mathematics that are administered in Connecticut. The report includes chapters that provide an overview of operational test administration; validity, reliability, scoring, reporting and score interpretation; and quality control procedures. The data are based on Connecticut students.
- Rightsizing the Smarter Balanced English Language Arts (ELA) Assessment (2016) This paper provides the contextual and psychometric foundation for Connecticut's decision to discontinue administration of the Smarter Balanced ELA Performance Task.
- Smarter Balanced in Connecticut: A Progress Report on the Field Test (2015) In spring 2014, over 90 percent of Connecticut school districts chose to administer the Smarter Balanced Field Test in lieu of Connecticut's legacy assessments (CMT/CAPT). This report summarizes findings from that field test implementation.
Special Education
- Annual Report on the Use of Physical Restraint and Seclusion in Connecticut, 2020-21 (2022) This report presents summary statistics about the occurrence and prevalence of incidents of restraints and seclusions among special education students in Connecticut. Data are disaggregated by gender, race/ethnicity, primary disability, facility type, and by duration.
- Special Education Cost Model (2019) The Special Education Cost Model Task Force was formed under Public Act 17-2 (June Special Session) to study the feasibility of a special education predictable cost model. Full legislative report. Documentation
- Annual Report on the Use of Physical Restraint and Seclusion in Connecticut, 2017-18 (2019)This report presents summary statistics about the occurrence and prevalence of incidents of restraints and seclusions among special education students in Connecticut. Data are disaggregated by gender, race/ethnicity, primary disability, facility type, and by duration.
- Private Providers of Special Education – Audit Report (2018) This is the report of the Auditor of Public Accounts of the State of Connecticut to determine whether private special education providers expended state and local funds for allowable costs and in accordance with the individualized education programs (IEP) for children receiving special education services.
- Annual Report on the Use of Physical Restraint and Seclusion in Connecticut, 2016-17 (2018) This report presents summary statistics about the occurrence and prevalence of incidents of restraints and seclusions among special education students in Connecticut. Data are disaggregated by gender, race/ethnicity, primary disability, facility type, and by duration.
- Annual Report on the Use of Physical Restraint and Seclusion in Connecticut, 2015-16 (2017) This report presents summary statistics about the occurrence and prevalence of incidents of restraints and seclusions among special education students in Connecticut. Data are disaggregated by gender, race/ethnicity, primary disability, facility type, and by duration.
- Annual Report on the Use of Physical Restraint and Seclusion in Connecticut, 2014-15 (2016)This report presents summary statistics about the occurrence and prevalence of incidents of restraints and seclusions among special education students in Connecticut. Data are disaggregated by gender, race/ethnicity, primary disability, facility type, and by duration.
Student Supports
- Report on Student Discipline in Connecticut Public Schools (2019) This report presents analyses of trends in student disciplinary behaviors in Connecticut public schools. Data are disaggregated by race/ethnicity, gender, and grade. Special analyses take a closer look at Electronic Nicotine Delivery Systems or "vapes", and at the severity of sanctions by race/ethnicity for specific incident types
- Youth Service Bureaus Evaluation Report, 2015-17 (2018) This report summarizes the impact of YSBs on referral and/or diversion of children and youth from the justice system.
- Youth Service Bureaus Evaluation Report, 2013-15 (2016) This report summarizes the impact of YSBs on referral and/or diversion of children and youth from the justice system.
- Report of the Analyses of the Datasets from the Connecticut Judicial Branch, Court Support Services Division and the Connecticut State Department of Education (2015) This paper presents descriptive analyses of a dataset that comprises 58,678 individuals who were involved with the Connecticut juvenile court system between January 1, 2006, and December 31, 2012. Partner: Yale University
- Youth Service Bureaus Evaluation Report, 2011-13 (2013) This report summarizes the impact of YSBs on referral and/or diversion of children and youth from the justice system.
- Youth Service Bureaus Evaluation Report, 2010-11 (2011) This report summarizes the impact of YSBs on referral and/or diversion of children and youth from the justice system.
- Youth Service Bureaus Evaluation Report, 2009-10 (2011) This report summarizes the impact of YSBs on referral and/or diversion of children and youth from the justice system.
- Youth Service Bureaus Evaluation Report, 2008-09 (2010) This report summarizes the impact of YSBs on referral and/or diversion of children and youth from the justice system.
- Youth Service Bureaus Evaluation Report, 2007-08 (2008) This report summarizes the impact of YSBs on referral and/or diversion of children and youth from the justice system.
- How do social emotional learning data gathered from student surveys as well as early reading assessments administered in Grades K through 2, improve the prediction of student proficiency on the Smarter Balanced ELA assessment in Grade 3? Partner: Meriden Public Schools
- What is the relationship between student participation in the Smarter Balanced interim assessment blocks and their performance on the corresponding assessment target on the summative assessment?
- How effective are evidence-based text messaging campaigns in reducing “summer melt” and improving enrollment persistence in Connecticut so that students are more successful in completing their postsecondary education? Partners: American Institutes for Research, Connecticut State Colleges and Universities
- What is the relationship between the number of years a student attends a particular school and the amount of growth that is achieved on Connecticut’s Smarter Balanced growth model in Grades 4 through 8?
- What are the long-term educational outcomes of children with and at-risk for developing reading and writing difficulties? What are the antecedents in the schooling process of children who later develop reading and/or writing disabilities? Partner: University of Houston
- What should be Connecticut’s operational definition of college and career readiness (e.g., first year college GPA, # of credits earned in first two years, self-sufficiency wage)? What factors in high school (e.g., high school course work, test scores, attendance, mobility, discipline, grade repetition) best predict college and career readiness? Partners: P20WIN members including CSCU, UCONN, CT Conference of Independent College, DOL (see P20WIN data request)
- How can student performance and persistence in middle school serve to predict potential for participating in rigorous coursework (e.g., advanced placement, international baccalaureate, dual enrollment) during high school
- How does the long-term academic achievement of former English learners who participated in bilingual education programs (transitional and/or dual language programs) compare to that of other former ELs who received ESL instruction?
- What is the relationship between a parent’s participation in adult education programming and their child’s outcome in school?
- Student Participation in Distance Learning: Device/Connectivity Needs, Effective Strategies, Challenges, and State Supports Needed - On behalf of the Learn from Home Task Force (LHTF), the Connecticut State Department of Education (CSDE) conducted a brief survey to gauge the approaches to distance learning during the COVID-19 pandemic, including the extent of student participation in those offerings and the barriers (especially devices and connectivity) to greater participation. In addition, the survey sought district perspectives on effective strategies to increase student participation in distance learning, the most challenging areas for getting fuller student participation, and the specific supports the State of Connecticut can provide to increase student participation in distance learning.
- The Roles of Race, Ethnicity, Gender, and Mental Health in Predicting Truancy Recidivism - This study aims to (a) describe demographic and mental health (MH) differences between truant juvenile justice–involved youth (JJY) and nontruant JJY; (b) classify MH needs of truant JJY; and (c) investigate if the interactions between race, ethnicity, gender, and MH needs predict truancy recidivism. Participants were 10,603 truant JJY (55.4% male; non-Hispanic White, 46.8%; 16.2% with a history of pretrial detention). Of these participants, 2,167 with MH data were included in latent profile analyses and recidivism analyses. Hispanic youth and female youth were more likely to be truant. Non-Hispanic White JJY had a higher likelihood of a repeated truancy charge. Four MH classes emerged: elevated Alcohol/Drug Use (7.9%), elevated Angry–Irritable and Depressed–Anxious symptoms (19.5%), elevated Suicide Ideation (7.1%), and low MH needs (65.5%). Race, ethnicity, gender, and MH needs are informative as potential factors contributing to truancy. These factors should be examined in future studies that compare truant with nontruant non-JJY.
Studies in Progress
The following studies are in progress: