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)

 

*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)

 

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.

 

###

Twitter: CT State Department of Education Twitter

Facebook: CT State Department of Education Facebook

• Twitter
• Facebook
• Email
• Print