Franklin makes strides on test— CMT scores most improved in state for 2006
By Julie A. Varughese, Norwich Bulletin, January 19, 2007

FRANKLIN -- Prepping students daily for the Connecticut Mastery Test paid off in 2006 when Franklin ranked as the most improved elementary school district in the state.

Franklin Elementary School, which has 240 students from preschool to eighth grade, improved by 18.2 points from 2004 to 2006, according to "The State of Connecticut Public Education: A 2006 Report Card for Elementary & Middle Schools," a research report by the Connecticut Coalition for Achievement Now, an independent nonprofit group.

The mastery test tests third- to eighth-graders on math, reading and writing.

Principal James Longo attributed the improvement to teachers' familiarity with the test.

"What we do at Franklin Elementary School is look at every single student and look at what they're strong points are and weak points are, and focus on their weaknesses. A small school can devote attention to every student," he said.

Fourth-grade teacher Patricia Connell said she incorporated mastery test practice test questions into her daily lessons so students become comfortable with the style, format and presentation of the test questions.

Tom Murphy, spokesman for the state Department of Education, said the state has tried to help school districts and teachers become more equipped for preparing students to meet the state's standards.

"The real work and the credit is to the staff of the school," he said. "Without question, the CMT can serve as a diagnostic tool, in that teachers can have very specific information on the performance of their students."

Murphy said different practices, including teachers collaborating with each other and strong partnerships with parents, help the effort.

Jennifer Nasin, a mother of a third-grader and fifth-grader, said she is glad the school was ranked most improved.

"It's wonderful. It says a lot," she said.

But she worried children were not allowed to be children anymore because they are stressed over taking standardized tests.

Connell said she is not "teaching to the test."

"These are skills we use every day. It's part of our day-to-day curriculum," she said.

Murphy said the tests were designed by a group of people, including teachers from across the state, the very people who are in classrooms every day.

"They know what it is students should know and be able to do," he said.