Progress, Setbacks Leave Achievement Gap Unchanged
Analysis of 2006 and 2007 CMT Results Reveals Small Increase in Writing Gap, Small Declines in Reading and Math Gaps

Contact: Marc Porter Magee                                                    
Tel: 203-772-4017 x14
Cell: 203-586-9313
Email: marc.magee@conncan.org

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In recent years, the results from the National Assessment of Educational Progress (NAEP) demonstrating that Connecticut has the largest achievement gap of all 50 states have been a key driver of the discussion about the changes needed in Connecticut’s public schools. New analysis by ConnCAN of results from the 2006 and 2007 Connecticut Mastery Tests (CMT) shows that during the 2006-07 school year, areas of progress in closing this gap were offset by setbacks in others, leaving Connecticut’s largest-in-the-nation achievement gap essentially unchanged.

• The overall gap between the percentage of White and African American students within goal range in the six grades and three subject areas tested on the CMT increased in seven of the 18 categories. The overall gap in grades 3-8 increased from 33.3 to 34.6 points in writing, but declined from 40.5 to 40.1 in reading and from 42.8 to 42.1 in math.
• The gap between White and Hispanic students increased in eight of the 18 categories, with the overall gap in grades 3-8 increasing from 35.2 to 35.9 points in writing while declining from 42.1 to 41.7 in reading and from 40.8 to 40.3 in math.
• The gap between low-income and non-low income students increased in six of the 18 categories, with the overall gap in grades 3-8 increasing from 36.7 to 36.9 points in writing while declining from 39.9 to 39.8 in reading and from 40.6 to 40.0 in math.
• Overall, the average gap between White and African American students (38.9) and White and Hispanic students (39.1) was unchanged between 2006 and 2007, while the average gap between low-income and non-low income students declined 0.2 points from 38.9 to 38.7.

The most positive examples of gains in student achievement are found in the subject of math. For example, the percentage of 5th grade African American students scoring within goal range increased 6.4 points from 31.5 percent to 37.9 percent. A 6.5 point increase occurred for Hispanic 5th grade students and the increase for low-income students was 6.3 points. If students made these type of gains in every grade and subject area, Connecticut would go from having the largest to having the smallest achievement gap within five years.

“The bottom line is that we are not seeing the consistent gains in African American, Hispanic and low-income student scores needed to make sustained progress in closing this gap statewide,” said Alex Johnston, executive director of ConnCAN. “We need to make closing this gap our state’s highest priority by pursuing a comprehensive plan to raise the performance of Connecticut’s public schools grounded in more choices for parents, greater freedom to innovate for educators, and increased accountability for results.”

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For more information on the achievement gap or the “Great Schools for All” plan please call Marc Porter Magee at 203-586-9313 or email Marc at marc.magee@conncan.org.

The Connecticut Coalition for Achievement Now (ConnCAN) is a statewide outreach, education, and research organization working to close Connecticut’s achievement gap. To learn more visit: www.conncan.org.