office of data analysis, research &...

Bruce E. Douglas, Ph.D.Executive Director

Denise M. Gallucci Deputy Executive Director

Superintendent of CREC Schools

by Sarah S. Ellsworth, Ph.D., DirectorDivision of Data Analysis, Research & Technology

CREC Student Achievement Overview

2013

Office of Data Analysis, Research &Technology

Dina Crowl Assistant Superintendent

of CREC Schools

Deborah Richards Director of

Student Services

Table of Contents

Executive Summary ................................................................................2

About CREC Magnet Schools..................................................................3

CREC Education ......................................................................................4

CREC Enrollment .....................................................................................5

Connecticut Mastery Test (CMT) Performance......................................6

Connecticut Academic Performance Test (CAPT) Performance ............................................................................. 18

CREC Schools ........................................................................................24

Contact Information ............................................................................. 25

Note: All original Connecticut Mastery Text (CMT) data were extracted from the Connecticut State Department of Education assessment website www.ctreports.com, with further analyses conducted by the author. The Connecticut Academic Performance Test (CAPT) data presented in this report were extracted from www.ctreports.com as is.

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Executive SummaryThis report summarizes the academic achievement on the Connecticut Mastery Test (CMT) and the Connecticut Academic Performance Test (CAPT) of the Capitol Region Education Council (CREC) Magnet Schools. CREC Magnet Schools continue to educate a student body that is more racially diverse than the student population statewide, and educates a higher percentage of economically disadvantaged students as compared to the state as a whole. While the state struggles with the achievement gap between white and black and Hispanic students, and between economically disadvantaged and non-economically disadvantaged students, the CREC Magnet Schools have demonstrated improvements for all student subgroups on both the CMT and CAPT, as well as smaller disparities in the achievement between subgroups as compared to the state. These achievements have occurred in spite of the fact that many students do not have a complete K-12 education within the CREC system because enrollment in a CREC magnet school is based on a lottery system. The data presented in this report reveal the following highlights:

Connecticut Mastery Test, Grades 3 Through 8• TheachievementgapbetweenHispanicandwhitestudentswaseliminatedinGrade4math-

ematicsonthe2012CMTaswellasinGrade5mathematicsandreading;• StudentsattendingCRECmagnetschoolsconsistentlyoutperformthestateontheCMTinthe

percentscoringatoraboveProficientinmathematicsandreading;andinthepercentscoringatoraboveGoalinreading;

• Black,Hispanic,white,andeconomicallydisadvantagedstudentsoutperformtheirpeersstate-wide,inmanyinstancesbydouble-digitpercentagepoints;

• StudentswhoattendaCRECmagnetschoolconsistentlyoutperformtheirpeerswhoattendaregularschoolintheirtownofresidence;and

• Grade8studentswhowereenrolledinaCRECMagnetSchoolsincethesixthgradeoutperformstudentswhotooktheCMTforthefirsttimeinaCRECschoolinGrade8.

Connecticut Academic Performance Test, Grade 10• Ofthetestedstudents,only23.2percenthavebeenwithaCRECschoolsincethe6thgrade;• Overall,thepercentofCRECstudentsscoringatoraboveGoalinreadinghasincreasedby6.4

percentagepoints,whilethestategainwas2.7percentagepoints;• AllsubgroupsatCRECmagnetschoolsoutperformsubgroupsatthestatelevelinbothmath-

ematicsandreadinginthepercentatoraboveProficient;and• Grade10studentswhowereenrolledinaCRECMagnetSchoolstartinginthe6thgradesignifi-

cantly outperform those students who entered in the 9th grade, suggesting a long-term positive impact of a CREC education.

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About CREC Magnet SchoolsFor more than four decades, the Capitol Region Education Council (CREC), in partnership with its memberdistricts,hasservedtheneedsofchildrenandfamiliesinGreaterHartfordthroughitshighqualityeducationalprograms.In1989,theSheffvs.O’NeilllawsuitchargedthatConnecticut’ssystemof separate city and suburban school districts led to racially segregated schools and was a violation of Hartfordchildren’srightstoequalopportunity.InaccordancewiththeSheffv.O’Neilldesegregationcase, CREC operates eighteen magnet schools in an effort to reduce the racial, social and economic isolation that exists in the area.

Through the interdistrict magnet program, the 2008 Sheff stipulated order, the State of Connecticut, and CREC have created the greatest number of high performing schools than any other reform. CREC MagnetSchoolshavereceivednationalandinternationalrecognition;specifically,TheMetropolitanLearningCenterforGlobalandInternationalStudieswasrecognizedbytheUnitedStatesDepartmentof Education as one of the eight best magnet high schools in America in 2008. CREC Magnet Schools have combined high quality curricula that exceed state standards with highly motivating magnet themes and public school choice to create higher performing schools that reduce racial and socioeconomic isolation. They enable thousands of Hartford students to attend racially diverse schools with record setting achievement. CREC is committed to extending its work beyond Connecticut to serve as a national model for equity and excellence.

CREC’sMagnetSchoolsareleadingthewayinpubliceducationwiththeme-basedprogramsthatprovideallstudentswithcollegeandcareerfocusededucationalopportunities.Withhighlyqualifiedteachers, cutting edge curricula, and state-of-the-art buildings, CREC Magnet Schools give students from diverse backgrounds a chance to excel in ways that are designed to inspire and motivate.

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4

A CREC EducationThe vision: Every student can and shall learn at high levels and, therefore, must have access to all educational resources within the region through the system of public schools served by CREC. In ordertoachievethisvision,CRECstaffoperateonfivecorevalues:trust–builtonpersonalintegrity,andforthrightandethicalcommunication;leadership–bornofwisdom,experience,tenacityandcourage;diversity–strivingtopromotesocialjusticethroughourprogramsandouractions;quality–throughacultureofcontinuousimprovement;andcollaboration–bypartneringwithour35memberdistricts, area agencies, and by maintaining collegiality within our divisions, programs and staff.

CRECMagnetSchoolsembodythevisionoftheCapitolRegionEducationCouncil–everystudentcan and shall learn at high levels. In addition to a challenging core curriculum, CREC schools offer a diverse environment, a personalized educational approach for each student, and a curriculum designed to spark a lasting appreciation for the creation of new knowledge. CREC schools draw students from 80 towns throughout Connecticut as a result of the many opportunities offered through ourschools,including:specificthemesthatallowstudentstoidentify,refine,anddeveloptheirtalentsandinterests;diverselearningcommunitiesthatpreparestudentsforlivingandworkingasglobalcitizens;careerpreparationprogramsthatpreparestudentsforhighereducationandtheworkforce;real-world experiences that provide students with meaningful opportunities to apply what they have learned, and facilities, many specially designed for CREC schools to enhance the thematic aspects and encourage learning, community development, and collaboration. CREC school themes include Montessori,ReggioEmilia,InternationalBaccalaureate,PublicSafety,MedicalProfessionsandTeacherPreparation,AerospaceandEngineering,AdvancedMathematicsandScience,ScientificDiscovery,MuseumStudies,GlobalStudies,andtheArts.

CREC’ssuccesswithdevelopingandmanaginginnovative,highquality,interdistricteducationalprograms is evident in the data and documented student achievement outcomes that follow in this report.

CREC EnrollmentOverthelastfiveyears,asnewschoolshaveopened,studentenrollmentinCRECmagnetschoolshasincreased by 74.8 percent (from 3,600 full- and part-time students in the 2008-09 school year to 6,293 full- and part-time students in the 2012-13 school year). The data in Figure 1 indicate that the student population remains quite diverse, with black, Hispanic, and white students each representing nearly 30 percent of the overall student body during the 2012-13 school year. This is markedly different from the statewide public school student population in which 13.1 percent are black, 18.5 percent are Hispanic, and 62.2 percent are white. CREC magnet schools continue to educate a more demographically diverse and economically disadvantaged student body than what is seen across the state.

Figure 1. Demographics of CREC Magnet Schools

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%Black %Hispanic %White %Eligiblefor Free or Reduced Price Lunch

0

10

20

30

40

50

60

39.8

30.3

22.8

29.232.5 30.4

34.4

46.2

2008-09

2009-10

2010-11

2011-12

2012-13

6

Connecticut Mastery Test (CMT) PerformanceIn the Spring of 2012, 34 percent of students tested on the CMT or CAPT in CREC Magnet Schools werenewtotheCRECsystem.EventhoughthesenewstudentshavenothadthebenefitofafullCREC education, in the short amount of time they are in a CREC school high achievement occurs.

OntheCMT,thepercentofstudentsatoraboveProficiencyinmathematicshasincreasedby4.9 percentage points, and in reading by 9.2 percentage points since 2008 (see Table 1). With respecttothepercentofstudentsscoringatoraboveGoal,from2008to2012therehasbeenanincrease of 4.6 percentage points in mathematics, and 11 percentage points in reading. The CREC MagnetSchoolsoutperformthestateinthepercentofstudentsscoringatoraboveProficiencyinmathematicsandreading,andinthepercentatoraboveGoalinreading.

Table 1. CREC District Performance on the CMT Compared to State Performance

Subgroup PerformanceRacial and ethnic subgroups in CREC Magnet Schools continue to outperform their peers across thestate.ThepercentofblackstudentsinCRECMagnetSchoolsscoringatoraboveProficientinmathematics was 12.5 percentage points higher than the state, and in reading 17.3 percentage pointshigher.Thefiveyeartrendforthesegroupsisalsoimpressive.TheHispanicsubgroup,forexample,hashaddouble-digitincreasesinthepercentscoringatoraboveProficientinbothmathematics and reading (an 11.9 percentage point increase in mathematics and a 16.5 percentage point increase in reading since the 2008 CMT).

Mathematics % At or Above Proficient

Mathematics % At or Above Goal

Reading % At or Above Proficient

Reading % At or Above Goal

Year CREC State CREC State CREC State CREC State

2007-08 82.4 82.2 59.1 63.0 76.8 74.4 64.5 62.2

2008-09 84.7 85.0 61.5 66.0 80.9 78.0 68.5 65.7

2009-10 88.3 86.5 65.2 68.3 83.2 79.1 70.5 67.6

2010-11 90.2 86.5 65.7 68.4 86.8 80.0 74.8 68.6

2011-12 87.3 86.4 63.7 68.7 86.0 81.9 75.5 70.4

Table 2. Comparison of CREC and State Performance on the Connecticut Mastery Test (CMT)

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Year

Mathematics % At or Above Proficient Reading % At or Above Proficient

Black Hispanic White Black Hispanic White

CREC State CREC State CREC State CREC State CREC State CREC State

2007-08 77.4 61.3 69.9 63.1 94 90.7 70.4 51.5 62.3 48.5 91.2 84.9

2008-09 81 66 72.8 67 95.9 92.8 77.8 56.6 65.3 53.4 93.1 87.8

2009-10 83.8 69.2 82.7 70.5 96.5 93.6 79.2 59.5 72.6 56.3 94.1 88.3

2010-11 86.1 69.3 85.4 71.9 97 93.5 82.7 59.9 80.7 58.9 95.6 88.3

2011-12 81.3 68.8 81.8 71.2 96.0 93.7 81.8 64.5 78.8 63.0 94.6 90.2

Students eligible for free or reduced price meals in CREC Magnet Schools also outperform their peers statewide (see Table 3). Most notable is the achievement in reading.Sincethe2008CMTadministration,thepercentscoringatoraboveProficienthasincreasedby14.7percentagepoints,andthepercentscoringatoraboveGoalby15.7percentagepoints.Respectively,thesefiguresfortheCRECMagnetSchoolsare14.7 percentage points and 17.6 percentage points higher than the state.

Table 3. Achievement of Students Eligible for Free or Reduced Price Meals, CREC vs. State, on the Connecticut Mastery Test (CMT)

Year

Mathematics Reading

% At or Above Proficient

% At or Above Goal% At or Above

Proficient% At or Above Goal

CREC State CREC State CREC State CREC State

2007-08 73.4 62.7 41.5 35.5 64.4 49.7 49.5 33.8

2008-09 76.1 67.5 46.4 39.1 70.1 55.1 55.5 38.2

2009-10 83.2 71.1 50.7 43.4 74.3 58.3 55.9 42.2

2010-11 84.8 72.0 52.7 45.1 79.7 60.0 61.0 43.3

2011-12 79.8 71.6 49.7 44.6 79.1 64.4 65.2 47.6

ManystudentswithdisabilitiescometoCRECschoolswithouthavinghadthebenefitofaqualityspecialeducation program. In CREC Magnet Schools, students with disabilities comprised 12.5 percent of the 2012CMTtest-takingpopulation.OfthestudentswithdisabilitieswhotooktheCMT,70.2percenttookthe standard assessment. As Figure 2 illustrates, students with disabilities in CREC Magnet Schools outperform their peers statewide on the standard CMT. This difference is most notable in reading, in which students with disabilities in CREC Magnet Schools outperformed others statewide by 15 percentagepointsattheProficientlevel,andby16.9percentagepointsattheGoallevel.

Figure 2. Special Education Achievement, CREC vs. State, 2012 Connecticut Mastery Test (CMT)

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% At or Above % At or Above % At or Above % At or Above Proficient Goal Proficient Goal

Mathematics Reading

66.560.6

37.431.9

67.4

52.4 52.9

36CREC

State

0

10

20

30

40

50

60

70

80

Closing the Achievement GapCREC Magnet Schools have a proven ability to close the achievement gap that exists in Connecticut. As Figure 3 illustrates, Hispanic students outperformed their white peers in grade 5 in both mathematicsandreading.Ingrade4,97.4percentofHispanicstudentsscoredatoraboveProficientin mathematics, compared to 96.7 percent of white students.

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Figure 3. Comparison of Hispanic and White Achievement, Grades 4 and 5

Grade5%AtorAbove Grade4%AtorAbove Grade5%AtorAboveProficientinReading ProficientinMath ProficientinMath

Hispanic White

10096.9 97.4 96.7

100

93.9

0

10

20

30

40

50

60

70

80

90

100

CREC Magnet Schools continue the trend of having a smaller disparity in achievement between black and white, and Hispanic and white students, while Connecticut continues to struggle with the achievement gap. Table 4 shows the achievement gap (the difference in the percent scoring at or aboveProficientbetweenthetwogroups)betweenblackandwhitestudents,Hispanicandwhitestudents, and economically disadvantaged and non-economically disadvantaged students in CREC Magnet Schools and across the state.

The gap between black and white students in CREC Magnet Schools in mathematics is 14.7 percentagepointsattheProficientlevel,comparedto24.9percentagepointsstatewide.Inreading,the difference in achievement gaps between CREC Magnet Schools and the state is even greater. Thegapbetweenblackandwhitestudentsinreadingis12.8pointsattheProficientlevelinCRECMagnet Schools, compared to 25.7 statewide.

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The achievement gap between Hispanic and white students is also smaller in CREC Magnet Schools thanitisacrossthestate.ThegapattheProficientlevelinmathis14.2pointsinCRECMagnetSchoolscomparedto22.5statewide,andthegapattheProficientlevelinreadingis15.8percentagepoints in CREC Magnet Schools compared to 27.2 percentage points statewide.

Betweeneconomicallydisadvantagedandnon-economicallydisadvantagedstudentstheachievement gap in CREC Magnet Schools is also smaller than that observed across the state. In mathematics,thegapbetweenthesetwogroupsattheProficientlevelwas13.9pointsin2012,compared to 22.8 points statewide. In reading, the achievement gap was 12.8 points in CREC Magnet Schools, compared to 26.8 points statewide. For all subgroups, at the higher, more rigorous Goallevel,CRECMagnetSchoolsalsocontinuetoshowasmallerachievementgapcomparedtothestate overall.

Table 4. Achievement Gap in CREC Magnet Schools Compared to the Achievement Gap in the State Overall

Subgroup Comparisons

Mathematics Reading

Achievement Gap Points at the Proficient

Level

Achievement Gap Points at the Goal Level

Achievement Gap Points at the Proficient

Level

Achievement Gap Points at the Goal Level

Black v. WhiteCREC 14.7 33.3 12.8 21.7

State 24.9 40.3 25.7 34.3

Hispanic v. WhiteCREC 14.2 28.1 15.8 23.7

State 22.5 35.7 27.2 34.8

Econ. Dis v. Non-Econ. Dis.CREC 13.9 25.9 12.8 18.9

State 22.8 37.1 26.8 35.1

Subgroup Differences – New Accountability System under ESEA WaiverTheConnecticutStateDepartmentofEducation(CSDE)wasgrantedawaiverfromtheU.S.Department of Education that enables a new way to hold school districts accountable for the achievementofstudents.Oneofthemetricsusedtoevaluateadistrictisthedifferenceinachievementbetweenspecificsubgroupsandthe“allstudents”groupusinganewfigurecalleda performance index. The target set for all school districts is to have the difference between all subgroups and the all students group to be fewer than 10 points. State-level performance indices werenotavailableatthetimeofthispublication;thereforecomparisonsaredrawnusingthepercentscoringatoraboveProficient,andthepercentscoringatoraboveGoal.Figure4showsthegapbetweentheblackstudentsubgroupandtheallstudentsgroup.AtboththeProficientandGoallevel,inreadingandmathematics,thisgapissignificantlysmallerinCRECschoolsthanitisacrossthestate.InCRECschools,thedifferenceisfewerthan10pointsattheProficientlevelinmathematics,andattheProficientandGoallevelinreading.

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Figure 4. Achievement Gap Size between the Black Student Subgroup and the All Students Group


Mathematics Reading

0

10

20

30

40

50

60

6

17.6 15.1

28.3

4.2

17.48

23.4CREC

State

Figure 5 shows the size of the gap between the Hispanic and the all students group. Similar to the black subgroup differences, the difference between Hispanic students and the all students group is much smaller inCRECschoolscomparedtothestate.InmathematicsatboththeProficientandGoallevel,andinreadingattheProficientlevel,thegroupdifferencesarefewerthan10pointsinCRECschools.

Figure 5. Achievement Gap Size between the Hispanic Student Subgroup and the All Students Group


Mathematics Reading

0

10

20

30

40

50

5.5

15.29.9

24.2

7.2

18.9

10

23.9

CREC

State

12

The gap between economically disadvantaged students, and all students in reading achievement in CREC Magnet schools is over 10 percentage points lower than the gap statewide, and approximately 10percentagepointslowerinmathematicsatthegoallevel(seeFigure6).AttheProficientlevelin both mathematics and reading, the difference between the economically disadvantaged and all students groups is fewer than 10 points in CREC Magnet Schools.

Figure 6. Achievement Gap Size between the Economically Disadvantaged Student Subgroup and the All Students Group

60


Mathematics Reading

0

10

20

30

40

50

60

7.514.8 14

24.1

6.9

17.510.3

22.8

CREC

State

A Continuous CREC Magnet School Education: Cohort AnalysisIt is widely understood that a necessary foundation for future success in school is a quality preschool education.CRECMagnetSchoolsofferpreschooloptionsineachelementaryschool.Ofthethird grade students who tested on the CMT in 2012 in a CREC Magnet School, 25 percent were enrolled in a CREC preschool, and remained in a CREC school through CMT testing. Figure 7 shows the achievement comparison of those grade 3 students who were enrolled in a CREC preschool, compared to those grade 3 students who did not have a CREC preschool experience.

AttheProficientlevel,grade3studentswhowereenrolledinaCRECpreschooloutperformedthosewho did not have a CREC preschool experience by 7.4 percentage points in mathematics, and by 4.1 percentagepointsinreading.AttheGoallevelinmathematics,theachievementbetweenthesetwogroups is virtually the same, but in reading those with the CREC preschool experience scored 6.7 percentagepointshigher.Thesefiguresillustratetwopoints.First,thereisabenefittoacontinuousenrollmentinaCRECMagnetSchoolbeginninginpreschooluptothefirstyearofstandardizedtesting in grade 3. However, the size of the differences would also indicate that in spite of children not having a CREC preschool experience, they can and do thrive in the CREC Magnet School environment.

Figure 7. Grade 3 2012 CMT Achievement Comparison of CREC Magnet School Students who had a CREC Preschool Experience vs. CREC Magnet School Grade 3 Students without a CREC Preschool Experience

13


Mathematics Reading

91.3

83.9

54.3 54.8

76.172

60.9

54.2

CREC

State

0

10

20

30

40

50

60

70

80

90

100

14

OftheGrade6studentsinCRECMagnetSchoolsduringthe2011-12schoolyear,89.6percent(500outof558)werenewtotheCRECschoolsystem.WhileGrade6isacommonpointofentryforstudentstoenrollinCRECMagnetSchools,thereisasignificantnumberofstudentswhoenrollduring non-traditional enrollment grades. Figure 8 compares the achievement of students who enrolledinaCRECMagnetSchoolforthefirsttimeasagrade8studenttothosegrade8studentswho were enrolled in a CREC Magnet School since grade 6. Students with continuous enrollment from grade 6 to grade 8 have higher grade 8 achievement on the CMT in both mathematics and reading, suggesting a cumulative positive impact on student achievement long-term.

Figure 8. Achievement of Grade 8 Students Enrolled in a CREC Magnet School Since Grade 6 Compared to Newly Enrolled Grade 8 Students, 2012 Connecticut Mastery Test (CMT)


Mathematics Reading

80.7%

88.8%

56.1%

62.9%

87.9%89.6%

62.1%

71.3%

1st TimeCREC Student

Enrolled Since 6th Grade

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

CRECeducated430grade10studentsduringthe2011-12schoolyear;ofthese,100,or23.2percent, were in a CREC school since the 6th grade. Figure 9 compares the achievement of grade 10 students who were enrolled in a CREC Magnet School since the 6th grade to grade 10 students for whom the 2011-12 school year was only their second year in a CREC school. Students who have beenenrolledinaCRECMagnetSchoolsincethe6thgradesignificantlyoutperformtheirpeerswhoenteredaCRECMagnetSchoolforthefirsttimeasagrade9student.

Figure 9. 2012 CAPT Achievement Comparison of Grade 10 Students Enrolled in a CREC School Since Grade 6 to Grade 10 Students Enrolled in a CREC School Since Grade 9

15

ThedatapresentedinthelastthreegraphshighlightthebenefitofcontinuedenrollmentintheCRECMagnet School system, therefore supporting the concept of pathways between elementary, middle and high schools for magnet schools.


Mathematics Reading

75.5%

89.9%

38.2%

54.4%

79.4%

91.1%

43.5%

51.9%

1st Time CREC Student in 9th Grade


0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

A Comparison of Resident Students Attending a CREC Magnet School to Resident Students Attending a Local SchoolIn several instances, students who attend a CREC Magnet School outperform their home district. The data in Table 5 compares the reading achievement of students who attend a CREC magnet school, by their town of residence, to the performance of their home district. In virtually all cases, students who attend a CREC school outperform their peers who attend a school in their hometown in reading, inboththepercentatoraboveProficientandinthepercentatoraboveGoal.ThemostsizabledifferencesoccuramongthosestudentswhoresideinEastHartford,Hartford,andNewBritain.

Table 5. 2012 Reading Results, Connecticut Mastery Test*

16

Town

Students Enrolled in CREC Magnet Schools Home District Results





Bloomfield 84.4 72.7 77.9 60.8

East Hartford 82.5 67.5 59.4 43.6

East Windsor 94.3 88.6 80.2 67.1

Enfield 95.1 84.5 85.6 72.2

Glastonbury 91.5 87.3 93.1 85.6

Hartford 73.7 54.4 59.5 42.9

Manchester 89.2 77.5 77.7 63.9

NewBritain 82.3 66.9 46.4 30.8

South Windsor 97.7 86.4 93.3 84.9

Vernon 87.5 83.3 79.2 64.3

West Hartford 93.2 79.5 90.1 81.2

Wethersfield 96.2 88.5 88.3 75.9

Windsor 86.6 82.7 81 67.4

Windsor Locks 93.9 84.8 78.9 66.8

*ComparisonstohomedistrictresultsareinresponsetoCREC’saccountabilitytothe Connecticut State Department of Education and member school districts. Towns are represented if 20 or more students attend a CREC Magnet School.

Like reading, in virtually all cases, students who attend a CREC Magnet School outperform their home district. Table 6 presents the comparison of performance of students who attend a CREC magnet school to their home district results.

Table 6. 2012 Mathematics Results, Connecticut Mastery Test*

17

Town

Students Enrolled in CREC Magnet Schools Home District Results

Mathematics % At or Above

Proficient


Goal

Mathemtics % At or Above

Proficient

Mathemtics % At or Above

Goal

Bloomfield 84.4 53.2 83.7 56.8

East Hartford 86.4 58.1 66.3 39.3

East Windsor 94.3 77.1 83.1 61.4

Enfield 88.3 67 93.4 75.7

Glastonbury 95.8 88.7 96.1 86.3

Hartford 76 43.7 62.7 35.5

Manchester 91.7 67.1 82.6 59.9

NewBritain 80.8 50.8 47.2 23.8

South Windsor 97.7 90.9 95.2 81.7

Vernon 87.5 75 83.6 61.4

West Hartford 97.7 77.3 93.3 79.1

Wethersfield 100 80.8 92.2 77.2

Windsor 90.5 66.7 89.1 68.7

Windsor Locks 90.9 72.7 84.8 64.2

*ComparisonstohomedistrictresultsareinresponsetoCREC’saccountabilitytotheConnecticut State Department of Education and member school districts. Towns are represented if 20 or more students attend a CREC Magnet School.

Connecticut Academic Performance Test (CAPT) PerformanceOnthegrade10assessment,theConnecticutAcademicPerformanceTest(CAPT),theCRECMagnetSchoolshadincreasesinbothmathematicsandreadingattheGoallevel,butexperienceddeclinesinachievementattheProficientlevel.EspeciallynoteworthyistheincreaseinreadingattheGoallevel, at which CREC Magnet Schools improved by 8.6 percentage points, while statewide there was an increase of 2.7 percentage points (see Table 7).

Table 7. Comparison of Connecticut Academic Performance Test (CAPT) Achievement of CREC Magnet Schools and the State

18


Proficient


Goal

Reading % At or Above

Proficient

Reading % At or Above

GoalCREC State CREC State CREC State CREC State

2008-09 66.5 78.4 35.2 48.0 84.1 81.8 44.0 47.5

2009-10 71.2 78.8 37.7 48.9 88.3 82.9 35.0 45.9

2010-11 82.6 80.3 35.4 49.6 84.1 81.9 35.7 44.8

2011-12 79.6 78.8 42.4 49.3 82.3 80.9 44.3 47.5

Figure 10. 2012 CAPT Achievement Comparison of Grade 10 Students Enrolled in a CREC School Since Grade 6 to Grade 10 Students Enrolled in a CREC School Since Grade9

19


Mathematics Reading

75.5%

89.9%

38.2%

54.4%

79.4%

91.1%

43.5%

51.9%

1st Time CREC Student in 9th Grade


0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

A Continuous CREC Magnet School Education: Cohort Analysis of 2012 Grade 10 StudentsAsstatedearlier,CRECeducated430grade10studentsduringthe2011-12schoolyear;ofthese,100, or 23.2 percent, were in a CREC school since the 6th grade. When the 2012 CAPT achievement data are disaggregated based on the cohort of students who have been in a CREC school since grade 6,comparedtothosestudentswhowereinaCRECschoolforthefirsttimein10thgrade,adifferentstory emerges than that of the 2012 CAPT achievement results discussed above. Figure 10 compares the achievement of grade 10 students who were enrolled in a CREC Magnet School since the 6th grade to grade 10 students for whom the 2011-12 school year was only their second year in a CREC school.StudentswhohavebeenenrolledinaCRECMagnetSchoolsincethe6thgradesignificantlyoutperformtheirpeerswhoenteredaCRECMagnetSchoolforthefirsttimeasaGrade9student.

Table 9 shows the performance on the CAPT of economically disadvantaged students for the CREC Magnet Schools and the state. While there were decreases in the achievement of economically disadvantaged students in certain areas, students enrolled in CREC Magnet Schools continue to outperformeconomicallydisadvantagedstudentsstatewide.AttheGoallevelinreading,economicallydisadvantaged students outperformed those across the state by 14.4 percentage points.

Table 9. Connecticut Academic Performance Test (CAPT) Achievement of Economically Disadvantaged Students, CREC vs. State

20

Group Year

Mathematics Reading

% At or Above Proficient

% At or Above Goal% At or Above

Proficient% At or Above Goal

CREC State CREC State CREC State CREC State

Economically Disadvantaged

2009 45.5 51.9 19.5 17.0 74.0 59.8 22.1 19.1

2010 60.0 54.1 21.7 18.6 80.9 62.4 22.6 17.5

2011 74.8 57.5 27.4 19.9 81.3 61.7 28.4 16.9

2012 70.7 55.4 28.7 20.2 75.3 60.8 34.7 20.3

Subgroup PerformanceOntheCAPTin2012,black,Hispanic,andwhitestudentscontinuedtooutperformtheirpeersstatewide (see Table 8). In reading, for example, black students in CREC Magnet Schools outperformed black students statewide by 22.3 percentage points. Hispanic students outperformed their peers across the state in reading by 11.3 percentage points.

Table 8. Connecticut Academic Performance Test (CAPT) Achievement by Race, CREC vs. State

School Year

Mathematics % At or Above Proficient Reading % At or Above Proficient

Black Hispanic White Black Hispanic White

CREC State CREC State CREC State CREC State CREC State CREC State

2008-09 60.0 46.2 38.7 54.3 88.5 89.3 76.5 60.0 77.4 61.4 98.4 90.0

2009-10 66.1 49.2 55.2 55.5 89.3 89.2 87.8 63.0 81.0 64.7 94.7 90.5

2010-11 82.6 51.8 67.2 59.5 93.0 89.9 80.0 58.8 76.1 64.8 92.9 89.9

2011-12 73.0 50.4 75.6 56.3 90.8 89.1 82.0 59.7 73.8 62.5 90.8 89.1

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Closing the Achievement GapAs indicated earlier, a small proportion of students experience the continuum of a CREC education frommiddleschoolintothehighschoolyears.Over75percentofstudentswhotooktheCAPTina CREC Magnet School were enrolled in a CREC Magnet School only since the 9th grade. In spite ofthefactthatthemajorityofstudentswhotaketheCAPTarestillfairlynewtoCREC,themagnetschools continue to boast achievement gaps that are lower than those statewide. Table 10 shows the achievement gaps between black and white students, Hispanic and white students, and economically disadvantaged and non-economically disadvantaged students, within CREC schools, and statewide. AtboththeProficientandGoallevels,andinbothmathematicsandreading,theachievementgapissignificantlysmallerintheCRECMagnetSchools.

Table 10. Achievement Gap in CREC Magnet Schools Compared to the Achievement Gap in the State Overall, 2012 CAPT

Subgroup Comparisons

Mathematics Reading

Achievement Gap Points at the Proficient Level

Achievement Gap Points at the Goal

Level

Achievement Gap Points at the Proficient Level

Achievement Gap Points at the Goal

Level

Blackv.WhiteCREC 20.5 26.3 11.3 21State 38.7 46.2 29.4 39.9

Hispanic v. WhiteCREC 22.4 30.7 13.9 30.2State 32.8 41.2 26.6 36.9

Econ. Dis v. Non-Econ.Dis.

CREC 20.6 24.2 14.6 17.6State 33.1 41.3 28.5 38.7

UndertheCSDE’snewNCLBwaiverachievementgapsarealsoevaluatedbetweenspecificsubgroupsandthe“allstudents”group,withthetargetofthesegapstobefewerthan10points.Thenextseveral graphs show these comparisons based on the 2012 CAPT achievement data.

ThegapbetweentheblacksubgroupandallstudentsinCRECMagnetSchoolsissignificantlysmallerthanthesamegapstatewide(seeFigure11).Ofparticularnoteisthegapinreadingachievement.InCRECschools,thegapattheproficientlevelisonly3.2points,comparedto21.2pointsstatewide,andattheGoallevelthegapis7.6pointsinCRECschoolscomparedto28.8pointsstatewide.InallareasexcepttheGoallevelinmathematics,thedifferencebetweentheblacksubgroupandtheallstudents group is fewer than 10 points.

Figure 11. Achievement Gap between the Black Subgroup and the All Students Group

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ThedifferencebetweentheHispanicsubgroupandtheallstudentsgroupisalsosignificantlysmaller in CREC Magnet Schools as compared to the state. The greatest difference between CREC MagnetSchoolsandthestateisattheGoallevelinmathematics;inCRECschoolsthegapis15.4percentage points compared to 28.7 percentage points across the state.

Figure 12. Achievement Gap between the Hispanic Subgroup and the All Students Group


Mathematics Reading

0

10

20

30

40

50

60

11.6

22.5

15.4

28.7

5.8

18.416.8

25.8CREC

State


Mathematics Reading

0

10

20

30

40

50

60

9.7

28.433.7

3.2

21.2

7.6

28.8 CREC

State

11

Similar to the black and Hispanic subgroups, the difference between the economically disadvantaged and the all students group is smaller in CREC schools than it is statewide. The greatest difference is attheGoallevelinreading,inwhichthegapinCRECschoolsis10.5percentagepointscomparedto27.2 percentage points statewide.

Figure 13. Achievement Gap between the Economically Disadvantaged Subgroup and the All Students Group

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Mathematics Reading

0

10

20

30

40

50

60

13.9

23.4

15

29.1

7.8

20.1

10.5

27.2 CREC

State

DiscoveryAcademy(Pre-KtoGrade5)417 Franklin Avenue, Hartford, CT 06106860-296-2090Dr. Lynn C. Toper, Principal

Glastonbury-EastHartfordElementaryMagnetSchool(Pre-KtoGrade5)95OakStreet,Glastonbury,CT06033 860-622-5400 GlenPeterson,Principal

GreaterHartfordAcademyoftheArtsElementarySchool(Pre-KtoGrade5)206WestNewberryRoad,Bloomfield,CT06002860-726-9367Patricia Phelan, Principal

InternationalMagnetSchoolforGlobalCitizenship(Pre-KtoGrade5)21 Church Street, East Hartford, CT 06108860-282-0537 (K-5)656 Silver Lane, East Hartford, CT 06108860-895-9114 (Pre K)Cindy Rigling, Principal

The Preschool at the Medical Professions and Teacher Preparation Academy (Pre-K 3 and 4)10UnivacLaneat10TargetingCenter, Windsor, CT 06095860-298-0602Andrew Skarzynski, Principal

MontessoriMagnetSchool(Pre-KtoGrade6)1460BroadStreet,Hartford,CT06106860-757-6100MelissaGagne,Principal

MuseumAcademy(Pre-KtoGrade5)11TurkeyHillRoad,Bloomfield,CT06002 860-231-7800 ShandraBrown,Principal

Reggio Magnet School of the Arts(Pre-KtoGrade5)20 Security Drive, Avon, CT 06001860-674-8549Josephine DiPietro-Smith, Principal

UniversityofHartfordMagnetSchool(Pre-KtoGrade5)196BloomfieldAvenue, West Hartford, CT 06117860-236-2899 TimBarber,Principal

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CREC SchoolsPre-K and Elementary Schools

Academy of Aerospace and Engineering(Grades6to12)1289BlueHillsAvenue,Bloomfield,CT06002 860-243-0857(Grades6to8)DeloresBolton,Principal 15 Vernon Street, Hartford, CT 06106860-757-6300(Grades9to12)PaulBrenton,Principal

GreaterHartfordAcademyoftheArtsMiddleSchool(Grades6to8)140 Huyshope Avenue, Hartford, CT 06106860-724-0685BoRyan,Principal

GreaterHartfordAcademy oftheArts(Grades9to12)15 Vernon Street, Hartford, CT 06106 160-172 Huyshope Avenue, Hartford, CT 06106 860-757-6300 JeffOstroff,Principal

GreaterHartfordAcademyof Mathematics and Science: Half-DayProgram(Grades9to12)15 Vernon Street, Hartford, CT 06106860-757-6300PaulBrenton,Principal

Medical Professions and TeacherPreparationAcademy(Grades6to12)10UnivacLaneat10TargetingCenter, Windsor, CT 06095860-298-0602Andrew Skarzynski, Principal

MetropolitanLearningCenter(Grades6to12)1551BlueHillsAvenue,Bloomfield,CT06002 860-242-7834 Sasha Douglas, Principal

PublicSafetyAcademy(Grades6to12)117PostOfficeRoad,Enfield,Connecticut06082860-253-0274Dr. Leslie Torres-Rodriguez, Principal

TwoRiversMagnetMiddleSchool(Grades6to8)337 East River Drive, East Hartford, CT 06108860-290-5320Jean Privitera, Principal

TwoRiversMagnetHighSchool(Grades9-12)55 Van Dyke Avenue, Hartford, CT 06106860-422-7095Robert McCain, Principal

Middle and High Schools

Contact InformationBruce E. Douglas, Ph.D.Executive Director [email protected]

Denise M. GallucciDeputy Executive DirectorSuperintendent of [email protected]

Donald P. WalshDeputy Executive DirectorFinance & [email protected]

Sarah S. Ellsworth, Ph.D.Director of Data Analysis,Research & [email protected]

Office of CREC Schools860-524-4096www.recschools.org

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