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2013 NAEP Scores Show Need for More Systemic Education Reform

  • Nov 12, 2013
  • Ben Zimmer

The 2013 National Assessment of Educational Progress (NAEP) results released last week show little progress in educational achievement for Connecticut low-income and minority students, in spite of the state’s much-touted education reforms.  

As this CPI chart shows, fourth grade reading achievement was the only metric where low-income and minority students showed notable gains from 2011 to 2013.  In fourth grade math and eighth grade reading, achievement is largely unchanged from 2011.  And in eighth grade math low-income and minority student achievement has actually regressed in the last two years. 

While we shouldn’t read too much into one year of results, the NAEP scores support the position the CPI has articulated since Connecticut’s education reform bill was passed in 2012 – that while the bill includes several positive steps on the margins, it fails to enact the systemic changes necessary to close the state’s achievement gap, which remains the largest in the country. 

Most recently, the CPI policy paper Closing Connecticut’s Achievement Gap Through Public School Choice recommends ways to improve low-income and minority student achievement through greater and more effective use of public school choice.

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