This section offers a glimpse at district and school enrollment, student learning needs, and the race and ethnicity of students and teachers.
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Please note all student racial and ethnic demographic information is self-reported.
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A growing body of academic research has found having a teacher of the same race or ethnicity can benefit students in a number of ways. See how the racial demographics of the selected district's or school's teachers compare to its student body. Please note that all racial and ethnic demographic information is self-reported.
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This section takes a look at district and school spending, where education funding comes from, and special education costs. For more information about how Connecticut schools are funded, visit our website (schoolstatefinance.org) or send us a message through the app if you have questions about data, funding disparities, or anything else related to school finance.
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This section displays data on student performance and chronic absenteeism. Student performance is a complex issue that can be impacted by a variety of factors and evaluated using a number of different metrics. To be consistent in how performance data is displayed and compared, this section looks at average student performance for districts and schools on standardized tests for English/language arts, math, and science.
Scores below represent the average performance of students in the selected :entity on standardized tests for English/Language Arts, including the SBAC (grades 3-8), the CT Alternate Assessment (grades 3-8), and the SAT (grade 11). These scores, also known as "Performance Indexes," are measured on a scale of 0-100 with a score of 75 being the State of Connecticut's performance target for districts and schools.
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Every student comes to school with different learning needs and experiences. While these needs and experiences do not define a student or their intelligence, abilities, or potential, in some instances they can affect a student’s academic performance.
Three learning needs that academic research has routinely recognized as potentially impacting a student’s performance, or necessitating additional resources or supports, are: if the student is economically disadvantaged (i.e. qualifies for free or reduced-price lunch), if the student is a multilingual learner, or if the student has a disability that requires special education services.
The chart below details and compares the average performance on standardized tests for English/Language Arts for students in the selected District who meet one or more of the learning need categories mentioned above. The overall state average performance on the tests, as well as the state’s performance target, are also included in the chart.
To switch between the charts for the Selected District and a Comparison District, please click the respective buttons above the chart. If there is no bar on the chart for a specific need category, there are either no students attending the selected District who meet that category or, due to the low number of students meeting that category, the data has been suppressed by the Connecticut State Department of Education to ensure student confidentiality.
ELA Performance Score
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A student's race or ethnicity is not connected to their intelligence, abilities, or work ethic. When examining student performance data, however, it is important to note that decades of discriminatory policies, prejudicial practices, and inequitable resources have resulted in significant racial disparities in Connecticut education funding that have impacted the learning, opportunities, and educational environment of students of color. One area where these impacts can be revealed is student performance.
The chart below details, by self-reported race and ethnicity, the average performance on standardized tests for English/Language Arts for students in the selected District. The overall state average performance on the tests, as well as the state's performance target, are included in the chart as well.
To switch between the charts for the Selected District and a Comparison District, please click the respective buttons. If there is no bar on the chart for a specific race or ethnicity, there are either no students attending the selected District who identify as that demographic or, due to the low number of students identifying as that demographic, the data has been suppressed by the Connecticut State Department of Education to ensure student confidentiality.
ELA Performance Score
by Student Race/Ethnicity
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Scores below represent the average performance of students in the selected :entity on standardized tests for mathematics, including the SBAC (grades 3-8), the CT Alternate Assessment (grades 3-8), and the SAT (grade 11). These scores, also known as "Performance Indexes," are measured on a scale of 0-100 with a score of 75 being the State of Connecticut's performance target for districts and schools.
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Every student comes to school with different learning needs and experiences. While these needs and experiences do not define a student or their intelligence, abilities, or potential, in some instances they can affect a student's academic performance.
Three learning needs that academic research has routinely recognized as potentially impacting a student's performance, or necessitating additional resources or supports, are: if the student is economically disadvantaged (i.e. qualifies for free or reduced-price lunch), if the student is a multilingual learner, or if the student has a disability that requires special education services.
The chart below details and compares the average performance on standardized tests for mathematics for students in the selected District who meet one or more of the learning need categories mentioned above. The overall state average performance on the tests, as well as the state’s performance target, are also included in the chart.
To switch between the charts for the Selected District and a Comparison District, please click the respective buttons above the chart. If there is no bar on the chart for a specific need category, there are either no students attending the selected District who meet that category or, due to the low number of students meeting that category, the data has been suppressed by the Connecticut State Department of Education to ensure student confidentiality.
Math Performance Score
by Student Need
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A student's race or ethnicity is not connected to their intelligence, abilities, or work ethic. When examining student performance data, however, it is important to note that decades of discriminatory policies, prejudicial practices, and inequitable resources have resulted in significant racial disparities in Connecticut education funding that have impacted the learning, opportunities, and educational environment of students of color. One area where these impacts can be revealed is student performance.
The chart below details, by self-reported race and ethnicity, the average performance on standardized tests for mathematics for students in the selected District. The overall state average performance on the tests, as well as the state's performance target, are included in the chart as well.
To switch between the charts for the Selected District and a Comparison District, please click the respective buttons. If there is no bar on the chart for a specific race or ethnicity, there are either no students attending the selected District who identify as that demographic or, due to the low number of students identifying as that demographic, the data has been suppressed by the Connecticut State Department of Education to ensure student confidentiality.
Math Performance Score
by Student Race/Ethnicity
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Scores below represent the average performance of students in the selected :entity on standardized tests for science, including the Next Generation Science Standards Assessment (grades 5, 8, and 11) and Connecticut Alternate Science Assessment (grades 5, 8, and 11). These scores, also known as "Performance Indexes," are measured on a scale of 0-100 with a score of 75 being the State of Connecticut's performance target for districts and schools.
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Every student comes to school with different learning needs and experiences. While these needs and experiences do not define a student or their intelligence, abilities, or potential, in some instances they can affect a student's academic performance.
Three learning needs that academic research has routinely recognized as potentially impacting a student's performance, or necessitating additional resources or supports, are: if the student is economically disadvantaged (i.e. qualifies for free or reduced-price lunch), if the student is a multilingual learner, or if the student has a disability that requires special education services.
The chart below details and compares the average performance on standardized tests for science for students in the selected District who meet one or more of the learning need categories mentioned above. The overall state average performance on the tests, as well as the state's performance target, are also included in the chart.
To switch between the charts for the Selected District and a Comparison District, please click the respective buttons above the chart. If there is no bar on the chart for a specific need category, there are either no students attending the selected District who meet that category or, due to the low number of students meeting that category, the data has been suppressed by the Connecticut State Department of Education to ensure student confidentiality.
Science Performance Score
by Student Need
No data to display.
A student's race or ethnicity is not connected to their intelligence, abilities, or work ethic. When examining student performance data, however, it is important to note that decades of discriminatory policies, prejudicial practices, and inequitable resources have resulted in significant racial disparities in Connecticut education funding that have impacted the learning, opportunities, and educational environment of students of color. One area where these impacts can be revealed is student performance.
The chart below details, by self-reported race and ethnicity, the average performance on standardized tests for science for students in the selected District. The overall state average performance on the tests, as well as the state's performance target, are included in the chart as well.
To switch between the charts for the Selected District and a Comparison District, please click the respective buttons. If there is no bar on the chart for a specific race or ethnicity, there are either no students attending the selected District who identify as that demographic or, due to the low number of students identifying as that demographic, the data has been suppressed by the Connecticut State Department of Education to ensure student confidentiality.
Science Performance Score
by Student Race/Ethnicity
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A student is considered chronically absent if they miss, for any reason, 10% of more of the total number of days in the school year. Students in pre-kindergarten are excluded from chronic absenteeism data.
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