Connecticut

MODERATE PROFICIENCY and LOW ACCESS
COMBINED NATIONAL OPPORTUNITY TO LEARN/PROFICIENCY STATE RANK: 11th
Opportunity to Learn Index Score: 32% (44th)
Percentage of Students at National Proficient Level or Above: 37% (Tied-5th)

 

Disadvantaged Student Group (1) Opportunity to Learn
(compared to White, non-Latino students
Native American 92%         
Black 33%         
Latino 30%         
Poverty (FARL) (2) 30%         

Connecticut’s Black, Latino and Native American students, combined, have less than a third of the opportunity to attend the state’s best-supported, best-performing schools than the state’s White, non-Latino students (3). A low-income student also has less than a third of the opportunity to learn of an average White, non-Latino student. But Connecticut ranks 11th among the states when the Opportunity to Learn of the state’s historically disadvantaged students is combined with a measure of educational quality.

Opportunity to Learn Core Resource Resource Access Rank
Access to High Quality Early Childhood Education (4) 4th         
Access to Highly Qualified Teachers (5) 34th         
Access to Instructional Materials (6) 3rd         
Access to College Preparatory Curriculum (7) 34th        

The key Opportunity to Learn resources used in this report are high quality early childhood education, highly effective teachers, well-funded instructional materials and a college preparatory curriculum. All students must have equitable access to key educational resources if they are to have equitable opportunities for success.

Key Research Findings: Connecticut is one of a group of states with average to high graduation rates, a comparatively low percentage of students from disadvantaged groups and comparatively high funding for instruction. Connecticut schools with greater percentages of teachers with Masters or higher degrees have more students scoring at the Proficient or Advanced level on Reading and Mathematics assessments. This effect is enhanced for Reading scores by smaller class sizes.

Opportunity for Success 

Native American, Asian American, Black, Latino and low-income students are more likely than White, non-Latino students in Connecticut to be disadvantaged by attending schools where they have little chance of becoming proficient in basic skills and graduating on time. Black, Latino and low-income students are four times as likely to find themselves in these schools than are White, non-Latino students.

 

Dividing the percentages of Native American, Black and Latino students in these “drop-out factories” by the percentage of White, non-Latino students in those schools gives us the comparative disadvantage of each group: (Higher numbers are worse: more of a disadvantage)

Group Comparative Disadvantage
Native American students 190%         
Asian American students* 155%         
Black, non-Latino students 420%         
Latino students 390%         
Low income students 380%         
Comparison is to all White, non-Latino students 100%         
 
 

Taking steps to improve access to key resources, improving the teacher-to-student ratio and increasing the percentage of highly effective teachers in the state’s less effective schools will improve the Opportunity to Learn of the state’s minority and low-income students.

Economic Consequences(8)

Total Annual Economic Burden to Taxpayers Because of Inequity: $881 million(9)

Potential Return on School Improvement Investment:
(Differences attributable to high school graduation per annual cohort)
250%
 
State Annual Total Lifetime Health Loss
 
$173 million
 
State Annual Crime-Related Loss
 
$114 million
 
State Tax Losses (Lifetime)
 
$594 million
 
Annual Lost Lifetime Earnings
(Difference attributable to high school graduation per annual cohort)
$1.2 billion
 
Net Annual Potential Revenue Increase from Equity
(After deducting estimated cost of improving schools)
$543 million

Social and Civic Consequences

Changes attributable to educational equalization with White, non-Latino students:

College Graduation (25 years of age+)(10)
Increase Expected Attributable to Equitable Access
 
  Black, Latino, Native American (total) 159%
 
Employment (11)
Increase Expected Attributable to Equitable Access
 
  With High School Diploma 3%
  Further Increase with Bachelor's Degree 5%
 
Income(12)
Increase Expected Attributable to Equitable Access
 
  With High School Diploma 37%
  Further Increase with Bachelor's Degree 68%
 
Health(13)
Increase Expected Attributable to Equitable Access
 
  Black, non-Latino 30%
  Latino 31%
 
Civic Engagement(14) (National Election Participation)
 
  Increase Expected Attributable to Equitable Access 4%
 
Incarceration(15)
Decrease Expected Attributable to Equitable Access to Education
 
  Black, non-Latino -87%
  Latino -70%

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* Performance for sub-groups of the Asian American populations (Hmong, Cambodian, etc.) varies drastically. Further federal and state disaggregation of data is needed to more accurately speak to performance results of Asian Americans.

(1) Enrollments (2005/6): Native American (35,393), Asian American (9,245), Black, non-Latino (6,151), Latino (5,648), White, non-Latino (76,851), FARL (41,872).
(2) Students eligible for Free and Reduced Price Lunch. This measure is similar to the children living in poverty: Native American (32%), Asian American (20%), Black, non-Latino (N/A), Latino (24%), White, non-Latino (9%).
(3) The NAEP percentage of all public school students scoring at or above proficiency for Grade 8 Reading is used as a proxy for system quality.
(4) Access for 4-year-olds: NIEER Yearbook.
(5) Ratio of disadvantaged to advantaged student access: State Consolidated Performance Reports for School Year 2004/5 in Peske, Heather G. and Kati Haycock: Teaching Inequality: How Poor and Minority Students are Shortchanged on Teacher Quality. The Education Trust, June 2006.
(6) NCES.
(7) Access to AP Math; USED/OCR.
(8) Earnings and Revenue: Levin, Henry. The Costs and Benefits of an Excellent Education for All of America’s Students. Columbia University, January 2007.
(9) Numbers are rounded.
(10) U.S. Census, American Community Survey (ACS), 2006.
(11) ACS.
(12) ACS.
(13) National Survey of Children’s Health, Indicator 6.1.
(14) Potential Civic Engagement is represented by national voting rates by educational attainment applied to adult educational attainment of the state. U.S. Census Bureau. Voting and Registration in the Election of November 2004; American Community Survey, Educational Attainment Adult Population. 2004 Voting Turnout Rate from United States Election Project: elections.gmu.edu/Turnout_2004G.html
(15) Bureau of Justice Statistics, Special Report: Education and Correctional Populations, January 2003.