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Condition of Education 2013-14 - EdSight busy
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Transcript of Condition of Education 2013-14 - EdSight busy
Foreword
The Condition of Education in Connecticut is the Connecticut State Department
of Education’s (CSDE) yearly status report on public education in the state. It
fulfills the requirements under Section 10-4(b) of the Connecticut General
Statutes.
The Condition of Education presents indicators that describe the progress of the
public education system, the characteristics of its students and educators, and
the resources expended. The report also incorporates key indicators around
student engagement and student readiness for college and careers.
Next year, the CSDE will incorporate results from the new Smarter Balanced
assessments into its updated accountability system. This system will include
multiple measures of a student’s experience – including academic achievement,
chronic absenteeism, college and career readiness, and a well-rounded
education. Such a holistic approach will ensure that the accountability system
more fully represents the successes achieved by our students, teachers, school
leaders, and district administrators. It will also inform program improvement
efforts that are aimed at closing Connecticut’s achievement gap.
Dr. Dianna R. Wentzell, Interim Commissioner
Connecticut State Department of Education
i
Contents
Section Page
Foreword i
The Education System 1
Schools by School Type 2
Students 3
Public School Enrollment 4
Public School Enrollment by Race/Ethnicity 5
Economic Need 6
Full-day Kindergarten Enrollment 7
Special Education 8
English Language Learners 9
Languages Spoken at Home 10
Connecticut’s Adult Learners 11
Educators 12
Certified Staff Members 13
Demographics of School Staff 14
Instruction and School Climate 15
School Discipline 16
Chronic Absenteeism 17
Time Students with Disabilities Spent with Nondisabled Peers 18
Access to Advanced Placement Courses 19
Adult Education Programs 20
Resources and Budgeting 21
Expenditures 22
College and Career Readiness 23
SAT Reasoning Test 24
Advanced Placement 25
Connecticut Physical Fitness Assessment 26
Graduation Rates 27
Adult Education Diplomas Granted 28
College Enrollment of Connecticut Public High School Graduates 29
College Completion in Six Years 30
The Education
System
1
The Education System
2
Number of Operating Public Elementary and Secondary
Schools by School Type
Adult education programs include 44 local school districts, two
regional educational service centers and 11 cooperating eligible
entities that serve all 169 towns in Connecticut per state statute.
Twelve other organizations are funded solely through federal grant
initiatives.
School Type (maximum grade range in parentheses)
Count
Pre-K Only 36
Elementary Schools (PK-6) 543
Elementary & Middle School Grades (PK-8) 139
Elementary, Middle, & High School Grades (PK-12) 26
Middle Schools (6-8) 137
Middle & High School Grades (6-12) 51
High Schools (9-12) 229
Total 1,161
Schools Count
Public Elementary & Secondary 1,040
Regional Educational Service Centers 58
Public Charter 18
CT Technical High Schools 17
Endowed Academies 3
State Agency 25
Students
3
Students
Statewide enrollment has steadily declined since 2004-05. In 2013-14, enrollment was
5.5 percent lower than it was in 2004-05.
Public School Enrollment
4
400,000
425,000
450,000
475,000
500,000
525,000
550,000
575,000
600,000
2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14
Nu
mb
er
of
Stu
de
nts
En
rolle
d
Academic Year
Connecticut Public School Enrollment (PK-12)
5
Public School Enrollment by Race/Ethnicity
Students
As the overall number of students has decreased over the past decade, the percentage of
students who are from racial and/or ethnic minorities has risen. Most of this growth has been
in the Hispanic population. In October 2010, 37.8 percent of students represented racial or
ethnic minorities; in October 2013, that percentage was 41.6. Historically, nonwhite
populations were concentrated in a small number of schools, but over the years the state’s
districts are becoming increasingly diverse. Nonwhite students made up 70 percent or more of
the demographic in 301 schools, and 20 percent or less of the demographic in 415 schools.
Native Hawaiian/Pacific
Islander 0.1%
American Indian/Alaska
Native 0.3%
Two or more races 2.4%
Asian 4.7%
Black/African American
12.9%
Hispanic/Latino 21.2%
White 58.5%
Native Hawaiian/PacificIslander
American Indian/AlaskaNative
Two or more races
Asian
Black/African American
Hispanic/Latino
White
Distribution Analysis of Nonwhite Students by School, 2013-14
6
Students
Connecticut’s student body is composed of more low-income students than ever before.
The CSDE uses eligibility for free or reduced-price meals under the National School
Lunch Program as an indicator of poverty, since federal nutrition program eligibility is
based on household size and income.† The percentage of eligible students rose last year to
an all-time high of 37.1 percent. To better support these students, 749 schools across the
state participated in the USDA School Breakfast Program in 2013-14, a 20 percent
increase from 2011-12.
Economic Need
† In 2013-14, a family of four needed to earn less than $30,615 for a child to receive free meals and less than $43,568
to receive reduced-price meals, according to the USDA Food and Nutrition Services.
26.6 26.9 27.3 28.7
30.3
32.9 34.4
35.2 36.7 37.1
20
22
24
26
28
30
32
34
36
38
2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14
Pe
rce
nt
Elig
ible
Academic Year
Percentage of Students Eligible for Free or Reduced Priced Meals
624 670
749
0
100
200
300
400
500
600
700
800
2011-12 2012-13 2013-14
Nu
mb
er o
f Sc
ho
ols
Federal Fiscal Year (October Data)
Public Schools Participating in the USDA School Breakfast Program
7
Students
The number of school districts offering full-day kindergarten has been growing in recent
years. In 2013-14, nearly 88 percent of kindergarteners were enrolled in full-day
kindergarten across the state. This represents an all-time high and an increase of 25
percentage points from 2011-12.
Kindergarten Enrollment
62.8%
73.6%
87.8%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2011 2012 2013
Pe
rce
nta
ge o
f K
ind
erg
artn
ers
Academic Year
Percentage of Students Enrolled in Full-Day Kindergarten
Special Education
In 2013-14, there were 66,132 Connecticut public school students in Grades K-12, or 12.4
percent of total enrollment, who required special education services. The special education
incidence rate has risen slightly over the past four years from 11.6 percent in 2010-11.
The Individuals with Disabilities Education Act (IDEA) requires investigation of
disproportionate representation in the identification of students with disabilities, by race and
ethnicity. In 2013-14, district-level investigations revealed that the most common groups that
were disproportionately identified were the following: white students with autism or with
learning disabilities and Hispanic students with speech/language impairments. Of the districts
with data of concern, upon investigation none were found to have disproportionate identification
as a result of inappropriate policies, practices, or procedures. At the state level, black/African
American students are found to be almost twice as likely as their nonblack peers to be identified
with emotional disturbance and intellectual disability, although only one district had data of
concern in this area.
8
Students
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Autism SeriousEmotional
Disturbance
IntellectualDisability/MR
LearningDisability
Other HealthImpairment
Other Disability Speech/Language
Impairment
Pe
rce
nta
ge o
f SW
D
Percentage of Students with Disabilities, Ages 6-21: Disability Type by Race/Ethnicity, 2013-14
White
Two or More Races
Native Hawaiian orOther Pacific Islander
Hispanic Latino of anyrace
Black or AfricanAmerican
Asian
American Indian orAlaska Native
11.5% 11.6% 11.6% 11.6% 11.7% 12.1% 12.4%
0%
5%
10%
15%
20%
25%
2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14Stu
de
nts
wit
h D
isab
iliti
es
Enro
llme
nt
Academic Year
Prevalence of Students with Disabilities K-12
English Language Learners
The percentage of students who are English Learners (EL) has been increasing slightly
since 2009-10. In 2013-14, 5.9 percent of Connecticut's public school students were
English Learners. Eight hundred eighty-seven schools had fewer than 10 percent EL
population. There were 210 schools whose student body was composed of 10 percent or
more English Learners.
9
Students
Distribution of English Language Learner Rates by School, 2013-14
5.5% 5.6% 5.6% 5.8% 5.9%
0%
1%
2%
3%
4%
5%
6%
7%
8%
9%
10%
2009-10 2010-11 2011-12 2012-13 2013-14
Pe
rce
nta
ge o
f St
ud
en
ts w
ho
are
ELL
Academic Year
Percentage of Students who are English Language Learners
Languages Spoken at Home
In the 2013-14 school year, Connecticut’s English Learners student subpopulation spoke
136 different non-English languages. While most districts only had to accommodate a few
languages, there were 35 districts whose EL student subpopulations spoke 20 or more
different non-English languages.* The table below shows the most prevalent languages
spoken in these students’ homes.
10
Students
*School districts must provide all English language learners with services to assist them in becoming
proficient in the English language. Schools that have 20 or more students who are not proficient in English
and speak the same language are required to offer a program of bilingual instruction in the following school
year.
15 Most Prevalent Non-English Languages in
Connecticut Schools, 2013-14
Language
Number of Students
with Non-English
Dominant Language
Spanish 51744
Portuguese 2993
Polish 2276
Mandarin 2197
Creole-Haitian 1800
Arabic 1789
Albanian 1281
Vietnamese 1251
Urdu 1198
Russian 856
Gujarati 789
French 755
Serbo-Croatian 679
Cantonese 668
Bengali 651
Students
11
Connecticut’s Adult Learners†
Connecticut’s adult education programs operate in their local communities to assist
adults in obtaining the knowledge and skills necessary for employment, self-sufficiency
and citizenship; becoming full partners in the educational development of their own
children; and completing their secondary school education.
Connecticut law requires that adult education services be provided by local school
districts free of charge to any adult, 17 years of age or older, who is not enrolled in a
public elementary or secondary school program. In 2013-14, Connecticut adult education
programs served 24,571 adult learners.
† Note: Data represent unduplicated counts; individuals are reported only once regardless of the
number of classes in which they were enrolled. For example, if a student is enrolled in four different
high school completion classes, he or she is counted one time.
Note: The Total Enrollment for years 2011-2012 and later does not include those learners enrolled only
in Spanish GED programs.
Source: Connecticut Adult Reporting System (CARS) database and Statewide Program Profile 2013-14.
31,185 31,243
28,539
26,096 25,662 24,571
0
5,000
10,000
15,000
20,000
25,000
30,000
35,000
2008-09 2009-10 2010-11 2011-12 2012-13 2013-14
Nu
mb
er
of
Lear
ne
rs
Fiscal Year
Total Adult Education Enrollment
Educators
12
General education and special education teachers combined constitute 81.3 percent of Full-
time Equivalent (FTE) certified staff. The ranks of regular classroom teachers have declined
by 1.8 percent since 2007-08, while the number of FTE administrators rose by 4.9 percent over
the same period.
Certified Staff Members
Educators
13
† Full-time equivalent (FTE) is derived by dividing the amount of time a person works by the time required of a
corresponding full-time position. A full-time position is considered to be 1.0 FTE. For example, a teacher who works two
of the five days per week would be a .4 FTE (2 days/5 days = .4 of full time or .4 FTE).
Total Full-time Equivalent† Certified Staff Count = 51,915.55
6.7%
0.1%
6.3%
70.0%
5.4%
0.2% 11.3%
Certified Staff Members: Full-time Equivalent by Assignment Type, 2013-14
Administrators
Adult Education
Counselors, Social Workers,Psychologists
General Education Teachers
Instructional Specialists
Other Professionals
Special Education
14
Demographics of School Staff
While Connecticut’s student population is somewhat diverse, with nonwhite students
comprising 41.6 percent of the student body, Connecticut’s teaching force is quite
homogeneous. Nearly 92 percent of certified school staff are white, 3.6 percent are
Hispanic/Latino, 3.5 percent are black, and 1 percent are Asian. Only 0.1 percent of
certified staff are Native American.
Educators
Native American 0.1%
Asian 1.0%
Black 3.5%
White 91.7%
Hispanic 3.6%
Certified School Staff by Race/Ethnicity, 2013-14
Instruction and
School Climate
15
16
School Discipline
The Connecticut State Department of Education collects sanction data, which
includes in-school suspensions (ISS), out-of-school suspensions (OSS), and
expulsions (EXP). Districts are required to report all incidents that result in a
sanction.
In the 2013-14 school year, 7.5 percent of all students received at least one ISS, OSS
or EXP sanction. Black or African American and Hispanic students are suspended at
substantially higher rates than their white counterparts.
School Climate
7.5% 10.1%
1.8%
17.3%
11.9%
8.2% 7.6%
4.1%
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50%
StateAverage
AmericanIndian or
Alaska Native
Asian Black orAfrican
American
HispanicLatino of any
race
NativeHawaiian orOther Pacific
Islander
Two or MoreRaces
White
Per
cen
tage
of
Stu
den
ts
Suspension/Expulsion Rates by Race/Ethnicity, 2013-14
2011-12 2012-13 2013-14
17
Chronic Absenteeism
School Climate
Chronic absenteeism is defined as missing 10 percent or greater of the total number of
days enrolled in the school year for any reason. It includes both excused and unexcused
absences. Several research studies have highlighted the association of chronic
absenteeism to student academic achievement and high school graduation. Factors that
contribute to chronic absence include inadequate healthcare, high family mobility, low
maternal education, food insecurity, ineffective parent engagement, and high levels of
community violence.
Connecticut’s state wide chronic absenteeism rate for students in Grades K-12 was 10.7
percent in 2013-14. This translates to over 56,000 students. There was considerable
variation among districts, as well as among factors such as race/ethnicity, free or
reduced-price meal eligibility, special education status, and ELL status.
12.2
6.4
15.7
18.1
10.6 10.9
7.2
0
5
10
15
20
25
AmericanIndian or
AlaskaNative
Asian Black orAfrican
American
HispanicLatino of any
race
NativeHawaiian orOther Pacific
Islander
Two or MoreRaces
White
Pe
rce
nta
ge o
f St
ud
en
ts
Ch
ron
ical
ly A
bse
nt
Chronic Absenteeism Rates by Race/Ethnicity
2011-12
2012-13
2013-14
15.7
18.1 18.5 18.0
19.9
9.1
0
5
10
15
20
25
Black or AfricanAmerican
HispanicLatino of any
race
Student's withDisabilities
ELL Students Eligible for FreePriced Meals
Eligible forReduced Priced
Meals
Pe
rce
nta
ge o
f St
ud
en
ts
Ch
ron
ical
ly A
bse
nt
Chronic Absenteeism by High Risk Subgroups
2011-12
2012-13
2013-14
Time Students with Disabilities Spent with Nondisabled Peers
For students with disabilities, time spent with nondisabled peers is an important indicator of
access to the general curriculum. It is also a demonstration of students being educated in their
least restrictive setting; this complies with the federal Individuals with Disabilities Education
Act (IDEA) requirement that students with disabilities be educated with their nondisabled peers
to the maximum extent appropriate. While 69.6 percent of all students with disabilities spent at
least 80 percent of time with nondisabled peers, there is significant variation across the primary
disability types. Of all students with an intellectual disability (ID), only 35.6 percent spent 80-
100 percent of their time with nondisabled peers in 2013-14, compared to 79.6 percent of
students with a learning disability (LD). Similarly, 45.3 percent of students with an emotional
disturbance (ED) spent 80-100 percent of their time with nondisabled peers, compared to 85.1
percent of students with a speech or language impairment (SLI).
18
Instruction
*Other Health Impairment (OHI)
51.6%
45.3%
35.6%
79.6%
74.9%
47.6%
85.1%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
Autism ED ID LD OHI* Other SLI
Pe
rce
nta
ge o
f ti
me
SW
D S
pe
nt
wit
h N
on
dis
able
d P
ee
rs
Primary Disability Type
Percent of Students (K-12) who Spend 80-100% of Time with Nondisabled Peers by Primary Disability Type, 2013-14
19
Access to Advanced Placement Courses
Instruction
An increasing number of schools are making Advanced Placement exams available to their
students. In 2013-14, 16.8 percent more schools offered AP exams than a decade earlier.
154 153
159
162
166 166
169
167
172
174
140
145
150
155
160
165
170
175
180
2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14
Nu
mb
er
of
Sch
oo
ls
Academic Year
Number of Schools Offering Advanced Placement Exams
20
Adult Education Programs
Source: Connecticut Adult Reporting System (CARS) database and Statewide Program Profile 2013-14.
Adult learners participate in one of the following state-mandated adult education
instructional programs: citizenship preparation; English as a second language (ESL); adult
basic literacy education; or one of three secondary school completion programs (i.e.,
General Educational Development (GED), Adult High School Credit Diploma, or National
External Diploma).
In 2013-14, 61 percent of adult learners participated in basic literacy or secondary school
completion programs, while 39 percent of learners participated in ESL or citizenship
programs.
Instruction
26.5%
2.7%
36.2%
33.4%
1.2%
Adult Education Enrollment by Program Type, 2013-14
Adult Basic Education (ABE) /General Education Development(GED) PreparationCitizenship
English as a Second Language(ESL)
Adult High School Credit DiplomaProgram
National External DiplomaProgram
Resources and
Budgeting
21
In 2013-14, the state’s overall school expenditures (excluding investments in land, buildings
and debt) totaled $8.4 billion. Instructional staff and services represented a majority of the
total expenditures; 56 cents out of every education dollar was devoted to this area.
Expenditures
† A portion of the cost of students tuitioned out was sent to other Connecticut public school districts and, therefore, is also
included under the various expenditure categories.
22
Resources and Budgeting
Instructional Staff and Services
56%
Transportation 6%
Student Support Services
6%
Students Tuitioned Out 5%
Instructional Supplies and Equipment
2%
Plant Operation and Maintenance
10%
Administration and Support Services
11%
Instruction and Educational Media
Services 3% Other
1%
Expenditures† by Category 2013-14
College and Career
Readiness
23
The SAT is one of the nation’s most commonly used college readiness assessments. Beginning
with the 2006 administration of the SAT, the test consists of three sections, with the addition of a
writing assessment to the previously existing mathematics and critical reading (formerly verbal)
assessments. All three assessments are graded on a scale of 200 to 800 points. The College Board
has determined a composite score of 1550 to be representative of career and college readiness.
Overall, 44.7 percent of the 2014 Connecticut public high school senior class who took the SAT
met the college and career readiness standard. This is a slight decline from 2013 when 45
percent of the senior class who took the SAT met the standard. As with other measures of student
achievement, varying performance levels are evidenced among students from different
racial/ethnic backgrounds; 13 percent of black or African American and 20 percent of Hispanic
students met the standard as compared to 55 percent of white students and 57 percent of Asian
students.
SAT Reasoning Test†
24
College and Career Readiness
† The source for these data is the College Board.
44.7%
29.8%
57.1%
13.4%
19.8%
55.1%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Overall American Indian orAlaska Native
Asian, Asian-American, or Pacific
Islander
Black or AfricanAmerican
Hispanic White
Pe
rce
nta
ge o
f Se
nio
rs w
ho
To
ok
the
SA
T an
d a
re C
olle
ge a
nd
Car
ee
r R
ead
y
Student Groups
Percent of Seniors who met the Career and College Readiness Standard by Race/Ethnicity
2012
2013
2014
The Advanced Placement (AP) program is a rigorous high school program of college-level
courses and examinations. Connecticut was ranked second nationwide with 30.8 percent of its
2014 high school graduates scoring 3 or better on at least one AP exam during high school and
ranked most improved in the nation with an increase of 14.4 percentage points over the last
decade. While the traditional performance gaps evidenced in other metrics were also evidenced
in these data, there were some bright spots. Twelve Connecticut districts also made the AP Honor
Roll, which recognizes and honors those outstanding school districts that simultaneously
increase access to AP coursework while increasing the percentage of students earning scores of 3
or higher on AP exams. The districts were East Granby, Fairfield, Greenwich, Montville,
Newington, Oxford, Region 1, Region 8, Region 17, Region 16, Ridgefield, and Stratford.
Advanced Placement†
25
College and Career Readiness
† The source for these data is the College Board.
Connecticut Physical Fitness Assessment
The Connecticut Physical Fitness Assessment program (CPFA) includes a variety of health-
related physical fitness tests designed to assess muscle strength, muscular endurance,
flexibility, and cardiovascular fitness. Statewide, only slightly more than half of students in the
tested grades (4, 6, 8 & 10) met the “Health” standard on all four assessments in 2013-14.
26
College and Career Readiness
50.6 51.1 51.1
0
10
20
30
40
50
60
70
80
90
100
2011-12 2012-13 2013-14
Pe
rce
nta
ge o
f St
ud
en
ts P
assi
ng
all
Fou
r Fi
tne
ss A
sse
ssm
en
ts
Academic Year
Percentage of Students Reaching Health Standard of CT Physical Fitness Assessment
Graduation Rates
The four-year graduation cohort rate is the percentage of first-time ninth graders who
graduate in four years or less with a regular high school diploma. Overall, Connecticut’s
four-year graduation rate has increased over the past four years from 82.7 percent for the
cohort of 2011 to 87 percent for the cohort of 2014. The graduation rates for students who
are black, Hispanic, or eligible for free or reduced-priced meals has increased at a rate that is
greater than the state average. However, the four-year graduation rates for English Language
Learners and students with disabilities continues to be substantially lower and has only
shown modest improvement in the past four years.
27
College and Career Readiness
Source: CSDE data and calculations
Note: The race categories that were created in 2012—Native American or Alaska Native, Hawaiian or Pacific Islander, and Two
or More Races are not included in the above graph because they do not yet have prior years of data. To see the complete data,
please go to: http://www.sde.ct.gov/sde/cwp/view.asp?a=2758&q=334898.
87.0 84.1
90.1
78.6 74.0
92.2 93.5
75.9
63.0 65.2
0
10
20
30
40
50
60
70
80
90
100
All Students Male Female Black/AfricanAmerican
Hispanic White Asian Eligible For Freeor Reduced-Priced Meals
ELL SpecialEducation
Pe
rce
nta
ge o
f St
ud
en
ts G
rad
uat
ing
in F
ou
r Y
ear
s
Students by Characteristics
Four-year Cohort Graduation Rates by Student Characteristics
2011 2012 2013 2014
Students
28
Adult Education Diplomas Granted
Connecticut offers three pathways for adult learners to attain a high school diploma: (1)
pass the General Educational Development (GED) Tests; (2) earn adult education credits
toward an adult high school diploma; or (3) demonstrate 100 percent mastery on the
National External Diploma Program (NEDP) assessments.
In 2013-14, a total of 3,650 individuals earned diplomas through these adult education
pathways. Earning a diploma through adult education enables individuals to pursue
postsecondary education/training opportunities and participate more fully in
Connecticut’s workforce. The decline in GED State diplomas in 2013-14 is attributable
to the start of a new GED assessment in January 2014. This new assessment is aligned to
college- and career- ready standards (i.e., the Common Core State Standards) and
delivered via computer. As adult education programs continue to strengthen GED
preparation by delivering instruction that is aligned to the new content and technological
standards, it is expected that more adults will be better prepared to take and succeed on
this new assessment.
Source: Connecticut Adult Reporting System (CARS) database and Statewide Program Profile 2013-14
3,191 3,147 3,026
2,698
3,006
1,945 1,953 1,896
1,700 1,578
1,496 1,384
277 399
328 416
308 321
0
500
1,000
1,500
2,000
2,500
3,000
3,500
2008-09 2009-10 2010-11 2011-12 2012-13 2013-14
Nu
mb
er
of
Dip
lom
as
Academic Year
Adult Education Diplomas Granted, 2013-14
GED State HS Diplomas
Adult High SchoolCredit Diplomas
National ExternalDiploma ProgramDiplomas
College Enrollment of Connecticut Public High School Graduates
In spring 2013, Connecticut public high schools graduated more than 38,000
students. Of these graduates, 73.0 percent enrolled in higher education within a year
of graduating as compared to 69.7 percent for the class of 2007. The college
enrollment rate of females (78.9 percent) from the high school class of 2013 was
substantially higher than that of males (67.8 percent).
29
College and Career Readiness
Source: National Student Clearinghouse Student Tracker reports
45%
55%
65%
75%
85%
2007 2008 2009 2010 2011 2012 2013
Pe
rce
nta
ge o
f St
ud
en
ts
Enro
lled
in C
olle
ge
Year of High School Graduation
College Enrollment at Any Time During the First Year After High School
Female
Overall
Male
College Completion of Connecticut Public High School Graduates
Forty-seven percent of the 2008 high school graduating class graduated from college
with an Associate’s, Bachelor’s or higher degree within six years. That percentage is
up slightly from the 2007 graduating class when 45.6 percent of students graduated
from college in six years. The college completion rates vary among different student
groups. For example, 52.3 percent of females graduated in six years as compared to
40.8 percent of males. Variations also exist between students from different
racial/ethnic backgrounds; 60.1 percent of Asian students and 53.8 percent of white
students completed college within six years as compared to 24.4 percent of
black/African American students and 21.4 percent of Hispanic/Latino students.
However, a higher percentage of students completed college within each student
group from the class of 2008 than the class of 2007. Black/African American
students experienced the greatest increase in college completion rates among the
student groups.
30
College and Career Readiness
Source: National Student Clearinghouse Student Tracker reports and CSDE calculations.
47.0%
52.3%
40.8%
60.1%
24.4%
21.4%
53.8%
0%
10%
20%
30%
40%
50%
60%
70%
Overall Female Male Asian Black of AfricanAmerican
Hispanic/Latino White
Pe
rce
nta
ge o
f St
ud
en
ts w
ho
C
om
ple
ted
Co
llege
Student Groups
College Completion in 6 Years
Class of 2007
Class of 2008
STATE OF CONNECTICUT Dannel P. Malloy, Governor
STATE BOARD OF EDUCATION
Allan B. Taylor, Chairperson
Theresa Hopkins-Staten, Vice Chairperson
Michael Caminear, Student
Megan Foell, Student
Erin D. Benham
Terry H. Jones
Estela López
Maria I. Mojica
Stephen P. Wright
Gregory W. Gray (Ex Officio)
President, Connecticut Board of Regents
for Higher Education
Robert Trefry (Ex Officio)
Dr. Dianna R. Wentzell
Interim Commissioner of Education
The Connecticut State Department of Education is committed to a policy of equal opportunity/affirmative action for all
qualified persons. The Connecticut State Department of Education does not discriminate in any employment practice,
education program, or educational activity on the basis of race, color, religious creed, sex, age, national origin,
ancestry, marital status, sexual orientation, gender identity or expression, disability (including, but not limited to,
intellectual disability, past or present history of mental disorder, physical disability or learning disability), genetic
information, or any other basis prohibited by Connecticut state and/or federal nondiscrimination laws. The
Connecticut State Department of Education does not unlawfully discriminate in employment and licensing against
qualified persons with a prior criminal conviction. Inquiries regarding the Connecticut State Department of
Education’s nondiscrimination policies should be directed to:
Levy Gillespie
Equal Employment Opportunity Director/American with Disabilities Act Coordinator
Connecticut State Department of Education
25 Industrial Park Road
Middletown, CT 06457
860-807-2071
