SBAC Results – Telling us what we know about poverty, language barriers and unmet Special Education needs

Academic experts have proven over and over again that the major factors influencing standardized test results are poverty, language barriers and unmet special education needs.

Wealthier students, students who are fluent in English and students who don’t need special education services do better.

For students who do need special education services, when schools properly fund those programs, students do better.

The Common Core SBAC test is not only designed to fail the majority of public school students, but is particularly discriminatory because the SBAC scam’s definition of “success” is even more directly connected to wealth, proficiency in the English language and the lack of any need for special education services.

The following chart makes the unfair, inappropriate and discriminatory nature of the Common Core SBAC test extremely clear.  The chart rank orders the percent of students deemed “proficient” in MATH, by town, according to the 2015 Common Core.

Note that eighth graders who live in wealthier towns with few English Language Learners and the funds necessary to provide special education services score higher on the SBAC Math test, while students who come from communities in which there is significant poverty, large numbers of students who aren’t fluent in English and lack the money to provide sufficient special education services do poorly.

Connecticut’s didn’t need to spend $50 million dollars in scarce taxpayer funds and tens of millions more at the local level, over the past two years to identify the problem.

The problem is that poverty, language barriers and unmet special education services reduce academic performance.

Experts, teachers, school administrators and policymakers knew what the problem was decades ago before the Connecticut Mastery Tests were even begun and they have known it as the CMTs were given every year.

The Common Core SBAC testing is an extraordinary waste of time, money and effort.

More testing is not the answer.

The answer is for Governor Dannel Malloy and the Connecticut General Assembly to adopt a fair, equitable and Constitutional school funding formula that provides schools with the resources needed to ensure all of Connecticut’s children get the quality education they need and deserve!

Percent of 8th Graders deemed “proficient” by the SBAC test, by town:

School District Mathematics
Percent at Level 3 & 4:
 Meets or Exceeds the Achievement Level
Darien School District 83.4%
Westbrook School District 76.7%
Avon School District 76.6%
Farmington School District 74.3%
New Canaan School District 71.7%
Guilford School District 69.1%
Kent School District 69.0%
Regional School District 05 67.9%
Ridgefield School District 67.6%
Easton School District 66.4%
Mansfield School District 66.1%
Canton School District 65.9%
Preston School District 65.7%
Clinton School District 65.3%
Bozrah School District 65.0%
Westport School District 64.9%
Regional School District 07 64.7%
Tolland School District 64.7%
Salem School District 63.6%
Regional School District 10 63.4%
Simsbury School District 63.2%
Granby School District 62.3%
Pomfret School District 62.1%
Glastonbury School District 61.8%
East Granby School District 61.3%
Greenwich School District 61.2%
Redding School District 61.1%
Hartland School District 60.9%
Madison School District 60.5%
Salisbury School District 60.0%
Ellington School District 59.8%
Regional School District 08 59.7%
Weston School District 59.2%
Willington School District 58.7%
Ledyard School District 57.9%
Cheshire School District 57.5%
South Windsor School District 57.4%
Regional School District 15 57.1%
East Lyme School District 56.9%
Brookfield School District 56.0%
Newtown School District 55.8%
Wilton School District 55.4%
Fairfield School District 55.1%
Voluntown School District 52.6%
Portland School District 52.5%
New Fairfield School District 52.2%
Southington School District 52.2%
Colchester School District 52.0%
Old Saybrook School District 51.9%
Shelton School District 51.4%
Regional School District 18 50.4%
Rocky Hill School District 50.3%
West Hartford School District 49.3%
Monroe School District 49.0%
Litchfield School District 48.8%
Berlin School District 48.4%
Trumbull School District 48.3%
Stonington School District 48.2%
Regional School District 04 47.3%
East Haddam School District 47.3%
Canterbury School District 46.7%
Regional School District 17 46.6%
Seymour School District 46.3%
Suffield School District 45.4%
Columbia School District 45.3%
Regional School District 13 45.2%
Stafford School District 45.1%
Elm City College Preparatory Charter School 44.9%
Somers School District 44.3%
Coventry School District 43.4%
Thomaston School District 42.9%
Regional School District 12 42.9%
Amistad Academy Charter School 41.8%
Newington School District 41.5%
Bethel School District 41.4%
Bolton School District 41.4%
Odyssey Community Charter School 41.2%
North Haven School District 41.1%
Waterford School District 40.6%
North Canaan School District 40.5%
Bridgeport Achievement First Charter School 39.7%
Regional School District 14 39.6%
Oxford School District 38.8%
Integrated Day Charter School 38.7%
Milford School District 38.1%
Regional School District 16 37.9%
Groton School District 36.2%
Wolcott School District 35.4%
Montville School District 35.4%
Wethersfield School District 35.2%
Stamford School District 35.0%
Griswold School District 35.0%
Windsor Locks School District 34.9%
Wallingford School District 34.8%
East Hampton School District 34.4%
Bristol School District 33.9%
Watertown School District 32.4%
Woodstock School District 32.3%
Lebanon School District 32.2%
New Milford School District 31.4%
Branford School District 30.8%
Windsor School District 30.2%
Vernon School District 30.1%
Plymouth School District 29.7%
Cromwell School District 29.5%
Plainville School District 28.6%
Hamden School District 27.0%
East Windsor School District 25.7%
Ashford School District 25.5%
Park City Prep Charter School 25.3%
Middletown School District 25.0%
Norwalk School District 24.7%
Danbury School District 23.8%
Putnam School District 23.6%
Lisbon School District 22.9%
North Stonington School District 22.9%
Sprague School District 22.7%
Stratford School District 22.2%
Manchester School District 22.1%
West Haven School District 22.0%
The Gilbert School District 21.9%
Jumoke Academy Charter School 21.3%
Naugatuck School District 21.0%
Regional School District 06 20.4%
Torrington School District 20.1%
The Bridge Academy Charter School 19.1%
Norwich School District 18.1%
Thompson School District 17.6%
Derby School District 16.8%
Bloomfield School District 16.5%
East Haven School District 16.1%
Killingly School District 16.0%
Enfield School District 15.8%
North Branford School District 15.5%
Brooklyn School District 15.5%
New Haven School District 15.0%
New Beginnings Inc. Charter School 14.3%
Meriden School District 13.6%
Windham School District 13.3%
Highville Charter School 12.5%
Plainfield School District 12.3%
Ansonia School District 12.1%
Hartford School District 11.9%
New Britain School District 11.8%
East Hartford School District 10.4%
New London School District 8.3%
Bridgeport School District 8.3%
Regional School District 11 8.1%
Waterbury School District 7.3%
Achievement First Hartford Academy Inc. Charter School 6.9%
  • vpotus

    Wait. I am confused. I thought that the Achievement First Incorporated Charter School was supposed to be AWESOME – far superior to any public school. How can they be at the bottom of the list? Wasn’t this Stephon Pryor’s baby? Wasn’t he at the SDE to fix our “broken schools?” Very confused.

    Achievement First Hartford Academy Inc. Charter School6.9%

  • Bamboozled Teacher

    @vpotus perhaps that’s part of why they waited so long to release the results.

    SBAC is a travesty, and parents should be storming Hartford with pitchforks.

    BTW: Andy Fleishman makes me sick. How out of touch with reality (or possibly bought) can someone be?

  • ion magic

    Both Jumoke & Capital Prep had fairly dismal results. Capital Prep’s 8th graders were edged out by West Middle School, the regular school just a few blocks away (16.7% vs 16.4%). Less than 5% of Capital Prep’s 5th graders were proficient.

  • GloriaB

    All of these high stakes tests like SBAC are simply a measure of how big a house and how wealthy a community a student lives in. Poverty matters.

  • Nick Mercier

    Do you see the irony of the fact that you are using the results of the testing to advocate that we need funding to fix the problems that demonstrated by the results of the testing? How exactly do we track the efficacy of this addition funding if we eliminate the testing that we are using to justify the funding?

    How do you know you are effectively closing the gap when you stop measuring the gap? That’s like having a cancer and then undergoing chemo and telling the doctor to stop giving you chemo when you are better while simultaneously telling the doctor he can’t do any imagining or testing to see if the chemo is working.

    • jonpelto

      You do know the state has been doing that with the CMT test for more than two decades right – a test with its own problems but much more aligned with the ct curriculum.
      And we don’t need annual testing to measure closing that gap over time.

      Sent via cell phone meaning more typos than usual

      • Nick Mercier

        The CMT had far more problems, in my opinion, than the SBAC. But even if I accepted your conjecture that we can use the CMT instead of the SBAC, you are just swapping one test for another, and your position on the CMTs was the same as the SBACs, you didn’t want to see them in our schools. If you want to argue CMT vs. SBAC that’s fine, but you are still arguing FOR a standardized test.

        Perhaps we could “measure the gap” without testing once per year, but you lose valuable longitudinal data and one of the factors in data driven decision making is timely review of the data. And again, even if you say “perhaps we shouldn’t test every year” you still seem to be conceding the point that we need some standardized measure by which to assess the effectiveness of our educational interventions.

        We just differ on which tool and how often to use it.

        • vpotus

          The science CMT and SBAC were given last spring. The science CMT is a far superior test. 1) Science teachers know what is going to be tested. 2) The material is age-appropriate. 3) The CMT questions are worded in a simple manner so students can understand what is being asked. In contrast, with SBAC, students are being tested on topics that have not been taught. Students are tested on material that is far beyond their grade level. In addition, the questions and format of the SBAC are so confusing that it is impossible to tell for sure what is being asked of students. Whereas most students had difficulty with the SBAC, nearly everyone scored well on the CMT. This isn’t a surprise. The SBAC is a tool for test-makers to make $$$$$. That is all.

        • Nick Mercier

          My next door neighbor is a science teacher who would passionately disagree with you on this one. And again, even if you arguing for the CMT, you are still arguing for a standardized test. And if you think the CMT want making someone a good bit of money, you are mistaken.

          Also the argument “everyone scored well on it, so it must be better” is illogical. I could create a poorly designed test that is easy to teach to and thus, pass and it wouldn’t be a good test. Likewise I could design a rigorous test that was hard to pass, but was based on students engaging in genuine scientific inquiry and it would be a much better test.

          Again, I’m not saying the SBAC is amazing, but I am saying we need some standardized measures in education, regardless of what they are.