Conn. Gets High Marks and Low Marks on Education Report Card
EDUCATION NEW LONDON
The New London Day
Renée Dudley
Boston University Washington News Service
1 March 2007
WASHINGTON, March 1—Despite ranking at the top of the nation for overall academic achievement, Connecticut ranked near the bottom for academic achievement of low-income and minority students in a new state-by-state report card on educational effectiveness.
Connecticut received an A in academic achievement generally, but only a D in academic achievement of low-income and minority students, reflecting what local school administrators call a well-acknowledged achievement gap.
New London School Superintendent Christopher Clouet said educators can close the gap but need adequate resources and more time with students to succeed.
“It reflects one of the unfortunate aspects of American society – de facto segregation, a chasm between haves and have-nots,” he said, noting public education has long been underfunded. “But that does not mean that family income predetermines your academic achievement: we just need the adequate resources to help them meet those needs.”
Tom Murphy, spokesman for the Connecticut Department of Education, said, “Connecticut has one of the most pronounced achievement gaps anywhere,” but that it is an issue addressed in Gov. M. Jodi Rell’s proposed educational reform package.
“A major foundation of her package is to equalize education finance around the state,” Murphy said, adding the proposal has support from many education groups and legislators.
Pam Aubin, superintendent of Norwich Public Schools, said the state is working to close the achievement gap through summer school programs, staff development, culturally relevant instruction and equity in funding. “The governor’s effort to bring greater equity in education funding is a key area,” she said.
The Chamber of Commerce report, made public Wednesday, graded student academic achievement by comparing the scores of fourth and eighth graders in each state to the national averages scored in the 2005 National Assessment of Educational Progress, a nationwide math and reading exam.
The survey was conducted in association with two think tanks, the liberal Center for American Progress and the conservative American Enterprise Institute.
Tom Donohue, U.S. Chamber of Commerce president and CEO, said struggling schools throughout the country could benefit by a business-management approach.
“The business community cannot sit on the sidelines while another generation loses its chance at the American dream,” he said. “We must immediately ensure that… education systems are innovative and employ sound management principles.”
Clouet said that business has long offered criticism of public education but has not helped by doing things like giving working parents breaks to go to school meetings. “There is a lot of room for improvement in education – but business better help out a little more,” he said.
“I’m just concerned that measuring success in education from a business model we’ll forget we’re talking about human beings and not about selling more air conditioners in the second quarter.” Clouet said.
Murphy said that schools should cautiously encourage participation by the business community through the existing magnet, vocational and technical schools. “But not all business practices are transferable to the classroom,” he said.
Connecticut was one of only 10 states to receive an A grade in overall academic achievement, but rated 36th in the country for academic achievement of low-income and minority students.
-30-
