NOTES ABOUT THE 1999 FINDINGS: CONNECTICUT
These pages present highlights for your state from the 1999 National Education Goals Report and the companion 1999 Data Volume. The annual Goals Report uses 27 national and 34 state-level indicators to measure progress made toward the eight National Education Goals since 1990, when the Goals were established.
This fact sheet summarizes your state’s progress in key educational areas during the 1990s. Please note the following points:
Goal 3: Student Achievement and Citizenship
Goal 1: Ready to Learn
Goal 2: School Completion
Goal 3: Student Achievement and Citizenship
Goal 5: Mathematics and Science
7. Types of information presented: Four categories of information are provided for your state:
a. Highest-Performing States are states that have performed well in comparison to others. This does not mean that the Goals Panel considers performance in these states to be as high as it should be in order to meet the Goal. It is simply a means of recognizing those states that are doing particularly well relative to others, and that are closest to achieving the Goal by this measure of progress.
b. Most-Improved States are those that made the greatest improvements over time. These states may not yet be among the highest-performing states in the nation, but they were the most successful at pushing their performance in the right direction. "Most-improved" does not necessarily mean that the Goals Panel considers the amount of progress made to be sufficient. It is simply a means of recognizing those states that have made the greatest progress toward the Goal by this measure.
c. Areas of Improvement lists each area in which your state’s performance has improved, compared to where it stood at the beginning of the decade.
d. Areas of Decline lists each area in which your state’s performance has declined, compared to where it stood at the beginning of the decade.
Copies of both reports are available on the Goals Panel’s Web site, at www.negp.gov
CONNECTICUT – Data Highlights
1999 National Education Goals Report
I. HIGHEST-PERFORMING
Connecticut placed among the highest-performing states in the nation on 20 measures of progress during the 1990s:
Goal 1: Ready to Learn
1. the percentage of infants born with one or more of four health risks (24%);
2. the percentage of 2-year-olds who have been fully immunized (87%);
3. the percentage of mothers who receive early prenatal care (89%);
Goal 2: School Completion
4. the high school completion rate among 18- to 24-year-olds (92%);
Goal 3: Student Achievement and Citizenship
5. the percentage of public school 4th graders who are proficient in reading (46%);
6. the percentage of public school 8th graders who are proficient in reading (42%);
7. the percentage of public school 8th graders who are proficient in writing (44%);
8. the percentage of public school 4th graders who are proficient in mathematics (31%);
9. the percentage of public school 8th graders who are proficient in mathematics (31%);
10. the percentage of public school 8th graders who are proficient in science (36%);
11. the number of Advanced Placement examinations receiving grades high enough to qualify students for college credit (148 Advanced Placement exams per 1,000 Connecticut 11th and 12th graders received scores of 3 or higher);
Goal 4: Teacher Education and Professional Development
12. the percentage of public secondary school teachers who hold a degree in their main teaching assignment (74%);
13. the percentage of public secondary school teachers who hold a teaching certificate in their main teaching assignment (99%);
14. the percentage of public school teachers reporting that they participated in in-service or professional development programs (92%);
Goal 5: Mathematics and science
15. the state’s international standing in 8th grade science achievement (only Singapore would be expected to outperform Connecticut in 8th grade science);
16. the percentage of degrees earned by minority students that were awarded in mathematics and science (54%);
Goal 7: Safe, Disciplined, and Alcohol- and Drug-free Schools
17. the percentage of public high school students reporting that they were threatened or injured with a weapon on school property (6%);
18. the percentage of public high school students reporting that they were in a physical fight on school property (13%);
19. the percentage of public high school students reporting that they carried a weapon on school property (7%); and
20. the percentage of students reporting that they did not go to school because they did not feel safe (3%).
II. MOST-IMPROVED
Connecticut placed among the most-improved states in the nation on 8 measures of progress during the 1990s:
Goal 2: School Completion
1. decreasing the high school dropout rate in Grades 9-12;
Goal 3: Student Achievement and Citizenship
2. increasing the percentage of public school 4th graders who are proficient in reading;
3. increasing the percentage of public school 4th graders who are proficient in mathematics;
4. increasing the percentage of public school 8th graders who are proficient in mathematics;
5. increasing the number of Advanced Placement examinations receiving a grade of 3 or higher (per 1,000 11th and 12th graders);
Goal 5: Mathematics and Science
6. increasing the percentage of degrees earned by all students that were awarded in mathematics and science;
7. increasing the percentage of degrees earned by minority students that were awarded in mathematics and science; and
8. increasing the percentage of degrees earned by female students that were awarded in mathematics and science.
III. AREAS OF IMPROVEMENT
Connecticut improved on 13 measures of progress toward the Goals during the 1990s:
Goal 1: Ready to Learn
3- to 5-year-olds in 1998).
Goal 2: School Completion
4. Connecticut decreased the high school dropout rate in Grades 9-12 (from 5% in 1993, to 4% in 1997).
Goal 3: Student Achievement and Citizenship
5. Connecticut increased the percentage of public school 4th graders who are proficient in reading (from 34% in 1992, to 46% in 1998).
6. Connecticut increased the percentage of public school 4th graders who are proficient in mathematics (from 24% in 1992, to 31% in 1996).
7. Connecticut increased the percentage of public school 8th graders who are proficient in mathematics (from 22% in 1990, to 31% in 1996).
8. Connecticut increased the number of Advanced Placement examinations receiving a grade of 3 or higher (from 83 per 1,000 11th and 12th graders in 1991, to 148 per 1,000 11th and 12th graders in 1999).
Goal 4: Teacher Education and Professional Development
9. Connecticut increased the percentage of public school teachers who received support from a master or mentor teacher during their first year of teaching (from 13% in 1991, to 19% in 1994).
Goal 5: Mathematics and Science
10. Connecticut increased the proportion of degrees earned by all students that were awarded in mathematics and science (from 43% in 1991, to 49% in 1996).
11. Connecticut increased the proportion of degrees earned by minority students that were awarded in mathematics and science (from 47% in 1991, to 54% in 1996).
12. Connecticut increased the proportion of degrees earned by female students that were awarded in mathematics and science (from 37% in 1991, to 47% in 1996).
Goal 6: Adult Literacy and Lifelong Learning
13. Connecticut increased the percentage of high school graduates who immediately enrolled in college in any state (from 59% in 1992, to 62% in 1996).
IV. AREAS OF DECLINE
On one measure of progress, Connecticut’s performance has declined during the 1990s:
Goal 7: Safe, Disciplined, and Alcohol- and Drug-free Schools
1. The percentage of public secondary school teachers who reported that student disruptions interfered with their teaching increased from 36% in 1991, to 47% in 1994.
This information may be viewed on-line: www.negp.gov/issues/publication/99statefact/ct.htm