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Lowest-Achieving Schools, Part 2: Lessons from Other States

Not long ago, we discussed the need for a framework for intervention in Connecticut. However, as the expression goes, “the Devil is in the details.” Working through the nitty-gritty issues can make building an intervention system for school turnaround appear to be a daunting task. That’s why it’s helpful to look at some of the exciting frameworks and approaches that other states have successfully embraced and to think about how we can learn from their efforts.Read More »

Lowest Achieving Schools, Part 1: What is a Low-Achieving School?

What is a low-achieving school and what are the lowest-achieving schools in Connecticut?  It’s a common question that we hear at CCER.  Unfortunately, there is not a simple answer to that seemingly simple question.

The CT State Department of Education currently uses two different metrics to categorize schools by academic performance.Read More »

Powers of the SBE, Part 2: Framework for Intervention

In our last post, we discussed the State Board of Education’s authority to create a new 5-year plan for the state of Connecticut.

Another power that the Board should be using is the authority to build a system that monitors the performance of all of Connecticut’s districts and schools based on pre-determined academic indicators, identifies which schools and districts are consistently low-achieving, and requires state intervention for those schools and districts.  We call this much-needed system a “framework for intervention.” Read More »

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