New report finds students with disabilities were excluded from Connecticut Mastery Test results

A report recently released by Connecticut Voices for Children found that the exclusion of thousands of students with disabilities from reported Connecticut Mastery Test results has distorted reported trends in test scores. Following test scores from year to year in the same grade, the study finds that statewide improvements in standard Connecticut Mastery Test (CMT) scores reported by the Connecticut State Department of Education (SDE) between 2008 and 2009 -- the period of the largest reported gains -- were largely the result of the exclusion of students with disabilities from these standard test results, rather than overall improvements in performance. For example, 84% of the reported improvement in 4th grade math proficiency between 2008 and 2009 and 69% of the improvement in 8th grade reading proficiency could be attributed to the exclusion of these students. Much of the reported improvements in later years could also be attributed to this exclusion, though there were some modest overall gains as well.

“As state policymakers explore ways to improve public education and pay increasing attention to the role of standardized tests, we need to ensure that we have valid ways to assess trends in student learning,” said Robert Cotto, Senior Policy Fellow at Connecticut Voices for Children and author of the report. “A first step is understanding how the exclusion of students with disabilities from the standard CMT affects the way we interpret these trends.”

"We do not support gaming the system in any way," said Sharon Palmer, president of AFT Connecticut. "These test results are one of the ways we determine what additional educational support students need. How can we figure out what is working and what is not if we are not honest?"

In 2009, state and federal policy changes enabled school districts to offer a modified assessment (MAS) to students with disabilities that the districts determined would not have passed the CMT in math and/or reading. As a result of these policy changes, the share of students taking the regular CMT declined substantially. Prior to 2009, students who did not reach the proficient level on the CMT because of their disabilities were included in statewide CMT results. In 2009, thousands of low-scoring students were assigned to take the MAS test instead of the standard CMT, and these students were not included in the CMT results. Thus, CMT scores reported by the State Department of Education appeared to improve in large part because these low-scoring students were no longer included in the calculations.

Connecticut Voices is a research-based think tank that works to advance policies that benefit the state’s children, youth, and families.

The report includes district-level data on 4th and 8th grade CMT scores, the percentage of local students who took the CMT and MAS, and a recalculation of district test scores that includes students with disabilities.

You can access the report online at http://www.ctkidslink.org/pub_detail_579.html [1]

AFT CT (American Federation of Teachers Connecticut) is committed to improving the quality of education for every child in the state. Education reform issues like teacher tenure, teacher certification, teacher evaluations, early childhood education, charter schools, school funding and more need input from all educators. PreK-12 teachers, paraprofessionals and school related personnel are working every day to improve learning and help students to grow. From urban schools in Connecticut, such as Hartford, New Britain, New Haven and Meriden, to suburban schools, such as, Bloomfield, Simsbury and Waterford,  to regional school districts, our members are working to provide quality education.