Charlene M. Russell-Tucker Commissioner | Connecticut Department of Education
Connecticut students have shown continued improvement in key educational indicators, according to the latest data from the Connecticut State Department of Education (CSDE). The department released its 2024–25 Next Generation Accountability System results, which assess school and district performance across 12 different areas, including academic achievement, attendance, graduation rates, and college readiness.
The statewide Accountability Index rose from 70.8 in the previous year to 71.8 for 2024–25. This marks ongoing progress since the system’s introduction in 2014–15.
“These results build on the progress we shared in August, when—for the first time in a decade—Connecticut students showed higher achievement statewide in English language arts, mathematics, and science for all student groups and improved attendance for the third consecutive year,” said Commissioner Charlene M. Russell-Tucker. “By maintaining our focus on what works—strategic investments, partnerships, student and staff supports, engaging instruction, and access to postsecondary-level learning—we are unlocking lifelong potential for all 508,402 students in Connecticut.”
This year, 140 schools were recognized as schools of distinction for high academic performance or substantial improvement. Of these schools, 34 are located in Alliance Districts—districts that receive additional state support—showing gains across different communities.
The report highlights significant growth in dual credit participation among high school juniors and seniors. The share of students earning at least three college credits before graduation grew from 22.3 percent in 2021–22 to 30.7 percent this year—a nearly 40 percent increase since 2021–22. Gains were especially strong among Black/African American students (from 14.5 to 23.4 percent), Hispanic/Latino students (from 14.0 to 22.2 percent), and those eligible for free or reduced-price meals (from 14.9 to 22.3 percent).
State investments totaling nearly $4 million in school districts and $5 million for higher education institutions have helped expand these opportunities through partnerships that match coursework with student interests and workforce needs. Course completions rose more than fifty percent—from about thirty thousand six hundred fifty-three courses completed in 2018–19 to forty-six thousand three hundred forty-four this year.
Most dual-credit coursework continues through the University of Connecticut’s Early College Experience program; however, Connecticut State Universities have experienced a sixfold increase since the 2018–19 academic year.
Postsecondary readiness among eleventh- and twelfth-grade students reached its highest level since tracking began ten years ago: Forty-seven point two percent demonstrated readiness through AP exam benchmarks or college credit via dual enrollment coursework. The proportion meeting Advanced Placement benchmarks increased by five percentage points compared to two years ago (23 percent in 2021–22 up to twenty-eight percent this year), surpassing pre-pandemic levels.
To support ongoing progress, CSDE identified seventy-two schools needing extra help: forty-six Turnaround Schools receiving comprehensive assistance and twenty-six Focus Schools receiving targeted supports—all eligible for federal School Improvement Grant funding under Title I Section one thousand three.
Commissioner Russell-Tucker emphasized continued collaboration with educators, families, community partners, as well as local and state leadership: “By maintaining our focus on what works—strategic investments, partnerships...we are unlocking lifelong potential for all five hundred eight thousand four hundred two students in Connecticut.”
Further details—including lists of recognized schools—are available on the Next Generation Accountability Dashboard at ct.gov.
The department will continue work on key focus areas such as improving instructional materials quality; expanding educator workforce; ensuring student engagement; modernizing postsecondary pathways; improving outcomes for all learners; and strengthening partnerships between schools, families, and communities.
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