The fact that Connecticut has the largest gap in the nation between white and minority students at the proficient level has been well established. But another gap, at the other end of the achievement level, has been documented in a new report.
National Assessment of Educational Progress (NAEP) test proficiency level and percentile data as well as results from state assessments demonstrate the existence of substantial excellence gaps for Black, Hispanic, and Free and Reduced Lunch Eligible (FARM) students. White students had higher average AP scores than Black and Hispanic students on AP tests and were more likely to make a “5” on an AP exam or take an AP exam.
According to NAEP proficiency data, the percentage of students at the advanced level increased in Math Grade 4, but scores were stagnant except for a decline among Black students in Grade 8. In Reading, Black students improved in Grade 4 as did FARM and Hispanic students in Grade 8, while White and FARM students had weaker performances in Grade 4. The excellence gap increased in Math in Grade 4 as well as for Black students in Grade 8,while in Reading it declined for Hispanic students, for Africans American students in Grade 4, and FARM students in Grade 8.
NAEP scale scores at the 90th percentile increased only in Math Grade 4, with stagnation or decline on other assessments except for Black students gains in Reading Grade 4. The excellence gap narrowed in Math Grade 8, as well as in Reading (both grades) for FARM students, in Reading Grade 8 for Black students, and Reading Grade 4 for Hispanic students.
While there has been a gradual increase in the proportion of students scoring at the advanced level in Grade 7 in both Math and Reading and in Grade 4 Math, White and more affluent students have improved more rapidly than their peers (Grade 4 Reading performance was stagnant). In Grade 10, the percentage of high-performing White and affluent students has increased, with basic stability among Black, Hispanic, and low income students.
On AP exams, there were modest increases in achievement gaps as measured by mean AP scores. While there were increases in the gap between White and Black students in the percentage of tests taken which received a 5, there was a decrease in the gap between White and Hispanic students. There was also an increase in the gap between White and minority students in the percentage of tests receiving a 5 on the AP exam weighted by enrollment and the number of tests taken weighted by enrollment.
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