Connecticut’s Department of Education announced Tuesday that the state’s Next Generation Accountability Index for public schools improved slightly in the 2025‑26 school year, moving from 71.8 to 72.2. While the figure remains below the pre‑pandemic level of 74.2 recorded in 2018‑19, the modest rise reflects progress across most of the index’s 12 components, including test scores and chronic absenteeism.
Key performance highlights
The most notable achievements were a four‑year graduation rate of 91.2% and a post‑secondary readiness rate of 49.9%, the highest numbers for each category since the index was introduced in 2014‑15. The state emphasized the readiness metric at a press conference, noting that it measures students’ ability to earn college credit, meet ACT/SAT/AP/IB benchmarks, and demonstrate other college‑level competencies.
Dual‑credit expansion fuels readiness gains
Chief Performance Officer Ajit Gopalakrishnan credited recent state investments in dual‑credit courses for the upward trend. Federal COVID‑relief funds were used to broaden the program, and the General Assembly has now placed a permanent line item in the state budget, ensuring continuity after the federal dollars expired. Gopalakrishnan said the program still requires additional legislative support to meet growing demand, a point that drew a laugh from Education Committee Ranking Member Rep. Lezlye Zupkus (R‑Prospect), who was present at the briefing.
Education Commissioner Charlene Russell‑Tucker added that the department is still assessing the exact level of extra funding needed for the dual‑credit initiative.
Student success stories
During the press event, two high‑school students shared how dual‑credit courses have shaped their futures. Bena Mejia Romero, an immigrant from Honduras now attending a Stratford high school, said her medical‑focused dual‑credit classes have inspired her to pursue a career as a nurse practitioner or physician. “I feel more prepared to take on that next step because I’ve begun exploring the field,” she said.
Evan Gaudio of Wallingford highlighted a dual‑credit engineering class where he learned computer‑aided design (CAD) software to create a load‑bearing structure and a 3‑D‑printed car. He described the experience as a “phenomenal confidence booster” that taught him project‑timeline management.
Metrics for high‑needs and minority students
Readiness gains are especially pronounced among high‑needs populations, rising 8.9% since the pandemic. Hispanic and Latino students saw a 10.2% increase, while Black students experienced a 12.2% rise. Chris Todd, executive director of the Office of Early College Programs at the University of Connecticut, reported that 43% of dual‑credit participants at UConn identified as first‑generation college students, and 41% received fee waivers that allowed them to attend at no cost.
Targeted support for struggling schools
The accountability index also serves as a tool for identifying schools that need extra assistance. Schools scoring poorly become eligible for administrative help from the department’s turnaround office and may receive additional Title I funding. This year, 72 schools were placed on that list, including nine in Bridgeport, 15 in Hartford, and eight in New Haven—districts already under state financial oversight.
Areas needing attention
Despite overall improvements, growth in Math and English Language Arts test scores slipped, indicating that student progress in those subjects did not accelerate as it had the previous year. Gopalakrishnan explained that the growth metric tracks year‑over‑year score improvements, and a lower number signals slower progress.
State officials plan to continue monitoring the index and to seek further legislative resources to sustain and expand successful programs like dual credit, which are proving vital for preparing Connecticut’s youth for college and careers.
Original reporting: The Connecticut Mirror — read the source article.
