top of page
Image by Lauren Ostrout

CONNECTICUT

Connecticut has implemented several literacy policies aimed at improving reading skills among students. One of the state's key policies is the Comprehensive Literacy State Development (CLSD) grant program, which provides funding to support evidence-based literacy programs and practices in schools.
 

The state also has a strong focus on early literacy, with a state law that requires schools to assess the reading skills of all kindergarten students and provide intervention and support for those who are struggling. Additionally, the state has developed a comprehensive literacy plan that outlines a vision for high-quality literacy instruction and provides guidance to schools and educators.
 

Connecticut has also implemented policies to support literacy development among English language learners, including the use of bilingual and dual-language programs, as well as professional development for educators working with English language learners.
 

Overall, Connecticut's literacy policies reflect a commitment to providing high-quality literacy instruction and support for all students, with a particular emphasis on early intervention and evidence-based practices.

CT Graph.png

Connecticut Student Score Gaps:
\

  • Data represents a decline from the 2019 percentage of 4th grade students not reading at the proficient level which was 60%. As of 2022, it was 65%.
     

  • In 2022, Black students had an average score that was 34 points lower than that of White students. This performance gap was not significantly different from that in 1998 (34 points).
     

  • In 2022, Hispanic students had an average score that was 34 points lower than that of White students. This performance gap was not significantly different from that in 1998 (41 points).
     

  • In 2022, male students in Connecticut had an average score that was not significantly different from that of female students.
     

  • In 2022, students who were eligible for the National School Lunch Program (NSLP) had an average score that was 30 points lower than that for students who were not eligible. This performance gap was not significantly different from that in 1998 (35 points).


Information from the  NAEP website for 2022 4th grade reading scores.

EBC

CT EVIDENCE-BASED CHAMPIONS

Kenneth R. Pugh, Ph.D.

Ken Pugh.png

President and Director of Research, Senior Scientist at Haskins Laboratories
 

Dr. Benjamin N. Powers, DBA

Ben Powers.png

Executive Director, The Southport School

Senior Scientist, Haskins Laboratories

 

Margie B. Gillis, Ed.D.

Margie Gillis.png

President, Literacy How; Research Affiliate, Fairfield University and Haskins Laboratories

Fumiko Hoeft, MD, Ph.D.

Fumiko Hoeft.png

Professor
Director of the Uconn Brain Imaging Research Center

CT EVIDENCE-BASED ORGANIZATIONS

These organizations are committed to promoting evidence-based reading practices, providing professional development opportunities for educators, and supporting students in developing strong reading skills.

Connecticut Reading Association
https://www.ctreading.org/

 

Connecticut Center for Effective Reading Instruction
https://www.ctc-eri.org/
 

Connecticut State Department of Education - Reading and Language Arts
https://portal.ct.gov/SDE/Reading-and-Language-Arts
 

Literacy How, Inc.
https://www.literacyhow.com/
 

The Reading League Connecticut
https://thereadingleague.org/connecticut/

 

Haskins Laboratories

https://haskinslabs.org

https://haskinslabs.org

bottom of page