The Connecticut Department of Education released the results for the more than 36,000 CT students who took the Scholastic Achievement Tests (SAT) in 2018-2019 as part of the state’s standardized testing program, and while scores dipped slightly since the previous year across the state, Wilton’s high school juniors raised the average scores for the district.
Statewide, the average math score was 501 out of 800 points–below the 530 point threshold considered ‘college-ready’ and ‘career-ready’–and down two points from 503 in 2017-2018. For the English/Language Arts (ELA) portion of the exam, the state average score was 515 points–above the threshold of 480 points, but down one point from 516.
In contrast, Wilton’s students raised scores year to year. In the district, 303 out of 311 juniors took the ’18-’19 exam, scoring an average ELA score of 615, up 14 points year-to-year (from 601); they scored an average of 596 on the math portion of the exam, up 5 points from 591 the year before.
Almost all of CT’s high school juniors take the standardized test as part of the statewide Connecticut SAT School Day, as required by the CT Dept. of Education since 2015, to measure readiness for college.
The districts in Wilton’s DRG–District Reference Group–fared similarly, with almost all showing slight score increases:
Westport: 612 ELA (3 point rise); 611 Math (2 point rise)
New Canaan: 618 ELA (14 point rise); 618 Math (14 point rise)
Darien: 611 ELA (10 point rise); 628 Math (23 point rise)
Ridgefield: 604 ELA (6 point rise); 604 Math (11 point rise)
Weston: 604 ELA (4 point drop); 590 Math (8 point drop)
District 9: 591 ELA (10 point rise); 589 Math (14 point rise)
Overall, the trend mirrors the achievement gap problem Connecticut faces, with predominantly white districts faring better as districts with higher minority populations.
Ajit Gopalakrishnan, bureau chief of CT’s Dept. of Education Performance Office, told the CT Mirror, “These SAT scores are not painting a new picture about the current state of achievement in our state … [African Americans and Hispanics] are showing a slight increase in mathematics, but they are still lagging their white and Asian student peers.”