About the SBAC
What does it mean to Meet or Exceed the Achievement Level?
The SBAC was aligned to the Common Core State Standards in both Mathematics as well as English Language Arts and Literacy (ELA).
In Math, students are expected to make connections between content and practice, model a mathematical situation, and explain their reasoning when solving problems. In ELA, students are expected to be able to read, write, speak, listen, and use language effectively in a variety of content areas, as well as to think critically and employ cogent reasoning and evidence from source materials.
If a Student Meets or Exceeds the Achievement Level in Grades 3-5: The student is on track for likely success in the next grade.
If a Student Meets or Exceeds the Achievement Level Grades 6-8: The student is on track for likely success in high school and college coursework or career training
More information about the Achievement Level setting process can be found on SBAC website or in the Interpretive Guide published by the CT State Department of Education. Click here for answers to a list of Frequently Asked Questions developed by the CT State Department of Education.
Report 1: Grade Levels and Cohorts - In this report, we examine the performance of Hartford Students on the SBAC in both Math and ELA, breaking down the scores by grade levels and cohorts.
Report 2: Schools and Districts (NEW! October 26, 2017) - In this report, we will see how HPS magnet and neighborhood schools compare on SBAC. We'll also take a look at how HPS is doing compared to similar or nearby districts.
Report 3: The Growth Model (NEW! November 15, 2017) - Last year, we got our first look at the state's new cohort growth model for SBAC. This year we again compare grades, schools, and districts. As it is only the second year of growth model data, we encourage cautious interpretation.
Report 1: How did Hartford students perform on the 2016 SBAC test? - In this report, we examine the performance of Hartford Students on the SBAC in both Math and ELA, breaking down the scores by grades, cohorts, and individual schools. We also compare students in Hartford to students from peer districts and surrounding districts.
Report 2: 2015-16 SBAC Growth Model Report - This report examines how much Hartford students improved their SBAC scores from 2014-15 to 2015-16, using the state's new cohort growth model. It includes breakdowns by each cohort and by each school. It also compares neighborhood schools to magnet schools, and Hartford to peer and surrounding districts.
Report 1: How did Hartford students perform on the 2015 SBAC test? - In this report, we examine the performance of Hartford students on the SBAC in both Math and ELA, breaking down the scores by individual schools.
Report 2: How did Hartford students perform compared to peer districts, surrounding districts, and the state average? - In this report, we compare students in Hartford schools to students from peer districts, surrounding districts, and the state average. Additionally, we look at Hartford high school performance compared to peer high schools in the state and each grade level performance compared to the state average.
Report 3: Given the importance of our children knowing how to read by 3rd Grade, how did Hartford students perform on the SBAC English Language Arts (ELA) in the early grades? - Research, from the highest vocabulary development down to the lowest vicissitudes of what leads into the prison pipeline, shows nothing is more important than early-grade reading. In the 2015 Third and Fourth Grade SBAC reading scores, highlighting this crucial early springboard for students’ lifelong success, writing proficiency also was assessed.
Report 4: On this first year’s administration of the SBAC state tests, how did “High Needs” students in Magnet schools perform compared to non-high needs students in Magnet schools? - In this report, Hartford magnet schools are compared against each other. We look at how non-high needs students and high needs students from magnet schools perform on the SBAC in ELA and Math.