Connecticut needs to share how the state will continue to assess its progress.


Connecticut articulates a few ways that schools and districts will continue to assess progress over time, but it does not specify actions the state plans to take. Throughout the plan Connecticut indicates that it will continue to engage stakeholders as it moves forward, but the details about the process and strategies used to engage parents of historically marginalized students are vague.


Connecticut should adopt meaningful consultation strategies to ensure it is adequately hearing from parents of color and parents of all educational backgrounds.


The state saw low participation rates of certain groups of parents/grandparents/guardians in surveys cited by the state. In data the state provides, 79.7 percent of the survey respondents were white, and more than 85 percent indicated they had completed a bachelor’s degree or higher. Both of those rates are far in excess of their representation in the state’s population as a whole.


New Mexico


New Mexico outlines a number of ways it has and will continue to engage stakeholders on key aspects of its implementation efforts. For example, it will be adding science as an indicator in its accountability system in response to stakeholder feedback, and it will continue to gather input as it considers revising their “Opportunity-to-Learn” survey, both of which will go into effect in the 2018-19 school year.” New Mexico’s “Return Tour” across the state will present an overview of the submitted plan, how it changed in response to initial stakeholder feedback, and how the state will implement the plan going forward.



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