Massachusetts, like Connecticut, has long boasted top-performing public schools (“Massachusetts Is Like Connecticut, But Does a Better Job Educating the Poor,” Dec. 11, 2017). Students in both states scored at or near the top on national tests before the start of high-stakes testing. But then, as now, there have been huge differences in academic outcomes linked to race, income, language and disability. These gaps mirror the two states’ large (and growing) gaps in wealth and opportunity, as well as glaring inequities in school funding between rich and poor districts. … Rather than follow Massachusetts’ lead and impose more tests, Connecticut should implement an assessment system using projects and portfolios that promote and measure deeper, broader learning.
Connecticut’s school policies don’t value the language and the culture that English language learners bring to the societal table. Said differently, the people who make laws and set educational policies along with those who oversee educating our children — legislators, voters, commissioners of education, union officials, boards of education members and superintendents of schools — don’t value immigrants.