By CHRIS POWELL
Most educational achievement in Connecticut, as elsewhere, is a matter of parenting and household wealth. If children have two parents whose income can support their home without much stress, the kids will tend to get more upbringing, be healthier mentally and physically, and be more engaged in school.
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Where children are raised by a single parent in poverty and live more neglected under financial and emotional stress, they tend to be indifferent students or, worse, demoralized, troubled, and disruptive. That is what is signified by the catastrophically low proficiency test scores and high chronic student absenteeism in the schools of the poorest municipalities.
The results of the few proficiency tests Connecticut administers to its public school students long have shown income and the extent of parenting as clearly as federal census data can. State government has long cynically misinterpreted the data to mean that the problems of poverty and inadequate parenting can be solved by throwing more money at schools and their unionized and politically active employees, though little if anything ever changes educationally. As a result most Connecticut students are not proficient in English and math when they graduate from high school, but school employees can afford nicer cars and remain loyal to the political regime.
Two months ago, in response to marginal improvements in the latest state proficiency test scores, the state Education Department’s chief performance officer, Ajit Gopalakrishnan, offered one of the department’s empty pieties. “Success is possible in any district and for any child,” he said. “All students should be achieving these standards.”
No one at the state Capitol asked: So why aren’t they?
Pursuing that question would be too sensitive politically. It would indict neglectful parents and government policy that encourages neglect. It would call attention to all the money spent without educational improvement. It might even prompt people to wonder how the country can survive as a democracy amid ever-worsening literacy and ignorance.
But this doesn’t mean that since the state education bureaucracy is timid and ineffectual, schools with impoverished students are helpless. To the contrary, an excellent account published two weeks ago by Connecticut’s Hearst newspapers, written by a member of the Report for America organization, Colin Tiernan, provided insight about how East Hartford’s schools have begun to improve proficiency despite a student population poverty rate of 60%.
In 10 years East Hartford’s student proficiency in English has risen from 30% to 40% while proficiency in math has risen from 17% to 34%. While these rates remain below the state average, they are markedly better than those in Connecticut’s cities.
School Superintendent Thomas Anderson says “there is no magic” about it, no single factor. But the Hearst report found important hints.
East Hartford’s immediate past superintendent, Nathan Quesnel, who ran the system from 2012 to 2023, says, “When we expect more, we get more from kids.” Teachers echo the theme of expecting more and holding all students to a higher standard.
East Hartford state Rep. Jason Rojas, the House Democratic majority leader, thinks the unusual stability and longer tenure in the system’s superintendent position in recent years has helped. Many superintendents in Connecticut are relatively short-termers.
East Hartford teachers say they are involving students more in class exercises, requiring them to work with classmates to find correct answers, which keeps them attentive, and teachers try not to go easy on students. But some students are troubled and sometimes need to be handled gently lest school lose them.
One student, a teacher said, “comes to me every morning not wanting to be here. I say, ‘Thank God you’re here. I would be so upset if you weren’t here.’ It’s the hardest thing for her to have gotten here today, and here I am loading her down with fractions.”
But, the teacher added, “If they know you love them, they’ll do anything for you.”
In that respect teachers, as always, often make up for what many children don’t get at home — the problem government can’t bring itself to address: expecting more from parents.
Chris Powell has written about Connecticut government and politics for many years. (CPowell@cox.net)