Here’s How CT Reading, Math Scores Compare Nationally

A new interactive map from Stanford University’s Educational Opportunity Project shows Connecticut’s students are performing slightly worse than their peers nationwide.

Researchers at Harvard and Dartmouth joined their peers at Stanford in analyzing third- through eighth-grade test scores from more than 5,000 school districts in 38 states for the Education Scorecard project. Overall, they found U.S. students remain nearly half a grade level behind pre-pandemic reading levels, reflecting a long-running “reading recession” worsened by the pandemic.

Annual national math and reading assessments evaluate the foundational skills that schools and policymakers view as critical for students' future academic and professional success.

Connecticut students edged just below the nation in average test scores, earning scores .089 grade levels below the U.S. average, according to the data.

Additionally, the data reflects that Connecticut students learn 0.6 percent more each grade than the rest of the nation, on average.

Connecticut also outperformed the national average, ever so slightly, in test score trends, with scores increasing by an average of .019 grade levels each year.

For comparison, Pennsylvania saw a decrease across the board on all the aforementioned metrics. New York, however, saw an increase in learning rates and testing trends, but a decrease in overall test score averages.

Massachusetts state scores are grading out at .47 grade levels above the national average. The state has the strongest test scores in comparison to the rest of New England.

The report sheds light on one of America’s most persistent challenges: where a child lives and the socioeconomic conditions surrounding them still strongly predict academic performance.

The map, which compares average academic achievement across states and includes filters for socioeconomic status and demographics, paints a familiar but troubling picture of educational inequality nationwide.

States in the Northeast and parts of the Upper Midwest generally had stronger test scores, while many Southern and Southwestern states lag behind. Researchers say the trends reflect long-standing disparities tied to poverty, school funding, housing segregation and access to educational resources.

The Stanford Educational Opportunity Project describes its database as the first comprehensive national effort to measure educational opportunity using standardized test scores from millions of public-school students.

Experts say the map reinforces growing evidence that socioeconomic status remains one of the strongest predictors of student success.

“Educational opportunity in America is still deeply uneven,” the project notes in its research overview, emphasizing that differences in academic outcomes are shaped both inside and outside the classroom.

The findings come as educators nationwide continue grappling with learning loss and widening achievement gaps following the COVID-19 pandemic. Recent national reports have shown that while some districts are recovering academically, progress has been uneven, especially in lower-income communities.

Education researchers say the map also highlights how state averages can mask large disparities within states themselves. Wealthier suburban districts often outperform nearby lower-income urban and rural communities by wide margins.

The project’s creators hope the visualization tool will help policymakers, educators and families better understand how geography, income and opportunity intersect in American schools.

» Go here for the interactive map.