SPECIAL REPORT

Math and science scores rise for fourth straight year as chronic absenteeism continues to fall

The Waterbury Times
August 31, 2026

WATERBURY, CT — Connecticut’s public school students continued to make measurable academic gains during the 2025–26 school year, with mathematics and science performance improving for the fourth consecutive year and English language arts continuing its upward trend.

At the same time, the state is reporting another significant development: fewer students are chronically absent from school.

According to the Connecticut State Department of Education, chronic absenteeism fell from a pandemic-era high of 23.7% in 2021–22 to 16.4% in 2025–26 — meaning nearly 35,000 additional students are now attending school regularly.

The latest results offer evidence that Connecticut’s schools are continuing to recover from the disruption caused by the COVID-19 pandemic.

But the numbers also show that the state has not yet returned to its pre-pandemic academic performance levels, and significant gaps remain among different student populations.

Waterbury Public Schools Announces 2026–2027 School Year Calendar

MATH AND SCIENCE CONTINUE THEIR FOUR-YEAR CLIMB

Connecticut uses the Connecticut Performance Index (CPI) to measure overall student achievement. The state’s target Performance Index is 75.

Among all students statewide, the mathematics CPI increased from 61.1 in 2025 to 61.7 in 2026.

That remains below the state’s 2019 pre-pandemic level of 63.1.

English language arts also improved, rising from 64.7 in 2025 to 65.0 in 2026. The 2019 statewide ELA CPI was 67.7.

Science showed a similar pattern. The statewide science CPI increased from 62.6 in 2025 to 63.1 in 2026, compared with 63.8 in 2019.

The message from the data is therefore mixed but important: Connecticut continues to move in the right direction, but the state has not completely closed the academic gap created by the pandemic.

WHAT THE NUMBERS SHOW BY GRADE

The improvement is not uniform across every grade.

In mathematics, for example, Grade 4 students increased from a CPI of 67.4 in 2025 to 67.9 in 2026, while Grade 5 increased from 66.3 to 66.9.

Grade 7 mathematics increased from 60.4 to 61.0, and Grade 8 increased from 58.8 to 59.2.

Grade 11 mathematics rose from 50.1 to 50.3.

ELA results also show modest gains in several grades. Grade 5 increased from 66.9 to 67.3, while Grade 7 rose from 65.0 to 65.9.

However, Grade 11 ELA declined slightly, from 54.7 in 2025 to 54.3 in 2026.

The figures demonstrate why statewide averages can tell only part of the story. Some grades are making stronger progress than others, and older students continue to post some of the state’s lowest achievement levels.

STUDENTS WITH HIGHER NEEDS CONTINUE TO FACE LARGER GAPS

The state’s overall improvement does not mean the achievement gap has disappeared.

Students identified as having higher needs — including students eligible for free or reduced-price meals, English learners, and students with disabilities — continue to perform below the statewide average.

For example, the 2026 mathematics CPI for students with disabilities was 42.4, compared with 61.7 for all students.

English learners recorded a mathematics CPI of 50.3, while students eligible for free or reduced-price meals recorded 50.8.

Black students recorded a statewide mathematics CPI of 48.7, while Hispanic or Latino students recorded 51.3.

By comparison, the mathematics CPI for white students was 69.9, while Asian students recorded 79.3.

The same pattern appears in ELA.

Students with disabilities recorded an ELA CPI of 47.1, compared with 65.0 for all students.

Black students recorded 55.1, Hispanic or Latino students 55.3, and white students 72.4.

Asian students were above the state’s target, recording an ELA CPI of 77.6.

These differences remain one of the largest challenges facing Connecticut’s education system.

SCIENCE SHOWS CONTINUED PROGRESS

Science performance also improved statewide.

The science CPI for all students increased from 62.6 in 2025 to 63.1 in 2026.

Grade 5 science increased from 66.4 to 66.7, while Grade 11 showed one of the more notable improvements, rising from 58.4 to 59.9.

Students identified as American Indian or Alaska Native increased from 56.8 to 60.6, while students with disabilities increased slightly from 43.8 to 44.1.

Asian students continued to perform above the state target, increasing from 77.4 to 77.9.

White students increased from 70.7 to 71.4.

The science results again demonstrate progress while underscoring the substantial difference between student groups.

ATTENDANCE IS MOVING IN THE RIGHT DIRECTION

One of the most encouraging findings in the state’s report is the continued decline in chronic absenteeism.

Chronic absenteeism has now declined for four consecutive years.

The state’s rate peaked at 23.7% during the 2021–22 school year and has fallen to 16.4% in 2025–26.

The strongest recent improvement occurred among ninth graders.

Chronic absenteeism among Grade 9 students fell from 20.7% to 19.1%.

Grade 10 students also experienced a decline.

Elementary school students continue to have the lowest chronic absenteeism rates. Students in Grades 3, 4 and 5 each recorded rates below 12%.

High school students, however, continue to experience the highest rates of chronic absenteeism.

That matters because attendance and academic performance are closely connected. A student cannot benefit from classroom instruction when that student is consistently absent.

CONNECTICUT SAYS INVESTMENT IS DRIVING THE RECOVERY

The State Department of Education says the academic gains are being supported by a series of investments and initiatives designed to accelerate student learning.

Among them:

• More than $24 million invested in K–3 literacy assessments and instructional materials.
• $15 million for professional learning for educators and school leaders.
• An additional $2 million for statewide literacy coaching.
• Nearly $11.5 million previously invested in mathematics tutoring, followed by another $2 million investment in high-dosage tutoring.
• $6 million through the Aspiring Educators Scholarship Program.
• $7 million for the Learner Engagement and Attendance Program, including home visits designed to strengthen family-school relationships.
• Approximately $20 million in grants to 92 school districts for school-based mental health services.
• $30 million in Special Education Enhancement Grants, along with another $40 million through the special education excess-cost formula.
• $10.6 million awarded to 41 programs through the High-Quality Special Education Incentive Grant Program.

The state also reports providing approximately 300 interim assessments at no cost to districts to help educators monitor student progress throughout the school year.

THE GROWTH NUMBERS MAY BE THE MOST IMPORTANT

Connecticut students are currently achieving approximately 60% of their annual growth targets on average.

Students reached 59.3% of their growth targets in ELA and 60.9% in mathematics.

But some schools are substantially outperforming those averages.

According to the state, students at 35 schools met at least 80% of their ELA growth targets, while students at 100 schools met that benchmark in mathematics.

The state says those schools provide examples of what accelerated academic growth can look like.

THE BOTTOM LINE FOR CONNECTICUT

The 2025–26 results do not tell a story of a Connecticut education system that has completely recovered.

They tell a more complicated story.

Students are improving. Attendance is improving. Mathematics and science have improved for four consecutive years. ELA is continuing to move upward.

But statewide achievement remains below 2019 levels in all three reported areas, and substantial gaps persist among students with disabilities, English learners, economically disadvantaged students and several racial and ethnic groups.

For Connecticut — and for communities such as Waterbury — the next challenge is not simply recovering from the pandemic.

It is determining which strategies are producing the strongest results and how those strategies can be replicated in schools where students are still falling behind.

The latest numbers provide reason for optimism.

They also provide a reminder that the recovery is not finished.

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BY THE NUMBERS

16.4% — Connecticut’s chronic absenteeism rate in 2025–26

23.7% — Chronic absenteeism rate at its 2021–22 peak

35,000 — Approximate number of additional students now attending school regularly

61.7 — 2026 statewide mathematics CPI

65.0 — 2026 statewide ELA CPI

63.1 — 2026 statewide science CPI

100 — Schools where students met at least 80% of their mathematics growth targets

35 — Schools where students met at least 80% of their ELA growth targets

75 — Connecticut’s target Performance Index

SOURCE

Connecticut State Department of Education, 2025–26 statewide assessment and chronic absenteeism results.