In the 2020-21 school year, schools across Connecticut are using one of three learning models, i.e., in-person, hybrid, or remote. The school reopen plans also allow parents to opt their students into full remote learning. In its resolution that permits remote learning days to count toward the 177 school day requirement, the State Board of Education affirmed that its authorization for hybrid or remote programming due to unavoidable emergency is contingent upon school districts providing rigorous learning and engagement opportunities that are aligned with State standards and Board expectations. The Board also charged the Connecticut State Department of Education (CSDE) with ensuring fidelity to this expectation by collecting whatever data are necessary and making that information transparent.
The data on this page are intended to provide transparency regarding student attendance and learning models in public school during the 2020-21 school year. Check out the CSDE's Chronic Absence Page for resources on supporting greater student attendance.
To support attendance and engagement of students as they participate in varied school learning models, the CSDE established a new system to collect student-level attendance data on a monthly basis. This collection allows for more detailed reporting of student attendance by district, school, and student group. The following reports are the monthly summaries for the 2020-21 academic year:
Since there is no similar monthly attendance data in prior years, comparisons of year-to-date attendance are made to the 2019-20 attendance rates that were based on data collected for in-person school days through mid-March 2020. The comparison data should be interpreted with caution considering that the results incorporate a new data collection, encompass multiple learning models, and reflect some variation in the implementation of district practices.
District-level disaggregated data by student group along with data visualizations will be used by CSDE staff to identify and support districts where year-to-date attendance is substantially lower than in the 2019-20 school year. CSDE is also partnering with the State Education Resource Center (SERC) to build communities of practice and a system of supports for districts that bring together the latest research, national experts, and promising practices.
An interactive map and additional data files are also available below.
Students with High Needs+
Students with High Needs+
Overall, students with high needs tend to be fully remote at greater rates than their peers. Furthermore, all student groups exhibit lower attendance rates on remote days than on in-person days, and this pattern is most acute among our students with the highest needs.
Fully In-person: all days are in-person, Mostly In-person: more than 75% but less than 100% of days are in-person, Hybrid: between 25% and 75%, inclusive, of days are in-person, Mostly Remote: less than 25% but more than 0% of days are in-person, Fully Remote: 0 days are in-person
*Calculations are based only on in-person school days until mid-March 2020. **Calculations include both in-person and remote days.
The CSDE is collecting on a weekly basis the learning model employed by the district. The reports below provide a high level summary for the week. Map and data listing are also available below.
The map below presents the status for the reporting period of March 29 - April 2. Access the detailed dataset for each district and Approved Private Special Education Program (APSEP) as CSV for Excel or see the detailed dataset description.
The key leading indicator to support decision-making on the level of in-person education recommended by DPH and CSDE is:
Additionally, the guidance in Addendum 4 identifies three secondary indicators:
These indicators are summarized in the following dataset: CT School Learning Model Indicators by County.