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43-63
STRATEGIC SCHOOL PROFILE 2006-07
High School Edition
The Connecticut International Baccalaureate Academy
East Hartford School District
ARTHUR ARPIN, Principal Telephone: (860) 622-5590
District Reference Group (DRG): H DRG is a classification of districts whose students' families are similar in
education, income, occupation, and need, and that have roughly similar enrollment.
This profile was produced by the Connecticut State Department of Education in accordance with CT General Statutes 10-220(c).
STUDENT ENROLLMENT TYPE OF SCHOOL
Total Enrollment: 180 School Type: Interdistrict Magnet
5-Year Enrollment Change: N/A School Grade Range: 9-12
SCHOOL NEED
Current and Past School Need Year School DRG High State High
Schools Schools
% of Students Eligible for 2006-07 35.0 32.3 22.9
Free/Reduced-Price Meals 2002-03 N/A N/A N/A
% of K-12 Students with Non- 2006-07 15.0 26.3 11.4
English Home Language 2001-02 N/A N/A N/A
% of Juniors and Seniors Working 2006-07 31.5 22.6 20.2
More than 16 Hours Per Week 2001-02 N/A N/A N/A
Enrollment in Special Programs Students in Percent in % in DRG High % in State
School School Schools High Schools
Bilingual Education and English as a 3 1.7 7.2 3.4
Second Language Services (K-12)
Compensatory Education 0 0.0 3.8 12.5
Gifted and Talented Program 4 2.2 1.1 1.7
Special Education 1 0.6 10.4 10.8
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Race/Ethnicity Number Percent STUDENT RACE/ETHNICITY
American Indian 1 0.6
Asian American 11 6.1
Black 44 24.4 Total Minority 2006-07 54.4%
Hispanic 42 23.3 Total Minority 2001-02 N/A
White 82 45.6
EFFORTS TO REDUCE RACIAL, ETHNIC, AND ECONOMIC ISOLATION
Below is the description submitted by this school of how it provides educational opportunities for its students to interact with
students and teachers from diverse racial, ethnic, and economic backgrounds.
As a magnet school, the Connecticut International Baccalaureate Academy’s primary function is to provide school
choice to families in our participating districts. During the 2006-2007 school year, we drew our student population
from both urban and suburban districts. We have maintained a balanced racial, ethnic, and economic student
population in all grades through our open-enrollment lottery. Our racial/ethnic breakdown for students in 2006-2007
is as follows:
African-American: 25%
Asian: 8%
Hispanic: 21%
White: 46%
SCHOOL RESOURCES
Instructional Time* School DRG High Schools State High Schools
Total Hours of Instruction Per Year 1,106 992 1,002
*State law requires at least 900 hours for grades 1 through 12.
TECHNOLOGY % of Classrooms, Libraries, School DRG High State High
and Laboratories Wired for: Schools Schools
Video 100.0 31.5 76.0
Voice 100.0 58.1 84.9
Internet Access 100.0 79.5 97.1
Multi-Room Network (LAN) 100.0 58.7 82.4
Computers School DRG HS State HS This school
# of Students Per Academic Computer 0.6 3.4 2.9 does not have
% of Computers that are High or Moderate Power 100.0 91.9 91.7 a functional
satellite link.
% of Computers with Internet Access, All Speeds 100.0 99.4 98.7
% of Computers with High Speed Internet Access 100.0 99.4 98.7
% of Internet Computers with Filtering Software 100.0 100.0 98.7
43-63 Page 3
SCHOOL RESOURCES, continued
LIBRARY MATERIALS Library Materials School DRG HS State HS
Free on-line access to # of Print Volumes Per Student* 23.5 10.7 15.7
periodicals, newspapers, and % of Print Volumes Purchased in Last 3 Yrs. 65.4 9.8 11.1
other resources is available to # of Print Periodical Subscriptions 36 30.6 45.9
all Connecticut schools through # of Non-Print Materials 373 520.8 848.1
the Connecticut Digital Library. *Because a certain number of volumes are needed for a library of adequate breadth and
depth, a small school may need a higher number of volumes per student.
STAFFING RESOURCES School Staff Count 2006-07 2005-06
Full-Time Equivalent
Average Class Size School DRG State # of Certified Staff
Algebra I 27.0 20.1 19.5 Teachers 12.8 12.4
Biology I 24.0 22.3 20.0 Administrators 1.0 1.0
English, Grade 10 24.5 20.5 19.5 Department Chairs 0.0 0.0
American History 21.5 22.2 20.8 Library/Media Staff 1.0 1.0
Counselors, Social Workers, 1.0 1.0
Professional Staff Race/Ethnicity and School Psychologists
2006-07 2005-06 2001-02 Other Professionals 0.0 0.0
% Minority 21.1 15.8 N/A # of Non-Certified Instructional 0.0 0.0
Professional Staff Experience and Training School DRG HS State HS
Average Years of Experience in Connecticut and Other Locations 13.6 15.0 14.6
% with Master’s Degree or Above 89.5 75.4 76.0
HOME AND SCHOOL COMMUNICATION AND SUPPORT
The following narrative was submitted by this school.
In order to maintain our record of success for our students, it is vital that we promote parent involvement and
support even before they send their children to CIBA. Prospective students and their parents are required to attend
an informational session as part of the application process. This helps families make informed decisions about
whether or not CIBA is a good fit for them.
We have an active Parent Advisory Council (PAC) which meets monthly. They support students through a variety of
program, including social events, fund-raisers, and scholarships. PAC meetings are also informative in nature, as the
principal regularly attends and is available to answer questions and address concerns. Teachers and other staff
members also attend frequently.
The monthly Principal’s Newsletter (CIBANews) informs families about events at the school, important dates, and
information from the Guidance office regarding SATs, college applications, etc. CIBANews also features a monthly
column with information about how parents can support their students academically, and other topics of interest.
CIBA subscribes to Naviance, an Internet tool that allows families to research colleges from home.
Several events for families are held throughout the year, including fall Open House where parents can meet teachers,
the IB Induction Ceremony in October for juniors as they officially enroll in the Diploma Program, and the spring
Sophomore Information Night, which gives families information about what to expect as their children prepare to
become Diploma Program students the next fall.
43-63 Page 4
SCHOOL PROCESSES
Student and Teacher Statistics School DRG High State High
Schools Schools
% of Students Retained in Grade after 2005-06 School Year 0.0 N/A 4.5
Teacher Attendance, 2005-06: Average # of Days Absent Due to 4.1 7.7 8.5
Illness or Personal Time
% Certified Staff Assigned to Same School the Previous Year 84.2 86.5 86.3
Types of Remedial Instructional Services Available in Available in
Provided to Students Lacking Basic Skills Mathematics Language Arts
Pull-out Instruction Yes No
In-Class Tutorial No No
After School Program Yes Yes
Summer School (2006) Yes Yes
Other No No
% Juniors and Seniors Enrolled in a Course or Courses for School State High Schools
College Credit
During the 2005-06 School Year 96.1 28.3
During the 2000-01 School Year N/A N/A
Advanced Placement Courses School State High Schools
Number of Courses for which Students were Tested 1 8.9
% of Grade 12 Students Tested 0.0 20.1
% of Exams Scored 3 or More* 26.1 71.9
*A score of three or higher is generally required for earning college credit.
Interactive Distance Learning: This school utilizes interactive distance learning. Interactive distance learning
ranges from on-line courses with student-instructor interaction via the internet to live classroom interactions through
two-way audio and video transmissions.
Total Number of Credits School DRG State
Required for Graduation Requirement
Required for Class of 2006 22.0 21.2 20.0
% of Class of 2006 Graduates who Earned Credit in Selected School State High Schools
Subjects
Algebra I or Equivalent 100.0 91.1
Chemistry 100.0 70.6
4 or More Credits in Mathematics 100.0 64.0
3 or More Credits in Science 100.0 88.1
4 or More Credits in Social Studies 100.0 51.9
Credit for Level 3 or Higher in the Same World Language 100.0 59.1
2 or More Credits in Vocational Education 0.0 57.9
2 or More Credits in the Arts 67.7 39.8
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STUDENT PERFORMANCE
Connecticut Academic Performance Test, Third Generation, % Meeting State Goal: The CAPT is
administered to Grade 10 students. The Goal level is more demanding than the state Proficient level, but not as high
as the Advanced level, reported in the No Child Left Behind Report Cards.
CAPT Subject Area School State Of All Schools in State
Lowest % Highest %
Reading Across the Disciplines 67.4 45.6 0.0 87.2
Writing Across the Disciplines 56.5 52.9 0.0 87.6
Mathematics 54.3 45.2 0.0 86.3
Science 37.0 44.4 0.0 84.5
These results reflect the performance of students with scoreable tests who were enrolled in the district at the time of
testing, regardless of the length of time they were enrolled in the district. Results for fewer than
20 students are not presented.
For more detailed CAPT results, go to www.ctreports.com.
To see the NCLB Report Card for this district, go to www.sde.ct.gov and click on “No Child Left Behind.”
SAT® I: Reasoning Test Class of Class of 2006
2001 School State Of All Schools in State
School Lowest % Highest %
% of Graduates Tested N/A 77.4 74.7 11.7 100.0
Mathematics: Average Score N/A 550 510 284 604
Mathematics: % Scoring 600 or More N/A 25.0 23.9 0.0 55.6
Critical Reading: Average Score N/A 573 505 314 595
Critical Reading: % Scoring 600 or More N/A 45.8 21.3 0.0 48.5
Writing: Average Score N/A 544 504 304 595
Writing: % Scoring 600 or More N/A 25.0 19.6 0.0 48.8
Student Attendance School State High School Class of 2006: Number of National Merit
% on October 1, 2006 92.8 93.9 Scholarship Semi-Finalists: 0
Physical Fitness, Grade 10 School State Of All Schools in State
Lowest % Highest %
% Passing All Four Tests 13.0 39.5 0.0 70.3
Graduation and Dropout Rates School State Of All Schools in State
Lowest % Highest %
Graduation Rate for Class of 2006 N/A N/A 40.0 100.0
Cumulative Four-Year Dropout Rate for Class of 2006 N/A N/A 0.0 100.0
2005-06 Annual Dropout Rate for Grade 9 through 12 0.0 1.8 0.0 29.8
2000-01 Annual Dropout Rate for Grade 9 through 12 N/A N/A N/A N/A
Activities of Graduates Class of School State
% Attending Two- or Four-Year 2006 96.8 78.3
Colleges 2001 N/A N/A
% Employed or in Military 2006 3.2 12.9
2001 N/A N/A
43-63 Page 6
SCHOOL IMPROVEMENT PLANS AND ACTIVITIES
The following narrative was submitted by this school.
When the school opened in 2003, CIBA offered laptop computers for its students, along with a wealth of other
technological advantages. Those computers are now nearing the end of their useful life, given the advances in
computer technology available to schools and the general public. In addition, the extended warranties for these
machines have expired, leaving us with high repair costs. In order to maintain the advanced technological learning
environment that is integral to our students’ success, we must plan for the purchase of new laptops to replace our
aging units. In addition, we will develop a plan to update other existing technologies in the building, such as our
Smart Boards and Language Lab, to ensure that our students have the most up-to-date technology available to them.
In order to be certified to as an International Baccalaureate program, teachers must participate in curriculum update
training. Many of our teachers last received training five to seven years ago. According to the International
Baccalaureate Organization (IBO), retraining should occur every five years. Beginning this year, the CIBA staff has
been placed on a rotation for training that will include all certified staff over the next five years.
Another area for improvement is our attrition rate for students. In an effort to reduce this rate, we are expanding the
opportunities for prospective students and parents to learn about CIBA and the IB program, so that they are better
aware of our expectations for students and can better decide if this school is appropriate for them.
We are also evaluating current course offerings, to decide if our current course offerings are appropriate for our
students, or if some elective courses should be changed.
SUPPLEMENTAL SCHOOL INFORMATION
The space below was optionally used by this school to describe aspects of the school not presented elsewhere in the profile.
CIBA was named a 2006 Blue Ribbon School by the US Department of Education. This was a recognition of the
achievements of our students on standardized testing (CAPT, SAT) and their overall high performance. CIBA was
the only high school in Connecticut so honored this year.
As the school continues to grow, the number of graduating students increases markedly. In 2007 we graduated 39
students, up from 32 in 2006. Correspondingly, the number of students participating in IB testing grew, as well.
Twenty-four members of the Class of 2007 were IB Diploma candidates, a 50 % increase from 2006. Thirteen of
those students received the IB Diploma.
CIBA students continued to demonstrate their willingness to actively support and promote charitable causes. The
school sponsored its second annual PANCan Walk. This event raises money for research on Pancreatic Cancer, the
disease that claimed the life of our founding principal, Michael Abelon. Other major fundraisers included Juvenile
Diabetes Research Foundation and the Cystic Fibrosis Foundation.
Once again this year, 100% of our graduating seniors were accepted to institutions of higher learning, and all of
them will be attending either a two- or four-year college in the fall of 2007.
Individual students also were honored for their achievements this year. One student was named a Governor’s
Scholar, a prestigious honor bestowed on only 30 Connecticut high school students each year. Two students were
honored for their willing essays in a contest sponsored by the Permanent Commission on the Status of Women.
Finally, our Mock Trial team was named Best New Mock Trial Team for 2006-2007.
Strategic School Profiles may be viewed on the internet at www.state.ct.us/sde. A more detailed, searchable SSP
database, data tables, and additional CT education facts are also available at this site.
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