STRATEGIC SCHOOL PROFILE 2005-06
High School Edition
CT International Baccalaureate Academy
East Hartford School District
PAUL S CLAPP, 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: 173 School Type: Interdistrict Magnet
5-Year Enrollment Change: N/A School Grade Range: 9-12
Current and Past School Need Year School DRG High State High
% of Students Eligible for 2005-06 27.7 34.5 22.4
Free/Reduced-Price Meals 2002-03 N/A N/A N/A
% of K-12 Students with Non- 2005-06 17.9 27.1 11.4
English Home Language 2000-01 N/A N/A N/A
% of Juniors and Seniors Working 2005-06 6.5 24.6 21.7
More than 16 Hours Per Week 2000-01 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 2 1.2 7.5 3.4
Second Language Services (K-12)
Compensatory Education 0 0.0 2.8 7.4
Gifted and Talented Program 0 0.0 1.6 1.6
Special Education 1 0.6 10.6 11.0
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Race/Ethnicity Number Percent Total Minority 2005-06 49.7%
American Indian 1 0.6 Total Minority 2000-01 N/A
Asian American 13 7.5
Black 43 24.9
Hispanic 29 16.8
White 87 50.3
EFFORTS TO REDUCE RACIAL, ETHNIC, AND ECONOMIC ISOLATION
Connecticut law requires that school districts provide educational opportunities for their students to interact with
students and teachers from diverse racial, ethnic, and economic backgrounds. This may occur through programs
with other schools, distance learning, or other experiences. Below is the description submitted by this school of how
it provides such experiences.
As a magnet school, the Connecticut International Baccalaureate Academy’s primary function is to provide school
choice that reduces racial, ethnic, and economic isolation. We draw our student population from two urban and eight
suburban districts. We maintain a balanced racial, ethnic and economic student population in grades 9-12 through
our open enrollment lottery.
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Instructional Time* School DRG High Schools State High Schools
Total Hours of Instruction Per Year 1,144 993 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 24.6 75.3
Voice 100.0 38.5 80.1
Internet Access 100.0 78.4 96.5
Multi-Room Network (LAN) 100.0 56.2 80.6
Computers School DRG HS State HS This school
# of Students Per Academic Computer 0.6 3.8 3.1 does not have
% of Computers that are High or Moderate Power 100.0 87.2 86.1 a functional
% of Computers with Internet Access, All Speeds 100.0 92.4 97.6
% of Computers with High Speed Internet Access 100.0 92.3 97.6
% of Internet Computers with Filtering Software 100.0 100.0 98.8
LIBRARY MATERIALS Library Materials School DRG HS State HS
Free on-line access to periodicals, # of Print Volumes Per Student* 21.6 10.9 15.7
newspapers, and other resources is % of Print Volumes Purchased in 87.8 10.6 11.7
available to all Connecticut schools the Last Three Years
through the Connecticut Digital
Library. # of Print Periodical Subscriptions 45 37.4 46.6
# of Non-Print Materials 170 663.3 811.0
*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 2005-06 2004-05
# of Certified Staff
Teachers 12.4 11.4
Administrators 1.0 1.0
Department Chairs 0.0 1.0
Average Class Size School DRG State Library/Media Staff 1.0 1.0
Algebra I 12.5 23.2 20.0 Counselors, Social Workers, 1.0 1.0
Biology I 26.5 23.2 20.1 and School Psychologists
English, Grade 10 23.0 20.8 19.9 Other Professionals 0.0 0.0
American History 17.5 22.4 21.1 # of Non-Certified Instructional 0.0 0.0
Professional Staff Race/Ethnicity 2005-06 2004-05 2000-01
% Minority 15.8 15.8 N/A
Professional Staff Experience and Training School DRG High School State High School
Average Number of Years Experience in CT 11.9 14.0 13.2
% with Master’s Degree or Above 84.2 77.2 75.6
% Trained as Mentors, Assessors, or 21.1 27.0 26.8
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Student and Teacher Statistics School DRG High State High
% of Students Retained in Grade after 2004-05 School Year 0.0 N/A 4.7
Teacher Attendance, 2004-05: Average # of Days Absent Due to 3.5 7.7 8.3
Illness or Personal Time
% Certified Staff Assigned to Same School the Previous Year 84.2 86.5 86.0
Types of Remedial Instructional Services Available in Available in
Provided to Students Lacking Basic Skills Mathematics Language Arts
Pull-out Instruction No No
In-Class Tutorial No No
After School Program No No
Summer School (2005) No No
Other No No
% Juniors and Seniors Enrolled in a Course or Courses for School State High Schools
During the 2004-05 School Year 96.9 25.5
During the 1999-2000 School Year N/A N/A
Advanced Placement Courses School State High Schools
Number of Courses for which Students were Tested 1 8.7
% of Grade 12 Students Tested 0.0 19.3
% of Exams Scored 3 or More* 5.1 71.7
*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 2005 22.0 21.2 20.0
% of Class of 2005 Graduates who Earned Credit in Selected School State High Schools
Algebra I or Equivalent 100.0 91.1
Chemistry 100.0 70.2
4 or More Credits in Mathematics 100.0 63.3
3 or More Credits in Science 100.0 87.2
4 or More Credits in Social Studies 100.0 53.3
Credit for Level 3 or Higher in the Same World Language 100.0 57.6
2 or More Credits in Vocational Education 0.0 57.1
2 or More Credits in the Arts 69.2 41.5
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Connecticut Academic Performance Test, Second Generation, % Meeting State Goal: The state Goal was
established with the advice and assistance of a cross section of Connecticut educators. Students receive certification
of mastery for each area in which they meet or exceed the Goal. 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.
Conn. Academic Performance Test School State Of All Schools in State
% Grade 10 Meeting State Goal in: Lowest % Highest %
Reading Across the Disciplines 78.3 46.5 0.0 83.9
Writing Across the Disciplines 91.3 52.4 0.0 91.3
Mathematics 69.6 46.3 0.0 83.3
Science 78.3 44.6 0.0 85.3
The figures above were calculated differently than those
reported in the No Child Left Behind (NCLB) Report Cards.
Unlike NCLB figures, 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.
SAT® I: Reasoning Test Class of 2000 Class of 2005
School School State
% of Graduates Tested N/A 96.2 74.9
Mathematics: Average Score N/A 511 512
Mathematics: % Scoring 600 or More N/A 20.0 24.6
Verbal: Average Score N/A 518 510
Verbal: % Scoring 600 or More N/A 20.0 22.7
Student Attendance School State High Physical Fitness, School State
School Grade 10
% on October 1, 2005 97.1 93.9 % Passing All 4 Tests 50.0 39.1
Dropout Rates School State Class of 2005: Number
Cumulative Four-Year Rate for Class of 2005 N/A N/A of National Merit
2004-05 Annual Rate for Grade 9 through 12 0.0 1.7
1999-2000 Annual Rate for Gr. 9 through 12 N/A N/A
Activities of Graduates Class of School State
% Attending Two- or Four-Year 2005 96.2 78.3
Colleges 2000 N/A N/A
% Employed or in Military 2005 3.8 13.9
2000 N/A N/A
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EVIDENCE OF SUSTAINED IMPROVEMENT IN STUDENT ACCOMPLISHMENTS
Below is a summary, submitted by this school, of the major trends in student performance and accomplishments that indicate
sustained improvement over time. Also, areas of need are identified and plans to address these needs are presented.
The class of 2006 graduated 31 students. The average GPA for the class of 2006 was 2.80. CIBA students’ SAT and
ACT scores were above state and national averages. CAPT scores for CIBA students surpassed state averages in all
Sixteen students sat for the full IB diploma exams and thirteen IB diplomas awarded to the Class of 2006. 100% of
the class of 2006 applied for and were accepted to institutions of higher learning.
Needs and Improvements:
CIBA continues to incorporate technology into the curriculum. More students remained in the program this year, the
attrition rate is lower than past years.
SUPPLEMENTAL SCHOOL INFORMATION
The space below was optionally used by this school to describe aspects of the school not presented elsewhere in the profile. For
instance, character education or programs designed to improve school climate may be described.
CIBA continues to encourage a spirit of internationalism and decrease ethnic and economic isolation. Students
continued to participate in the Landmine Eradication Club whose purpose is to conduct activities and fundraisers
aimed at eliminating landmines around the world.
During the 2005-2006 school year, students participated in videoconferences with students throughout the world.
Students also experienced distance learning through ePals and YABLA software. These classroom-based exchanges
with international students and adults showed CIBA students the importance of global opportunities.
A grant of $390,000 was received from the U. S. Department of Education Fund for the Improvement of Education
allowing for the enhancement of Spanish Studies.
Students travelled to China and Costa Rica for cultural and other curriculum-related experiences.
The student Advisory Board sponsored many events throughout the year to raise funds for charitable donations and
to improve school spirit. In particular, they sponsored the PanCan/Abelon Scholarship walk. This event was held to
raise money for pancretic cancer research and to establish a scholarship in the name of CIBA founder Michael
Abelon. The first award of money through this scholarship was given this year.
The Parents Advisory Council was very active, and awarded a scholarship to a graduating senior.
CIBA participated in a walk-a-thon to raise money for the Juvenile Diabetes Research Foundation and was awarded
the trophy for the highest amount of money raised.
The principal participated in an administrator exchange, hosting a principal from a school in China and visiting that
administrator's school in return.
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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