Schools

2 Middletown Schools Named 'Schools Of Distinction'

Two Middletown schools have been recognized as Schools of Distinction by the Connecticut State Department of Education.

MIDDLETOWN, CT — Two Middletown elementary schools have been named Schools of Distinction for the 2021-2022 academic year by the Connecticut State Department of Education, officials announced Thursday.

Farm Hill Elementary School and Snow Elementary School earned the title by ranking within the top 10 percent of schools in Connecticut.

Connecticut schools are named Schools of Distinction when their performance and/or growth, as measured by the Connecticut Next Generation Accountability System, places them within the top 10 percent of all schools across the state, according to a news release.

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Both Farm Hill and Snow Elementary Schools were recognized for the High Growth of their High Needs Students in English Language Arts (ELA). Snow Elementary School was additionally recognized for the High Growth of All their Students in English Language Arts (ELA), according to the news release.

“To have achieved this accomplishment, particularly last year when we returned fully to in-person learning, is truly astounding,” Middletown Superintendent of Schools Vázquez Matos said. “It demonstrates our teachers’, support professionals’, and administrators’ tenacity, professional knowledge, and above all, belief in the individual brilliance of each of our students and the remarkable support of their families. To say that we are proud is an understatement.”

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The Next Generation Accountability System is the system that the Connecticut State Department of Education uses to measure overall district and individual school growth.

“The Next Generation Accountability System has 12 indicators that schools are assessed on; these 12 indicators aid in telling the story of how well a school is preparing its students for success in college, careers, and life,” the news release states. “This accountability system moves beyond test scores and graduation rates to provide a more holistic, multifactor perspective of district and school performance and student growth over time.”

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