The passage of Substitute Senate Bill 1095 makes us optimistic that further improvements to provide less testing and more learning in our public schools are in the future.

We commend teachers for their diligence this year in attending rallies calling for less testing, more learning, chronicling the problems with SBAC, and sharing those experiences with their legislators. We applaud legislators, for listening and taking action and passing this bill that increases accountability and provides a strong commitment to Connecticut's examination of the impact of SBAC, the statewide mastery examination, on student learning time.

Teacher advocacy and persistence pay dividends for our students. You can count on CEA being a well-informed and outspoken advocate on the new task force that Sub. SB 1095 establishes. The charge of the task force provides ample opportunity to improve the state testing program to maximize learning time for students and teachers, while ensuring student progress is effectively monitored.

We are pleased that this bill eliminates SBAC in high school—an initiative that indicates that the voice of CEA and others on the State Department of Education High School Assessment Working Group was respected. (Members of the group voted to eliminate the high school SBAC requirement last week.) We look forward to Governor Malloy signing this bill into law.

Thank Your Legislators

Please thank your legislators for listening to teachers and taking an important step toward reducing excessive standardized testing in our public schools—and let them know you look forward to CEA being a well-informed and outspoken advocate on the new task force that Substitute SB 1095 establishes.

Watch the Videos

CEA public awareness TV ads featuring CEA members and Connecticut students focus on the need to treat children as individuals, increase instructional time, and reduce the number of required standardized tests.


Download and read the amendment to Substitute Senate Bill 1095 - An Act Concerning Students Assessments. To require the Department of Education to conduct a study of the state-wide mastery examination and its relation to student learning.