New Hartford School District · Grades 03–06 · Regular School
Smarter Balanced · Grade 3
2025–26 · Smarter Balanced
65.4%State benchmark 52.2% · CT · same source assessment, year and cohort
Calculated #170 of 453 in CT · tied · same school type. Matched NCES schools with a published exact value in this state, school type, assessment, year and cohort
Students with scored tests: 52
Participation: 94.5% · Below 95%. Check the source cohort and any participation adjustment when comparing this result.
34 meeting the stated threshold out of 52 reported scores or assessments.
2025–26 · Smarter Balanced
69.2%State benchmark 47.3% · CT · same source assessment, year and cohort
Calculated #94 of 442 in CT · tied · same school type. Matched NCES schools with a published exact value in this state, school type, assessment, year and cohort
Students with scored tests: 52
Participation: 94.5% · Below 95%. Check the source cohort and any participation adjustment when comparing this result.
36 meeting the stated threshold out of 52 reported scores or assessments.
met or exceeded Connecticut achievement standards (Levels 3 and 4). All Students, regular state assessment. Published combined Levels 3 and 4 percentage; denominator is scored tests, not every participant. Asterisk-masked values remain suppressed. Participation is separately published. Matching same-year, grade and subject state benchmark. Hierarchical blank identity cells in the CSV are forward-filled; numeric data are never forward-filled. SAT uses Connecticut standards, not a national school rank.
States use different tests and proficiency standards. Do not rank these percentages across states. All-grade results also mix grades. These reported outcomes describe the source cohort; they are not an overall school-quality score or proof of attendance eligibility.
School attendance zones can cross city and ZIP boundaries. Confirm assignment, enrollment rules and current programs with the district. A school’s location in a town does not mean every home in the town is eligible.
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