The Connecticut State Board of Education on Tuesday highlighted statewide gains in student outcomes and introduced a new dashboard tracking educator retention.

State performance staff reported that the full accountability release — a 12‑indicator system aligned with the U.S. Department of Education plan — shows improvements across several measures, with a notable increase in dual‑credit participation. ‘‘When we started in 21–22 reporting this measure, about 22.3% of 11th‑grade students were earning three or more college credits,’’ performance staff member Ashika Palakrishnan said. ‘‘In three years we have increased that to 30.7%.’’ The presentation said that gains occurred for students in historically underperforming groups as well.

Palakrishnan and the commissioner’s office also pointed to 140 schools identified as ‘‘schools of distinction’’ and 72 schools flagged for state support or intervention on accountability indicators.

The board viewed a new educator‑attrition dashboard that the legislature required the department to build. The dashboard tracks certified educators from one October 1 to the next and includes separate tabs for classroom teachers and all certified staff. Department staff said the most recent snapshot shows 92.4% of classroom teachers from 2023–24 remained in the classroom in 2024–25. ‘‘About 6.8% left Connecticut public schools’’ in that interval, the presenter said, which staff estimated as roughly 2,800 individuals; the presenter noted that some of those departures reflect retirements or moves between districts, not exclusively exits from the profession.

Board members asked whether the dashboard can show flows between districts, reasons for leaving and age/years‑in‑profession breakdowns. The presenter said district‑level flows are already extractable in the tool and that additional analyses on reasons for departure and retiree separations will be added in forthcoming custom reports.

Board members and the commissioner framed the results as both encouraging and a baseline for further work — especially to target supports in districts with disproportionate attrition or staffing models that create higher turnover. ‘‘Charter schools show higher rates in this dataset because of staffing models that include short‑term placements,’’ the presenter said, noting charters accounted for a substantive share of those who left statewide.

The department said it will publish the dashboard publicly and continue releasing monthly accountability updates and supplemental analyses on retention trends, exit reasons and equity implications.