About CTRA


The mission of the Connecticut River Academy is to:

  • prepare its diverse student body for further educational opportunities, including the possible pursuit of careers in environmental or other sciences;
  • break down racial, ethnic, economic, gender, and other social and academic barriers; and
  • help its students to become well rounded, scientifically literate, and responsible 21st century citizens.

School Facts

  • Grades: 9 - 12
  • Hours: 7:30 am - 3:00 pm
  • Average Class Size: 16
  • Target Enrollment: 480
  • Academic Focus: Early College and Environmental Science
  • Students from over 42 different towns across CT

CTRA Academic Goals

The Connecticut River Academy seeks for its students to:

  • have a broad knowledge of natural science, with substantial depth in environmental science;
  • understand the nature, history, and philosophy of science and the real-world interrelationships between science, technology, and society;
  • think critically about scientific, technical, personal, interpersonal, societal, global, and other issues from multiple disciplinary perspectives; and
  • solve complex problems in science, school, and society using knowledge and skills from a variety of disciplines.

CTRA Student Learning Objectives

The Connecticut River Academy students will:

  • engage in complex, authentic scientific inquiry; namely, identify questions and concepts that guide scientific investigations, design and conduct scientific investigations, use technology and mathematics to improve investigations and communications, formulate and revise scientific explanations and models using logic and evidence, recognize and analyze alternative explanations and models, and communicate and defend a scientific argument;
  • use mathematical thinking and skills to process data and solve varied life and career problems;
  • use technology tools to process, evaluate, and produce information;
  • innovate through design/invention;
  • read and write sophisticated text and speak articulately and confidently in English and Spanish;
  • communicate effectively in both written and oral forms;
  • analyze the history of science, technology, and society along with current events using social science strategies with a cultural global perspective;
  • have habits that promote physical and social/emotional health;
  • solve conflicts and work with a wide variety of individuals;
  • be involved in community, social, and professional organizations; and
  • have a basic appreciation for and understanding of the arts

School Improvement Plan

Given the comprehensiveness of our goals and objectives we have selected a few key goals to focus upon this year as doing so will allow us to create a solid academic and positive climate upon which we can build. 

Goal 1: Engage each CTRA student in a challenging, rigorous and relevant curriculum so that student performance will improve.

Indicator 1.1:  80% of CTRA students will meet proficiency in all areas of CAPT: reading, writing, math and science.

Goal 2: CTRA will create a school climate that values and encourages positive student behavior. 

Indicator 2.1:  Discipline Referrals will be decreased by 20% when comparing first semester to second semester.

Goal 3: CTRA will provide a school environment that supports innovation and collaboration for students and staff and encourages risk taking in learning and teaching.

Indicator 3.1: Course Curricular will support rigorous environmental studies and infuse college readiness skills.

Indicator 3.2:  Teachers will be provided with professional development that informs continuous improvement of instruction.

CTRA Magnet Standards

I. Self and Global Awareness

Contributing to a sustainable and just world requires that we think about our place in the world and our ability to influence it by employing habits of mind that enable intelligent thinking and result in decision-making that ensures a better future.


II. Diversity

Understanding and appreciating diversity and its importance in our world is essential for making informed choices, contributing to a sustainable and just future, and developing leadership skills such as communication, collaboration, and self-reflection.


III. Personal and Social Responsibility for Action

Combining self-knowledge with the recognition that individual actions and decisions affect physical, social and cultural environments is required to become an advocate for sustainable and just environments.