Nutmegger

The brackets indicated that it is an addition not in the original text -- but it is not completely wrong!

I stand by my prior post. When a person becomes a resident of CT, they are obligated to get a CT license within 30 days, whether they have moved from Kentucky, the UK, or Outer Mongolia.

Bob

Welcome to BE, but you are talking shit.

There is no such thing as a international license. The IDP is just a translation.

One is allowed to use a foreign license for a year in some states if residence is only temporary in nature, so students, snow birds, people coming for medical treatment, that kind of thing.

Some one moving into a home, taking up a job, or anything else like that is taking up residence and will need to get a local, state license.

You get into a nasty accident using your foreign license longer than whatever the state mandates a state resident to get a license and you'll soon find out how quickly your insurance company has found your policy void.

Bob

I have no idea about in CT, or those schools, but down my way those figures are very misleading because some schools, the higher rated ones sometimes discount the tests for anyone they consider "learning disabled" and either punt them to other "schools who are better able to help" or keep anyone who is performing badly in separate classes and don't include them in the results. Whilst some other schools put everyone together and don't play the numbers and thus get a much lower score.

Some schools are just shit, which is why getting a read from parents in the areas is helpful, but the scores alone can be pretty meaningless.

That might not be the case for the areas you're looking at, or CT as a whole though, but something to be aware of in case

kodokan

Having had two kids in schools across 3 countries, a total of 7 schools altogether now, I've become a lot more relaxed about it. One can spend hours angsting over league tables and test scores, but my school experience so far has led me to conclude that only two things really matter - (1) choosing a 'nice' area to live so the children have peers who come from home which are equally likely to value and support education, require homework to be done, etc, and (2) have a good teacher with whom they 'click'. There's little can be done about the second, at least before you're in the school, get to know the staff, and start filling in the 'I would like this teacher next grade if possible' request forms.

My daughter, for example, in a good school/ good neighbourhood in Switzerland, had a terrible 1st grade. She was supposed to have 2 job-sharing teachers, one very experienced who adored teaching Maths, the other fairly newly qualified who was really looking forward to doing the language-based stuff. Both seemed very pleasant, dedicated women at the Meet The Teachers get-together, had a great plan for how they were going to divide up the teaching according to their passions and specialisms - it all sounded marvellous.

Then the experienced one severely damaged her knee 2 weeks into the school year, and went off on long-term sick. The younger teacher went from 3 to 4 days a week - grudgingly - but was really out of her depth and stressed with the additional teaching and lesson planning. The remaining day was covered by a rotation of sub teachers, who just babysat until the bell rang.

At her current excellent 10-out-of-10 on Great Schools school, she has a fantastic 3rd grade teacher; I requested this particular teacher as I was discreetly told to try and avoid Teacher X who was very strict and humorless, and definitely avoid Teacher Y who had a nervous breakdown some years ago, and is killing time until retirement.

It's a lovely school, it really is - the office staff are delightfully friendly and helpful, the teachers I've come into contact with are marvellous, etc. But I honestly think 95% of its excelling test scores are down to it being based in a wealthy, middle-class, professional parents neighbourhood. Move somewhere like that, and I'm sure it'll be fine.