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  • Setting The Record Straight On A Special Education Co-op (CTNewsJunkie)

    Op-ed

    The Special Education Predictable Cost Cooperative (the Co-op) is a special education finance system that allows the state and local governments to share in special education costs. Our organization, the Connecticut School Finance Project, in partnership with the University of Connecticut’s Goldenson Center for Actuarial Research and Neag School of Education, developed the model to help increase stability and predictability in special education funding for school districts, while ensuring decisions in service delivery and identification remain local.

  • Malloy’s school funding plan does not go far enough (CT Mirror)

    Op-ed

    For more than two centuries, Connecticut has been colloquially known as “The Land of Steady Habits.” But our state’s tradition of arbitrarily, illogically, and inequitably funding its public schools is a bad habit Connecticut desperately needs to break. Unfortunately, Gov. Dannel Malloy’s recent budget proposal does not go far enough to address the fundamental flaws of Connecticut’s school finance system. Instead, the proposal continues the decades-old bad habit of funding education through a maze of unconnected, arbitrary formulas and does not ensure that all of Connecticut’s schools and districts have the resources they need to ensure equitable access to educational opportunities for all of our state’s more than 500,000 students.

  • OP-ED: A practical solution to funding special ed in Connecticut (CT Mirror)

    Op-ed

    Concerns about the special education finance system have consistently been raised by educators, parents, community leaders, and policymakers alike as we’ve traveled across the state speaking in communities about Connecticut’s school finance system. These concerns, coupled with feedback we have received over the past year, led us to develop a new model for funding special education, called the Special Education Predictable Cost Cooperative (the Co-op). The Co-op allows state and local governments to share in the cost of funding special education through a cooperative model that uses actuarial principles to increase stability and predictability in special education funding for school districts, while ensuring decisions in service delivery remain local.

  • OP-ED: Voters should keep education in mind when they head to the polls (New Haven Register)

    Op-ed

    With Election Day less than three weeks away, roughly two million registered Connecticut voters will soon have the opportunity to go to the polls and cast their ballots for the candidates and policies they believe will push Connecticut toward an even brighter future. While November 8 brings an end to an election cycle that, at least on a national level, has been consumed by harmful rhetoric and vitriol, it also provides an opportunity for Connecticut voters to let policymakers know what issues matter most to them and their communities. When voters go to the polling booth this November, Connecticut’s school finance system should be an issue in the front of their minds.

  • OP-ED: 'Connecticut needs a school finance system that makes sense’ (CT Mirror)

    Op-ed

    In his decision on Wednesday in Connecticut Coalition for Justice in Education Funding (CCJEF) v. Rell, Connecticut Superior Court Judge Thomas Moukawsher made a lengthy, wide-ranging ruling on education and equity in our state. At the heart of Judge Moukawsher’s historic ruling is the affirmation of what educators, parents, students, and community leaders have been saying for nearly four decades—Connecticut’s school finance system is irrational, inequitable, and illogical. We can now add unconstitutional to that list.

  • OP-ED: Connecticut needs a new way to identify low-income students (CT Mirror)

    Op-ed

    Across Connecticut, children’s access to opportunities plays a pivotal role in their success in school. Unfortunately, children who live in low-income households often have reduced access to opportunities, and often they need additional support in school to ensure they have an equal shot at success. From unstable housing and food insecurity to limited language exposure and parents working multiple jobs, students from low-income households may face a variety of potential challenges that impact their learning. As a far too often result, these challenges can contribute to lower educational outcomes for low-income students. This rings particularly true in Connecticut where student educational attainment has shown to be strongly correlated with a school district’s median family income. So how is Connecticut identifying low-income students and making sure they have the resources they need for educational opportunities equal to those of their more affluent peers? The answer: not accurately.

  • OP-ED: Connecticut must fix its school finance system (New Haven Register)

    Op-ed

    As the state has grappled with difficult fiscal challenges over the last several months, Connecticut and its policymakers have been forced to reexamine how the state operates and make difficult budget decisions. Still, more challenges lie ahead as we work together to ensure Connecticut has a strong economy and that all of our citizens have the opportunity to thrive. One critical challenge Connecticut must address is fixing our state’s school finance system.

  • OP-ED: K-12 Advocates in CT Must Stop Bickering, and Fight Together for a Fairer School Finance System (The Seventy Four)

    Op-ed

    The state’s school finance system is inequitable because it is not based on the learning needs of students. As a result, it is unable to respond to the demographic and enrollment changes schools and communities are experiencing now and will continue to face for the next decade. Connecticut currently finds itself using a school finance system that not only defies logic but also funds all public schools arbitrarily and inequitably. Over the last three decades, the state legislature has created a school finance system that does not address the problems of inequity it is attempting to solve.

  • Letter to the Editor: Connecticut must fix school funding (New Haven Register)

    Op-ed

    Recently, several articles have been written in this newspaper about the New Haven Board of Education’s consideration of a proposal to charge tuition to neighboring towns whose students attend the city’s magnet schools. However, one question that has not been asked is, “Why is such a proposal necessary in the first place?”

  • OP-ED: Connecticut falls short in how it funds special education (New Haven Register)

    Op-ed

    Every day, more than 68,700 of the students who pass through the doors of Connecticut’s public schools require special education services, making up 13 percent of the state’s total public school enrollment. The individual learning needs of these students are wide-ranging and unique. As a result of these wide-ranging needs, the resources required to provide each of these students with a “free appropriate public education” vary significantly, and frequently pose difficult planning and financial questions to Connecticut’s public schools.