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  • HUSKY A Compared to FRPL as a Proxy for Low-income Students

    In his budget proposal released on February 8, Governor Dannel Malloy included several changes to Connecticut's school finance system. Among the changes was a proposal to change the metric used to represent low-income students in the Education Cost Sharing (ECS) formula from eligibility for free and reduced price lunch (FRPL) to participation in HUSKY A (Connecticut’s children’s Medicaid program). To better understand what this proposed change would mean for school districts and their students, the Connecticut School Finance Project has put together a brief analysis comparing FRPL and HUSKY A as metrics for low-income students in a school funding formula.

  • Analysis of Governor Malloy's Proposed School Finance Changes

    On February 8, Governor Dannel Malloy proposed his budget for the FY 2018–FY 2019 biennium. Included in this budget proposal were several changes to Connecticut's school finance system. In an effort to provide useful information for policymakers, educators, community leaders, and all individuals interested in how Connecticut funds its public schools, the Connecticut School Finance Project has prepared an independent analysis examining the governor's proposed school funding changes. The analysis details the components and characteristics of the governor's proposed changes, and highlights how they account for students with higher learning needs (ex. low-income students, English Learners, students with disabilities). The analysis also examines the formula based on a series of equity metrics.

  • School Finance 101: An introduction to how public schools are funded in Connecticut

    This presentation from the Connecticut School Finance Project examines the state's school finance system as a whole and the challenges it presents. Included in the presentation is information about Connecticut's 11 school funding formulas, the state's varying property tax rates, and the funding and population disparities among school districts across the state.

  • Funding Formula Guidebook

    In an effort to provide valuable background information about the components of an effective school finance system, and offer options for policymakers to consider, the Connecticut School Finance Project created a comprehensive Funding Formula Guidebook. The Funding Formula Guidebook examines how Connecticut can achieve fair funding for its more than 540,000 students and details a framework for an equitable school finance system.

  • History of School Finance in Connecticut

    The Connecticut School Finance Project has compiled a comprehensive history of changes to the state's school finance system. The history spans from 1927 to present day and highlights significant policy changes, court cases, task forces, and events that have shaped the way Connecticut funds its public schools.

  • Connecticut's School Funding System: A Roadblock to Success (INFOGRAPHIC)

    This infographic from the Connecticut School Finance Project details the challenges Connecticut’s current school finance system presents and why a fair and equitable system is needed. Painting Connecticut's current school finance system as a road, the infographic demonstrates the number of "roadblocks" the system places in front of students on their road to success—roadblocks that can be alleviated with a new fair and equitable school funding system.

  • Education Funding Among Connecticut's Regional Peers

    Throughout the country, states use various methods and mechanisms to fund their public schools and attempt to account for student needs. In this policy briefing, the Connecticut School Finance Project examines how Connecticut’s peer states fund their public schools and how they account for the larger costs associated with educating students with greater learning needs, such as low-income students and English Language Learners (ELLs).

  • The Mismatch Between Funding & Student Needs in Connecticut

    Over the past 10 years, the needs of Connecticut students have changed. While the overall enrollment in Connecticut public schools has decreased by approximately 32,000 students, Connecticut’s students have increased in need. These changes, coupled with the fact that Connecticut’s overall school finance system is not based on student learning needs, have resulted in a mismatch between district need and district resources.

  • Fast Facts for Connecticut Public Policy - 19 is Not Enough

    This infographic looks at an arbitrary state policy that is keeping many of Connecticut’s English Language Learners (ELLs) from getting the education resources they need. Under current law, state funding for bilingual education is only available to schools with at least 20 ELLs speaking the same foreign language. As a result, for the 2013-14 school year, more than one-third (10,960 out of 31,178) of ELLs in Connecticut public schools were not eligible for state funded bilingual education.