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  • Student Counts in Connecticut

    In Connecticut, there are several different methods for counting public school students in towns, schools, and school districts. Each method uses a different set of rules, and is used for different purposes. This one-pager details these different student counts and how each is used.

  • Updating How Connecticut Counts Low-income Students

    This one-pager concerns challenges with continuing to use eligibility for free and reduced price lunch (FRPL) as a proxy for counting low-income students as part of Connecticut's Education Cost Sharing (ECS) formula. Additionally, this one-pager explains using direct certification as a replacement for FRPL for the purposes of the ECS formula.

  • Review of the Research on District & School Consolidation

    This literature review examines the academic research related to school district consolidation and school consolidation and looks at the financial and academic costs and benefits associated with district or school consolidation. Included in this review are 40 articles related to school district size, consolidation, and other types of school district regionalization, and 18 articles related to school consolidation, school size, and school closure.

  • Introduction to Charter Schools in Connecticut

    This policy briefing provides an overview of charter schools in Connecticut, including the background and history of Connecticut's charter schools, the state oversight and regulations for charter schools, and the distribution of state education dollars to charter schools.

  • Guide to Connecticut's Magnet Schools

    This report from the Connecticut School Finance Project examines the administration, funding, and history of Connecticut's interdistrict and intradistrict magnet schools. Included in this report are answers to frequently asked questions, a timeline of significant moments in the history of magnet schools in Connecticut, and information about magnet school enrollment and sending district tuition.

  • Mismatch Between Funding & Student Needs in Connecticut

    Originally released in 2015 and then updated in November 2018, this policy briefing examines the mismatch between public school funding and the learning needs of Connecticut students. The policy briefing finds that the mismatch is the result of several contributing factors and Connecticut’s overall school finance system. While the Connecticut General Assembly took significant steps toward fixing the ECS formula during the 2017 legislative special session, work still needs to be done to ensure all students, regardless of need, receive equitable funding and have the same opportunities to succeed in Connecticut’s public schools.

  • Regional Cooperation Impacting School Districts

    This policy brief examines Connecticut statutes and legislation that relate to a school district's ability to pursue regionalization. The policy brief summarizes methods of regional cooperation impacting public school districts in Connecticut, and details recent proposals to increase or incentivize regional cooperation.

  • The Research on District Consolidation and Vermont's Recent Efforts

    This policy brief provides a summary of the academic research on the benefits and drawbacks of state-led efforts to encourage, or require, school districts with low enrollments or density to consolidate. Consolidation of school districts has existed throughout the 20th century. Between 1940 and 2013, the number of school districts in the United States decreased from approximately 117,000 to approximately 14,000. This policy brief also summarizes Vermont’s school district consolidation efforts with a specific focus on the content and impact of Act 46, passed in 2015, and Act 49, passed in 2017.

  • 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.