Our Reports

All Entries




  • 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.

  • Special Education Predictable Cost Cooperative: a solution for funding special education in Connecticut (INFOGRAPHIC)

    This infographic from the Connecticut School Finance Project details a solution to Connecticut’s special education funding challenges, the development and implementation of a Special Education Predictable Cost Cooperative (the Co-op). The Co-op is a special education finance system that allows the state and local governments to share in special education costs and keep decisions and delivery of special education services local. The Co-op's purpose is not to either raise or lower a district's special education costs. Rather, the purpose of the Co-op is to make districts' special education costs more predictable.

  • School Transportation for Connecticut's Students

    School transportation is costly and those costs continue to rise. The national average, per-pupil expenditure for transportation of students at public expense has increased 30 percent since 2000, in cost-adjusted dollars. In Connecticut, the average per-pupil cost of student transportation is $885.78, which has increased 42.2 percent since 2000. At the same time as costs have increased, state-level funding for transportation has decreased in Connecticut, and in 2016-17 the state legislature eliminated the majority of state funding for public school transportation. In order to better understand best practices in school transportation requirements and funding structures that could possibly be used in Connecticut, this report analyzes school transportation in several comparison states: Massachusetts, Rhode Island, New Jersey, New York, Maryland, Delaware, and Pennsylvania.

  • Summary of CCJEF v. Rell Ruling

    On September 7, 2016, Connecticut Superior Court Judge Thomas Moukawsher ruled in the longstanding case of Connecticut Coalition for Justice in Education Funding (CCJEF) v. Rell. Judge Moukawsher’s ruling was notable for the breadth of education policy issues it discussed. In addition to school finance, the ruling touched on the relationship between the State and local governments as it relates to public schools; elementary and secondary education standards; teacher evaluation, hiring, and compensation; and special education identification and spending. As the Connecticut School Finance Project is devoted solely to issues related to school finance in Connecticut, this one-pager focuses only on Moukawsher’s ruling as it relates to school finance.

  • 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.

  • Putting Together the Pieces of Connecticut School Finance (INFOGRAPHIC)

    This infographic from the Connecticut School Finance Project details how a well-functioning school finance system is made up of several pieces. The infographic describes how each piece is important to providing students and schools with the resources and opportunities they need to succeed. When a piece of the puzzle is missing, students, schools, and communities are negatively impacted.

  • Summary of 2016 Connecticut Legislation Impacting School Finance

    As part of continuous efforts to build knowledge and share accurate information about school finance, the Connecticut School Finance Project has produced a summary of legislation passed and signed during the 2016 Connecticut legislative session that impacts school finance.

  • Understanding Your District’s Spending on Education

    How does your school district spend its funding? The Connecticut School Finance Project has compiled education spending data from the school years 2009-10 through 2014-15 and visualized the data to make it easier to access and understand. View the data for an analysis of district-by-district spending, as well as a district-by-district look at how the money is being spent.

  • Achieving a Better Proxy for Low-Income Students in Connecticut

    Connecticut currently identifies low-income students based on students’ eligibility for the USDA’s National School Lunch and School Breakfast Programs. Connecticut students who are eligible for these programs are generally referred to as being eligible for free and reduced price lunch, or “FRPL.” Despite the simplicity of using FRPL-eligibility to identify low-income students, researchers warn FRPL-eligibility may be an inaccurate proxy for low-income students, and instead, they suggest low-income students be identified using multiple income-verified measures. The need for a more accurate, verifiable proxy for low-income students is particularly important given the increase of schools and districts qualifying and participating in Community Eligibility Provision (CEP) of the federal Healthy, Hunger Free Kids Act of 2010. Since its introduction, CEP participation rates in Connecticut have increased annually and are likely to continue increasing as more and more eligible schools and districts adopt the program.