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  • PreK-12 Public Education: How Massive Underfunding Threatens Connecticut's Social and Economic Future

    In preparation for the 2016 elections, the Connecticut Conference of Municipalities issued this candidate bulletin detailing flaws in Connecticut’s school funding system and why a new formula is needed. In addition to calling for a new school funding formula, the candidate bulletin urges state policymakers to implement changes to how special education is funded.

  • Office of Legislative Research Backgrounder: CCJEF v. Rell

    Report from the Connecticut General Assembly's Office of Legislative Research summarizing Connecticut Superior Court Judge Thomas Moukawsher's September 7, 2016 ruling in Connecticut Coalition for Justice in Education Funding (CCJEF) v. Rell. The report details the case's history along with Judge Moukawsher's findings.

  • CCJEF v. Rell (2016), Moukawsher Superior Court Ruling

    Hartford Superior Court Judge Thomas Moukawsher ruled partially in favor of the Connecticut Coalition for Justice in Education Funding in a lengthy, wide-reaching decision regarding Connecticut's school finance system. Judge Moukawsher found several parts of Connecticut's education system, including how the State distributes education aid, and gave the State 180 days to submit proposed changes to address the parts of Connecticut's education system that he found unconstitutional.

  • Dividing Lines - Gated School Districts

    There are over 14,000 school districts across the country. According to this report from EdBuild, many of the 35,000 borders that divide these districts contribute to increasing economic segregation and create barriers to opportunity that is sometimes just out of reach. This occurs in large part because between 40-60 percent of schools’ fortunes depend on property values in the neighborhoods that surround them. According to the report, this reality creates incentives for wealthy areas to wall themselves off from their needy neighbors, keeping their property wealth for their own children’s schools and leaving other communities to fend for themselves. This report highlights examples of these divisions and so-called "island" districts, which are entirely encircled by another district and create barriers to opportunity.

  • KIDS COUNT 2016 Data Book: State Trends in Child Well-Being

    The KIDS COUNT Data Book has been examining the educational, social, economic and physical well-being of children for more than a quarter century. In 2016, the annual study ranked Connecticut fifth in the nation for the overall well-being of its children. The state ranked second in children’s health and third in youth education. The report shows approximately 15 percent of Connecticut children live in poverty, up three percent since 2008. Twenty-eight percent of the state’s children were part of families in which no parent had secure employment, a four percent increase from 2008.

  • Power in Numbers—Arbitrary Funding

    EdBuild's report shows what definitions of "equity" and "opportunity" actually mean for each state, highlighting the average per pupil revenue in all districts in the nation. EdBuild's numbers are adjusted for local variations in the cost of living, and are directly comparable across states and across the country. The report finds there is a significant variation in the resources each district has available for their students, and that the nation's poorest districts receive 21 percent less funding than the wealthiest districts.

  • Powers in Numbers—Resource Inequality

    Although the responsibility to provide public education rests with each state, school funding has historically been left up to local communities. This means resources for schools are, to varying degrees, tied to local wealth and invariably leave schools in low-income communities at a disadvantage. When state courts strike down state funding systems, generally, the remedy is that the state must guarantee equal access to education by providing some form of supplemental funding to schools in poorer neighborhoods to compensate for unequal local resources. EdBuild's analysis of school district revenues (adjusted for differences in cost of living around the country) finds that, even after court-ordered equitable funding measures, the majority of states are still failing to fund students in high-poverty districts at a level equal to or higher than their less needy peers.

  • EdSight: Insight into Education

    EdSight is an interactive website from the Connecticut State Department of Education that serves as a data portal for information pertaining to the state's public schools and their students. School and district data and information is available on a variety of topics including school finance, special education, staffing levels, and school enrollment.

  • Is School Funding Fair? A National Report Card – 5th Edition

    The fifth edition of Is School Funding Fair? A National Report Card examines school funding fairness in the midst of a slow economic recovery from the Great Recession. The National Report Card measures the fairness of the school finance systems in all 50 states and the District of Columbia. The central purpose of the Report Card is to evaluate the extent to which state systems ensure equality of educational opportunity for all children, regardless of background, family income, where they live, or where they attend school.

  • Power in Numbers—Cost-Adjusted Revenue

    The vast majority of education spending statistics are reported without adjustment for the relative cost of living across states. This makes comparisons between states difficult because almost everything related to education finance is tied to local economic conditions. Adjusting for local cost factors allows for a more accurate assessment of a state’s ability to fund schools, and of schools' ability to pay for important things, like teacher salaries. To help put state funding and teacher salaries in context, EdBuild, a national nonprofit that works to create state school funding systems that provide equitable and adequate resources to students and their communities, produced the "Power in Numbers - Cost-Adjusted Revenue" report by aggregating cost-adjusted school funding figures to state averages, and then comparing them to the nominal values usually reported in the media.