Resource Library

Higher Need Students | View All

Expanded

|

Collapsed

  • How has education funding changed over time?

    This feature article from the Urban Institute allows users to explore how local, state, and federal education funding have changed over the past two decades. The tool looks at the "level of school district funding over time and at the changes in funding progressivity, or how much more is spent on educating low-income students relative to nonpoor students." In its analysis, the Urban Institute found that "[t]hough education funding has generally increased since the 1990s, overall progressivity has largely been flat, and states vary widely in how much money they spend on education and how they distribute that money."

  • School Funding: Do Poor Kids Get Their Fair Share?

    This feature article from the Urban Institute examines how states are using school finance formulas to allocate additional state dollars to low-income students who research has shown need additional resources to learn at similar levels to their non-need peers. The Urban Institute feature asks the question "Where is education funding progressive?" and looks at state, local, and federal funding to determine whether or not a state's school finance system is progressive, meaning most of the state's education aid is going to low-income students. This question is expanded upon in an Urban Institute brief from May 2017 titled Do Poor Kids Get Their Fair Share of School Funding?

  • KIDS COUNT 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 2017, the annual study ranked Connecticut sixth in the nation for the overall well-being of its children. The state ranked third in children’s health and fourth in youth education. The report shows approximately 15 percent of Connecticut children live in poverty, up two percent since 2010. Twenty-seven percent of the state’s children were part of families in which no parent had secure employment, a one-percent decrease from 2010.

  • Do Poor Kids Get Their Fair Share of School Funding?

    In this May 2017 report, the Urban Institute presents new data on the progressivity of school district funding, focusing on the degree to which the average low-income student attends districts that are better funded than districts the average nonpoor student attends. The report finds that many states that have progressive funding formulas on paper do not achieve this goal in practice, and that, in some states, the potential progressivity of school funding is constrained by patterns of student sorting by income.

  • The Condition of Education in Connecticut

    The Condition of Education in Connecticut is the Connecticut State Department of Education’s yearly status report on public education in the state. The report presents indicators that describe the progress of the public education system, the characteristics of its students and educators, and the resources expended. The report also incorporates key indicators around student engagement and student readiness for college and careers.

  • School Finance Reform and the Distribution of Student Achievement

    This working paper studies the impacts of post-1990 school finance reforms on gaps in spending and achievement between high-income and low-income school districts. The working paper finds reform events–court orders and legislative reforms–led to sharp, immediate, and sustained increases in absolute and relative spending in low-income school districts. Using representative samples from the National Assessment of Educational Progress, the paper also finds reforms caused gradual increases in the relative achievement of students in low-income school districts.

  • Data Bulletin: Connecticut's English Learners (Grades K-12)

    Data and analysis from the Connecticut State Department of Education on English Learners during the 2009-10, 2011-12, and 2014-15 school years. Bulletins details level of support services as well as test scores and demographic breakdowns.

  • Funding Gaps 2015: Too Many States Still Spend Less on Educating Students Who Need the Most

    This Education Trust report gives an overview of funding equity by race and poverty concentration across states. Focusing specifically on state and local revenues, the report examines how inequities in funding are foundational to all sorts of other inequities in school systems across the country.

  • Municipal Opportunities & Regional Efficiencies (MORE) Commission Special Education Select Working Group – Recommendations for Legislative Action

    The Municipal Opportunities and Regional Efficiencies (MORE) Commission was created by House Speaker J. Brendan Sharkey in 2010 to work on finding solutions to issues that face Connecticut’s municipalities. The Special Education Select Working Group was formed as a sub-committee of the MORE Commission in December 2013 with the mission of determining how to provide special education in a more effective manner.

  • Major Issues in Financing PreK-12 Public Education: Achieving a Balanced Local-State Relationship

    In preparation for the 2014 elections, the Connecticut Conference of Municipalities issued this report to candidates detailing flaws in Connecticut’s school funding system and why a new formula is needed. The report specifically highlights the tax burden on municipalities and what the CCM believes the state – local relationship should look like for education.