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  • 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.

  • Is School Funding Fair? A National Report Card

    Is School Funding Fair? A National Report Card is an annual examination of school funding fairness. Currently in its seventh edition, the report 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.

  • OLR Research Report: Comparison of Charter, Magnet, Agricultural Science Centers, and Technical High Schools

    Research report from the Connecticut General Assembly's nonpartisan Office of Legislative Research that compares Connecticut's laws and funding for four types of public schools: charter schools, interdistrict magnet schools, regional agricultural science and technology education centers (“agri-science centers”), and technical high schools.

  • CCJEF v. Rell (2018), Connecticut Supreme Court Decision

    In a 4-3 ruling, the Connecticut Supreme Court reversed in part, and affirmed in part, a 2016 ruling from Hartford Superior Court Judge Thomas Moukawsher focused on Connecticut's school finance system. The Supreme Court ruled the way Connecticut allocates state education dollars, and how much the State spends on public education, is constitutional and does not violate Article Eighth § 1 of the Connecticut Constitution.

  • 2017 Changes to the Education Cost Sharing (ECS) Formula

    Research report from the Connecticut General Assembly's nonpartisan Office of Legislative Research that describes the changes made in Conn. Acts 17-2 (June Special Session) to the formula for the Education Cost Sharing (ECS) grant.

  • Making Sense of State School Funding Policy

    This report from the Urban Institute provides a overview of state school funding policy and identifies several themes that stand out when analysis school finance policy across the country.

  • Allocated Lapses and Municipal Aid Holdbacks for FY 2018

    On Friday, November 17, Governor Dannel Malloy announced budgetary “holdbacks” — or cuts —that impact state education funding for school districts and towns across Connecticut. The holdbacks to state education funding, which are permanent cuts for fiscal year 2018 unless changed by the Connecticut General Assembly, are part of the more than $880 million in unspecified reductions the General Assembly mandated the governor achieve in fiscal year 2018 as part of the new biennial state budget. These holdbacks are detailed and described in the documents accessible via the buttons to the right.

  • Connecticut's Financial Support to Municipalities

    In response to a request from Governor Dannel P. Malloy on August 2, 2017, this report from the Office of Policy and Management provides a look at state aid to municipalities, including expenditures from grants and funding for capital projects. The report notes that "municipal aid is the largest category of state spending within the entire General Fund, totaling nearly $5.1 billion" in fiscal year 2017. The report also stresses that "municipal aid has continued to expand at the same time the state has cut billions of dollars in expenditures across state agencies." Additionally, according to the report, "over the last five fiscal years the state’s support to towns and cities has grown by nearly $1 billion, an increase of more than 21 percent. This has taken place while the state’s population has remained largely flat and student enrollment in public schools is down."

  • 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?

  • 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.