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  • 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 2018, the annual study ranked Connecticut seventh in the nation for the overall well-being of its children. The state ranked seventh in children’s health and third in youth education. The report shows approximately 13 percent of Connecticut children live in poverty while 26 percent of the state’s children were part of families in which no parent had secure employment.

  • 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.

  • Connecticut's Comprehensive Statewide Interdistrict Magnet School Plan

    In December 2016, as required by Conn. Gen. Statutes ch. 172, § 264l(b)(1), the Connecticut State Department of Education released a comprehensive statewide plan for Connecticut's interdistrict magnet schools. Along with providing an overview of Connecticut's interdistrict magnet schools and examining the State's interdistrict magnet program, the plan, which was submitted to the Connecticut General Assembly, included data and information about the challenges and future of interdistrict magnet schools in Connecticut, and highlighted recommendations for practice, policy, and research.

  • 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.

  • English Language Learners: The opportunities and challenges of increased cultural and linguistic diversity in our region

    The report produced by The Hartford Foundation for Public Giving Latino Endowment Fund focuses on the issues faced by English Language Learners and highlights the opportunities and the challenges of increased cultural and linguistic diversity. The report aims to serve as a means to expand the important discussion on efforts to support English Language Learners in Connecticut’s communities and discusses how the increasingly globalized population represents the future of Connecticut’s workforce.

  • A Quick Glance at School Finance: A 50 State Survey of School Finance Policies

    Provides state-by-state descriptions of public elementary and secondary finance policies and programs in effect during the 2014-15 school year. The report consists of two volumes. In Volume I are state-by-state descriptions across all school finance components for each state. Volume II contains separate sections for select provisions across all states, including finance formulae and cost differentials for students and districts. Tax and expenditure information is also included in Volume II.

  • Turn and Face the Strain: Age Demographic Change and the Near Future of American Education

    The Foundation for Excellence in Education looks at how America’s growing number of school-age children will impact public education systems. The report details the potential impacts an increasing K-12 student population can have on achievement gaps and state and local funding.

  • Housing Policy is School Policy: Economically Integrative Housing Promotes Academic Success in Montgomery County, Maryland

    Authored by Heather Schwartz, this Century Foundation report uses the Montgomery County, Maryland school district to examine why the relationship between economic integration in neighborhoods and schools matters. The report looks at what can and cannot be learned from the results and how Montgomery County’s experience might pertain to that of similar suburbs, as well as to the challenges facing policymakers concerned with issues of affordable housing and education.

  • Research Bulletin: District Reference Groups, 2006

    District Reference Groups (DRGs) is a classification system in which districts that have public school students with similar socioeconomic status (SES) and need are grouped together. The 2006 DRGs are the fourth generation of the State Department of Education’s classification of school districts. The groups are based on seven variables (income, education, occupation, family structure, poverty, home language, and district enrollment). All variables were based upon families with children attending public school.