FIELD GUIDE TO EDUCATION IN CONNECTICUT

Field Guide to Education in Connecticut

Contents

Hartford

Waterbury

New Haven

Bridgeport

Stamford

ConnCAN: Mission and Vision Our mission ConnCAN, the Connecticut Coalition for Achievement Now is leading a movement to improve education outcomes for Connecticut’s kids. We bring advocates, policymakers, parents and educators together to give all kids access to the great public schools they deserve.

When teachers, students and families are working together, the education system functions better.

Our vision Connecticut has the highest-performing, most equitable education system in the nation—a system that provides education leaders with the flexibility needed to pursue excellence and rigorous standards to measure their success, is supportive of many different types of schools and paths to success and empowers families to be in the driver’s seat of their child’s education.

Field Guide to Education in Connecticut

Students Connecticut’s cumulative student Hartford body is changing in some important ways. In the last 10 years,Waterbury Connecticut’s English Learner population has grown by nearly 13,000 students, while the state’s total enrollment has decreased by nearly 37,000 New Haven students.

Bridgeport

Stamford

Early education in Connecticut Early education is critical to building a foundation for success in school and in life. Children's academic abilities at kindergarten entry are strong predictors of their success as they progress through school. Connecticut ranks fourth nationally in pre-school enrollment with approximately 3,600 licensed child care programs.1

Total Licensed Child Care Programs

~3,600

Family Child Care Homes

1,909

Child Care Centers

1,384

Group Child Care Homes

22

1 US News & World Report For additional information, go to: https://www.211childcare.org/ Read the Office of Early Childhood report: https://www.ctoec.org/wp-content/uploads/2020/06/Status-of-Child-Care-Report-FY-2019.pdf

A more diverse student population Connecticut's public school enrollment has declined by 6.5% over the past decade, a reduction of 36,370 students. In that time, the number of students of color, who now comprise 48.9% of the student body, has grown by 40,665. Over the last five years, the total number of students with disabilities in Connecticut public schools has increased by 13.3% and now sits at 16% of Connecticut’s total student population.

Total Enrollment 600,000

400,000

200,000

0 2010-2011

2012-2013

2014-2015

2016-2017

CT Total Enrollment Students of Color Source: State Department of Education (chart) Source: CT School + State Finance Project

2018-2019

Student demographics Our student population is changing. As Connecticut’s population grows more diverse, so does the population of our schools.

5% 13%

Enrollment by Race

51%

27%

4% American Indian or Alaskan Native (0.25%) Asian Black or African American Hispanic/Latino Native Hawaiian or Pacific Islander (0.10%) Two or More Races White Source: State Department of Education

Student enrollment Enrollment by Free / Reduced Lunch Eligibility

Enrollment by Special Education Status

10%

16%

37% 57%

54%

84%

6%

Free

Reduced

Non-Subsidized

English Language Learner Status

Yes

No

Enrollment by Gender

8%

48%

52%

92%

Yes

No

Source: State Department of Education

Female

Male

(52%)

(48%)

Non-Binary

(0.01%)

Student / teacher racial imbalance Nearly half of Connecticut students are children of color.

51%

Student racial breakdown

49%

Only 9.6% of Connecticut teachers are people of color.

9.6%

90.4%

Source: State Department of Education

Teacher racial breakdown

English and math grade level readiness ELA At or Above Grade Level (All Grades) 100%

80%

60%

State Average - 55.7%

40%

20%

0%

Math At or Above Grade Level (All Grades) 100% 80%

60%

State Average - 48.1% 40%

20%

0%

Source: State Department of Education

4th grade reading levels ELA SBAC Performance 4th grade reading performance, 2018-2019 100%

LEVEL 44

75%

(31.7%) 31.7%

Exceeded Exceeded

55.6%

LEVEL 33

50%

(22.9%) 22.9%

Met

LEVEL 22

17.6% 17.6% 25%

0%

Approaching Approaching

LEVEL 11

45.4%

27.8% 27.8%

Not Met

Nationʼs Report Card Score

8th

in the US

National Average

219

Connecticut

224

As noted by the Kids Count Data Center, 53% of white fourth graders in Connecticut read proficiently, compared with only 17% of Black fourth graders and 20% of Latinx fourth graders. https://www.aecf.org/m/resourcedoc/aecf-2020kidscountdatabook-2020.pdf SBAC is the Smarter Balanced Assessment Consortium. Source: State Department of Education

4th grade math levels

Math SBAC Performance 4th grade math performance, 2018-2019 100%

LEVEL 4

75%

50%

25.0%

Exceeded 52.4%

LEVEL 3

Met

27.4% LEVEL 2

25%

27.5%

Approaching

47.5%

LEVEL 1

0%

20.0%

Not Met

Nation’s Report Card Score

14th

in the US

National Average

240

Connecticut

243

SBAC is the Smarter Balanced Assessment Consortium. Source: State Department of Education

8th grade reading levels

ELA SBAC Performance 8th grade reading performance, 2018-2019 100%

LEVEL 4

20.1% 75%

50%

Exceeded

LEVEL 3 55.8%

Met

35.7% LEVEL 2

25%

22.5%

Approaching

44.2%

LEVEL 1

0%

Not Met

21.7%

Nation’s Report Card Score

4th

in the US

National Average

262

Connecticut

270

SBAC is the Smarter Balanced Assessment Consortium. Source: State Department of Education

8th grade math levels

Math SBAC Performance 8th grade reading performance, 2018-2019 100%

LEVEL 4

75%

24.3%

Exceeded

LEVEL 3

43.5%

Met

19.2% 50%

LEVEL 2

22.8%

Approaching

LEVEL 1 25%

0%

56.5%

Not Met

33.7%

Nation’s Report Card Score

11th

in the US

National Average

281

Connecticut

286

SBAC is the Smarter Balanced Assessment Consortium. Source: State Department of Education

SAT performance by subgroup 0

200

400

600

800

1000

514

1200

500

All Enrolled Students

Reading

1014

469

449

568

590

1158

Asian

449

426

875

Black/African-American

452

434

886

Hispanic/Latino

503

487

990

Native Hawaiian or Pacific Islander

529

514

1043

Two or More Races

545

531

1076

White

414

397

811

Students with Disabilities

436

454

890

Free and Reduced Lunch Recipients

372

English Language Learners

Source: State Department of Education

375

747

1600 Math

Total

918

American Indian or Alaskan Native

1400

More students are graduating Graduation rates have steadily risen in Connecticut.

High School Graduation Rates 100%

Connecticut Overall 88.5%

87.5%

75%

2014-2015

2015-2016

2016-2017

All American Indian or Alaskan Native Asian Black or African American Hispanic/Latino Native Hawaiian or Pacific Islander Two or More Races White

Source: State Department of Education

2017-2018

2018-2019

High school graduation rates and gaps The graduation rate for all students is 88.5%.

Race

Graduation Rate

Gap

American Indian

92.4%

3.9%

Asian

95.9%

7.4%

Black or African American

79.8%

-8.7%

Hispanic/Latino

80.2%

-8.3%

Native Hawaiian or Pacific Islander

94.0%

5.5%

Two or More Races

88.4%

-0.1%

White

93.3%

4.8%

Graduation Rate

Gap

Gender Female

92.0%

Male

85.3%

-6.7%

Graduation Rate

Gap

English language learner status Non-English Language Learners

89.6%

English Language Learners

71.5%

-18.1%

Graduation Rate

Gap

Free

78.6%

-17.2%

Reduced

89.8%

-6.0%

Non-Subsidized

95.8%

7.3%

Graduation Rate

Gap

Free/Reduced Lunch Eligibility

Special Education Status Non-Special Education

92.7%

4.2%

Special Education

67.9%

-24.8%

Student assessments in Connecticut What are standardized tests? Why do we need them? Standardized assessment provides a lens into the classroom and sheds light on why a child might be struggling, succeeding or accelerating on specific elements of their grade-level standards. Results from standardized tests help inform the next step in learning for our students.

Standardized assessment helps to: • • • •

Compare student scores across districts/states Better understand student progress Inform teaching and learning to best improve student achievement Ensure we are providing an excellent education for all children, regardless of school or neighborhood

The Common Core State Standards are clear, concise and evidencebased standards in English Language Arts and Mathematics that are aligned with career and college-ready expectations. The Common Core ensures that we are setting the bar high for our students, states are finally on the same page and that every child, regardless of where they live, is getting a great education that will set them up for a lifetime of success and opportunity. Connecticut would have to develop a new standardized assessment aligned to these higher, more rigorous academic standards.

Field Guide to Education in Connecticut

Schools Connecticut’s schools and Hartford districts are changing in some important ways. Waterbury

New Haven

Bridgeport

Stamford

District and school report cards The State Department of Education provides individual report cards for all public schools and districts in Connecticut.

You can learn more about: • • • • • • • • • • • • •

Enrollment Per pupil funding Staff certifications Accountability index Student racial demographics Student enrollment status Absenteeism Discipline rates Teacher demographics Graduation track Graduation rates Arts access Student performance

For more information visit: edsight.ct.gov

College readiness gaps Far too many high school graduates take remedial courses in college to learn content they should have already learned. Across the nation, students and their families paid a combined $1.5 billion for college remedial coursework. This means students, families, and taxpayers are effectively paying for the same education twice: Once in high school and again in college.

CT students in at least 1 college remedial course

66.7% 65.2%

Black/African American Hispanic/Latino White

38.5% 64.6%

Low-income Non low-income

39.3% 78.4%

English learner Non English-learner

46.2%

Students who need remedial coursework are 74% more likely to drop out of college than students who don’t. Notes: Graph includes only CT high school students who enrolled in CT Public Universities or Community Colleges; “Remedial students” means first-time full-time bachelor’s degree-seeking students who take a developmental education course in the first year after high school. Source: State Department of Education Source: Education Reform Now (2016)

College completion gaps Too few Connecticut students are prepared for success in college, contributing to a dramatic gap in college completion. Fewer than half of Connecticut high school graduates earn a postsecondary degree in six years and only one in three earn a degree in four years.

CT high school graduates earning a postsecondary degree within 6 years

39.3% State of Connecticut Average

Note: Degree means an associate, bachelor’s or higher Sources: State Department of Education and https://www.census.gov/quickfacts/CT

Educational gaps now, wage gaps later Educational opportunity gaps for students often reflect earnings gaps for adults, even among the most highly educated workers. Connecticut Earnings Disparities by Race and Ethnicity $30,000

$40,000

$37,648

Hispanic/ Latino $41,745

$50,000

$60,000

$70,000

$80,000

$90,000

$100,000

$120,000

Connecticut Per Capita Income: $44,496 U.S. Dept.of Labor (2019)

Black/ African American $43,890

Multiracial

$50,178

Native American/ American Indian $59,896

White

$70,665

Asian/Pacific Islander

Race plays a pivotal role in time to completion, student loan borrowing and repayment, and employment outcomes for bachelor’s degree recipients.

Source: US Department of Labor (January 2017 – December 2019), US Census (2015-2019, in 2019 dollars)

Nation’s Report Card – Gaps in Connecticut Despite rankingin inthe thetop topten tenin in4th 4thand and8th 8thgrade grade Despite ranking English andmath, math,Connecticut Connecticut still still has of the the English and has some some of largest largest student student opportunity opportunitygaps gapsin inthe thecountry. country.

Gap Between

4th grade math

4th grade reading

8th grade math

8th grade reading

Low-income / non low-income

5th worst

2nd worst

3rd worst

14th worst

Black/African American and White

21st worst

6th worst

4th worst

4th worst

2nd worst

4th worst

8th worst

Hispanic/Latino & White

Overall Performance

Source: The Nation’s Report Card

7th worst

8th best

8th best

8th best

4th best

Connecticut's school districts Nearly one in five students attend school in one of Connecticut's five largest districts. 84.7% are students of color.

CT Districts

Total Students (#)

Students of Color

New Haven

20,675

87.6%

Bridgeport

20,311

88.0%

Hartford

18,880

90.8%

Waterbury

18,807

84.7%

Stamford

16,600

69.8%

Total

95,273

Source: State Department of Education (2020)

Connecticut’s schools and programs Connecticut has over 1,500 public schools and nearly 500 public educational programs of varying sizes and types. Out of every 10 schools, about seven are elementary/middle schools, two are high schools and one school serves a nontraditional grade range. CT Schools School Type Traditional Public Schools

Number of Schools 1,259

Magnet Schools

137

Regional Schools

55

State-Run Schools

14

Public Charter Schools

21

Technical High Schools

18

Endowed and Incorporated Academies Total

Source: State Department of Education (2020)

3 1,507

Access to a school of choice In Connecticut, ZIP code and luck of the draw too often determine whether students have access to a quality public school, especially in our cities. 64,845 students are enrolled in 193 schools of choice in more than 30 different communities across Connecticut – 12.6% of total public school enrollment.

Schools of choice CT overall

Students of color

81.8% 48.9% Low-income students

64.9% 43.3% English Learners

7.7% 8.3% Notes: Schools of choice include magnet schools (inter- and intradistrict), charter schools, and Technical High School System schools with available enrollment data (i.e., excludes other choice programs such as Open Choice, part-time magnet programs, vocational/technical programs, etc.) For more information about CT’s choice programs, see: http://bit.ly/ctpublicschoolchoice.

Source: Connecticut State Department of Education (2020)

Connecticut’s school districts Over 200 school districts educate about 539,000 students across Connecticut. Three in 10 districts in Connecticut serve fewer than 500 students each, accounting for only 3% in total of the entire public school population. Total Students Served in CT

Total Districts

Total Students

% of All Students % of All Districts

10,000 or more

10

152,791

28.4 %

4.9 %

5,000-9,999

17

116,477

21.6 %

8.4 %

3,000-4,999

27

107,512

20.0 %

13.3 %

1,000-2,999

66

128,438

23.8 %

32.5 %

500-999

23

18,130

3.4 %

11.3 %

Fewer than 500

60

15,545

2.9 %

29.6 %

100%

100%

Total

203

538,893

CT Districts

1:5

Total Students

% of All Districts

New Haven

21,981

4.1 %

Bridgeport

21,222

3.9%

Hartford

20,891

3.9%

Waterbury

19,001

3.5%

Stamford

16,100

3.0%

Total Almost 1 in 5 students attend school in 1 of Connecticut’s 5 largest districts.

Source: State Department of Education (2020)

99,195

18.4%

College pipeline Of over forty thousand Connecticut high school seniors… 41,014 students

88.5% will graduate high school 11.5% 36,297 (4,717 lost)

students

70.9% of 36,297 will enter college 29.1% 25,735 (10,562 lost)

Annually, about 15,279 students leave the college pipeline, 37.3% of total.

Source: State Department of Education

students

The wage gap between millennials with a bachelor's degree or higher, $56,000, and those with only a high school diploma, $31,300, is at its highest point.

Chronic absenteeism Chronic absence is defined as missing 10 percent or more of school for any reason. It is a proven predictor of academic failure and dropout rates.

chronic absenteeism rates (%) 20%

15%

all students –10.4%

10%

5%

0% American Indian or Alaskan Native Black or African American Native Hawaiian or Pacific Islander White Free and reduced lunch

Source: State Department of Education

Asian Hispanic/Latino Two or More Races Students with disabilities English language learners

Discipline rates Black students in Connecticut are six times more likely to be suspended compared to white students.

Hispanic students in Connecticut are 3.6 times more likely to be suspended compared to white students.

“Suspension predicts greater risk of arrest, conviction, probation, and lower educational attainment.” - Janet Rosenbaum, epidemiologist at SUNY Downstate Medical Center

Source: ProPublica Miseducation

Distance learning and disconnected students On March 15, 2020, Governor Lamont issued an Executive Order closing all public schools in Connecticut. Overall student attendance in Connecticut dropped 3.9% on remote learning days. The percentage of chronically absent students jumped from 12.2% to 20.7%; the percentage of English Learners who are chronically absent doubled to 35.1%.

Attendance among homeless students fell the most; from 86.3% on in-person days to 78.3% on remote learning days. Connecticut currently has 2,247 homeless students enrolled predominantly in the state’s poorest and lowest performing districts. Sources: State Department of Education (2020), CT Mirror (2020)

Accountability Index and Alliance Districts Too many Connecticut schools and districts have persistently underperformed for generations. Alliance Districts are school districts with among the lowest Accountability Index measures in the state. In total, 33 Alliance Districts serve over 200,000 students and over 410 schools.

Source: State Department of Education

Field Guide to Education in Connecticut

Teachers The landscape for teachers in Hartford Connecticut is changing in some important ways. Waterbury

New Haven

Bridgeport

Stamford

Connecticut teacher shortage areas for 2020-21 The following certification endorsements are identified as shortage areas for the 2020-21 academic year:

Certification Endorsement

Grades

Shortage Area

Bilingual Education

PreK - 12

Statewide

4-12

Statewide

Special Education

PreK - 12

Statewide

School Library and Media Specialist

PreK - 12

Alliance Districts

School Psychologist

PreK - 12

Statewide

4-12

Statewide

Speech and Language Pathologist

PreK - 12

Statewide

Technology Education

PreK - 12

Alliance Districts

Teaching English to Speakers of Other Languages

PreK - 12

Statewide

7-12

Statewide

Mathematics

Science

World Languages

For more information: Source: https://portal.ct.gov/SDE/Talent_Office/Talent-Office-home-page/Shortage-Areas Source: CSDE (2021)

Educator diversity: in demand Every child benefits from real connections to their educators. Research shows that students of color perform better on a variety of academic outcomes when taught by teachers of color.

About 49% of Connecticut’s public school students are of color...

% Connecticut students

...yet fewer than 10% of our teachers and leaders are people of color

% Connecticut teachers and leaders

Note: For examples of national research, see: http://bit.ly/eddiversity Source: State Department of Education

Educator diversity: standout districts Recent efforts to diversify the educator workforce have been successful, but we still have too few teachers and leaders of color. Today, 27 districts employ 15% or more educators of color: District

White Teachers

Teachers of Color

Achievement First Bridgeport Academy District

39.5%

60.5%

Great Oaks Charter School District

42.1%

57.9%

Capital Preparatory Harbor School District

47.1%

52.9%

Booker T. Washington Academy District

48.4%

51.6%

Achievement First Hartford Academy District

53.9%

46.1%

Amistad Academy District

56.4%

43.6%

Jumoke Academy District

57.4%

42.6%

Elm City College Preparatory School District

59.4%

40.6%

Highville Charter School District

62.9%

37.1%

New Beginnings Inc Family Academy District

67.5%

32.5%

Hartford School District

73.0%

27.0%

New Haven School District

73.0%

27.0%

Elm City Montessori School District

73.3%

26.7%

Bridgeport School District

73.9%

26.1%

Park City Prep Charter School District

73.9%

26.1%

Bloomfield School District

77.3%

22.7%

The Bridge Academy District

78.3%

21.7%

New London School District

79.0%

21.0%

Stamford Charter School for Excellence District

79.3%

20.7%

Brass City Charter School District

80.7%

19.3%

Norwalk School District

80.8%

19.2%

New Britain School District

81.0%

19.0%

Windsor School District

81.7%

18.3%

Stamford School District

82.9%

17.1%

Windham School District

82.9%

17.1%

Stamford Academy District

83.3%

16.7%

Waterbury School District

84.7%

15.3%

Source: State Department of Education (2021)

Preparing Connecticut teachers Educator preparation programs that graduate the most candidates do not necessarily produce the most teachers. Every teacher prep program in Connecticut, other than UConn, experienced a decline in graduates between 2007 and 2015. UConn’s program has grown by 21%.

Teacher Preparation Program

Total number of graduates

Percent of all graduates

Percent of all employed

2014-15

2014-15 (%)

2015-16 (%)

University of Connecticut

223

12.5

15.7

Southern Connecticut State University

240

13.4

12.7

Central Connecticut State University

241

13.5

12.0

Sacred Heart University

162

9.1

9.2

University of Bridgeport

134

7.5

7.5

99

5.5

7.2 6.6

University of Saint Joseph

96

5.4

125

7.0

5.8

Teach for America (TFA)

63

3.5

5.3

University of New Haven

97

5.4

5.0

Western Connecticut State University

62

3.5

3.8

Quinnipiac University

81

4.5

3.0

University of Hartford

86

4.8

2.7

44

2.5

2.5

Charter Oak State College

24

1.3

1.0

Albertus Magnus College

1

0.1

0.1

Connecticut College

9

0.5

0.0

Mitchell College

1

0.1

0.0

1,788

100%

100%

Eastern Connecticut State University

Total

est ratio of Combined, ARC and TFA have the highuced statewide. prod s uate grad employed educators to Notes: Growth includes all programs with data available for all years 2007-2015; ARC and TFA data combined since both

Source: CSDE (2007-2016) Most recent data available at this time.

Field Guide to Education in Connecticut

Connecticut economy Our state’s labor workforce and industry demands areHartford changing.

Waterbury

New Haven

Bridgeport

Stamford

The new economy In Connecticut, 70% of jobs require some college or career training compared to 65% nationally.

31% 42% 27%

High School diploma or less Associate's degree or some college Bachelor's degree or higher

Education High school graduate or higher, percent of persons age 25 years+, 2014-2018 90.5% Bachelor's degree or higher, percent of persons age 25 years+, 2014-2018 38.9%

Today, 68.5% of current job openings in Connecticut require some post-secondary education. 42% of all job openings in Connecticut require a bachelor's degree or higher.

Source: U.S. Census

The new workforce The wage gap between young workers with college degrees and their less-educated counterparts is the widest in decades.

The median salary for college graduates ages 25 to 37 was about $24,700 more annually than employed young adults with only a high school diploma. As of 2019, seven out of 10 Americans worked in the service sector.

Source: https://www.pewresearch.org/fact-tank/2019/08/29/facts-about-american-workers/

Industry sector employment Connecticut's 10 major industry supersectors combine for over 1.5 million jobs. JOBS 400,000

300,000

200,000

100,000

Educational and Health Services Trade, Transportation & Utilities Government Professional and Business Services Manufacturing Leisure and Hospitality Financial Activities Construction and Mining Other Services Information

Source: State Department of Labor (2021)

Rising workforce demands Today, workers need some postsecondary education to attain the fastest growing occupations in Connecticut. By 2026, more than 70% of Connecticut jobs will require some post-secondary education.

Rank

Fastest-growing occupations in CT

Education required

Employment projections (% change)

Annual wages

Master’s degree

+35%

$97k

Operations Research Analysts

Bachelor’s degree

+29.6%

$94k

3

Mechanical Drafters

Associate degree

+28.9%

$63k

4

Nurse Practitioners

Master’s degree

+28.6%

$118k

5

Physician Assistants

Master’s degree

+28.4%

$136k

6

Mechanical Engineering Technicians

Associate degree

+24%

$66k

7

Mechanical Engineers

Bachelor’s degree

+23.8%

$92k

8

Massage Therapists

Post-secondary vocational training

+23.4%

$41k

9

Physical Therapist Assistants

Associate degree

+22.2%

$69k

10

Market Research Analysts and Marketing

Bachelor’s degree

+21.9%

$69k

1

Statisticians

2

Source: State Department of Labor (2021)

Field Guide to Education in Connecticut

Connecticut government Our state administration in a nutshell. Hartford

Waterbury

New Haven

Bridgeport

Stamford

Connecticut State Educational Leadership Governor

Connecticut General Assembly (CGA)

Ned Lamont (D)

State legislators serve on Connecticut's 26 joint committees, propose bills and pass legislation.

Connecticut State Board of Education (CSBE) Approves education policies, academic standards and regulations recommended by CSDE and holds local school districts accountable for compliance.

Connecticut State Department of Education (SDE) Provides policy guidance and technical assistance, distributes education funding to districts and operates the Technical High School System.

Democrats = (D) Republicans = (R)

State Senate Leadership • • • • •

Lieutenant Governor (Senate President): Susan Bysiewicz (D) President Pro Tempore: Martin Looney (D) Majority Leader: Bob Duff (D) Senate Republican Leader: Kevin Kelly Senate Republican Leader Pro Tempore: Paul Formica

Membership: 36 total – 24 (D) and 12 (R)

State House of Representatives Leadership

Task Forces and Advisory Councils

• Speaker of the House: Matt Ritter (D) • Majority Leader: Jason Rojas (D) • House Republican Leader: Vincent Candelora (R)

For a list visit www.cga.ct.gov/ed

Membership: 151 total – 98 (D) and 53 (R)

key

Elected

Appointed

Hired

Education Committee Oversees matters relating to the State Department of Education and local and regional boards of education. Led by co-chairs, Rep. Bobby Sanchez (D) & Senator Doug McCrory (D) Vice chairs Rep. Jill Barry (D) & Senator Mary Abrams (D) Ranking members Rep. Kathleen McCarty (R) & Senator Eric Berthel (R) Membership: 38 total – 25 (D) and 13 (R)

Appropriations Committee Oversees matters related to appropriations and the budgets of state agencies. Led by two co-chairs, Rep. Toni Walker (D) & Senator Cathy Osten (D) Vice chairs Rep. Lucy Dathan (D), Rep. Anthony Nolan (D) & Senator Joan Hartley (D) Ranking members Rep. Mike France (R) & Senator Craig Miner (R) Membership: 51 total – 35 (D) and 16 (R)

Black & Puerto Rican Caucus Led by chair, Rep. Geraldo Reyes, a total of 35 members representing nearly a million Connecticut residents. More information: cga.ct.gov/blc

ConnCAN’s impact on education Over the last few short years, ConnCAN's impact has been felt in Connecticut and beyond. By working hand in glove with legislative leaders and on equityfocused task forces, major pieces of legislation passed in the Nutmeg State are now being modeled in states and districts across America:

Public Act No. 15-108 Minority Teacher Recruitment and Retention and Cultural Competency Instruction

Special Act No. 16-10 Pilot Program for Minority Students in High School to Pursue a College Degree in Education

Public Act No. 16-41 Recommendations of the Minority Teacher Recruitment Task Force

Public Act No. 18-34 Minority Teacher Recruitment and Retention

Public Act No. 19-74 Minority Teacher Recruitment and Retention

Public Act No. 19-100 Culturally Responsive Pedagogy & Practice

Take action today! ConnCAN works to ensure all Connecticut students have access to a high-quality education. We can only achieve our goals with the help of advocates like you! Text the word ‘Advocate’ to 52886 to get involved and help give every child the great education they need and deserve.

To find more ways to get involved, go to conncan.org. You can sign-up for our mailing list to stay updated on issues that impact students. Follow us on social media. You can also send an email to [email protected].

Overall child well-being: Connecticut ranks high Five of the top 10 states in terms of overall child well-being are in the Northeast, including Connecticut (sixth). A child’s chances of thriving depend not only on individual, family and community characteristics but also on the state in which she or he is born and raised. States vary considerably in their wealth and other resources. Policy choices and investments by state officials and lawmakers also strongly influence children’s chances for success.

Connecticut ranks…

2nd 3rd 17th 24th

Health Education Family and community Economic well-being

Source: Annie E. Casey Foundation, 2020 Kids Count Data Book, State Trends in Child Well-Being

What can we learn from the data? The early years of a child’s life lay the foundation for lifelong success. Establishing the conditions that promote educational achievement for children is critical, beginning with quality prenatal care and continuing through the early elementary years. With a strong and healthy beginning, children can more easily stay on track to remain in school and graduate on time, pursue postsecondary education and training and successfully transition to adulthood. Our country continues to have significant gaps in educational achievement by race and income along all age groups of child development. Closing these gaps will be key to ensuring the nation’s future workforce can compete on a global scale.

Take action today!

Field Guide to Education in Connecticut

After Connecticut formed its Achievement Gap Taskforce in 2012, the state was given a roadmap for closing its deep and persistent educational opportunity disparities. We still have work to do. Nearly a decade later, data shows that while progress has been made in some areas, large swaths of students remain far from where they need to be. With recent events, the nation’s eyes have been opened to how systemic racism and glaring disparities in education and elsewhere permeate through all levels of society and affect every American. Without equal footing, we are setting up our students for failure. I ask that you join ConnCAN in our efforts to address equity issues and help us continue to advocate for education policies that change the system for the better and allow Connecticut’s students to have a bright and successful future.

Subira Gordon Executive Director

20 CHURCH STREET, HARTFORD, CT 06103 WWW . CONNCAN. ORG