Presentation to the Black and Puerto Rican Caucus on Friday, September 30

1. ConnCAN
CCJEF v. Rell
“Schools are for Kids”
October 4, 2016 1

2. ConnCAN
CCJEF v. Rell Ruling Summary
Judge Moukawsher gave the state 180 days to develop “rational,
sustainable and verifiable” plans to:
• Distribute education dollars via a student-centered funding
formula and a method for school construction spending
• Define elementary and secondary education so that all students
graduate from high school ready for college and careers
• Link student outcomes to hiring, promotion, pay and evaluation
systems for teachers, principals and superintendents
• Identify, provide and fund special education services
October 4, 2016 2

3. ConnCAN 3October 4, 2016
Nationally, 99% of the 11.6 million jobs created post-recession
economy, went to people with some college education.
Carnevale, Anthony P., Jayasundera, Tamara & Gulish, A., America’s Divided Recovery: College Haves and Have-Nots, Georgetown Univ.:
Ctr on Educ. and the Workforce (2016), available at: https://cew.georgetown.edu/cew-reports/americas-divided-recovery/.

4. ConnCAN 4October 4, 2016
A student who is eligible for free/reduced price meals or is an English Language Learner or a student with a disability is included in the “High Needs” category.
But too few kids are on track to college readiness.
Only 39% of 11th grade students are ready for college level work in math.
State Dept. of Educ., 2015-16 CT School Day SAT, available at: http://edsight.ct.gov/.

5. ConnCAN
Design A Student-Centered Funding System
• No funding formula in use = irrational, unsustainable,
unverifiable, unfair
• 11 different funding methods with little relationship to student
need = inequitable funding levels across similar districts, schools,
and students
• CT’s funding model for schools of choice is out of line with
regional and national practices
• Public charter schools receive nearly $4,000 less per student
than host districts, even though they educate students with
similar levels of need
Fund students fairly based on their learning needs across all
types of schools.
“The system cannot work unless the state sticks to an honest formula
that delivers state aid according to local need” – CCJEF Ruling
October 4, 2016 5

6. ConnCAN
Fix Funding and Accountability
• Target resources and
interventions to
highest-need districts,
schools
October 4, 2016 6
.
Pair funding
reform with a
differentiated
accountability
system.
• Provide higher performers with
greater autonomy and
flexibility
Mass. Dep’t of Elementary & Secondary Educ., Framework for Dist. Accountability and Assistance (2012), available at:
http://www.mass.gov/edu/docs/ese/accountability/framework.pdf.

7. ConnCAN
Define Education: Readiness
October 4, 2016 7
Maintain progress on college and career ready standards and
objective measures about student progress towards them (CT
Core Standards, SBAC and SAT).
• Students and educators are rising to the challenge: in just one year,
more CT students met or exceeded standards on SBAC
(+3.3 percentage points in ELA, +3.9 percentage points in math)
Modernize high school exit requirements
• VT, ME, RI, CO and others are adopting flexible pathways and
proficiency-based diplomas that allow students to demonstrate
mastery through multiple measures
Increase transparency: publish data on postsecondary entrance
and completion rates, by high school
“The lack of substantial and rational high-school-graduation standard has resulted in
unready children being sent along to high school, handed degrees, and left- if they can
scrape together the money-to buy basic skills at a community college.” – CCJEF Ruling

8. ConnCANOctober 4, 2016 8
Existing state-funded preschool programs serve less than 2/3 of low-income children
Develop a quality ratings system for early childhood providers and target dollars so
high needs families can choose and access high-quality providers.
Implement a statewide early warning system to identify students at risk so that
schools and districts can intervene.
• MA Early Warning Indicator Index: K-12 system to identify students who are at risk
Expand early reading interventions.
Define Education: Readiness
ConnCAN, Early
Childhood Education in
Connecticut: Analysis and
Implications, 2015,
available at:
http://www.conncan.org/re
search-and-
policy/Reports.

9. ConnCANOctober 4, 2016 9
Strengthen CT approach
to school turnaround
• Example: MA law
enabled turnarounds like
Lawrence, MA
Increase access to and
equitably fund high-
quality public school
options
• Example: Stanford U.
study found Boston
charter schools have a
positive effect that
equates to over 200
additional learning days
in math, 150 days in
reading each school
year
Define Education: State Role
“So it is with Connecticut’s schools. Many soar, but some sink…in fact, 2015 NAEP results
show that poor children in 30 other states did better in math than Connecticut’s poor-
including children in places like Arkansas and Mississippi…” – CCJEF Ruling
Lawrence Public Schools, Our Way Forward (2014), available at:
https://www.lawrence.k12.ma.us/users/0files/LPS/Misc/140923_LPS_MCAS_2014_Results.pdf.
- 2014
- 2014

10. ConnCAN
Connect Staffing Systems to Student Outcomes
“Connecticut's teacher evaluation and compensation systems are
impermissibly disconnected from student learning.” – CCJEF Ruling
Connect student outcomes to how we prepare, certify, evaluate, support,
pay, and promote teachers and leaders.
ConnCAN, Teacher & Administrator Contract Database: Trends – Get the Graphs, available at: http://teachercontracts.conncan.org/
11

11. ConnCANOctober 4, 2016 11
Connect Staffing Systems to Student Outcomes
Fully implement an evaluation system tied to multiple measures,
including student achievement growth.
Require student-focused employment provisions to protect students and
high quality teachers and leaders.
• Research from cities such as Washington D.C. shows that evaluation
systems tied to multiple measures, including student growth, can
dramatically improve the quality of teaching and learning
ConnCAN, Teacher & Administrator Contract Database: Trends – Get the Graphs, available at: http://teachercontracts.conncan.org/

12. ConnCANOctober 4, 2016 12
Ensure preparation programs and certification pathways emphasize
clinical practice and demonstrated effectiveness over seat time.
Hold preparation programs accountable.
Simplify and streamline certification and licensure reciprocity policies.
Encourage compensation systems that offer accelerated growth, pay and
career ladders.
• DE: out-of-state candidates who demonstrate successful experience are
eligible for a continuing license without additional coursework or testing
• RI: candidates must complete at least 12 weeks of student teaching with
cooperating teachers who have demonstrated effectiveness
• TN: candidates must complete clinical practice experience via 15 weeks of
full-day student teaching, full year internship or job-embedded experiences
• FL: local school districts cannot prioritize elements not associated with
effectiveness when developing their salary schedules
• DC: LIFT program, a 5-stage career ladder, provides leadership,
advancement for high-performing teachers
Connect Staffing Systems to Student Outcomes

13. ConnCANOctober 4, 2016 13
Take Action Now
“It [the state] certainly can’t say it’s hands are tied when it tied the knots itself.” – CCJEF Ruling
Visit our website, conncan.org, to learn more.
• Improvements are possible
• Our kids cannot wait any longer for the quality education they deserve
• ConnCAN stands with you ready to be a resource
Thank You!

14. CONTACT US
Liam Sweeney, Director of Government Relations
Liam.Sweeney@conncan.org
The Connecticut Coalition for Achievement Now (ConnCAN) is a nonprofit
organization founded in 2005. We believe that all of Connecticut’s children deserve
a high-quality education and works to change state and local policy to make that
vision a reality. We conduct research and work with communities to inform and
advocate for policies that will lead to excellent schools for all students. We are
committed to promoting student-focused policies that ensure all students have equal
opportunity and access to an excellent education.
October 4, 2016 14