This model allows users to calculate future projected State Charter School grants based on the phase-in of weighted student funding for charter schools.
This frequently asked questions document discusses Connecticut’s minimum budget requirement (MBR), which prohibits a town from budgeting less for education than it did in the previous year unless it meets specific exceptions.
This policy briefing details the current mismatch between student learning needs and per-student spending in Connecticut’s local and regional public school districts, and examines some of the factors that contribute to this mismatch.
We surveyed school district leaders in Connecticut in order to quantify how the expiration of federal COVID-relief funds will impact schools, staff, and students. Survey results revealed district leaders believe the loss of ESSER dollars will impact thousands of students and educators through cuts to programs, services, and staff, and make it more difficult to address student learning and mental health needs, support higher-need students, and improve student academic performance.
District Reference Groups (DRGs) are a classification system that groups local and regional public school districts together based on the similar socioeconomic characteristics and status of their students. Developed by the Connecticut State Department of Education, the DRGs have not been officially updated since they were first released in 2006. Although not for official use, the School and State Finance Project has replicated the DRGs using updated data and the same methodology and variables as the original DRGs.