As districts work to meet increasing student needs and maintain high-quality educational programs, the purchasing power of state and local dollars has eroded under the cumulative effects of persistent inflation. To understand how rising costs are impacting students and teachers in the classroom, we conducted interviews with leaders across 18 school districts.
In 1986, the General Assembly passed the Education Enhancement Act, which aimed to reduce salary disparities by offering districts additional state educational aid as an incentive to meet minimum salary targets, rather than providing direct state funding for teacher pay increases.
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 fact sheet includes key stats and figures about Connecticut's over 54,000 multilingual learners, as well as information about funding for bilingual education programs.
This report examines the administration, funding, and history of Connecticut's interdistrict and intradistrict magnet schools. Included in this report are answers to frequently asked questions, a timeline of significant moments in the history of magnet schools in Connecticut, and information about magnet school enrollment and sending district tuition.
This policy briefing provides an overview of the regional Agricultural Science and Technology Education (also known as AgriScience) program, including its history, objectives, administration, and sources of funding. The purpose of the AgriScience program is to serve students within a region of Connecticut by providing educational programs in the field of agriculture and occupations related to agriculture.