Reports & Publications

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.

As a result of school districts serving different student populations with different needs, and having access to varying levels of resources, differences in the type of instruction Connecticut students received during the 2020-21 school year varied greatly. This variation resulted in districts with higher student needs being impacted more than those with lower student needs.

This report explores the impact of the COVID-19 pandemic on learning models and attendance rates among Connecticut’s local and regional public school districts and charter schools. Additionally, this report examines each district’s student needs and the resources available to address changes and disruptions caused by the pandemic.

This frequently asked questions document by the School and State Finance Project provides information about Connecticut's 17 regional school districts, which educate a combined enrollment of more than 24,00 students. Regional school districts in Connecticut are public school districts created by two or more municipalities to educate their student populations jointly. This FAQ document answers questions about the creation, administration, and funding of Connecticut's regional school districts.

Connecticut's public school districts remain deeply segregated and significant funding gaps continue to exist between districts that predominantly serve students of color and districts that largely serve White student populations. These are two of the overarching findings from this School and State Finance Project report, which examines racial disparities in Connecticut education funding.

During the 2019-20 school year, 8.3 percent of all Connecticut public school students were identified as English Learners (ELs). Ensuring this growing population of students has full access to appropriate instructional programs and services is critical to helping ELs not only become proficient in English, but achieve at the same level as their English-proficient peers. This frequently asked questions document addresses some of the most common questions regarding federal and state law and guidance on educating ELs.