CCER Pleased with Outcome of 2014 Session
New Haven, Connecticut –Jeffrey Villar, executive director of the Connecticut Council for Education Reform (CCER), today released the following statement about the conclusion of the 2014 legislative session:
“CCER came into the legislative session with two primary objectives: to make sure the reforms that were been passed over the last two years stayed in place, and to expand preschool opportunities for children from low-income families. Now that the session has come to a close, it’s clear both of those things happened, so we’re very pleased.
“This session, both the Common Core State Standards and the teacher evaluation and support system came under intense scrutiny. These reform efforts are designed to raise academic standards; provide teachers with more professional development and opportunities to delve deeply into content with their students; and increase accountability for learning. Despite substantial efforts to delay or block the implementation of these improvements to public education, both reform efforts remain in place.
“In addition, new legislative actions were taken to expand preschool opportunities. We’ve codified the Office of Early Childhood into law, increased the number of School Readiness slots, and established a grant program to fund the expansion of district preschool services. Each of these steps is intended to increase preschool opportunities in Connecticut.
“None of this would’ve been possible without a strong spirit of collaboration amongst all stakeholders in education reform. We are grateful to our colleagues in the Big Six, to Connecticut’s legislators, and to the administrations of Governor Malloy and Commissioner Pryor. All of them continue to make improving public education a priority in our state.”
About the Connecticut Council for Education Reform
The Connecticut Council for Education Reform (CCER)–a statewide, non-partisan, 501(c)(3) not- for-profit organization–works to close the achievement gap and raise academic outcomes for all students in Connecticut. The achievement gap is the disparity in academic achievement between children from low-income families and children of color, and their peers. We advocate for state policies and local practices that research shows have the best chance of raising achievement for high-need student populations.
For more information on CCER, go to www.ctedreform.org