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Yale Daily News-ConnCAN urges Malloy to improve education

By Michelle Liu

While Gov. Dannel Malloy and his staff have touted his administration’s efforts to improve education across the state, one advocacy group has urged the governor to take a more proactive role.

Connecticut Coalition for Achievement Now (ConnCAN), a pro-charter school nonprofit education group, held a press conference in Hartford hours before Malloy’s State of the State address last Wednesday, pressuring the governor to focus on what they believe is an “education crisis” in the state. ConnCAN supporters criticized the administration in the press conference for trapping 40,000 students in 63 failing schools across the state.

At the press conference, ConnCAN CEO Jennifer Alexander pushed for Malloy, the General Assembly and the state Board of Education to expand school options, such as charter schools, and to make education funding more equitable for children regardless of the school they attend.

“We’ve built better schools, raised test scores, made college more affordable and put Connecticut on a path toward universal pre-kindergarten,” Malloy said in his address a few hours later.

In response to the address, Alexander said in a press release that, although she believes significant progress had been made, the governor and state legislature need to work faster to create excellent schools in the state.

On Jan. 9, Big Six — a coalition of six Connecticut education organizations, including ConnCAN, the Connecticut Council for Education Reform and the Connecticut Business and Industry Association — released a set of expectations for elected officials during this year’s legislative session. These policy goals include a reduction of regulations in order to encourage innovation in school districts, transparent funding and clear frameworks for accountability on school and district improvement.Read More »

Hartford Courant-Legislators Likely to Consider Education Proposals on Charters, Magnets, Uconn Foundation

By Kathy Megan

Legislators say that improving the oversight of charter schools and maintaining the momentum of education reform during a tight budget year are among the key education concerns likely to be addressed this session.

Other topics that have been raised by legislators and by advocates for education include the financial sustainability of magnet schools; the development of incentives to attract teachers to struggling districts; and the need to improve bilingual education.

Among bills already filed, one would require more transparency for the UConn Foundation, and another reflects the frustration of at least one legislator — calling for the elimination of the state Board of Regents for Higher Education.

Here is a look at what various legislators educators and advocates have to say on these issues.Read More »

Big 6 Statement of Principles and Policy Recommendations


Every student in Connecticut, regardless of their zip code, deserves a world-class education. That is the clear message and ongoing commitment of a partnership formed by our organizations, which represent six of the State’s leading education and business groups.[1]

Although our groups represent different stakeholders and perspectives, including school boards, superintendents, principals, advocates, and the business and civic community, we continue to be united in a desire to see systemic change come to our State’s public schools. A shared commitment and resources to support implementation of the reforms that were passed in PA 12-116 will be essential in determining whether these changes bring about true transformation or simply more of the status quo. Further systemic improvement is needed if we are to ensure that every child in our State has access to a great public education.

The decisions our State’s leaders make in the upcoming months will be particularly important to maintaining momentum. Connecticut’s fiscal challenges will force tough conversations and choices about priorities for State spending. Given the importance of education to our State’s economic and civic survival, we must renew our commitment to students in the State. Connecticut has the potential to dramatically transform its public school system, but only with ongoing leadership and commitment from all of us who are working to achieve this goal.

In this spirit, our group is dedicated to working together on the following issues and core principles in 2015 to strengthen public education and equip Connecticut’s students to live full and productive lives. As the legislative session gets underway we will release more specific recommendations.

We remain dedicated to moving these principles forward. 


We know from research that teachers and principals are the most important school-based factors for driving student achievement. Excellent teachers transform children’s lives. Similarly, a strong principal provides invaluable support, guidance, and leadership in establishing a positive school culture and coaching teachers to become more effective at their classroom practice.=

Ongoing and effective evaluations are an essential tool to help both teachers and principals identify their strengths and areas of growth. Across the country and in Connecticut, the strongest evaluation systems are based on multiple measures, including student achievement, and incorporate professional development and support so that these individuals are better equipped to teach and lead. To ensure that these evaluations lead to real change, rather than mere compliance, we must create local and State capacity for these evaluations to be fully implemented in every school across the State.

We recommend the following:

  • Student achievement growth, measured in multiple ways, remain an essential component in both the evaluations of teachers and principals.
  • Teachers receive quality professional development closely linked to evaluations so that they can make true strides and improvement where it is needed most.
  • School and district leaders receive ongoing training and support, given their central role in observing and evaluating the educators on their staff. The State prioritizes funding to support an effective implementation schedule to fully implement the teacher and principal evaluation tools. 


Every Connecticut student deserves to be taught by an effective educator. The first step in building a corps of strong teachers begins with improving the quality of the State’s teacher preparation programs.

More work remains to ensure that prospective teachers are indeed graduating from university training programs with full mastery of content and skills, rather than simply fulfilling seat time (credit) requirements for their coursework. Higher education must remain an active partner in evaluating and improving the rigor of Connecticut’s new teacher corps.

We recommend the following:

  • The accreditation of teacher education programs include measures that directly focus on teacher effectiveness, such as the results of teacher evaluations and student achievement growth.
  • The State makes the results of the preparation programs’ evaluations available to the public.
  • Encourage the growth of non-traditional educator training programs, such as those run by districts or non-profits. These could bring quality options and flexibility to the system and more closely match the needs of schools and students.
  • All training programs require a significant amount of clinical experience in a diverse set of demographic situations.
  • Revise teacher licensing to base it on demonstrated competency and results in the classroom during the clinical experience.


If we want to close our achievement gaps and ensure that all of our students are prepared to succeed in a globally competitive marketplace, we must move away from the traditional “one size fits all” models of schooling. We need to flip the current philosophy of measuring student learning by time on task (“seat time”) to one that sees time as a flexible element and measures learning based on content mastery. In addition, we must provide teachers with the skills and tools needed to personalize student learning and provide each student the greatest opportunity for success, consistent with their primary learning style.

This new system will require us to use technology in innovative ways and to rethink how we use time, allocate resources, and assign both staff and students. It will also mean providing students and families with a variety of public schooling options based on students’ unique learning needs. 

A more student-centered learning environment allows for different areas of focus and learning styles, both of which require schools and districts to think differently about how they structure and allocate their resources. Public school choice is one strategy that can help create a learning experience closely tailored to each student’s needs.

We recommend the following:

  • The State removes statutory and regulatory barriers that prevent schools and districts from reforming the relationship between time and learning. It is overly cumbersome to expect districts to come to the legislature for every exemption and change needed.
  • The State provides increased flexibility and pilot initiatives to allow schools and districts to award credit and degrees for students who can demonstrate content mastery rather than fulfilling Carnegie Units or seat time.
  • The State creates incentives for districts to reevaluate contracts and restructure them to focus on student learning needs.
  • We believe that state law on binding arbitration must be amended so that students’ learning needs are the primary factor guiding the binding arbitration process.
  • The State expands innovative public school options to address the learning needs of every student. 


The challenging budget situation facing Connecticut in the upcoming years provides an important opportunity to consider how education dollars can be spent more strategically and effectively. We strongly believe that the way Connecticut currently funds its public schools is flawed and needs to be fixed. The ECS formula is a challenge to work with from both the educational and municipal perspective.

We encourage State and district leaders to use our scarce education dollars in the most efficient and effective ways possible.

We recommend the following:

  • Utilize a funding formula that is transparent and equitable for students and can be consistently followed by the state to help enable schools and districts to provide every child with an excellent education.
  • Funding should include students across all schools, including magnet and charter schools. Connecticut needs an education funding system that fairly funds students at both traditional and nontraditional schools.
  • In light of the State’s challenging fiscal situation, we strongly advocate that the State make public school funding a top priority and support the successful implementation of the new reforms.


All schools and districts in the State must be held to high standards to ensure that all students graduate from high school ready for college and career. Connecticut needs to improve its accountability system to make sure that all children get a high-quality education.

Connecticut’s current school and district accountability system is based solely on student achievement test scores. Student achievement growth is critical, and should be the primary factor, but should be considered along with several important criteria for determining whether a school or district is serving children well.

As the State move towards full implementation of the new Smarter Balanced assessments (SBAC), Connecticut must adopt a rigorous and holistic framework for accountability that prioritizes student achievement growth and uses multiple measures to determine whether schools and districts are making progress.

We recommend the following:

  • The State must develop a clear definition of college- and career- readiness. This definition must clearly articulate the knowledge, skills, and character traits students should master in order to achieve success in life.
  • The State must then work in partnership with districts to develop a rigorous and holistic framework for accountability that tracks the progress of district and school improvement on an annual basis. The accountability framework should include measures of student achievement growth as the primary factor, along with other critical variables, such as student attendance and school climate.
  • An improved accountability system must be paired with increased flexibility for schools and districts that are improving and serving all groups of students well. School and district leaders that are performing at high levels must be empowered to make good decisions to meet students’ needs at the local level.
  • The public must have timely access to data about how schools and districts are performing. Parents and communities should have easy-to-understand information about the quality of their schools.


Many students across Connecticut are getting a great public education; however, there are still too many students that attend consistently underperforming schools. Dramatic improvement is needed; the students in these schools shouldn’t have to wait any longer for a high-quality education. 

Both the Alliance District program and the Commissioner’s Network have the potential to dramatically boost student achievement and transform schools, but only if all of the parties involved are equally committed to implementing dramatic change and if funding for these efforts remains intact.

We recommend the following:

  • The State must ensure sufficient capacity to intervene in the lowest performing districts and schools and to provide school districts with support to set and implement effective and transformative improvement plans. The State Department of Education needs additional internal capacity so that it can serve as a strong partner in the development of effective turnaround plans, which are implemented with the best teachers, leaders, and staff in place.
  • Provide schools in the Commissioner’s Network with sufficient flexibility to make effective and strategic decisions about hiring, teaching assignments, time, instruction, and resource allocation.
  • The State should partner with and support Alliance Districts so that there is sufficient urgency, resources, and capacity to spark bold transformation. Additional funds should go to those that are making strong improvements and seeing results.


Preparation for the ultimate goals of high school graduation and college and career readiness begins in the earliest grades where the foundations of learning are set. Unfortunately, many students enter preschool and kindergarten already behind their peers in literacy and core skills. Quality early childhood experiences are critical for all students in the State, and they can especially have a meaningful impact for our highest-need students.

We are committed to ensuring that all children have access to programming—beginning at age three—that is developmentally appropriate and staffed by highly effective teachers. The recent expansion of early childhood slots is an important step in the right direction.

We recommend the following:

  • The State continues to strategically target early childhood programs and expanded learning opportunities so that the children who need them benefit most.
  • Continue to improve teacher quality in early childhood programs as well as ensure that these programs are rigorous and standards-based.
  • Ensure that parents have access to clear and accurate information about the quality of early childhood programs.


[1] Our partnership includes the Connecticut Association of Boards of Education (CABE), the Connecticut Association of Public School Superintendents (CAPSS), the Connecticut Association of Schools (CAS), the Connecticut Business and Industry Association (CBIA), Connecticut Coalition for Achievement Now (ConnCAN), and the Connecticut Council for Education Reform (CCER).


FOR IMMEDIATE RELEASE–CCER’s Progress Report: We Must Do More In 2015

CONTACT: Nicki Perkins
PHONE: 203-506-5799


CCER’s Progress Report: We Must Do More In 2015

New Haven, Connecticut – Today, December 11th, the Connecticut Council for Education Reform (CCER) released its 2014 Policy Progress Report. The report uses a rating system to track the state’s progress in effecting the changes needed to narrow Connecticut’s widest-in-the-nation achievement gap and raise academic outcomes for all children.

According to Jeffrey Villar, Executive Director of CCER, “Last year’s report charted the tremendous progress that had been made over the last few years. But this year’s report shows that progress has slowed. The complex and difficult work of transforming Connecticut’s schools and narrowing the achievement gap requires our firm resolve and continued commitment to improving student achievement. CCER stands ready to assist our school districts as they engage in this important work.”

Some of the findings in the report are that Connecticut should:

  • Intervene earlier, as soon as students start falling behind;
  • Broaden its leadership pool by developing Alternate Routes to Certification;
  • Better prepare new teachers, especially to work with low-income students;
  • Do more to reward and retain effective teachers;
  • Create a more transparent and fair funding system for the state;
  • Give the School Turnaround Office more autonomy and hold it more accountable; and
  • Develop a longitudinal data system to drive informed decision-making.

To view the full report and rubrics, click here.


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

CCER’s 2014 Policy Progress Report


Each year, we hold ourselves accountable by tracking the number of our our policies that are implemented each year from our original 10-year policy plan to narrow the achievement gap.

While last year’s report tracked the tremendous progress that was made over several years, this year’s report shows that progress has slowed. We must do more in 2015!

Download The 2014 Report Now

NBC Troubleshooters-Common Grounds: A Look at New State Education Standards

By Christiane Cordero

It’s just after noon in Cay Freeman’s math mastery class. As her students habitually file in, she greets them with today’s lesson.

“What do you know about area?”

Freeman has taught at Windsor’s Sage Park Middle School for 29 years, but today she’s taking a different approach – one that helps her students reach the Common Core state standards.

“I’m not teaching just a series of steps to get an answer,” said Freeman. “I’m teaching for an understanding.”Read More »

Yale Daily News: Malloy Pushed on Education Reform

By Skyler Inman

Following Gov. Dannel Malloy’s reelection last week, Connecticut’s education experts are urging the governor to ramp up efforts on education reform — particularly in regard to the state’s most obsolete school finance laws.

The Education Cost Share grant, a formula used to determine the allocation of state education funds across Connecticut’s cities, is one initiative under scrutiny. Although the ECS, enacted in 1988, aims to calculate a city’s need based on the number of students in its districts and gives more weight to students below the poverty line, critics say that, in practice, the policy’s monetary allocations are not directed toward schools’ actual needs.

In a Nov. 5 release, New Haven-based education reform group Connecticut Coalition for Achievement Now urged Malloy to address the state’s outdated policies, which are trapping nearly 40,000 students in failing schools across the state, they said. Although the release did not point to any outdated policy in particular, ConnCAN CEO Jennifer Alexander touched upon education finance in general as a topic of concern going forward.

“We would like to see a school finance system that gives money more equitably across schools,” Alexander said. “What we’re seeing in Connecticut is a deepening of poverty in the cities and an expansion of child poverty into the suburbs.”

Despite Connecticut’s changing demographics, the essential inner-workings of the ECS grant have remained effectively the same over recent decades, according to education experts. Specifically, about half of the money that Connecticut districts receive currently comes from the state’s budget allocation. The municipal government is responsible for covering most of the remaining 50 percent of its education funding, with federal funds and special grants making up the difference.Read More »

Common Core Resources for Parents

As districts and schools go about implementing the Common Core State Standards, we want to make sure you have the tools you need to understand what Common Core is, why it’s important, how it will impact the classroom, and how you can help your children succeed under these newer, higher standards. Click on the resources below to find out everything you need to know about the Common Core.Read More »

FOR IMMEDIATE RELEASE: At CCER Event, Districts and Parents Plan Communications on Common Core

CONTACT: Nicki Perkins
PHONE: 203-506-5799


At CCER Event, Districts and Parents Plan Communications on Common Core 

New Haven, Connecticut – On Tuesday, October 21st, the Connecticut Council for Education Reform (CCER) hosted an event designed to help leaders of schools and the PTA work together on communications about the Common Core State Standards. The event was co-sponsored by the CT PTA, CAPSS, CABE, CAS, and ConnCAN.

There were over 120 attendees, representing parents and educators from over 25 Connecticut districts, the Connecticut State Department of Education, and policy and thought leaders. A keynote address by Otha Thornton, President of the National PTA, addressed the distinctions between standards and curricula, as well as the importance of common standards between states in our increasingly mobile economy. A panel—comprised of CAPSS Executive Director Joseph Cirasuolo, Branford Superintendent Hamlet Hernandez, Meriden teachers Marjorie Eager and Angela Fragoso, and Chief Academic Officer for the CT SDE Dianna Roberge-Wentzell—engaged the audience in an open and honest dialogue about the practical realities of implementation. Then, the event concluded with an exciting segment on communications strategies, led by KNOWN Branding’s Jeff Turner.

Reflecting on the event, CCER Executive Director Jeffrey Villar said, “The Common Core State Standards are an important part of our nation’s future. This event was designed as an opportunity to bring district, school, and PTA leaders together so that we can make sure we get implementation done properly, and so that we can start thinking about how to better include parents and communities in that work. I think this venue was a great first step in that collaborative effort. After all, one of the main purposes of Common Core is really to assure families that the time students spend in school will be time well spent on preparing them to succeed in the future.”


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

CT Mirror: Common Core can be a success for our children

By Jeffrey Villar

Lively debate on issues of importance to Connecticut citizens is essential to a strong democracy. Unfortunately, the debate around Common Core has been rife with misinformation, and the majority of criticisms from detractors are not based on fact.  While I understand that the opposition has a point of view, I believe it is important to refute arguments that are simply not true, especially in defense of standards intended to make our children’s education more rigorous and competitive…

Take, for instance, an Op-Ed published in the CT Mirror on Oct. 6 titled “Common Core takes the joy out of teaching.” The Op-Ed argues that classroom teachers were “deliberately excluded” from the process of developing the standards. This is blatantly untrue.

In the development of the Common Core, teachers served on the Work Groups and Feedback Groups for the standards; then, feedback from teachers was collected by organizations such as the National Education Association, the American Federation of Teachers, the National Council of Teachers of Mathematics, and theNational Council of Teachers of English; then, state teams—including teachers—provided further feedback on the draft of the standards. Finally, teachers participated in two public comment periods, which had over 10,000 comments.

It just isn’t true that teachers weren’t participants in the process of developing the Common Core.

The Op-Ed also suggests that the assessments aligned with the Common Core will drastically increase the amount of time spent on testing, and the impact of testing. This is also untrue.

As a father, an educator, and a citizen of Connecticut, I am frustrated by the spreading of misinformation about Common Core. I hope you are too.

Read the full opinion here.



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