Who We Are

Every year, every child deserves a chance to be exceptional, without exception. As the business and civic voice for comprehensive improvements to public education, we advocate for policies that work at the state level, and collaborate with state, district and school leaders to support implementation at the local level.

The Connecticut Council for Education Reform (CCER) is a statewide 501(c)(3) not-for-profit organization that works to narrow Connecticut’s 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, children of color, and their peers. We advance our mission by: (1) building statewide capacity to implement meaningful and sustainable improvement; (2) advocating for state-­level policies designed to narrow gaps in achievement; and (3) increasing public awareness about the need for reform.

Our History

Established independently in 2011 by several members of the original Connecticut Commission on Educational Achievement (CCEA), CCER works to carry out the 67 policy recommendations identified by CCEA as having the greatest potential to improve public education by narrowing the achievement gap and raising overall student achievement.

Our Work

Raising Public Awareness the Need for Reform and Effective Solutions

CCER advocates for the adoption of policies and best practices in six areas:

  1. Demand Accountability
  2. High Expectations
  3. Foster Leadership
  4. Excellent Teaching
  5. Invest Intelligently
  6. Turnaround Schools

 

Building Statewide Capacity for Meaningful Change

For the past several years, we’ve worked with many of Connecticut’s highest-need school districts, providing free, capacity building support—with an emphasis on business-oriented strategies like leadership development, using data to track progress, and strategic planning. Our recent report, Focus: How Long‑term Planning Processes Can Improve State‑Led Turnaround in Connecticut, held a mirror up to the state’s efforts to turn around the 30 lowest-performing school districts. That research study echoed a common theme we were finding in our district work: that we need to work on improving leadership and implementation if we were going to be successful in our efforts to close achievement gaps in Connecticut.

That’s why we are working to increase the capacity of our state-wide education system—with a particular emphasis on early childhood and literacy development, school district governance, and leadership.