Malloy’s disastrous education proposal includes more money for charter schools

While it remains unclear whether Governor Dannel Malloy’s new education funding scheme includes a “money follows the child formula” that would force local districts to use local tax dollars to subsidize the privately owned and operated charter schools in their communities, the Governor’s budget does shovel even more state taxpayer funds to the charter school industry.

In addition to providing more than $111 million a year to Connecticut’s charter schools, Malloy’s plan adds $11 million in state funds so that charter schools can expand enrollment and $10 million more to increase the per pupil amount charter schools collect from the state.

Malloy, like newly sworn-in Secretary of Education Betsy DeVos, has been a consistent supporter of efforts to privatize public education by turning over scarce public resources to charter schools despite the fact that these schools discriminate against Latino students, students who need help learning the English language and students who require special education services.

With 137 of Connecticut’s school districts would be losing education aid under Malloy’s new funding proposal, and all towns would take a massive hit due to his effort to shift $400 million of teacher pension payments directly onto local taxpayers, it is especially galling to see Malloy’s plan pump’s even more money into the charter school industry.

Check back for more about the new funding formula as it becomes available

News Flash – Malloy moves to undermine teachers, public schools and property taxpayers yet again!

In a brazen move that will undermine local public education and increase taxes at the local level, Governor Dannel Malloy announced today that his new proposed budget will dump a major portion of the state’s obligation to fund the teacher’s retirement system onto the back of local towns and taxpayers, all while cutting the most important middle income relief program.

Malloy’s tactics would require Connecticut’s cities and towns to make drastic cuts to local education and increase local property taxes in order to make up the cost shift of $407.6 million in FY 2019 and $420.9 million in FY 2019.  His plan would also end the property tax credit designed to help middle income families who are already facing high local tax burdens.

In an article entitled, Malloy would bill towns for teachers’ pensions, cut middle-class tax credit, Keith Phaneuf of the Connecticut Mirror explains;

Gov. Dannel P. Malloy said Friday his proposed budget would shift $407.6 million, nearly one-third of the cost of municipal school teachers’ pensions, onto cities and towns next fiscal year…

[…]

Malloy also said the two-year budget he will present Wednesday to the General Assembly would propose eliminating the $200 property tax credit within the income-tax system, costing nearly 875,000 middle-class households as much as $105 million per year based on nonpartisan analysts’ estimates.

More on this breaking story can be found at – http://ctmirror.org/2017/02/03/malloy-would-bill-towns-for-teachers-pensions-hints-at-cut-to-middle-class-income-tax-credit/

and at CT Newsjunkie – http://www.ctnewsjunkie.com/archives/entry/malloy_proposes_shifting_one_third_of_teacher_retirement_costs_to_towns/

Massachusetts said NO to more charter schools, Connecticut should as well

At the same time that Governor Dannel Malloy is instituting the deepest cuts in Connecticut history to Connecticut’s public schools he is diverting more than $110 million dollars a year in taxpayer funds to Connecticut’s privately owned and operated charter schools.

Malloy and his operatives now want to expand this outrageous money grab with a plan to increase the number of charter schools in Connecticut and implement a new funding proposal that would see an additional $40-$50 million a year diverted to the private corporations that own Connecticut’s existing charter schools.

Connecticut’s elected and appointed officials should take a deep pause and look to Massachusetts for an indication of what happens when a state adopts this so-called “money follows the child” funding system.

Last November the charter school industry in the Bay State tried to push through a state-wide ballot initiative that would have allowed more charter schools to be opened in the Commonwealth.

To fund their effort the charter school industry pumped more than $24 million dollars into their political campaign.

The cash came from large corporate education reform “dark money” groups that refuse to release the names of their donors, wealthy hedge fund owners, Massachusetts corporations and out-of-state contributors including the Walton family of Wal-Mart fame and former New York Mayor Michael Bloomberg.  (See Wait, What? post Charter School Industry raised more than $24 million in 2016 record breaking defeat In Massachusetts).

But in this case, the massive outpouring of money couldn’t buy the outcome of the election as parents, educators and taxpayers successfully pushed back against those who seek to privatize public education in the United States.  On Election Day, 62 percent of voters cast their ballots against the measure and only 38 percent in favor of the provision.

Barbara Madeloni, President of the Massachusetts Teachers Assocation, summed up the significant victory saying;

 “It’s really clear from the results of this election that people are interested in public education and value that.”

Madeloni added,

“There should be no conversation about expanding charters until the Legislature fully fund our public schools.”

Media coverage of the Massachusetts ballot initiative explained the outcome noting,

“The opposition could not match the “Yes on 2” campaign on television advertisement spending. But the “no” camp had the support of prominent Democrats, including Senator Elizabeth Warren and Boston Mayor Martin J. Walsh. And it mobilized a sprawling field operation, with hundreds of teachers and liberal activists reaching an estimated 1.5 million voters statewide over the course of the campaign.”

In Massachusetts, voters realized that the charter schools were diverting scarce taxpayer funds away from local public school because Massachusetts already utilizes what is called a “money follows the child” school funding formula.  This funding system means that,

“When students leave traditional public schools for charters, they take thousands of dollars in state aid with them. And opponents focused heavily on this financial strain, raising the specter of cuts to arts education, transportation, and other services at the schools that serve the vast majority of students.”

Connecticut’s charter school advocacy groups have recently proposed just such a system for Connecticut and it is very likely that Malloy, an advocate of privatizing public education, will adopt their proposal as his own when he issues his proposed state budget next week.   See the Wait, What? Post of January 26, 2017 entitled Connecticut – Beware the charter school industry’s proposed new school funding scheme.

The question now is whether the state legislature will do Malloy’s bidding or actually step forward and do what is best for Connecticut’s students, parents, educators, public schools and taxpayers.

Stay tuned!

Bridgeport Charter Schools Discriminate Against Connecticut Children

As is the case elsewhere in Connecticut and across the country, charter schools generally refuse to accept and educate their fair share of children who require special education services, children who need help learning the English language, as well as children with disciplinary issues.

While siphoning off scarce public funds, these privately owned and operated schools fail to educate the wide range of students who live in their communities.

Rather than provide open door policies where all are welcome, charter schools “cream” off those students who they believe will score higher on standardized tests, thereby setting up the false narrative that the narrow, teaching to the test methodology used by charter schools makes them more successful than real public schools.

In Bridgeport, Connecticut, the charter school industry’s discriminatory approach is in full view.

In a community in which nearly one in six students are not fluent in the English language and many require additional English language services, two Bridgeport charter schools report that they have no ELL students and none of the six charter schools in the city educate an appropriate share of students who need help learning the English language.

Failing to educate English language learners is an “effective” way in which charter schools artificially inflate their test scores.  Not having ELL students means they needn’t worry about those children bringing down their average scores.

A similar story is evident when looking at the charter school industry’s failure to enroll and educate students who require special education services.

As with ELL students, Bridgeport’s charter schools simply fail to enroll and educate those students who would utilize special education programs despite the fact that state law requires schools receiving state funds not to discriminate and the law ensures that any special education costs that the charter schools must make to assist their students will be reimbursed by the community’s public school system.

In addition to the failure to accept appropriate numbers of special education students, when charter schools do report having students who need special services, the data reveal that they are students with fewer and less severe special education needs.

Compounding the problem is the Connecticut charter schools’ record of disciplinary abuses.  Many charter schools suspend and punish students in a never-ending attempt to get parents to withdraw the students that charter schools have accepted but do not want.

For example, Achievement First Inc. Bridgeport suspends English Language Learners at a rate 137% more than the Bridgeport Public Schools and the same school – Achievement First Inc. Bridgeport – suspends special education students 101% more than the Bridgeport Public Schools.

Using data provided by the Connecticut State Department of Education, the following chart highlights Bridgeport charter school’s failure to educate students who aren’t fluent in the English language.

 

Bridgeport % English Language Learners
Bridgeport Public Schools 14%
Park City Charter 0%
Great Oaks 12%
New Beginnings Charter 0%
Side by Side Charter 6%
Bridge Academy Charter 3%
Achievement First Inc. – Bridgeport 11%

Despite the record fiscal crisis facing Connecticut and the state’s shocking record of under-funding its public schools, charter schools are trying to grab even more public funds this legislative session.  However, the real data makes the situation clear.  Charter schools want taxpayer funds but refuse to provide the services that goes with being a public school.

Connecticut’s outstanding public education system is undermined by its achievement gap crisis.

Many of Connecticut’s public schools are among the best in the nation but the massive achievement gap between wealthy and poor towns is a crisis of epic proportions in this state and across the country.

However, the corporate education reform movement would have us believe that America’s education system is failing.  In fact, here in Connecticut, corporate funded charter school front groups are quick to condemn Connecticut’s public schools en masse.

Their false news rhetoric is beyond inaccurate, it is downright disgraceful and misleading.

Connecticut does have a severe academic achievement gap which is a result of the extreme poverty that is preventing many children from reaching their potential.

But by nearly every measure, Connecticut’s public schools excel compared to those in most other states.

The scores Connecticut’s students received on the 2015 NAEP scores tell the story.

As the United States government explains, the “National Assessment of Educational Progress (NAEP) is the largest nationally representative and continuing assessment of what America’s students know and can do in various subject areas.”

While the absurd Common Core Smarter Balanced Assessment Consortium (SBAC) testing scheme is a “high-stakes” test designed to fail students, the NAEP has sought to reflect whether a random group of students have a basic understanding of the key concepts that are actually being taught at each appropriate grade level.

When it comes to the NAEP scores, Connecticut has always been among the highest scoring states in the United States.

In 2015, for example, more than 8 in 10 Connecticut students who took the NAEP test scored at or above the goal level.  By comparison, only about 60% of the students in Louisiana scored at or above the goal level.

2015 NAEP – Percent of students scoring at or above goal

Connecticut   82% at or above goal

Louisiana        63% at or above goal.

The detailed results from the Connecticut NAEP testing reveal just how successful that state’s public schools are and where the problems exist.

Connecticut NAEP Results (2015)

8th Grade Reading Score on NAEP Percent at or above Goal Level
Connecticut Students 82%
Connecticut – White Students 89%
Connecticut – African American Students 60%
Connecticut – Latino Students 69%
Connecticut – Low Income Students 67%

Compare and contrast Connecticut to Louisiana.  Nearly all of Connecticut’s lowest performing cohorts score at or above the average student in Louisiana and all student sub-groups do significantly better in Connecticut than they do in Louisiana.

8th Grade Reading Score on NAEP Connecticut

Percent at or above Goal Level

Louisiana

Percent at or above Goal Level

All Students 82% 63%
White Students 89% 79%
African American Students 60% 49%
Connecticut – Latino Students 69% n/a
Connecticut – Low Income Students 67% 55%

 

The data from the NAEP test reiterates the core reality that Connecticut’s public schools are among the best in the nation but that poverty remains the most insidious barrier to academic achievement.  Since poverty and race are closely tied in the United States, African-American and Latino students are at a significant disadvantage to the White students who tend to live in more affluent communities.

That said, the truth is hardly a concern when it comes to the slick marketing and public relations tactics of the charter school industry and their allies in the corporate education reform movement who consistently – and wrongly – claim that American public education is a failure.

Rather than allow them to hide behind their false news efforts, elected and appointed officials should be clear about the problems facing public schools in Connecticut and the United States.

The real and substantive answer is not more privately owned, but publicly funded charter schools, corporate entities that refuse to accept and educate their fair share of students who face additional challenges.

The correct policy is for Connecticut officials to step up and address the growing impact of inequity, poverty and a lack of resources that are limiting the success in many of Connecticut’s schools.

The factors undermining public education in the United States can be dealt with but it will take a level of commitment and responsibility that many officials have yet to display.

Draining dollars from our students by Wendy Lecker

Columnist and education advocate Wendy Lecker writes about Governor Dannel Malloy’s attack on Connecticut’s public schools and his ongoing effort to privatize public education in Connecticut.

In Draining dollars from our students, Wendy Lecker writes;

Though the CCJEF v. Rell trial, Judge Thomas Moukawsher ruled that the Connecticut provides more than adequate school funding, his actual findings of fact, found in the Appendix to his decision, confirm CCJEF’s claims that public schools are woefully under-resourced.

The judge found that CCJEF districts had severe deficiencies in special education teachers, interventionists for reading and math, social workers, guidance counselors, school psychologists, and services for English Language Learners. Bridgeport was forced to cut 73.5 teachers, including special education teachers, social workers and psychologists in one year, even as the population grew. New Britain had to make similar cuts.

Adequate funding for all means that children who need extra support to learn get it. As the New York court said, the opportunity for an adequate education “must be placed within reach of all students.”

Moukawsher found that CCJEF districts lacked resources to provide their most vulnerable students with the extra help and support they need to access basic educational opportunities. Therefore, his conclusion that the state is providing more than adequate funding is astounding.

Because of Moukawsher’s ruling, Gov. Dannel P. Malloy felt free to cut $20 million in school aid from the Education Cost Sharing (ECS) school funding formula last week.

Districts that cannot afford teachers must scramble to fill a quarter-of-a-million-dollar hole halfway through the school year.

Simultaneously, the Malloy administration announced plans to expand publicly funded, privately managed charter schools. Austerity is only imposed on district public schools, apparently.

Compounding the damage to public school funding, Malloy’s allies intend to “reform” Connecticut’s school funding formula to drain more public dollars from public schools — toward privately run charter schools.

As the Malloy administration recently acknowledged, district public schools are the vehicle the state chose to discharge its constitutional responsibility to educate children. Although the state must ensure adequate funding, in reality the state and municipalities share the financial burden. State education funding never covers the full cost of education. The state provides a portion and the local municipality fills in the rest, with the federal government contributing a small amount. When the state fails to pay its fair share, municipalities must to make up the gap.

Successful school funding reforms start with an analysis of what it costs to educate children. Once the cost is determined, states find they must increase school spending. Those increases have been proven to improve educational and life outcomes, especially for poor children.

To begin serious reform, Connecticut must assess what it costs today to bring an adequate education within the reach of all students.

However, Malloy’s charter allies do not want to discuss the cost of education. Their agenda is to simply to get the legislature to include charter schools in any new school funding formula. Why? So local districts would be required to fund charters from local budgets.

State charter schools are considered independent districts. Local districts do not receive state allocations for students attending charter schools nor are they required pay the local contribution for children in charter schools. The host district has no say over the charter schools located within its borders. State law does require local school districts to pay for transportation and special education costs for children attending charter schools. Aside from that, charters are funded by state allocations, federal funds and private donations.

Charters are not funded like district public schools because they differ from public schools. They are statutorily created and can be discontinued anytime. They need not serve all grade levels nor provide the same services as public schools, and do not have to hire certified teachers. They are also exempt from other state mandates and accountability.

The charter lobby’s proposal would require local districts to pay for any costs for charters not covered by the state. Local taxpayers would now pay for charters like they pay for their own schools; without having any voice in charter schools and without charters following the same rules as public schools. As the state decides to expand charters, more local dollars will be drained from public schools toward these independent schools. In Rhode Island, where this system exists, districts lose tens of millions of dollars annually to charters.

Draining more money from impoverished school districts will not improve education for Connecticut’s neediest children. If our leaders are serious about school funding reform, they must start with assessing the true cost of providing every child with an adequate education. Only then can we have an honest discussion about how we can serve the educational needs of all our children.

Wendy Lecker’s column first appeared in the Stamford Advocate.  You can read and comment on it at: http://www.stamfordadvocate.com/news/article/Wendy-Lecker-Draining-dollars-from-our-students-10840529.php

Will Governor Malloy propose boondoggle for charter schools under guise of new education funding formula?

Connecticut’s existing school funding formula is unfair, inappropriate and unconstitutional.  It leaves Connecticut’s public schools without the resources they need and places an unfair burden on Connecticut’s middle income families.

The CCJEF v. Rell lawsuit, which should have been called the CCJEF v. Malloy suit, made the problem extremely clear.

The time has come to return to the fundamental principles that served as the underpinning of the Educational Cost Sharing (ECS) Formula before it was gutted by Governor Malloy and previous Connecticut governors and legislatures.

However, rather than step up and address the major flaws with the existing failed funding system, Governor Dannel Malloy made a thinly veiled reference today, in his State of the State Address, that he plans to propose a new state education funding formula, one that would likely pump even more scarce public funds to Connecticut’s privately owned and operated charter schools.

In addition, Malloy appears poised to suggest that any increase in education funding be restricted to only the poorest communities and that it come with strict new red tape and mandates, a move that will make it even more difficult for local school boards to provide students with the educational opportunities they need and deserve.

Since taking office in 2011, Governor Malloy has failed to adequately fund Connecticut’s real public schools, which in turn has translated to reduced programs and higher local property taxes – not only in Connecticut’s 30 poorest towns, but in communities across the state.

Compounding the problem, Malloy has successfully diverted more than $100 million dollars a year to Connecticut’s privately owned charter schools, despite the fact that these private companies fail to accept and educate their fair share of students who require special education services, those who need help learning the English language and those who have disciplinary issues.

Now as his time in office is coming to an end, Malloy appears unwilling to truly address the fact all public schools, not just those in the poorest districts, need additional state aid.

Instead Malloy’s speech today suggests that he is laying the ground work to further privatize public education, while saddling poorer cities and towns with even more mandates, rules and regulations.

Malloy’s flowery, but hollow, words today included the following;

 “Connecticut needs a new way to calculate educational aid—one that guarantees equal access to a quality education regardless of zip code”

It will be based on the local property tax burden, student need, and current enrollment.

The system will be designed to be more fair, transparent, accountable, and adaptable—meaning that it will provide flexibility to fit the needs of a given community.

The result will be a fairer distribution of our state’s limited funds.

And if we are successful in this effort, there will be an important ancillary benefit—we can help ensure that no Connecticut city or town will need to explore the avoidable path of bankruptcy.

To be clear, that kind of help shouldn’t come without strings attached. If the state is going to play a more active role in helping less-affluent communities—in helping higher-taxed communities—part of that role will be holding local political leadership and stakeholders to substantially higher standards and greater accountability than they’ve been held to in the past. We should do it so that increased aid doesn’t simply mean more spending on local government.

Stay tuned for what Malloy will really propose when he issues his budget next month.

You can read Malloy’s full speech here – Malloy State of the State address

When it comes to charter schools, facts matter (By Wendy Lecker)

Below is Wendy Lecker’s interview with Robert Cotto, Jr. about recent claims made by charter school advocates. It was first published in the Stamford Advocate.  Robert Cotto Jr. is a veteran Hartford Board of Education member, director of Urban Initiatives at Trinity College and a doctoral student at UConn’s NEAG School of Education. He has researched Connecticut charter schools for Connecticut Voices for Children and Trinity.

Lecker: Do Connecticut charter schools outperform district schools?

Cotto: Connecticut charter schools were supposed to raise achievement, innovate, and reduce racial isolation. In terms of achievement, charter schools do not serve similar proportions of students living in poverty, bilingual children, and children with disabilities when compared to the local districts where they are located. Charter schools serve a more advantaged group of Black and Latino students in our cities. Therefore, simple comparisons of test results are like comparing “apples to oranges” and do not really tell us much about academic improvement. The state has never evaluated charter innovation. While some charters may innovate, the majority of charters operate like traditional schools. Most Connecticut charter schools are highly segregated by race (mostly Black students).

Lecker: A writer claimed that if Connecticut charters fail to perform, they are shut down, but that you cannot do that to a district school. True?

Cotto: The state almost never closes charter schools because of poor academic performance or financial mismanagement. According to State Department of Education reports, only five charter schools closed their doors since 1999. Three closed because of insufficient funds, one charter school was closed for health/safety violations, and one charter school closed because of lack of academic progress.

Between 2010-2013, all 17 charter schools in the state were renewed by the state, despite very low overall test results for some, including Stamford Academy and Trailblazers Academy. Additionally, the state did not shut down Jumoke/FUSE Academy charter school despite a massive corruption scandal that invited an FBI investigation.

On the other hand, many public schools in Connecticut have closed and been reconstituted for not meeting test score targets. At least a dozen schools in Hartford have been closed and reconstituted in the last decade.

Lecker: Can you describe what happened to Milner school in Hartford?

Cotto: In 2008, Milner school was “reconstituted” under the No Child Left Behind law for not meeting test score targets. The non-magnet/non-charter school was in one of the most economically disadvantaged neighborhoods in Hartford’s North End. In 2012, Milner school was selected by the Commissioner of Education for a second “turnaround” under the management of a private charter company, Jumoke/FUSE, which would be paid a management fee of around $350,000 a year. The idea was that this private charter company could do a better job operating a public school. Jumoke/FUSE hired convicted felons and engaged in financial improprieties. Academic performance of students at the school did not improve under Jumoke/FUSE. In 2014, Jumoke/FUSE ceased running Milner school and Hartford Public Schools regained control.

Lecker: Have charter schools helped Hartford public schools?

Cotto: While individual students and families may be satisfied with charter schools in Hartford, they pose more challenges for our district. The two charter schools in Hartford — Jumoke Academy and Achievement First — are separate districts not under community control. These schools serve far fewer numbers of bilingual students and children with disabilities when compared to Hartford schools only a few blocks away. As a result, they do not help Hartford Public Schools’ mandated desegregation goals. Additionally, parents have sued about and reported excessively brutal disciplinary practices at Achievement First schools. I have begun gathering stories of former charter school parents at my website, the Cities, Suburbs, and Schools Project at Trinity College (http://commons.trincoll.edu/cssp/). Given the data and stories, it’s hard to tell how these charter schools help the Hartford Public Schools or the families in Hartford Public Schools.

Lecker: Can you compare charter and district school spending?

Cotto: Straight spending comparisons ignore the fact that by law, public school districts pay for all transportation and special education costs of students in charter schools. Taking into consideration these factors, Connecticut charters often spend the same or more as their host district schools on a per pupil basis.

Charter schools receive state, private and federal funds; district schools receive state, local and federal funds. Charter schools in Connecticut get a basic state per-pupil grant of $11,000, while the state allocation for districts vary. The basic per-pupil state grant for Hartford schools is around $9,500. In Stamford, the basic state per-pupil grant is around $700.

You can read and comment on the original interview at: http://www.stamfordadvocate.com/news/article/Wendy-Lecker-When-it-comes-to-charter-schools-10801031.php

CT Judges’ anti-special education rant attracts federal government concern

Rather than properly rule that Connecticut’s historic under-funding of its public schools is unconstitutional and that Connecticut’s state government is failing to ensure  that every child is receiving their constitutionally guaranteed access to a quality education, a former state legislator and now Superior Court Judge handed Governor Dannel Malloy a victory – of sorts- in the CCJEF v. Rell school funding lawsuit by ruling that although Connecticut’s school funding formula was irrational and illegal, the amount of funding that the state provides Connecticut’s schools was “adequate.”

In his controversial ruling, Judge Thomas Moukawsher fixated on the need to teach children literacy and math, dismissing the importance of a comprehensive education or the availability of services such as guidance counselors and the broader array of programs that Connecticut’s public school students need and deserve.

In addition, in what may have been the most disturbing aspect of this decision, the judge blasted Connecticut’s special education programs and suggested that a number of children simply didn’t deserve or need to have access to special education programs because, in his view, it was a waste to try and teach them.

Now, the federal government is responding to Judge Moukawsher’s inappropriate and heartless attack on children who require special education services.

As the CT Mirror reports in, Feds have concerns with judge’s special education ruling,

The U.S. Department of Education wrote the state’s education commissioner this week to share concerns about a state judge’s order telling Connecticut lawmakers to reassess what level of services students with significant disabilities are entitled to.

[…]

Moukawsher found fault with large sums going toward “those in special education who cannot receive any form of elementary or secondary education… School officials never consider the possibility that the education appropriate for some students may be extremely limited because they are too profoundly disabled to get any benefit from an elementary or secondary education.”

The U.S. Department of Education took issue with his ruling, saying it was concerned with those portions that “suggest that a school district need not provide programming or services to all [special education]-eligible children in all areas of need.” Ruth E. Ryder, the acting director of the U.S. Department of Education’s Office of Special Education Programs pointed to various federal court rulings requiring school districts to provide services for all the needs of disabled students, including academic, physical, emotional or social  needs, so that they have an opportunity to learn.

“Contrary to the lower court’s view, Connecticut and its school districts may not choose to provide special education and related services only for those students whom local educators believe may ostensibly benefit more from a traditional, elementary or secondary academic program,” Ryder wrote. “Rather, they have an obligation to provide special education and related services to all eligible children with disabilities, including children with more severe or significant disabilities.”

Federal law requires school districts to provide an “appropriate education” to disabled students – but what exactly that means is unclear. Federal courts are divided on the issue.  The U.S. Supreme Court is expected to hear arguments in January over what kind of services must be provided to a Colorado student with autism.

As the CCJEF v. Rell goes, on appeal, to the Connecticut Supreme Court, it is good to know that the federal government, at least for now, is standing up for Connecticut students and their parents.

To read and comment on the full CT Mirror story about the federal government’s letter on special education go to:  http://ctmirror.org/2016/12/15/feds-have-concerns-with-judges-special-education-ruling/

 

TROUBLED SCHOOLS ON TRIAL: The MUST READ series by the CT Mirror

CT Mirror reporter Jacqueline Rabe has written a MUST READ series of seven stories about the controversies surrounding Connecticut’s public school system.

As her CT Mirror biography notes,

Rabe has won two first prizes from the national Education Writers Association for her work in 2012 – one in beat reporting for her overall education coverage, and the other, with Keith Phaneuf, in investigative reporting on a series of stories revealing questionable monetary and personnel actions taken by the Board of Regents for Higher Education. Before coming to The Mirror, Jacqueline was a reporter, online editor and website developer for The Washington Post Co.’s Maryland newspaper chains. She has also worked for Congressional Quarterly and the Toledo Free Press. A graduate of Bowling Green State University, Jacqueline is in the public policy master’s program at Trinity College.

Here are links to Rabe’s recent series on education in Connecticut.

WHEN POVERTY PERMEATES THE CLASSROOM (Part 1)
http://ctmirror.org/2016/12/07/troubled-schools-on-trial-when-poverty-perme…

THE BROKEN FORMULA FOR STATE SCHOOL AID (Part 2)
http://ctmirror.org/2016/12/08/troubled-schools-on-trial-a-broken-formula-f…

A BUILDING BOOM, PENSIONS LOCK IN BIG COSTS (Part 3)
http://ctmirror.org/2016/12/09/troubled-schools-on-trial-a-building-boom-pe…

WHO’S IN CHARGE? STATE VS. LOCAL CONTROL (Part 4)
http://ctmirror.org/2016/12/12/troubled-schools-on-trial-whos-in-charge-state-vs-local-control/

WHAT DOES A HIGH SCHOOL DIPLOMA PROVE? (Part 5)
http://ctmirror.org/2016/12/13/troubled-schools-on-trial-what-does-a-high-s…

SPECIAL EDUCATION DRIVING COSTS AND CONTROVERSIES (Part 6)
http://ctmirror.org/2016/12/14/troubled-schools-on-trial-special-education-…

WILL A SCATHING COURT DECISION LEAD TO ACTION? (Part 7)
http://ctmirror.org/2016/12/15/troubled-schools-on-trial-will-a-scathing-co…