Gov. Malloy proposes new charter schools in neediest districts

Governor Malloy today released his proposal to increase the number of Charter Schools in Connecticut.

“We are pleased that the Governor’s proposal requires new charter schools to include students with special needs,” said Sharon Palmer, president of AFT Connecticut. “If we are truly committed to improving education in Connecticut, it must be for every child, not just a select few. We would like to see these requirements expanded to encompass all charter schools in Connecticut. We think this is a good starting point for discussion and look forward to seeing the legislation.”

“Charter schools were originally designed as incubators of innovation and creative educational practices that would then be utilized in public schools. It’s time for the charter schools to fulfill that promise and share their best practices,” said Palmer.

“We are also pleased the Governor is investing in the CommPACT schools of which AFT Connecticut and UConn’s Neag School of Education were instrumental in developing. CommPACT schools have a proven approach to improving education outcomes in urban districts,” Palmer added.

• Invest $5.5 million in new funding to create capacity for opening new schools, including local charter schools, CommPACT schools, community schools, and five new state charter schools
• Increase the state contribution for charter schools from $9,400 to $11,000 per pupil, with an additional $1,000 per pupil from the local districts
• Transfer charter funding to Education Cost Sharing section of education statutes (without affecting ECS funding for districts)
• Add $5 million in per-pupil spending to create increased equity for magnet schools funding across the state
• Provide $750,000 in grants to agricultural science schools that demonstrate strong plans to recruit students from low-performing school districts
• Provide $500,000 for improved training resources and supplies for students in Connecticut’s vocational-technical schools.

• Adopt legislation requiring any new charter schools to be created only in high-need districts
• Require the State Board of Education to give new charter school application preferences to schools that:
  - Propose educational programs designed specifically to serve priority student populations, including students with histories of low academic performance, students with histories of behavioral/social problems, special education students, and others
  - Demonstrate strong strategies to attract, enroll, and retain priority student populations
  - Propose an education program designed to serve English language learner students; or propose a location in a neighborhood with a high percentage of English language learner students, while demonstrating capacity to provide high-quality educational services to this population
  - Specialize in turnarounds of low-achieving schools

• Require all applicants for the establishment of new charters to submit a recruitment and retention plan detailing plans to recruit, enroll, and retain priority student populations
• Enable charter schools to propose modifications to their lottery procedures to
  give preference to priority student populations
• Hold charter schools accountable for the success of their documented recruitment and retention practices for priority student populations when the State Board of Education considers schools for charter renewal

• Create new incentives for the creation of local charter schools with high-quality strategies for serving various priority populations or that propose to turn around existing schools that have exhibited low academic performance; these schools will be eligible for:
  - State funding of $3,000 per pupil and a $500,000 start-up grant
  - Defined scope of collective bargaining with school staff to provide added flexibility for implementing turnaround strategies and serving priority students

AFT CT (American Federation of Teachers Connecticut) is committed to improving the quality of education for every child in the state. Education reform issues like teacher tenure, teacher certification, teacher evaluations, early childhood education, charter schools, school funding and more need input from all educators. PreK-12 teachers, paraprofessionals and school related personnel are working every day to improve learning and help students to grow. From urban schools in Connecticut, such as Hartford, New Britain, New Haven and Meriden, to suburban schools, such as, Bloomfield, Simsbury and Waterford,  to regional school districts, our members are working to provide quality education.