New Haven teachers union President Leslie Blatteau asked participants in Connecticut’s citizens’ assembly to reconsider state education funding. She described a fictional Connecticut school with robust resources, contrasting it with the instability seen in urban and rural districts.

Education Inequalities

Blatteau discussed education inequalities, focusing on the Education Cost Sharing (ECS) formula and the costs of funding special education. She noted that only about 100 of New Haven’s 1,700 teachers have been working in the district for 25 years, resulting in a high churn rate that is less than ideal for academic achievement.

Erika Haynes, director of community engagement at the School and State Finance Project, explained that funding for education in Connecticut comes from three sources: about 8.1 percent from the federal government, 35.8 percent from the state, and 56.1 percent from local sources, or property taxes. She showed a graphic comparing how much funding students in Meriden receive from their towns compared to students in Sharon, which is much wealthier.

Citizens’ Assembly

The citizens’ assembly has met twice in July to learn about and deliberate over Connecticut’s property tax. By the end of their session in September, they will likely present policy recommendations to state lawmakers that will represent citizens’ priorities. The assembly is the first in Connecticut, and similar citizens’ groups have seen success in France, Ireland, and across the United States.

Panelists discussed education inequalities, focusing on ECS as well as the costs of funding special education. Linda West, a citizens’ assembly member, said she is worried about reaching a “tipping point” with special education, after which many schools may not have the resources to support children with special needs.

Original reporting: New Haven Independent — read the source article.