Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Page 8 Page 9 Page 10 Page 11 Page 12 Page 13 Page 14 Page 15 Page 16 Page 17 Page 18 Page 19 Page 20 Page 21 Page 22 Page 23 Page 24 Page 25 Page 26 Page 27 Page 28 Page 29 Page 30 Page 31 Page 32 Page 33 Page 34 Page 35 Page 36 Page 37 Page 38 Page 39 Page 40 Page 41 Page 42 Page 43 Page 44 Page 45 Page 46 Page 47 Page 48 Page 49 Page 50 Page 51 Page 52 Page 53 Page 54 Page 55 Page 56Education System So what can be done? Connecticut, we’ve got a set of complex challenges. Connecticut is a microcosm of the United States. In many ways, we are second to none. We have vibrant communities, high-performing schools, and economic opportunities. At the same time, we have some of the worst achievement gaps in the country.1 Some of the poorest cities in the U.S. are here in Connecticut – just miles from some of the wealthiest suburbs.2 Accordingly, Connecticut’s public education system faces a series of complex problems we must surmount in order to serve all our children. These challenges have multiple causes and cannot be solved by using standard techniques and conventional processes. These complex challenges include: • Identifying and analyzing academic achievement gaps by race and poverty level • Changing Connecticut demographics • Low level of student engagement in education and motivation for learning • Limited measures of assessment and accountability • Inadequate preparation for today’s higher education and workforce • Little emphasis on modern skills to meet the needs of a global economy • Disruptive innovations such as the development of more sophisticated technology • Changes in information access that have created a situation where information is accessible through multiple devices and in multiple locations Traditional solutions to these challenges are inadequate. The fact is, the only way to work on these challenges is to redesign the public school system. We must embrace creativity, challenge assumptions, and tap the ingenuity of those dedicated to success. Only then will we find the solutions that these challenges demand—and that our students deserve. The system must be transformed to meet future needs of students. With a new model that places the “learner” at the center of all strategy and action, CAPSS has developed a set of action-oriented recommendations that will address the complex problems we face today, transform learning, and ensure that Connecticut’s children receive the best possible education. We’ve organized this report around major themes in transformation. Although larger themes are separate, all are interconnected. Accordingly, we visit these ideas in multiple sections of the document. Our discussion of the proposed transformation begins on page 5 with “Start With Early Childhood” and continues through ten additional areas. EXECUTIVE SUMMARY | 2