In 2021, the Connecticut Association of Public School Superintendents (CAPSS) published a Blueprint to Transform Connecticut’s Public Schools, a vision of continuous improvement coupled with a comprehensive, long-term set of recommendations for addressing the educational and fiscal needs of Connecticut’s school districts. Progress on the recommendations was published each of the last three years. Coupled with the Blueprint, CAPSS put forward an annual public policy agenda with legislative proposals. The legislature and CAPSS accomplished much in strengthening public education in Connecticut in spite of the significant impact of COVID and its lingering effects on families, students and staff.
Looking Forward
As the 2025 legislative session nears, CAPSS is ever mindful of its mission:
“To lead the continuous improvement of public education for all students by advocating public policy for children, and by developing and supporting executive school leaders.”
We believe it is time for CAPSS to revisit and reconsider its public policy priorities as well as its proposals for legislative action with the aspiration to address the current needs of all Connecticut staff and families. CAPSS believes in the ability of every Connecticut student to develop the knowledge, skills and character needed to succeed in their education, as well as in their adult life, as they become responsible and engaged citizens.
While there is much work to do to improve our schools, let us never forget the overwhelming success of public education in this country. Compulsory schooling for all, financially supported by all citizens and governments, has enabled dramatic social and economic mobility for millions of young people, generation after generation. Few other public or private enterprises can claim such success. Moreover, Connecticut Public Schools is one of the top systems in the nation.
In order to sustain the quality of Connecticut Public Education, we know that equal access to high quality instruction and to successful outcomes for all students requires teachers to develop a personal relationship with each student, differentiate instruction to meet individual student’s needs and maintain continuous communication with parents and families. Moreover, we know that additional supports are needed for students with special needs, students of color, students living in poverty, students whose home and first language is other than English and students who are disengaged from school. Finally, it is essential that towns be able to provide sufficient budgets to enable high-quality professional development and support for staff, both professional and non-certified, and to have the necessary tools and supports to fulfill their assigned roles.
Today’s students need to acquire the skills to read, write, speak, compute, innovate, engage in scientific inquiry, and work together to solve complex/real-life problems, but they also must develop a love of learning, an appreciation for the history of this country, a respect for others and the importance of contributing to the betterment of our society. All those involved in leading public education must stay focused on continuously improving students’ commitment to their learning and achievement and to ensuring that all students are treated equitably and with dignity.
The essential question that has guided CAPSS in defining its priorities going forward is:
What changes in CT Public Schools are imperative over the next 10 years
that will result in greater success for every student?
CAPSS has chosen to focus on three essential areas for the next three years.
1. Elevating the Education Profession
2. Raising the State's Percentage Share of Education Expenses
3. Improving Pre-School Programs
The rationale for each of these prorities follows ...