Reality Check: Are the Education Changes Demanded By Connecticut Judge Even Possible?
Media accounts of the recent court decision in Connecticut have described it as "sweeping," "far-reaching," and "radical." The ruling requires the state to propose several changes to its education policies within 180 days. These changes include significant revisions to teacher pay and evaluation, school funding, high school graduation standards, and special education.
The state attorney general has stated that they will appeal the decision, emphasizing the wide scope of the ruling. Attorney General George Jepsen has argued that the decision would take educational policy out of the hands of elected officials and place it in the control of a single judge. He also expressed concerns about the impact on students with special needs, additional municipal mandates, and changes to the terms of educators’ employment.
One notable aspect of Judge Thomas Moukawsher’s ruling is that it suggests implementing policies that few, if any, states have adopted. For example, the ruling highlights the issue of high schools in impoverished cities graduating students without basic literacy and numeracy skills. The judge suggests using an objective test to demonstrate that students have received a quality education.
It is worth noting that no state in the country has implemented graduation requirements aligned with Common Core’s college and career readiness standards. Judge Moukawsher’s ruling does not explicitly mandate such an exam, but it strongly suggests considering it. Connecticut would be the first state to introduce such a rigorous requirement.
However, some experts, like Stanford professor William Koski, express caution about relying too heavily on high-stakes testing. They argue that the state should be accountable for providing resources and opportunities for students to learn, rather than placing the burden solely on students. Research studies also suggest that high school exit exams can have negative effects on student outcomes and increase educational inequality.
The ruling also addresses Connecticut’s teacher evaluation system, which is described as "uselessly perfect" by Judge Moukawsher. Similar to other states, the vast majority of teachers receive high evaluation scores. The judge criticizes the state’s compensation system for not connecting pay to effectiveness, relying instead on factors like years of experience and degrees held.
Implementing a differentiated evaluation and pay system statewide would make Connecticut unique, but experts argue that the judge’s diagnosis of teacher evaluation systems is accurate. University of Maryland professor Jennifer King Rice supports the judge’s assessment and describes teacher evaluation as a widespread problem across the country.
Overall, the court decision in Connecticut has significant implications for education policies in the state. It addresses a range of issues and proposes changes that are not currently implemented in other states. However, opinions on the ruling are divided, with some experts warning about potential negative effects of certain policy recommendations.
"If we are transitioning to a system of pay based on performance, in theory, it is a commendable idea," stated Rice, a scholar who has extensively researched performance-based pay systems. "However, the issue lies in the lack of reliable performance measures."
Both evaluating teachers and implementing performance-based pay systems have proven to be challenging endeavors. For example, assessing teachers in subjects that are not tested is quite difficult, and teachers often oppose evaluations that are based solely on tests where they do exist.
Furthermore, performance-based pay systems are generally complex to operate. School districts have struggled to effectively communicate to teachers how they can qualify for bonuses and ensure that the system is fair.
Nevertheless, this does not mean that performance-based pay and more stringent evaluation methods are not worthwhile. It simply suggests that these initiatives will require significant time, attention, and financial resources to be implemented successfully.
Criticism arises over special education ruling
Advocates for students with learning disabilities expressed discontent with Moukawsher’s ruling regarding special education. The decision highlighted the issue of allocating education funds to individuals in special education who cannot receive any form of elementary or secondary education.
The precise alternative course of action for the state was not clear, but the judge proposed redirecting funds from severely disabled students, explaining that neither federal law nor educational logic dictate that schools must spend without tangible results while neglecting others in need.
Mimi Corcoran, the head of the National Center for Learning Disabilities, found the judge’s decision in this regard to be disheartening, outdated, and shocking.
"It does not align with our society’s moral judgment or our civil rights legislation," she stated during an interview.
Koski, a professor at Stanford, emphasized that there is a federal right for these children to receive a suitable public education at the expense of the public, referencing the Individuals with Disabilities Education Act (IDEA). She warned against treating education funding as a zero-sum game, where some students in general education are sacrificed to support special education students, deeming it a divisive and dangerous approach.
It remains uncertain how Connecticut’s system of education spending compares to that of other states. The Houston Chronicle recently exposed Texas’ significant efforts to reduce spending on students with disabilities, which was widely regarded as scandalous and potentially in violation of IDEA.
Both Koski and Corcoran believed that the judge’s ruling, depending on its implementation, would likely violate IDEA.
Increased funding for improved outcomes
In certain respects, Moukawsher’s ruling on funding was the most straightforward and least surprising. Simply put, Connecticut must establish a new funding formula since it has not implemented one in recent years, ensuring that disadvantaged students receive their fair share of resources.
Courts in many states have demanded a more equitable distribution of funds. This process has not always been smooth, as courts and legislatures often clash, as witnessed in Kansas and Washington. Cases such as the Campaign for Fiscal Equity in New York need to be reopened when the state fails to uphold its funding obligations.
Jim Ryan, a legal scholar and the dean of the Harvard Graduate School of Education, previously stated that courts can be effective catalysts for educational change when there is political will. However, in states where the legislature lacks interest in fulfilling the court’s wishes, there are endless delays and repeated returns to court.
In many instances, court rulings have eventually led to increased funding for schools, which has resulted in significant improvements in student outcomes, according to recent nationwide studies.
Connecticut could explore the option of consolidating school districts so that impoverished urban areas are part of the same district as affluent surrounding suburbs. This approach may advance both funding equity and school integration.
Moukawsher emphasized that the state does not necessarily have to spend more money overall, but the plaintiffs argue that addressing the highlighted inequities would require additional resources.
Koski agreed that this is crucial, stating, "Money matters. The evidence supporting this is growing. We need to ensure that this prerequisite is met, and unless Connecticut fulfills this prerequisite, we will not witness any substantial improvements."
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