The Connecticut State Board of Education (BOE) has released its draft Comprehensive Plan for Education 2023-2028 outlining education priorities for the state’s public school system for the coming years. Among the main priorities are student literacy, equitable access to education, and an emphasis on preparing students for future careers.
This plan does not dictate state education policy but provides guidelines for administrators and legislators.
According to the report, the Board came to these priorities after “studying data, past performance, the educational landscape, reviewing trends in the learning environment, and most importantly, receiving feedback from thousands of stakeholders across Connecticut.”
Educational equity is not a new priority for the Board and was included in previous reports. The Board recommends that the state works toward better resources that would support “mastery-based education” or education that promotes mastery of subjects through tests, portfolios, and other demonstrations of learning.
Additionally, they recommend more diversity in hiring and empowering students to help shape how their schools implement technology, experiential learning, and other forms of instruction into the curriculum.
As stated by the report, the goals are to provide every student with access to quality education that meets them where they are, regardless of background or ability. That means, in part, more support for teachers and those wishing to become teachers. The Board recommends more reciprocity agreements with other states, modernizing certification programs, the creation of diversity plans, and scholarship opportunities for students of color pursuing a career in education.
Those equity goals also include a repeated commitment to schools as safe spaces for students of ethnic minorities, low-income families, immigrant households, and LGBTQ+ identities.
Among the new education priorities for the Board is a commitment to instill a “lifelong love of learning” partially through literacy efforts. These include providing access to “evidence-based, scientifically based K-3 literacy curricula and instruction” across the board. Lifelong learning efforts also stress the development of Independent Education Plans (IEP) for students with learning difficulties and welcome emerging technology – like Artificial Intelligence – to support teachers in designing curriculum.
Finally, there is a push toward a new way of measuring student success when it comes to preparedness after high school graduation. The goal of the Board’s new priorities is to prepare students earlier for careers in a variety of industries.
“Ever-increasing college costs combined with the explosion of novel careers with non-traditional preparation programs now provide alternative post-secondary pathways for many students in all demographics,” reads the report. “Using community college certifications to explore an interest in a career pathway after high school may help some students better determine where their interests lie or help them recognize their strengths and passion before making a longer-term commitment.”
Ultimately, the proposed plan de-emphasizes expensive four-year degrees as the goal for all students and instead suggests that students be introduced to career opportunities earlier in their school careers. It also provides access to programs that give students both experience in those careers before they need to make a decision and includes greater chances to take courses for college credit while in high school.
“This strategic priority is designed to recognize this new reality and ensure that every student can make the choice that is right for their own future,” it continues. “The focus should be on appropriate preparation, the success of the student, and the degree of fulfillment that the student derives from their choices beyond K-12 education.”
Was this article helpful?
Topics on this page
Republish our articles for free, online or in print, under a Creative Commons license.
