An Act Concerning Closing The Academic Achievement Gap.
The creation of both the task force and the Interagency Council for Ending the Achievement Gap is a significant step toward creating a structured approach to tackling educational inequities. The task force is tasked with generating annual benchmarks for progress and recommendations for the creation of a Secretary of Education to facilitate and oversee efforts in tackling these gaps. Additionally, specific provisions for early childhood education and readiness programs are included, which aim to change enrollment requirements and ensure that children not eligible for kindergarten can still receive preparatory education.
SB00929, also known as the Act Concerning Closing The Academic Achievement Gap, establishes a task force aimed at identifying and addressing disparities in academic achievement across various demographic groups in Connecticut. The bill emphasizes the importance of developing a comprehensive master plan that must be delivered by the task force by January 1, 2020. This plan is expected to focus on children in elementary, middle, and high schools, ensuring that efforts are made to understand and close the achievement gaps based on race, ethnicity, socioeconomic status, gender, and language proficiency.
The sentiment around SB00929 is largely positive among educational advocates and policymakers who see this initiative as a crucial move towards educational equity. It addresses long-standing issues in Connecticut's education system and seeks to provide necessary resources and frameworks to help schools improve performance variances. However, there may be concerns regarding the effectiveness of the proposed changes and whether they will be implemented adequately across diverse educational settings.
Notable points of contention may arise regarding the management and effectiveness of the task force and council, especially concerning resource allocation and the potential bureaucratic complexities involved in implementing the master plan. Questions may also emerge regarding the timeline for closing the gaps and ensuring adequate funding and support for schools in priority districts, particularly in addressing needs for students who are substantially deficient in reading.