Connecticut House Bill HB05551

Connecticut 2016 Regular Session

• Introduced: 3/2/16
• Refer: 3/2/16

Caption

An Act Concerning The Commissioner's Network Of Schools.

Impact

The bill mandates that participating schools engage in a comprehensive turnaround plan developed in collaboration with a turnaround committee consisting of local education stakeholders. The commissioner's office will conduct operational and instructional audits of these schools to assess their current conditions and effectiveness. Upon identification of suitable interventions, the department will impose funding support and may assign administrative oversight to improve school operations and academic standards. This initiative aims to create an environment where low-performing schools can, through rigorous oversight and strategic planning, boost their student outcomes.

Summary

House Bill 5551, also known as the Act Concerning the Commissioner's Network of Schools, focuses on intervening in low-performing schools to improve student academic achievement. It authorizes the Commissioner of Education to establish a network of schools that will receive direct intervention and support to enhance their performance. The legislation allows the commissioner to assume responsibility from local boards of education in implementing educational strategies designed to elevate these schools out of low-achieving status, particularly for those falling within the bottom five percent in the state based on academic performance metrics.

Contention

Notably, the bill has drawn attention for its strong centralized approach in handling education at the local level, which some critics view as potentially diminishing local authority in school governance. There are concerns that the oversight powers vested in the commissioner may override local school board decisions and lead to a one-size-fits-all model that does not account for the unique challenges faced by individual schools. Further discourse is anticipated surrounding the balance of state intervention versus local autonomy, particularly in shaping educational policies and practices tailored to specific community needs.