Would you wear something labeled ‘one size fits all,’ even if it didn’t fit? Probably not. So why do we fund schools that way?
Connecticut continues to invest in schools through a model that treats all students equally despite dramatically different needs. Over the past five years, the state has incrementally added more than $250 million to education. Even with this additional funding, our most vulnerable students —particularly those in special education— are being left behind.
At the same time, educators are leaving the profession at an alarming rate. This isn’t only unjust; it’s a policy failure that’s limiting student success and destabilizing the teaching profession.
Special education makes the consequence of this failure especially clear. In Hartford alone, 31% of teacher vacancies are in special education, even though those roles account for just 15% of the workforce.
Disproportionate vacancies in Hartford’s special education programs aren’t a coincidence; they are mirrored statewide. These roles demand specific training, dedicated support services, and additional resources. Districts can’t keep up if the state doesn’t fully fund those needs. These aren’t isolated gaps but instead symptoms of a broader crisis playing out across the state.
The staffing crisis is also driving educators out of the profession altogether. A 2025 national survey found that only 19% of educators would recommend the profession -–a clear sign of the burnout and frustration that comes with being asked to do more with less. Connecticut’s latest NAEP scores in math and literacy also showed no improvement, reflecting the academic toll of underinvestment and high teacher turnover.
And now, the threats are escalating. The Trump Administration is pulling back remaining pandemic relief funds that districts had already budgeted for -–and they’re even threatening to withhold Title 1 dollars from states that don’t comply with their stance on diversity, equity, and inclusion. Districts like Hartford, New Haven, and Bridgeport are already struggling to keep enough teachers and support staff. As the impact of federal rollbacks looms, unless Connecticut takes immediate action, more layoffs will follow, and students will bear the consequences.
Fortunately, Connecticut is already taking action. Recently introduced bills like SB 1511: (An Act Concerning Disconnected Youth) and HB 7167 (An Act Concerning Education Funding), are promising proposals for upcoming budget negotiations, but not nearly enough.
To see success, we need to make massive permanent funding changes statewide. The baseline funding amount in Connecticut has not changed in nearly a decade, even with increased inflation. Connecticut needs a long-term, student-centered funding model that goes beyond temporary fixes and directs resources where they’re needed most. That includes a dedicated weight in the funding formula for special education and a commitment to ensuring that all public schools -–not just some– have access to these resources.
Gov. Ned Lamont has pointed to the state’s rainy day fund as a sign of fiscal health. But for students and teachers, that rainy day is here. Lawmakers must act now to design a funding system that truly delivers for individual students. Every child deserves a classroom led by a qualified teacher who is equipped with the resources to thrive. It’s time to invest in the education system tailored to the students -–and teachers— it serves.
Daniel Pearson is Executive Director of Educators for Excellence – Connecticut.