In the middle of the recent winter storm, a bus full of students, parents, and educators from Bridgeport traveled to the State Capitol for a legislative briefing hosted by the Connecticut Cradle to Career Coalition. Snow, hail, and sleet fell across the state, but that didn’t stop students from showing up to talk about their education, their futures, and the policies shaping them.

Their message -– and the conversations happening in Hartford this legislative session -– reflect an important reality: strong schools require more than funding alone. They require strong partnerships between schools, families, community organizations, and policymakers.

One of those students, a Youth Ambassador with Bridgeport Prospers, later reflected on the experience in a social media post. “I often find myself being one of the youngest people in the room when it comes to civic meetings,” he wrote. “But I’ve been given the opportunity not just to work alongside Bridgeport Prospers, but to represent them.”

The next day, hundreds more people joined them – students, parents, superintendents, mayors, and community advocates – testifying before the legislature’s Education Committee. Many of the conversations focused on education funding, but what became clear over the course of a marathon hearing was how deeply student success depends on collaboration between schools and the communities that support them.

Across Connecticut, educators and community organizations are already working together to help young people succeed – from early literacy and tutoring to mentoring, college navigation, and career exploration. In communities like Bridgeport, Danbury, Norwalk, Stamford, and Waterbury, these partnerships form a network of support that helps students stay engaged and connected to opportunity.

But sustaining that ecosystem requires thoughtful policy. Several proposals currently before the General Assembly reflect different pieces of that system.

First, proposals such as SB-7 aim to ensure that the state’s Education Cost Sharing (ECS) formula keeps pace with the real cost of educating students. When state funding falls behind rising costs, local communities are forced to make up the difference through property taxes or cuts to school programs and staff. Predictable state investment stabilizes municipal budgets and allows districts to focus on what matters most: supporting students.

Second, legislation like HB-5329 would establish an Education Innovation Grant program to help districts pilot and expand strategies that strengthen student engagement and learning. These grants prioritize efforts such as early literacy, high-dosage tutoring, family engagement, and college and career navigation.

Research increasingly shows that strong literacy and numeracy skills are foundational not only to academic success but also to long-term economic mobility. When students begin exploring their interests and future pathways earlier – often in the middle grades – they are more likely to stay engaged in school and see themselves in future opportunities. High school students often tell us the same thing: these efforts should start earlier, so younger students can see how what they are learning ties to their future. In fact, before the recent emergency certification sessions, middle school students were already taking part – emailing Education Committee senators to advocate for policies that support civic learning and experiences.

Finally, SB-311 addresses a critical but often overlooked part of improving student outcomes: data. Community organizations across Connecticut work every day with students and families, providing tutoring, mentoring, career exposure, and other supports that help young people stay on track. Yet our state data systems often cannot show how these community supports intersect with education and workforce outcomes.

This bill would allow nonprofit and community data to be linked with state education and labor data systems, helping communities better understand which supports are most effective in helping young people succeed. The bill also proposes a disconnected Youth Investment Grant program to support the community organizations that work alongside schools to engage and reconnect students.

Taken together, these efforts reflect a simple idea: improving student outcomes requires strong schools, strong community partnerships, and better information about what works.

The students who traveled to Hartford in a snow storm already understand this. They spoke about the importance of supportive educators, meaningful learning experiences, and the programs that help them see a future beyond the classroom. They also know resources are limited and that many of their classmates may not have access to the same opportunities.

In his post, the student mentioned earlier also thanked the teacher who helped spark his civic curiosity. These moments, when educators, community organizations, and families work together, are what build the civic and educational foundation young people need to succeed.

Now it is up to lawmakers to ensure that the policies and systems supporting those partnerships – from classrooms to community organizations – are just as strong.

 Kathleen Callahan writes on behalf of the Connecticut Cradle to Career Coalition.