The Connecticut State Department of Education provides annual data on the graduation rates of students across the state through four-year cohort studies. The study structure is an agreed upon process that has been undertaken by all fifty states through the National Governors Association to maintain uniform data. The overall trend reported out of the State Department of Education has shown a steady increase since 2009 resulting in a statewide 4-year cohort graduation rate of 87.2% for the 2015 cohort.

A leading factor in the gradual increase is that no major racial/ethnic group or gender saw a significant decrease in their rate over this time period. However, there are still areas for significant improvement for several demographic groups that hover at or below a graduation rate of 70%. English Language Learners and Special Education student groups have the lowest graduation rates, at 66.7% and 65.6% respectively. Also for both Hispanic and Black students, the graduation gap remains significant. The CT State Department of Education (SDE) has noted that, since 2011, the gap in graduation rates between black students and white students has been reduced by 3.6 percentage points and the gap between Hispanic and white students has been reduced by 7.3 percentage points. One way in which the state has addressed the achievement gap is by tackling chronic absenteeism. In 2012 alone, SDE reported that Black/African American and Hispanic students who were chronically absent in the 9^th grade had a 40% graduation rate vs. the 90% graduation rate of those same groups when they were not chronically absent. Knowing this, both state and local government have addressed the issue of chronic absenteeism, reducing its occurrence 30% between 2009 and 2014. Continued improvement on graduation rates is crucial, as high school graduation has a significant impact on the future success of Connecticut’s children.

The consequences of not graduating are numerous. When a child does not successfully complete high school, they are not only less likely to obtain employment, but those who are employed are paid significantly less than their peers who have graduated. In turn, those who have jobs which fail to provide a living wage seek out assistance at much higher rates. Individuals seeking assistance because of their low income or lack of employment also lack extra income to spend within their community. Subsequently these individuals often cannot provide revenues through sales or income tax, which in turn fund state and municipal programs.

One policy that has been effective in supporting at-risk students is the Connecticut State Department of Education’s Alliance District program. This program provides critical funding to the 30 lowest performing districts to supplement the state’s Education Cost Sharing (ECS) program. According to a press release from the Governor’s Office, “…over $407 million has been invested into the Alliance Districts to help them strengthen their schools and improve outcomes for students.” The Connecticut General Assembly has also sought to enact policies to improve graduation rates. In 2012 legislature established The High School Graduation Issues Taskforce to examine issues regarding graduation requirements and mandatory courses. Legislation was signed into law in 2015 to implement that task force’s recommendations, expand access to receiving credit, and recognize students who contribute a significant amount of time towards community service.

• Department of Education
• Hartford Foundation for Public Giving
• Latino and Puerto Rican Affairs Commission
• Stamford Youth Services

• Provide relief to districts experiencing a significant increase in their special education costs. (HFPG)
• Encouraging sharing of services/costs such as employee benefits, special education services, or services for English Language Learners across districts and regions. (HFPG)
• Ensure a stronger state role in intervening in persistently low-performing schools and districts. (HFPG)
• Support structured out-of-school programs, both after-school and summer programs, that infuse innovative approaches to reinforce reading and other academic skills and promote positive youth development. (HFPG)
• Address underlying causes of truancy. (HFPG)
• Address policies and practice related to school suspensions and disciplinary procedures. (HFPG)
• Increase funding and resource equity and access to educational opportunity for all children across geographic bounds.(HFPG)
• Put more resources into improving educational outcomes for English Language Learners. (LPRAC)
• Utilize ‘Restorative Practices’ in schools (Stamford Youth Services)
• Implement ‘Street Safe Programs’ (Stamford Youth Services)
• Increase student engagement and reduce dropouts. (SDE)
• Enhance family and community engagement.
• Offer policy guidance, professional development, and opportunities for engagement with family and community organizations.

Strategies provided by the Hartford Foundation for Public Giving (HFPG), the Latino and Puerto Rican Affairs Commission (LPRAC), Stamford Youth Services bureau, and the State Department of Education (SDE).