The Study

Professor Suzanne Wilson and colleagues Linda Darling-Hammond of Stanford University and Barnett Berry of the University of North Carolina provide a detailed analysis of Connecticut’s state policies geared at improving teaching and learning. The researchers chart the development of the state’s comprehensive policies, the effort to fine-tune them and other reforms, and the results of the initiatives for both teachers and students.

Findings

The researchers trace the beginnings of the state’s teacher policy reforms to the 1970s and a committee appointed by the state commissioner of education that was responsible for reviewing teacher professional development and targeted four areas: recruitment, initial preparation, induction, and on-going professional development. Later efforts added student performance goals. These areas provided the framework for teacher quality policies. The Connecticut legislature enacted much of the framework, including an increase and equalization in teacher salaries across the state, higher licensing standards, incentives to attract high-ability candidates, and a tiered certification system that provides mentors for beginning teachers. In all, Connecticut instituted major reforms in teacher selection, preparation, and induction. The final reform was the setting of standards for student learning, which involved altering the state’s assessment tests to include such things as essay questions, problem solving, and an emphasis on higher-order thinking. Through the 1990s, the state fine-tuned the system by including in the frameworks such things as the preparation and support of school administrators. What has been the result? Wilson and her colleagues list a number of indicators of the effectiveness of the policies. Within three years of the initial reforms in 1986, urban areas went from teacher shortages to teacher surpluses, and the pool of qualified teachers has remained strong. The teacher policy framework built a high level of professionalism indicated by the fact that the percentage of teachers with master’s degrees is almost double the national average. In terms of student learning, achievement has risen for students in all sub-groups and in all types of districts. In addition, fourth graders outscored all others students in the U.S. on the 1998 National Assessment of Educational Progress (NAEP) reading test.

What It Means To You

Connecticut is a model of effective state policies. The state demonstrates what thoughtful, consistent policies can achieve over time both in terms of teacher quality and student learning. How does your state compare? Is there a framework in place that supports an overall commitment to teacher quality?

For More Information

The full report, “A Case of Successful Teaching Policy: Connecticut’s Long-Term Efforts to Improve Teaching and Learning,” can be downloaded from the Center for the Study of Teaching and Policy Web site at www.ctpweb.org. 

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