On June 1, 1997, the state formally took control of the Hartford Public School system. The Hartford Board of Education was dissolved and a seven-member board of trustees, statutorily established in Special Act 97-4, is currently responsible for overseeing school district operations. The board’s primary function is to enhance the quality, adequacy, and equality of educational opportunities, increase student achievement, and allocate and manage resources efficiently and effectively. The board is also required to continue implementing a 48-point educational improvement plan (the Hartford Improvement Plan) adopted between the state Department of Education and the Hartford School Board in 1996, as well as the recommendations resulting from a 1997 independent audit of the school system’s financial and managerial operations required by the act.
The State Board of Trustees for the Hartford Public Schools is responsible for managing the school system from June 1, 1997, through June 30, 2000. The trustees, however, may formally request the State Board of Education to extend this term to June 30, 2002, based on factors such as additional time needed to fulfill the board’s statutory mandate. This request must be made on or before January 1, 2000, and acted upon by the state education board by February 1, 2000.
Focus
This study will focus on the progress made by the State Board of Trustees for the Hartford Public Schools, the state Department of Education, and the state Board of Education in implementing their statutory charges to increase the efficiency and effectiveness of the school system’s administrative and managerial operations.
Areas of Analysis
Compliance with the legislative requirements outlined in S.A. 97-4 regarding planning, reporting, and communications, including but not limited to:
developing quarterly progress reports
creating an advisory council
establishing state monitors
developing a long-range facilities plan
ensuring elementary and middle school accreditation
providing a mechanism for parent, teacher, community involvement
Development and implementation of efficient and effective administrative operating systems relating to personnel, finance/budget, facilities, and student attendance
Progress in addressing findings and implementing recommendations made in the independent fiscal and operations audit of the Hartford Public School system required by the special act
Use of the board’s authority to seek changes in collective bargaining agreements
Implementation of the 48-point Hartford Improvement Plan formally adopted between the state Department of Education and the Hartford School Board – including efforts made to develop programs, procedures and benchmarks to improve student performance and measure achievement
Level of financial resources and expenditures before and after state takeover
Formal and working relationship among the board of trustees, state Department of Education, state Board of Education, and the City of Hartford in fulfilling statutory requirements of S.A. 97-4
Areas Not Included in Analysis
This study will not measure or evaluate education system outcomes of the Hartford Public School system since the takeover by the State Board of Trustees, namely whether or not the board has increased student achievement.