Connecticut State Department of Education

WEPC has partnered with Connecticut to examine the policies and practices that shape a high-quality, diverse educator workforce. By linking the state’s teacher and student data together for the first time, WEPC is generating rigorous evidence to inform Connecticut’s policy agenda regarding teacher licensure, teacher pathways, and teacher shortages. 

Impact of Seniority-Based Reduction in Force Policies 

Given recent shifts to the teacher workforce in the state and in light of district budget shortfalls and discussions of teacher layoffs across Connecticut in spring 2025, CSDE engaged WEPC to examine: What is the potential impact of seniority-based reduction in force policies on the composition, distribution and effectiveness of the teacher workforce within the state?

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Understanding the Role of Teacher Licensure Exams 

Amid national conversations about changing teacher licensure policies, WEPC is studying how Connecticut’s Praxis II subject-area licensure exam requirement influences teacher employment and effectiveness. This includes examining the causal effect of failing a Praxis II exam on the likelihood of becoming a teacher, as well as understanding the relationship between Praxis II performance and teachers’ later effectiveness in the classroom. 

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Identifying Teacher Shortage Areas in Connecticut 

Drawing upon several different data sources, WEPC examined how teacher supply and demand in Connecticut vary by subject area, grade level, and region. These analyses incorporated information on job vacancies, new teacher certifications, teacher preparation program completion, and student enrollment to provide Connecticut with a comprehensive understanding of teacher shortages across the state. 

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