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State Board grants initial certificates to five state charter school applications, funding still subject to legislature
Summary
The Connecticut State Board of Education granted initial certificates of approval on Jan. 8 to five proposed state charter schools — including language, LGBTQ‑affirming and career‑focused models — but final establishment and funding remain subject to the General Assembly.
The Connecticut State Board of Education on Jan. 8 voted to grant initial certificates of approval to five proposed state charter schools, moving each application to the next statutory step — consideration by the General Assembly for funding.
The board approved initial certificates for (1) Olam/Allom Public Charter School (Stamford; world‑language focus), (2) Proud Academy (Ansonia; an LGBTQ‑affirming charter described by applicants as a public school for LGBTQ students and allies), (3) Stanford Big Picture Learning Academy (Stamford; a Big Picture personalized high‑school model), and (4–5) Taino CoLab Academy proposals for New Haven and Waterbury (career‑and‑innovation focused high‑school models). Board staff explained that initial certificate approval authorizes the department to forward the applications to the legislature; final establishment and operating funds still require General Assembly authorization and appropriation.
The Department of Education said each application underwent a multi‑stage review: staff completeness checks, blind reviews by independent evaluators, content‑expert reviews, and two public hearings in each proposed host community. Staff reported scores from the external review panels in the board packet: the Stamford language proposal scored 40.07 out of 46; Proud Academy scored 37.0; Stanford Big Picture Learning scored 37.69; Taino CoLab proposals scored in the mid‑30s (application materials in the packet list specific scores).
At the public hearings reported to the board, applicants and hundreds of supporters spoke in favor of the charters, and the department submitted the public comments and letters it received. Supporters emphasized themes such as new learning models, specialized career pathways, wrap‑around community supports and safe learning environments. Applicants described outreach and recruitment plans designed to reach a diverse student body; department staff said each charter must operate an open annual lottery and cannot discriminate based on disability or other protected characteristics.
Several applications prompted extended public discussion. Proud Academy’s founders and supporters framed the school as an option for students — including transgender students — who have experienced bullying and exclusion; founder Patty Nicolari and board supporters said the school would welcome any student and operate as a publicly chartered, tuition‑free option. Applicants for the Stanford Big Picture proposal, including representatives of Stamford Public Schools, described the model’s emphasis on internships, student‑driven projects and individualized learning plans. Taino CoLab leaders highlighted partnerships with Arizona State University and career pathways in technology, biotech and other fields; they emphasized community‑school wraparound services and early college credit opportunities.
Attorney staff reminded the board of the statutory process: a board initial certificate does not itself provide funding; the General Assembly must appropriate start‑up funds before a charter opens. Several board members also asked applicants about enrollment‑diversity plans and safety and security planning; applicants replied that each school would recruit across neighborhoods, provide multilingual outreach materials and develop security plans for school facilities.
Votes: For each initial certificate, the board recorded an affirmative vote by members present with no recorded formal opposition on the floor at the time of each motion. Formal vote tallies (individual yes/no counts) were not included in the transcript; department staff will publish formal minutes that list roll‑call results and conditions attached to each initial certificate.
Ending: The board’s approvals now send the applications to the General Assembly for possible appropriation. If the legislature allocates funds, the charter applicants may begin operational planning and student recruitment subject to final conditions in the department’s resolutions.
