Steven Hernández, Connecticut Coalition for Achievement Now

In 2026, Connecticut has to treat student achievement like the defining work of our public education system, not one priority among many. Too many children are moving through school without mastering reading and math, particularly children of color and those living in poverty, and we all know what that means: fewer doors open later, and fewer chances to build the life they deserve. We cannot normalize that.

The path forward is not mysterious. First, we should deliver on the early literacy commitments already made and match that same level of seriousness in math, starting early. Early numeracy is not just another subject. It is how children learn patterns, logic and problem solving, the building blocks that unlock confidence and future potential in a changing economy and emerging careers. Connecticut should extend strong instruction and supports in reading and math into the upper elementary and middle grades, not wait for failure to show up in algebra. Second, we should make high-impact tutoring in reading and math a reliable part of the school day for students who fall behind, with clear statewide standards and sustained funding, not short-term pilots.

Finally, families need a system they can actually use. That means language access built in from the start, real public options held to the same expectation of results, and investing in the educators who carry this work, especially in high-need schools.

If we act with urgency and align around what works, 2026 can be a turning point for students and for Connecticut.