Another prison facility closes as CT inmate population shrinks

Another prison facility closes as CT inmate population shrinks

The administration of Gov. Dannel P. Malloy announced Wednesday the closure of the 254-bed Radgowski annex at the Corrigan-Radgowski Correctional Center in Montville, saving about $3 million in annual operating costs.

“As crime in Connecticut has dropped to its lowest level in two generations and the prison population has subsequently declined to its lowest level in 23 years, we’ve been able to create efficiencies by closing outdated prisons and portions of facilities, and reallocating these resources toward efforts that will further enhance public safety initiatives and keep our neighborhoods even safer,” Malloy said.

The closure and budget savings are the dividend the state is collecting on the falling crime rate and prison population. The inmate population is now 14,560, down from a peak of 19,894 in 2008.

With Integrated Schools Out Of Reach, Segregated Options Gain Favor

Imperfect Choices: With Integrated Schools Out Of Reach, Segregated Options Gain Favor

Connecticut’s network of regional magnet schools, long hailed as a national model for voluntary integration, still serve only a fraction of Hartford students a generation after their racial isolation was deemed unconstitutional. And those magnets, slipping in their effort to meet racial quotas after the 1996 Sheff v. O’Neill ruling, are now quietly tilting admission preferences to favor white suburbanites, even as thousands of black and Latino students are left out.

That leaves two public-school options for families desperate for a way out: Open Choice, a $35 million-a-year Sheff program that buses Hartford students to predominantly white suburban schools, and taxpayer-funded charters that are the most segregated schools in the state.

Neither option meets the ideals of integrated education, where robust numbers of blacks, whites and Latinos learn side-by-side. But in a world of imperfect solutions, Hartford families are flocking to choices where integration is absent — or actively spurned.  Read more here.

 

WHEN POVERTY PERMEATES THE CLASSROOM

TROUBLED SCHOOLS ON TRIAL: FIRST OF SEVEN STORIES

WHEN POVERTY PERMEATES THE CLASSROOM

Struggling to cope with past sexual abuse and a mother who works long hours at a low-wage job, Alex regularly breaks down while at school.

The screaming, crawling and crying of this 5-year-old at North Windham Elementary School – and the arrival of an ambulance when he sometimes begins to hurt himself – are disruptions that make it hard to keep other students focused.

“It’s a continued struggle to survive emotionally,” said Catina Cabán-Owen, the only social worker at her school of 466 students. “This child does not have the support, because the mother cannot provide it.”

Alex, whose name has been changed to protect his privacy, is watched by a neighbor while his mother works. His father is not around.

A student walks by one of the many boarded up houses in an impoverished neighborhood in Hartford on the way to school.

While Alex’s struggle is extreme, his basic story – a student living in poverty who needs help coping with trauma – is common. He is among many students for whom poverty creates or exacerbates obstacles to learning. Read more here.