A new survey found Bridgeport teachers lack confidence in the district's superintendent.

The Connecticut Education Association's survey comes amid ongoing complaints from teachers, district families and other staff about Carmela Levy-David's brief time at the helm. In the survey, teachers characterized the superintendent as unprofessional in dealing with educators and lacking consistent policies.

Kate Dias, president of the Connecticut Education Association, said it is disheartening 80% of respondents are considering leaving Bridgeport to work in other school districts.

"Those aren't people that are saying, 'I'm overwhelmed,' or what have you, 'I want to leave the profession,'" Dias pointed out. "They're specifically saying, 'I'm uncomfortable with what we're doing in Bridgeport, and I don't know if I can sustain what's going on here or I can continue in the present manner.'"

Responding to the survey's findings, Levy-David said she is appreciative of the feedback but wishes the union had come to her with the results first. She added district administrators are committed to adjusting the pace of changes made to the district. The survey's findings are being presented to the Board of Education at its meeting tonight.

It is Levy-David's second year leading the district. Dias contended things have not gone smoothly since the beginning. The union has tried developing a relationship with Levy-David, but Dias argued the superintendent has been unresponsive. Dias added teachers worry about how it affects students, noting educators must pick up the slack.

"If the materials aren't being provided by the district, the teachers are trying to figure out how to get them," Dias pointed out. "If the curriculum is not adequate for the students, the teachers are trying to figure out how to fill those gaps and they're trying to figure out how to make things work. And so, you have teachers working 50, 60 hours a week, and that's just not sustainable."

After presenting the findings, Dias wants to work with the board on what lies ahead but said the board has delayed Levy-David's evaluation or addressing some of the concerns. While Dias wants the board to have sufficient data before proceeding, she contended they have to act, based on the district's discontent.

"We're not talking about a couple of people who are unhappy," Dias stressed. "We're talking about widespread dissatisfaction, and I really think that board of ed is obligated to wonder, 'Who's this superintendent leading?'"


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Indiana is rolling out a series of new education laws aimed at helping students succeed in and beyond the classroom.

The changes affect everything from attendance and academics to teacher pay and cybersecurity.

Tami Silverman, president and CEO of the nonprofit Indiana Youth Institute, said lawmakers responded to schools' concerns about chronic absenteeism.

"It was exciting to see that the legislature was really listening to the schools," Silverman explained. "Because we've heard, and schools have said repeatedly, that chronic absenteeism continues to be an issue."

New laws require schools to clearly define excused absences, publish attendance policies and offer better student support. High schoolers can now earn an Enrollment Honors Plus seal, combining academics, life skills and work experience. Students who earn it will be guaranteed admission to Indiana's public colleges.

Some educators said the new requirements may strain already limited school resources, especially in smaller districts that face staffing or funding challenges.

Silverman noted the changes are designed to help more students succeed, by doing such things as streamlining applications for college admission, military financial aid and paid internship programs.

"This is really exciting because we do know that sometimes those application processes can be a barrier," Silverman observed. "We want to remove those by setting kids up for success in high school."

Other laws raise the minimum teacher salary to $45,000 dollars, expand access to paid internships and require math screenings in early grades. Cybersecurity upgrades will be phased in by 2027.


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Many Texas students lose nearly 40% of what they learned during the year on summer break.

A new program in Arlington is helping kids avoid the "summer slide" by engaging them with creative projects which extend into the new school year.

Monroe Farbes, a 16-year-old International Baccalaureate participant, recently landed at the top of Amazon's list of young adult poetry with her new book "All I Know." She said the goal she set for herself last summer was to learn how to publish a book.

"Choosing to learn something and creating a product based off of what I learned, it helped me to learn critical thinking skills, research skills, time management skills, communications skills that were really, really useful," Farbes explained.

The International Baccalaureate program aims to prepare students for the future with real-world skills, global awareness and a love for learning, not just memorizing facts. After writing her first 20 poems last summer, the program gave Farbes time during the school day to write 35 more and then complete the formatting, marketing and other challenges involved with self-publishing.

There are many ways parents can help students avoid learning losses over the summer, and the Texas School for the Deaf offered tips. They recommended kids get outside and away from screens and they suggested parents give kids everyday lessons, like asking them to estimate the final bill while grocery shopping.

Farbes encouraged other young people to take on creative projects and to be curious about the world around them. She noted by the time you get to the end of her book, you realize the main character does not know everything.

"And that's OK, she's figuring it out," Farbes stressed. "Sometimes all you know is that you are just on your process to figuring it out. But make sure you remember everything that you learn."

Farbes's collection includes insights into the complexities of biracial identity, the joys of summer and sisterhood and the challenges of gardening. Here she reads her title poem, "All I Know."

"Familiar with myself, is the greatest gift on the shelf. Comfort in my own skin, who I am within, is all I'll have in the end. In that end, past all time, will I still be able to look myself in the eye?"


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Proposed federal legislation would expand school choice options for families to send their students to private schools or home educate them and the move could affect Arizona's current scholarship accounts.

Public school officials are pushing back. While Arizona parents can already get reimbursed for private and homeschool expenses, the Educational Choice for Children Act would create a tax credit for a similar purpose.

Brian Jodice, national press secretary for the American Federation for Children, said the measure is not a voucher program but a donor-driven initiative to provide families with more schooling options.

"It doesn't impact state budgets. It doesn't impact the federal budget. It allows people to donate to these scholarship granting organizations and get a tax credit, so (it) incentivizes the donors to go do that, which we think is a good thing," Jodice explained. "It also incentivizes families to be able to go apply for it and let their students benefit from it."

The Institute on Taxation and Economic Policy said at least 138 million people nationwide could be eligible for the tax credit. States must opt in to participate.

Arizona public education officials have said its private school funding comes at the expense of K-12 schools. Demand for the program far outpaced what the state had budgeted in the first year alone and demand has continued to grow.

Maura McInerney, legal director at the Education Law Center, called the national program a tax shelter to benefit wealthy people at the expense of public schools.

"We've seen this occur in other states and there's no accountability for these dollars and how they're spent," McInerney pointed out. "The only criterion for receiving a voucher is actually a high family income limit. So essentially this money will potentially benefit students who are already in private schools."

The nationwide program would cost the federal government at least $100 billion per year.


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