District

Vision Statement

All members of the Goodwin University Magnet School System are empowered to advocate for a just and sustainable world while developing competencies for future success within a transformative PreK-early college system. 
 

Mission Statement

The Goodwin University Magnet School System breaks down barriers while celebrating the many talents within our community. Partnering with families, educators, and the community, we challenge our scholars to take ownership of their learning through authentic, innovative pathways.

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Exposure - Riverside Magnet School

The Goodwin University Magnet School System provides a cohesive and rigorous pre-K through 12 experience. Scholars are challenged through rich, diverse project-based learning opportunities at all levels. At Riverside Magnet School, scholars are exposed to a wide range of STEM fields through engaging investigations and inquiry.

Exploration - Connecticut River Academy Middle School

As a small school of less than 200 scholars, CTRA Middle School offers a safe and welcoming environment while providing access to the resources of a university campus. At CTRA Middle Level, scholars apply critical thinking skills and utilize prior learning to further explore STEM fields. Scholars are prepared to identify a meaningful pathway for their discovery and research as they transition to high school.

Experience - Connecticut River Academy High School

Located on the Goodwin University campus, high school students access dual enrollment and Advanced Placement courses, a state-of-the-art manufacturing center, and a research vessel for use on the Connecticut River. Through innovative curriculum and engaging teaching practices, CTRA high school scholars experience personalized learning pathways through job shadowing, internships, and apprenticeships.

Emergence - Early College Advanced Manufacturing Pathway (ECAMP)

Located in a state-of-the art manufacturing center on the Goodwin University campus, ECAMP is a dual enrollment, early college half day program that is designed for high school seniors looking to pursue careers in production. With options to attend in either a morning or afternoon cohort, our rigorous 21-credit program prepares scholars for success in industry by providing them with immediately applicable, on-the-job knowledge and skills, including blueprint reading, manufacturing math, lean manufacturing principles, CNC machining, and many others.  All program participants have the opportunity for placement in a paid industry pre-apprenticeship during school hours.  Upon successful completion of the program, graduates receive an industry-recognized certification from the Department of Labor, equivalent to 200 hours towards a first apprenticeship in manufacturing.
 

 

On April 27, 1989, eighteen children, acting through their parents, filed a civil action in the Hartford Superior Court alleging that their fundamental right to education was being denied. Their claim, based on the State of Connecticut Constitution, Article Eight, Sec. 1, called to attention the educational disparities of children who attended the Hartford Public Schools district as juxtaposed to children who attended schools in affluent school districts surrounding the city of Hartford. The named plaintiff in this case was Milo Sheff, the son of Elizabeth Horton Sheff; several state officials of Connecticut, including the then the state governor, William A. O’Neill, were listed as defendants.

In April 1995, Superior Court Judge Harry Hammer ruled in favor of the defense, rejecting the claim that the state had an affirmative duty to correct educational inequities. The case advanced to the Connecticut Supreme Court in 1996.

In July 1996, in a 4-3 decision, the Connecticut Supreme Court ruled in favor of Sheff plaintiffs. The ruling concluded that the state was constitutionally obligated to provide children with equal educational opportunities. The Court stated that a student’s access to public education should not be impaired by their racial and ethnic isolation. It also ruled that school districting, based upon town and city boundary lines, was unconstitutional because it largely contributed to racial, ethnic and socio-economic isolation of Hartford school children.

Since its filing in 1989, four (4) stipulated agreements have been signed between the Sheff plaintiffs and the State of Connecticut. The last agreement, signed in January 2020, outlined four categories to expand and sustain educational choice for students in the Greater Hartford region, as noted in the text box below. While the 2020 settlement technically ended court oversight of the Sheff case, this agreement contains a permanent injunction clause. Should the state of Connecticut fail to accomplish the goals outlined in the 2020 settlement, this permanent injunction clause will allow the Sheff plaintiffs to re-open the case and return to court. The four major areas of the 2020 agreement are as follows: