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.
Core Values
Demanding equity, providing access, facilitating growth, encouraging leadership and expecting excellence is at the core of Goodwin University Magnet School System. Our daily decision-making and operations will function according to these tenets that support our community, which includes our scholars, families, staff and external partners.
We will demand equity to provide all scholars with a voice and choice toward a high-quality, integrated education. We will challenge biases, share and listen to differing perspectives, and become passionate co-conspirators.
We will provide access to unique and once-in-a-lifetime opportunities for our community. We will open doors to exceptional academic and professional careers.
We will facilitate growth and understanding in our community through compassionate and diverse methods of communication and education. We will welcome the development of our communities’ physical, mental and spiritual well beings through supportive and open-minded practices.
We will encourage leadership and accountability amongst our community members to prepare scholars to move forward in the world as active citizens, change-makers, innovators, critical thinkers and problem solvers.
We will expect excellence from our community, whether that be academically, professionally or personally. We will empower ourselves and each other to uphold high standards in everything we do.
Exposure at 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 (pre-K-grade 5), scholars are exposed to a wide range of STEM fields through engaging investigations and inquiry.
Experience at Connecticut River Academy High School
Located on the Goodwin University campus, Connecticut River Academy high school (grades 9-12) scholars 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, Connecticut River Academy high school scholars experience personalized learning pathways through job shadowing, internships, and apprenticeships.
Extension at RiverTech at Goodwin University
Connecticut's first technical magnet school, RiverTech at Goodwin University (grades 9-12) offers a cutting-edge curriculum centered around business, entrepreneurialism, and technology at a brand new, state-of-the-art facility. Through internships, pre-apprenticeships, and other hands-on experiences for its scholars, RiverTech’s innovative approach will equip scholars with the tools and experiences necessary to thrive in the rapidly evolving technological landscape.
Exploration at Connecticut River Academy Middle Level Program
As a small program of less than 200 scholars, Connecticut River Academy Middle Level (grades 6-8) offers a safe and welcoming environment while providing access to the resources of a university campus. At Connecticut River Academy 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.
Emergence at the Early College Advanced Manufacturing Pathway
Located in a state-of-the art manufacturing center on the Goodwin University campus, the Early College Advanced Manufacturing Pathway (ECAMP) (grade 12) 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. 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.
Why We Are Here
Sheff v. O’Neill, 238 Conn.1, 678 A.2d 1267
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:
Significant Expansion of the Sheff Voluntary Interdistrict Programs
The expansion includes 1,052 new Magnet seats, 600 of which are for Hartford residents, $1,100,000 to develop of new Magnet school themes, $190,000 to support student achievement, $300,000 to support suburban districts that increase the number of Open Choice seats for Hartford students, and $800,000 for educational advocates.
Transparency & Accessibility of Information to Help Families Make Choices
Information and opportunity will be made accessible to all families by simplifying the application process, providing support in completing lottery applications, maintaining a central location for parent information, and making student data publicly available, which helps to identify and address any inequalities.
Accountability for Diversity & Inclusion within the Choice System
Magnet schools will commit to measurable racial and socioeconomic diversity, and Corrective Action Plans will be implemented for schools that do not meet their goals. In partnership with state officials, Open Choice schools will emphasize their mission and commitments through a “statement of principles.”
Long-Term Regional Planning for Success
An Advisory Committee, drawing on community feedback, and the State of Connecticut will facilitate the long-term sustainability of the Sheff Voluntary Interdistrict Programs by way of promoting diversity among educators, closing racial gaps in academic achievement, and ensuring every student has a seat in the classroom.