During the past decade, Connecticut has implemented major changes in the public education system. To assess these changes, Mazzoni's revised arena model was used to analyze the state's educational policy development since 1980. The results of this research are reported here. The paper outlines the theoretical framework of the model and how it can be applied to school systems. The text then turns to the Connecticut experience, focusing on the political context in the 1980s and on the Commission on Equity and Excellence in Education. Educational policy initiatives are explored next, including certification requirements, salaries, teacher-preparation program approval standards, beginning educator support and training, professional development, and student assessments. The political context of the 1990s is then outlined, along with an analysis of statewide commissions and panels, such as the Commission on Educational Excellence for Connecticut, the Education Improvement Panel, the Teacher Preparation Program Advisory Committee, the Beginning Educator Support and Training Redesign program, and the Common Core of Learning program revision. Analysis suggests that a state does not have to give financial incentives to involve veteran teachers in the professional development of new teachers and that the application of new standards to the induction of beginning teachers did not threaten veteran teachers. (RJM)