Pedals for Progress Sends Bicycles Overseas to Boost Opportunity, Improve Economic Conditions

Area residents with an adult or child’s bicycle in repairable condition are urged to consider a donation to Pedals for Progress (P4P) in West Granby this weekend.  The national organization rescues bicycles destined for overburdened U.S. landfills and ships them to developing countries where they are sorely needed and highly valued. Last year, bike collections were sponsored by approximately 41 community partners in six states, including Connecticut. P4P bikes are put to work not only as basic transportation, but are used as a supplement to school and community programs. The bikes are adapted for use as trash haulers, produce trucks, taxis, and farm machinery.

With overseas partners, the bicycles take on an even greater significance – to keep the bikes working, maintenance is necessary. Children and adults are trained in bicycle maintenance and repair, and the bicycles are sold within the community, fostering the development of a local economy. If a person would like to have a bicycle but cannot pay for it, that person has to work for the shop (and learn a new skill) in order to cover the cost of the bicycle.

P4P also arranges for the bicycle shops to have a supply of tools, parts, accessories, and lubricants for maintaining the bikes. With Pedals for Progress, a bicycle becomes a valuable commodity for trade, employment, transportation, local government – the list goes on.

Sponsored by Jackie Rubell Johnson with support from Holcomb Farm, bikes can be dropped off from 12 noon to 3 PM on Saturday May 23, 2015, rain or shine at Holcomb Farm, 113 Simsbury Road, in West Granby. [“Bikes for parts” or disassembled bikes are not accepted.] It costs $40 to collect, process, ship, rebuild and distribute each bicycle. A donation toward shipping costs is necessary.  Organizers ask for a minimum $10 donation with each bike or sewing machine to help cover the cost of shipping. Receipts are offered for value of donation including cash.

P4P collects 5,000 to 7,000 bicycles annually and transfers this material wealth to those in need. To date, more than 140,000 have been shipped to developing countries in Latin America, Africa and Eastern Europe.  Last year, the bicycles were donated to recipients in Nicaragua, Guatemala, Albania, Moldova, and Madagascar. 

In these countries the bikes are reconditioned by partner agencies and distributed at low cost to poor working adults. These bikes provide reliable transportation for commuting to work, transporting product to market, or accessing health care and other services. Steady employment for is vital to the development and success of these economies.

In 2014, Pedals for Progress shipped a total of 3,634 bicycles, 274 sewing machines, and approximately $360,000 in bicycle parts and accessories, to seven nonprofit agency partners in seven developing countries. That brought the cumulative donations shipped in the last 24 years, since the organization’s inception in 1991, to 142,437 bicycles, 2,860 sewing machines, and over $12 million in parts and accessories donated to 38 countries.

Among the organizations providing support are the Clif Bar Family Foundation, FedEx and Thulé.   Connecticut organizations that participated in collecting bicycles in 2014, in addition to Jackie Rubell Johnson with support from Holcomb Farm in West Granby, include Newtown Rotary Club, Old Greenwich Presbyterian Church, and the Wilton High School Spanish Honor Society.

The organization also accepts working portable sewing machines and P4P seeks donations of wrenches for their overseas shops. All cash and material donations are fully deductible and a receipt will be available at the collection site.

Pedals for Progress is a 501 © (3) corporation and a registered charity in the states of New Jersey, Pennsylvania, Vermont, Iowa and Connecticut.  More information about the organization is available at  www.p4p.org; for information about the May 23 pick-up in West Granby, call 860 653 7758.

https://www.youtube.com/watch?v=U0qfStNmS6k&feature=youtu.be

Middle School Provides Clues on College Success; Americans Say College Grads Not Ready for Workforce

Summing up a new national Gallup poll, the analysis indicated that “If higher education was the auto industry, it would be forced to recall a quarter of all its graduates.”  But recent research also suggests that there are some early indicators that provide clues to the likelihood of college success – as early as middle school. The latest Gallup survey found that 96 percent of Americans say it is "somewhat" or "very" important for adults in the country to have a degree or certificate beyond high school. But the fourth annual Gallup-Lumina Foundation poll also indicated that only 13 percent of Americans strongly agree college graduates in this country are well-prepared for success in the workplace. That's down from 14 percent two years ago and 19 percent three years ago. The analysis described it as a "no confidence" vote in college graduates' work readiness.

Readiness for college, as any college administrator or faculty member will tell you, impacts college success, and ultimately workforce readiness.  Connecticut is among the states that have taken steps to better align high school and college, and adjust remedial programs to save students time and money, as well as improving their chances to bridge the academic gaps in their preparation prior to college.

Interestingly – or perhaps alarmingly - Americans with college degrees are much less likely to strongly agree college grads are ready for the workforce than Americans without college degrees – 6 percent vs. 18 percent, respectively.  As the Gallup analysts point out, the survey found that “those of us who earned a coveted college degree have even less confidence than the rest of us that college grads are well-prepared for success in the workplace.”

A previous Gallup survey found that 1 in 4 college graduates missed the mark on all six critical emotional support and experiential elements of their student experience. These graduates' outcomes -- on measures such as their workplace engagement and overall well-being -- show they fail to thrive in their careers and lives.

New research by Matt Gaertner and Katie McClarty of Pearson’s Research & Innovation Network recently combined rich student- and school-level data to evaluate whether more information makes for more accurate college-readiness predictions.

The researchers used data from more than 11,000 students in the National Education Longitudinal Study (NELS) and 140 middle school variables to create six factors: achievement, behavior, motivation, social engagement, family circumstances and school characteristics. They then used these middle school factors to predict college readiness and college outcomes, the American Association of Community Colleges website reports.

They found some interesting results:

• With respect to college readiness, all six factors were valuable predictors. Academic achievement was the strongest predictor (accounting for 17 percent of the variation in college readiness), but motivation (15 percent) and behavior (14 percent) followed closely. Together, they found, motivation and behavior contribute more to college readiness than achievement on its own.
• With respect to college success, these six middle school factors predict college grades (cumulative GPA) and graduation better than the ACT or the SAT. In fact, using the six factors nearly doubles the ability to predict college graduation, compared with using test scores alone. Most notably, these predictions arrive in eighth grade — three years before the SAT or the ACT.

The results of this study have recently been published in Educational Measurement: Issues and Practice.

Research has long documented the importance of instilling a college-going culture starting in the middle grades, if not earlier, Pearson Research & Innovation Network points out.  According to ACT’s 2008 report, “The Forgotten Middle” the level of achievement that students attain by eighth grade has a larger impact on their college and career readiness than anything that happens academically in high school.

The Connecticut State Board of Education, in a draft report based on an Ad Hoc committee review, indicated that “it became clear that the middle school had a role to play in ensuring success for all students. Recent research of major urban school districts has identified that students who are at risk for completing high school begin to demonstrate these factors at about Grade 6.”

Beginning with the 2012 school year, a state law has required that each Connecticut student have a “Student Success Plan,” which begins in the 6th grade and continues through high school, to provide the student support and assistance in setting goals for social, emotional, physical and academic growth, meeting rigorous high school expectations, and exploring postsecondary education and career interests, according to the State Board of Education website.

Connecticut High Schools Rank #3 in USA

Connecticut has some of the nation’s best high schools according to U.S. News & World Report’s annual rankings.  Overall, the caliber of the state’s high schools made Connecticut the number three state in the nation.  The schools were ranked using state assessments in math, science and English language arts. Maryland was ranked at the top of the list, with nearly 30 percent of it’s schools earning gold or silver medals. California came in second with 27 percent, and Connecticut had 25 percent.

Connecticut’s top ranked high school, the Connecticut International Baccalaureate Academy in East Hartford, earned a place in the nation’s top 50 high schools, ranked at #34.

Here are the top 10 high schools in Connecticut, according to the list:

1. Connecticut International Baccalaureate Academy in East Hartford
2. Amistad Academy in New Haven
3. Academy of Aerospace and Engineering in Hartford
4. Conard High School in West Hartford
5. Weston High School in Weston
6. Simsbury High School in Simsbury
7. Staples High School in Westport
8. Darien High School in Darien
9. Wilton High School in Wilton
10. Farmington High School in Farmington

In the 2015 U.S. News Best High Schools rankings, Connecticut has 14 gold medal schools, 35 silver medal schools and nine bronze medal schools. One of the bronze medal winners, Sports & Med Science, is in Hartford.

On the national list, Connecticut’s second ranked high school, the Amistad Academy in New Haven, was ranked #145.  The Academy of Aerospace and Engineering in Hartford was ranked #171 in the nation.  West Hartford’s Conard High School was ranked #203, Weston High School was #264 and Simsbury High School was ranked #300 in the nation.

Just outside the top 10 high schools in the state, Ridgefield High School was #11, Hall High School in West Hartford was #12, Joel Barlow High School in Redding was #13 and Greenwich High School was #14.

To produce the 2015 Best High Schools rankings, U.S. News & World Report teamed with North Carolina-based RTI International, a global nonprofit social science research firm.  The magazine used a  three-step process to determined the Best High Schools. The first two steps was designed to ensure that the schools serve all of their students well, using their performance on the math and reading parts of their state proficiency tests as the benchmarks. For those schools that made it past the first two steps, a third step assessed the degree to which schools prepare students for college-level work, the magazine explained.

Ten CT History Organizations Honored for Innovative, Effective Initiatives

When the Connecticut League of History Organizations (CLHO) hosts its annual conference and awards ceremony in Meriden on June 1, ten local organizations will be honored for their effective work in connecting state residents and history. The theme of the all-day conference is “Making History Collections Relevant in a Modern World.” Sessions will explore the many traditional and non-traditional ways that museums, historical societies, historic houses, and archives make their collections accessible and relevant to their communities.

The conference, which is open to the public,  includes an awards ceremony, as the CLHO presents Awards of Merit to institutions and individuals who demonstrate the highest of professional standards and who enhance and further the understanding of Connecticut history.  Along with opportunities for networking, there will be speakers, panel discussions, and how-to practical presentations.

The awards will be presented to the Wethersfield Historical Society, Weslyan University Press/Connecticut Explored/The Amistad Center, Norfolk Historical Society, Mattatuck Museum (Waterbury), Lyman Allyn Art Museum (New London), Kent Historical Society, Florence Griswold Museum (Old Lyme), Cheshire Historical Society, Bated Breath Theatre Company (Hartford), and Archaeological and Historical Services, Inc. (Storrs). [See details below]

Keynote speaker Rainey Tisdale is an independent curator specializing in city history. Tisdale led the consortium of local museums, libraries, and archives in collecting and interpreting the 2103 Boston Marathon Bombing, with emphasis on programming for the one-year anniversary in April 2014.

Tisdale’s most recent book, Creativity in Museum Practice, helps museum professionals unleash creative potential throughout their institution. She will discuss “The Poetry of Objects,” a wide-ranging meditation on the power of objects to move, inspire, and build community.

The awards ceremony features an award-winning performance by Bated Breath Theater Company, "Freedom In Three Acts." Admission to the conference is $75 per person, with discounts for members, students, and early registration, and covers all events of the day and lunch. Reservations  can be made at www.CLHO.org.

For over 60 years the Connecticut League of History Organizations has strengthened and built connections among those who preserve and share the stories and objects of our past by sharing knowledge and experience, and promoting best practices.

https://youtu.be/LM5xtk23cv0

The CLHO Awards of Merit will be presented to:

Archaeological and Historical Services, Inc. - Storrs, CT

Publication - Highways to History: The Archaeology of Connecticut’s 18^th-Century Lifeways

Highways to History is a publication describing the lives of ordinary residents in 18^th century colonial Connecticut. Based on a combination of historical and archaeological investigations at four buried homesteads, the book opens a new window into how people in Connecticut lived in colonial times. Distributed around the state, and made available online, Highways to History provides an accessible and engaging account of how ordinary colonial Connecticut citizens lived, and demonstrates the strength of combining archaeological and documentary evidence.

Bated Breath Theatre Company (a collaboration with The Amistad Center for Art & Culture) Hartford, CT

Educational Program - Freedom: In 3 Acts

Freedom: In 3 Acts is a collaborative performance between The Amistad Center for Art & Culture and Bated Breath Theatre Company. This innovative program responded to and amplified The Amistad Center’s exhibition, Emancipation! The three act performance incorporates song, movement and narrative to explore the struggle for freedom and justice for African Americans. Since its initial performance, Bated Breath Theatre Company has performed Freedom: In 3 Acts at a variety of venues, using its innovative and engaging approach to bring the original exhibit off the walls and out of the exhibit cases to engage audiences around Connecticut.

Cheshire Historical Society - Cheshire, CT

Educational Program - Cheshire Heritage Tour – An App for Mobile Devices

Looking to bring a traditional walking tour of the center of Cheshire alive, The Cheshire Historical Society developed an app that appeals to people of many ages and interest. Free to download, the app combines humor, seldom-seen images from the Historical Society’s collection, and contemporary photos and maps to guide the user around the center of town. With the help of two characters, Alonzo the Adventurer and Emmy, the Magical History Box, the Cheshire Heritage Tour keeps visitors engaged while learning about the history of the area.

Florence Griswold Museum - Old Lyme, CT

Project - Thistles and Crowns: The Painted Chests of the Connecticut Shore

In 2014 the Florence Griswold Museum presented the exhibition Thistles and Crowns: The Painted Chests of the Connecticut Shore to highlight the distinctive beauty and historical significance of a group of painted chests made in Old Saybrook and Guilford, Connecticut between 1700 and 1740. Bringing together a selection of these chests from six museums for the first time since 1950, the exhibit asked visitors to look at aspects of construction, decoration, use and history. Accompanied by a full-color catalog, Thistles and Crowns highlighted stories about Connecticut’s artistic, cultural, and historical legacies that can be found in unexpected places.

Kent Historical Society - Kent, CT

Project - Iron, Wood, and Water: Essential Elements of the Evolution of Kent

As the site of the second most valuable iron ore deposit in Connecticut, Kent became a desirable place to live for iron works, and the impact of their activities had deep influence on the evolution of Kent into the community it is today. While much scholarly research explores the technicalities of the iron making process and the entrepreneurs who ran the industry, the exhibition, Iron, Wood and Water: Essential Elements of the Evolution of Kent told the story of the common men who toiled daily in the mines, at the furnaces, and deep in the woods. It was these workers who left impressions on the community and played a large role in transforming Kent first from an untamed wilderness to a bustling industrial town, and later to a community of dairy farmers and finally to the home for artists and writers that it is today.

Lyman Allyn Art Museum and Stephen Fan, Guest Curator - New London, CT

Project - SubUrbanisms: Casino Company Town / China Town

In 2014 the Lyman Allyn Art Museum opened Suburbanisms: Casino Company Town/ China Town. Using a variety of approaches the exhibit documented and historicized the development of a suburban Chinatown surrounding the Mohegan Sun casino in Connecticut. Built up by a large number of Asian casino patrons and workers – many recent immigrants - this innovative exhibition presented an under-explored topic in Connecticut’s and the nation’s history. In addressing key themes in suburban, housing, labor, and immigrant history, the exhibit used history to bridge cultural divides and to question the future ecological, social, and economic sustainabilites of the ever-changing American suburban ideal.

Mattatuck Museum - Waterbury, CT

Project – The Way We Worked – Connecticut At Work

As one of seven venues selected to host The Way We Worked, a traveling exhibition created by the Smithsonian Institution in 2014, the Mattatuck Museum sought to create a parallel group of exhibitions and a series of programs to bring the story home to Connecticut audiences. Know as Connecticut At Work, the resulting local exhibitions, film series, lectures, and programs engaged broad and diverse audiences and addressed issues of immediate concern. Through providing a local backdrop for the Smithsonian’s exhibition, Connecticut At Work merged the national story with the regional one.

Norfolk Historical Society - Norfolk, CT

Project - From the Mills to the Main Street: The Irish in Norfolk

From the Mills to Main Street: The Irish in Norfolk was an inventive interpretive exhibition mounted by the Norfolk Historical Society in 2014. Using historical documents, artifacts, photographs, and ephemera, many not previously on view, the exhibit explored the contribution and assimilation of the Irish in the town of Norfolk from 1836 to 1920. The well-attended exhibit and related programming that included lectures, gallery talks, and walking tours, brought to life the importance of a significant immigrant group to the economic and cultural landscape of Norfolk.

Wesleyan University Press, Connecticut Explored, The Amistad Center - Middletown, CT

Publication - African American Connecticut Explored

African American Connecticut Explored is the first book published for a public history audience that provides the long arc of the African American experience in Connecticut with an emphasis on the African American perspective. Through more than 50 essays by more than 30 of the state’s leading historians, curators, and writers, the book covers a wide range of topics. Published by Wesleyan University Press, it was developed by Connecticut Explored, The Amistad Center for Art & Culture, and representatives from the State Historic Preservation Office.

Wethersfield Historical Society - Wethersfield, CT

Project - Castle on the Cove: the Connecticut State Prison and Wethersfield

Mounted in 2014, and on view through 2016 the exhibition Castle on the Cove: the Connecticut State Prison and Wethersfield, explores the Connecticut State Prison during its years of operation between 1827 and 1963 in Wethersfield, Connecticut. The prison was an integral component of the town’s identity during these formative years as Wethersfield transitioned from rural town to suburb. Exploring both previously undocumented and often requested materials the exhibit looks at the prison from the perspectives of the inmate, employee, and local resident to present the history of the prison within a broad context and to encourage visitors to consider the impact of the prison on these three groups.

National High School Mock Trial Championships to be in Hartford in 2017

The 2017 National High School Mock Trial Championship, promoting an understanding and appreciation of the American judicial system through academic competitions and related programs for high school students, will take place May 11-13, 2017 in Hartford. The national mock trial championship was initiated in 1984 in Des Moines, Iowa, with high school teams from Illinois, Iowa, Minnesota, Nebraska and Wisconsin participating. After the success of the inaugural tournament in Iowa, more states became interested in participating and the tournament became an "All-State" Tournament and now attracts competitors from across the country and internationally.

The tournament is hosted annually by different states to ensure that the cost of running the tournament doesn't fall disproportionately on any particular state.

The Carolina Center for Civic Education is making final preparations for the 2015 National Championship, which will be held May 14-16 in Raleigh, North Carolina. Connecticut will be represented by the team from Weston High School, the 2015 High School Mock Trial State Champions.  The winning team was one of three from the school that participated in the statewide competition in March.  The finals were held in the State Supreme Court chamber in Hartford.  The students on the winning “Weston Red” team were Ursula Alwang, Cameron Edgar, Sam Glasberg, Zoe Howard, Alex Ishin, Scarlett Machson, Ben Muller, Jack Seigenthaler, Henry Tracey, and Micah Zirn, the Weston Forum reported.

The Idaho Law Foundation will host the 2016 National Championship in Boise, Idaho. Last year's competition in Madison, Wisconsin included a total of 46 teams, including Guam, South Korea, the Commonwealth of Northern Mariana Islands, and State Champion teams from across the country.

In Connecticut, the mock trial competition is sponsored by the nonprofit organization Civics First. Throughout its history, thousands of students and their teachers have participated in the program.  In recent years, the program has included over 700 students from more than 50 Connecticut high schools.

The high school mock trial competitions are held each year in the fall. Regional trials are held in early winter in superior courts throughout the state, followed by quarter-finals, and semi-final contests. The state final mock trial competition is held at the Connecticut Supreme Court in Hartford.

For the national competition, each state’s "official team" includes six to eight student team members; one primary teacher coach; one primary attorney coach, and the State Mock Trial Coordinator, for a maximum of 11 members of the "official" team.

In recent years, the competition has been held in Madison, Wisconsin (2014), Indianapolis, Indiana (2013), Albuquerque, New Mexico (2012), Phoenix, Arizona (2011), Philadelphia, Pennsylvania (2010), and Atlanta, Georgia (2009). The Executive Director of Civic First and state coordinator for the high school mock trials in Connecticut is Beth DeLuco.

Civics First is a private, non-profit association that promotes and conducts law-related education programs and projects in Connecticut's public and private schools, courtrooms and communities. Its goal is the incorporation of citizenship education into the curriculum of all schools, from kindergarten through high school.

Photo: The Weston High School Mock Trial Red Team won the Connecticut state championship . (This photo originally appeared in the Weston Forum.)

Aging Issues in CT Highlighted for White House Conference

When the White House Conference on Aging is held later this year, there will be no shortage of anecdotal stories accompanied by demographic information, comprehensive reports and recommendations, and a treasure-trove of data emanating from Connecticut, with the nation's 7th oldest population.  Officials received a preview this week at a public hearing that included these sit-up-and-take-notice items:

• Connecticut is undergoing a “permanent and historic transformation” in its demographics
• Between 2010 and 2040, Connecticut’s population of people age 65 and older is projected to grow by 57%, with less than 2% growth for people age 20 to 64 during the same period
• Residents born in Connecticut today can expect to live to be 80.8 years old—the third highest life expectancy in the nation.
• In Connecticut’s 65 to 69 year-old age group, 39% are in the labor force, as are 21% of Connecticut residents aged 70–74, and 7% of those 75 years and over. These rates are among the highest in the country

Those were among the facts highlighted by Julia Evans Starr, Executive Director of Connecticut’s Legislative Commission on Aging, which also explained that Connecticut, with the nation’s 7^th oldest population, will see that population grow dramatically in the coming decade.  By 2025, virtually every town in Connecticut will have 20 percent or more of its residents over age 65 – the largest percentage in state history. 

The White House Conference on Aging is held every 10 years, and has served as a key platform for the development of aging policy for the past 50 years.  Organizers are now holding a series of regional public forums around the country.  New England’s session will be in Boston later this month, and the testimony presented at the Connecticut State Capitol, in a forum sponsored by the state Department of Aging and the Legislative Committee on Aging, will be passed on to officials there.

Among those speaking in Hartford were Lieutenant Governor Nancy Wyman, State Aging Department Commissioner Betsy Ritter, and George Kuchel, Director of UConn’s Center on Aging.  AARP Connecticut Director Nora Duncan and Chris Fishbein of the Area Agencies on Aging also provided presentations.

Wyman, noting that life span is increasing, said "we have quantity of life, we want to make sure there is a quality of life."  In a theme that was repeated by others during the session, Wyman said that "we can change the way people are viewing people who are aging."

Nora Duncan, state director of AARP-CT, said the organization's focus will be on short-term actions that can have a more immediate impact, such as preventing exploitation, fraud and scams and providing information on financial products and improving retirement security.  Rose Biaggi of the state Department of Public Health pointed to the health disparities among the aging population, noting that 60% of older adults with the highest incomes indicate that their health is very good or excellent, while only one-quarter of those with lowest income feel that their health is very good or excellent.

Kuchel, who suggested that the nation may be at a “tipping point” regarding a national policy on aging, said the future focus needs to be:

• Proactive: There must be a focus on prevention and improvements in health and function across the lifespan.
• Predictive: We need tools to predict individual risk, target therapies and monitor success of interventions.
• Personalized: We must address differences at the level of each individual and time point in life as regards personal aging trajectories.
• Gerontology: Health care must always be defined by patient needs first, driven by science and supported by evidence

Common themes that have begun to emerge nationwide as the hearings have progressed, according to officials, include: how to ensure we prepare for financial needs in retirement; how to remain healthy as we age; what types of services and supports can help older Americans remain independent in the community as we age; and how to support this care and the caregivers who provided it; and how to protect older Americans from financial exploitation, abuse and neglect.

The co-chairs of the legislature’s Committee on Aging, Sen. Mae Flexer and Rep. Joe Serra, were to lead the session, with Flexer noting that “Older individuals want to remain in Connecticut and be active, independent members of their community.  How we accomplish this, how we fund it, what services we need to have in place – these are some of the questions we are seeking input on today.”

In testimony provided to the committee, the state’s Permanent Commission on the Status of Women indicated “women, who make up 58% of residents age 65 and over, are disproportionally impacted by economic insecurity as they age and are therefore much more likely to live in poverty than their male counterparts. In fact, 10.7% of women age 65 and over live in poverty compared with 6.2% of men.” PCSW also cited data that found Connecticut women are more likely to work in part-time jobs that don’t qualify for a retirement plan.

The legislative Commission on Aging also pointed out that “the comparatively low rate of older adults in poverty (8 percent) provides evidence that programs like Social Security and Medicare have been extremely effective at reducing poverty among this population and serves as a testament that these programs warrant continued support and modernization.”  Federal officials have noted that this year’s White House Conference on Aging takes place as the nation marks the 50^th anniversary of Medicare, Medicaid and the Older Americans Act, as well as the 80^th anniversary of Social Security.

CT-N coverage of the Connecticut forum on May 5, 2015.

Connecticut Ranks #16, Above National Average in Online Job Ads for College Graduates

Connecticut ranks as the 16^th best online college labor market in the U.S., according to data compiled by the Georgetown University Center on Education and the Workforce.  In Connecticut, 53 percent of online job ads seek college graduates.  That translates to 28,700 online job ads, and places Connecticut – just barely – in the top tier of the states. Massachusetts provides college graduates with the best odds of landing a job, according to the national survey. Using online job ads, the report provides information about where the jobs are for college graduates for each of the 50 states to help students, educators, and policymakers make better decisions.

The report ranks the states by how many job openings there are per college-educated worker overall and within industries and career fields. College graduates seeking work in science, technology, engineering, and mathematics (STEM) careers, for example, have the best odds in Delaware, Massachusetts, and New York.  Connecticut is in the middle of the pack.

Nationwide, between 60 and 70 percent of job openings are advertised online, and even though only 35 percent of workers have college degrees, nearly half of online job ads cater to college graduates.  The top five best online markets for college graduates are Massachusetts, Delaware, Washington, Colorado, and Alaska.

The survey found that in Connecticut:

• 36% of online job adds for college graduates are for managerial and professional office occupations
• 22% of online job ads are in the consulting and business services sector
• The fastest growing occupational cluster for college graduates is in food and personal service, growing by 73 percent between the 1^st quarter of 2010 and 2^nd quarter of 2013
• The fastest growing industry sector of college graduates is construction, with a 92 percent increase in employment between the 1^st quarter of 2010 and 2^nd quarter of 2013

The top occupational groups reflected in the online job ads were 1) computer occupations, 2) software developers, 3) sales representatives,4) accountants and auditors, 5) registered nurses, 6) managers, 7) financial managers, 8) financial analysts, 9) computer system analysts and 10) medical and health services managers.

The distribution of online college job ads by occupational cluster shows that the largest percentage (24%) are in managerial and professional office occupations, followed by sales and office support (23%), STEM fields of science, technology, engineering and math (15%) and blue collar jobs (9%).

Connecticut employers with the largest online recruiting presence were General Electric Company, United Technologies Corporation, Yale-New Haven Health System, Yale University, Cigna Corporation, UnitedHealth Group, Travelers Insurance, Deloitte Development, The Hartford Financial Group, and Hartford Healthcare.

Across the country, college-educated workers will have the best odds of finding a job in STEM, managerial and professional office, and healthcare professional and technical occupations. The jobs of the new economy are prevalent for college graduates across the 50 states. Employers in information services, consulting and business services and financial services sectors post the most online job ads per college-educated worker.

The Georgetown University Center on Education and the Workplace is affiliated with the McCourt School of Public Policy.  The study was done by Anthony Carnevale, Tamara Jayasundera, Dmitrirepnikov and Artem Gulish.

“The promise of this information is the ability to connect real people with real jobs in real time,” said Anthony P. Carnevale, the report’s lead author and director of the Center. “By combining information on online job ads with traditional employment data we are able to get a more complete picture of job opportunities available to college graduates in each state,” said Tamara Jayasundera, the report’s co-author.

In Massachusetts, 63 percent of job openings are for college graduates, while in West Virginia, only 36 percent of job openings are for college graduates.

Weston High, Hotchkiss School Are Top High Schools in CT

Three Connecticut public high schools are ranked in the top 100 in the nation - Weston High School at #84 and New Canaan High School at #85, Staples High School in Westport at #94.  The rankings, compiled by the website Niche, focused on the overall student experience at the schools in developing the list.  Academics, health and safety, teachers, and student culture and diversity were aspects of the analysis. The top 15 public high schools in the state were Weston High School, New Canaan High School, Staples High School (Westport), Darien High School, Simsbury High School, Ridgefield High School, Wilton High School, Greenwich High School, Glastonbury High School, Amity Regional High School (Woodbridge), Conard High School (West Hartford), Farmington High School, Cheshire High School, Joel Barlow High School (Redding) and Daniel Hand High School (Madison).

Weston High School was named a National Blue Ribbon School for excellence in education by the U.S. Department of Education in 2013.  The school’s “greatest strength is the level of personalization that students receive during their four-year experience,” the Blue Ribbon citation indicated.

The Hotchkiss School in Lakeville is ranked as the top private school in Connecticut, and reached the top ten in the nation, at number seven.  It is the only Connecticut private school in the top 25.  The other Connecticut private schools in the top 50 nationally are Choate Rosemary Hall at #30 and Hopkins School in New Haven at #43. An independent boarding school founded in 1891, Hotchkiss School provides "an education of unsurpassed quality" to 600 students in grades 9 through 12, according  to the school website, which indicates that students come from across the United States and 34 foreign countries.

A high ranking in Overall Experience generally indicates that:

• Students are very happy with their experiences in all aspects, including academics, teachers, health, safety, resources, facilities, extracurriculars, sports, and fitness;
• The school is an exceptional academic institution in terms of teachers, students, resources for learning, and student outcomes;
• The school is made up of a diverse population and fosters an accepting, positive school culture;
• Students are actively involved in a variety of extracurriculars and sports the school offers.

The Best Public High Schools ranking provides what Niche describes as “a comprehensive assessment of the overall experience at public high schools in all 50 states, the District of Columbia, and Puerto Rico. It uses data sourced from various government and public data sets, Niche’s own proprietary data, and 4,625,227 opinion-based survey responses across a variety of topics from 287,560 current students, recent alumni, and parents.”

Factors considered in the analysis include:

• Academics, which incorporates statistics and student, alumni, and parent surveys regarding academics at the school.
• Health & Safety, which incorporates statistics and student, alumni, and parent surveys regarding health and safety at the school. R
• Student Culture & Diversity, which incorporates statistics and student, alumni, and parent surveys regarding culture and diversity at the school.
• Survey Responses, which consist of parent and student opinions about the overall experience at the high school they currently or recently attend(ed).
• Teachers, which incorporates statistics and student, alumni, and parent surveys regarding teachers at the school.
• Resources & Facilities, which incorporates statistics and student, alumni, and parent surveys regarding resources and facilities at the school.
• Extracurriculars & Activities, which incorporates statistics and student, alumni, and parent surveys regarding clubs and activities at the school.
• Sports & Fitness, which incorporates statistics and student, alumni, and parent surveys regarding athletics and general fitness at the school.

Among private schools in Connecticut, according to the website analysis, the leaders are The Hotchkiss School in Lakeville, Choate Rosemary Hall in Wallingford, Hopkins School in New Haven, The Taft School in Watertown, Brunswick School in Greenwich, Greenwich Academy in Greenwich, Kent School in Kent, King Low Heywood Thomas School in Stamford, Greens Farms Academy in Westport and The Master’s School in West Simsbury.

According to the analysis, a high ranking indicates that “the school is an exceptional academic institution with a diverse set of high-achieving students who rate their experience very highly.”

The next ten private schools in the rankings are Westminster School in Simsbury, The Cheshire Academy, Miss Porter’s School in Farmington, Williams School in New London, The Loomis Chaffee School in Windsor, Canterbury School in New Milford, Marianapolis Preparatory School in Thompson, Kingswood-Oxford School in West Hartford, Avon Old Farms School  and Westover School in Middlebury.

Niche, based in Pittsburgh, was founded in 2002 by Carnegie Mellon University students as CollegeProwler.com, and has since “grown into one of the largest content startups in the country,” according to the company’s website.

Digital Citizenship Summit will Bring State, National Tech Experts to Connecticut

Connecticut will be the center of the digital universe this fall, when the University of Saint Joseph (USJ) in West Hartford hosts a Digital Citizenship Summit, bringing local and national experts together to explore the good, the bad and the ugly about the pervasive and ubiquitous use of technology in our personal and professional lives. The term “digital citizenship” describes appropriate, responsible tech and Internet use. Similar to the rights and responsibilities involved in being a citizen, there are legal and ethical obligations with being a digital citizen, organizers explain.

The aim of the Digital Citizenship Summit, to be held on October 3, is to create positive, practical solutions along with amplifying the overall message of improving tech usage. Topics for the all-day Summit include digital literacy, etiquette, wellness, security, and law.

“We believe that digital citizenship deserves its own space for educational, non-profit, and industry leaders to focus on solutions and push new ideas forward focused on positive, practical solutions to improve our use of technology and the Internet. The Digital Citizenship Summit aims to bring together the various silos of thought and activity across the country in order to create a stronger, more unified message for better tech usage,” organizers said.

This inaugural event is being sponsored by the University of Saint Joseph’s School of Education, Office of Student Affairs and Office of Informational Technology and will engage students, teachers, parents, administrators and policy makers in a dynamic conversation focused on digital citizenship.  It comes in the first semester of the administration of incoming university President Rhona Free, who takes office July 1.  Free is a past national Professor of the Year as selected by the Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education (CASE).

Plans are for the Summit to include a panel discussion, breakaway sessions, a keynote talk TED-style, and a social event to “connect with all the fascinating big thinkers across the country who are pivotal in shaping digital citizenship.”

Among the speakers will be:

• Alan Katzman is Founder of Social Assurity, the leading youth social media advisory service in the country. They work with students and families on customized social media training to maximize the students’ opportunities and use of social media to their advantage.  He is an entrepreneur and former attorney with an expertise in law, technology and software, compliance, human resources and investigations.
• Mike Ribble: Known as the godfather of digital citizenship, Kansas-based Ribble is an international speaker, researcher and author of the books Digital Citizenship in Schools (soon to be in its 3rd edition) and Raising a Digital Child. He has worked within the education field his entire career, including as a science educator, an assistant principal at the high school level, and adjunct faculty at the college level.
• Jennifer Scheffer: Mobile Learning Coach and Instructional Technology Specialist at Burlington, MA Public Schools, she is a dynamic and energetic teacher leader with over a decade of experience teaching project-based computer technology, marketing, and business management courses. She coaches students on how to leverage social media tools to showcase their talents, create a positive online presence, and build their professional network.
• Sarah Thomas is a Google Certified Teacher and Edmodo Certified Teacher, as well as a leader of the Washington, DC Google Educator Group and founder of the EduMatch project. She is the Technology Liaison at John Hanson French Immersion School in Oxon Hill, MD and teaches Technology Integration and English Language Arts at the middle school level.  She is a recipient of the 2014 Digital Innovation in Learning Award and was named by the National School Board Association as one of the “20 to Watch” in 2015.

The organizing committee for the Summit includes:

• David Ryan Polgar, a frequent speaker and respected tech commentator whose ideas and thoughts concerning digital citizenship have been featured in publications including The Boston Globe, Financial Times, Sydney Morning Herald, US News & World Report, and Forbes. With a background as an attorney and college professor, he examines the use of technology from an ethical, legal, and emotional perspective.
• Marlialice B.F.X. Currran, an Associate Professor at USJ, focuses on digital citizenship and social media in K-12 teacher education. A former middle school teacher, principal and an advocate for young adolescents, Curran was named one of the Top 10 Digital Citizenship bloggers by Common Sense Media in 2014.
• JoAnn Freiberg is an Educational Consultant with the Connecticut State Department of Education, responsible for managing bullying, improving school climate and character education, and has taught at numerous colleges in Connecticut and currently is Co-Chair of the National School Climate Council.

Often referred to as a Tech Ethicist, Polgar has become a respected and unique voice in the digcit community. He is a contributing writer with the Family Online Safety Institute, iKeepSafe, and The Good Men Project, along with appearing regularly on television to discuss issues such as tech balance, cyber ethics, and tech etiquette.  He has delivered two TEDx talks on digital technology.

In describing Dr. Curran, Common Sense Media said “she is a long-time proponent of responsible online behavior, and encourages her undergraduate and graduate students to learn and explore what it means to be socially responsible both face to face and online, how teaching empathy is the most important 21st century skill and how social media can change teaching and learning in PK-12 classrooms.” Dr. Curran and Tracy Mercier co-founded the digital citizenship #digcit chat on Twitter in 2011. The first chat was inspired as a result of a digital citizenship course at USJ.

Registration for the Summit will be available later this spring, along with additional details regarding the agenda and program, at the website www.digcitsummit.com.

Photo: Marlialice B.F.X.Curran,  David Ryan Polgar,  JoAnn Freiberg. 

Clueless: Many College Students Don’t Understand How Much Debt They’re Accumulating

With much public attention focused on the increasing costs of college education and the ever-growing levels of student loan debt saddling graduates of higher education institutions, recent research into what students understand – or don’t understand - about their debt is raising some concern. A significant share of undergraduate college students, it turns out, do not realize how much they are paying for college or how much debt they are taking on to do so.  That is the conclusion of a study of college students’ awareness of their level of debt as they accumulate various loans to pay for their higher education.

The report, by Brookings Institution, found that “about half of all first-year students in the U.S. seriously underestimate how much student debt they have, and less than one-third provide an accurate estimate within a reasonable margin of error.”

Surprisingly, among students with federal loans, 28 percent reported having no federal debt and 14 percent said they didn’t have any student debt at all, the researchers found. “Enrolled college students,” the report says, “do not have a firm grasp on their financial positions, including both the price they are paying for matriculation and the debt they are accruing.”

Improving the college search process by making college costs more transparent to potential students and their families has been a primary focus of recent higher education policy efforts, the Brookings report points out. “But the importance of this information does not end at the university gates,” the report states.

In the analysis, study authors Elizabeth Akers and Matthew Chingos of the Brown Center on Education Policy at Brookings find that:

• Only a bare majority of respondents (52 percent) at a selective public university were able to correctly identify (within a $5,000 range) what they paid for their first year of college. The remaining students underestimate (25 percent), overestimate (17 percent), or say they don't know (seven percent).
• About half of all first-year students in the U.S. (based on nationally representative data) seriously underestimate how much student debt they have, and less than one-third provide an accurate estimate within a reasonable margin of error. The remaining quarter of students overestimate their level of federal debt.
• Among all first-year students with federal loans, 28 percent reported having no federal debt and 14 percent said they didn’t have any student debt at all.

The report suggests that without a solid understanding of the financial situation, “it’s unlikely that students will be able to make savvy decisions regarding enrollment, major selection, persistence, and employment. Without knowledge of their financial circumstances, a student with a large sum of debt might be unprepared to compete for the jobs that would pay generously enough to allow them to repay their debt without having to enter an income-based repayment program.”

The report also concludes by noting that “many students look back on their educational experiences with some regret about the financial circumstances. Some wish they had not gone to college in the first place, while others wish they had borrowed less or earned a different degree. The lack of literacy about the personal finances of college going is almost certainly leading some students into decisions that they later come to regret. The problem with the lack of financial savvy among enrolled college students is that the consequences of their decisions come as a surprise to them once it’s too late.”

The Brookings Institution is a private nonprofit organization devoted to independent research and innovative policy solutions.  The mission of the Brown Center on Education Policy at Brookings is to bring rigorous empirical analysis to bear on education policy in the United States. The primary activities of the Brown Center are based on quantitative social science, and are responsive to the immediate interests and needs of those who participate in policymaking.