Research Shows Schools Start Too Early; Some South Windsor Students Begin at 6:30 AM

A national publication, highlighting policies that school districts around the country are experimenting with to “make schools better for kids,” suggests starting classes after 8:30 a.m.  Some schools in Connecticut and across the nation are doing so, moving high school start times from earlier hours.  In South Windsor, however, the experiment is in the opposite direction, with a select group of high school students beginning weekday classes at 6:30 a.m. It's part of a new pilot plan called "zero period," created as a temporary relief for some students until the school can transition from a seven-period to an eight-period school day, Principal Daniel Sullivan recently told The Hartford Courant.

"It's not for everybody and it's not a requirement for the kids that are doing it," Sullivan said. "It's going to be tough … but they chose it because it's what they want. They're doing what they want to do and we're glad to give them that opportunity."

In other schools, the pendulum is moving the opposite way.  “In order to stay healthy, adolescents need at least eight hours of sleep each night; deprivation can lad to weight gain, focus issues, lower academic performance and other problems, the article in TIME magazine points out.

“Biologically, adolescents are hardwired to stay up late, often until 11 p.m. or midnight.  That’s why federal official and medical experts are calling for middle and high schools to start after – at or after 8:30 a.m.,” the magazine indicates.  The Portland Press Herald recently reported that the Centers for Disease Control (CDC),  the American Academy of Pediatrics and numerous studies recommend later start times for secondary education – preferably 8:30 or later. 

In more than 40 states, at least 75 percent of public schools start earlier than 8:30 a.m., according to the CDC’s report. But those numbers are changing.  The idea is to improve the odds of adolescents getting sufficient sleep so they can thrive both physically and academically. Among an estimated 39,700 public middle, high, and combined schools in the United States, the average start time was 8:03 a.m., the CDC reported. In Connecticut, fewer than 5 percent of middle and high schools started at 8:30 or later, one of the lowest rates in the country.

The CDC’s recommendations in August came a year after the American Academy of Pediatrics urged schools to adjust start times so more kids would get the recommended 8.5 to 9.5 hours of nightly rest. Both the CDC and the pediatricians’ group cited significant risks that come with lack of sleep, including higher rates of obesity and depression and motor-vehicle accidents among teens as well as an overall lower quality of life, The Atlantic recently reported.

At South Windsor High School, two "zero period" courses begin at 6:30 a.m. and end at 7:15 a.m., allowing students about 10 minutes for breakfast before the start of first period at 7:25 a.m. The school day concludes at 2 p.m.

In South Windsor, the early classes are aimed primarily at sophomore intervention, special education, AP science and music and art students, according to school officials. About 25 students are participating in the pilot program as the school year gets underway. The Courant reports that similar programs have been implemented in schools on the West Coast, with mixed reactions.

In Guilford, school officials were considering revised start times in discussions late last year.  But the schedule for the new school year shows the high school start time as 7:25, with middle schools beginning at 7:50 and 8:00 a.m.

This fall, students can choose from a photography and a health class. In the spring, students will have the option of business communications and physical education. Bus transportation is being provided for the students, the Courant reported. "These kids are committing to getting up early, getting here early and taking care of business,” Sullivan said, indicating that the experimental zero period is not a substitute for an eight-period school day.

Youth Face Substantial Challenges in Fairfield County, Report Reveals

There are significant unmet needs among the children and youth of Fairfield County, with over 800 students dropping out of high school each year, 1 in 8 youth ages 16-24 unemployed and over 2,600 youth ages 16-19 neither employed nor in school, according to a new report by Connecticut Voices for Children.  Youth well-being differs from town to town and city to city according to the report, commissioned by Fairfield County’s Community Foundation. The outcome disparities “present a threat not only to the children, families and neighborhoods of Bridgeport, but also to Fairfield County,” the report concluded, noting that Bridgeport today educates as many students as Westport, Wilton, Weston, New Canaan, and Darien combined.  The report indicates that Fairfield County’s future lives in its cities and depends very much on the success of its vulnerable children and youth.

The purpose of the report is to inform and develop Fairfield County's Community Foundation’s Thrive by 25 Program, to help Fairfield County young people achieve self-sufficiency by age 25. The report points out that “Fairfield County’s 100,000 young people ages 16 to 24 face youth unemployment rates between 13.6 percent and 49.5 percent, one of the nation’s most expensive housing markets, and a shortage of living-wage entry jobs.  When large numbers of young adults remain dependent on family or relocate for jobs, their futures are shortchanged and their communities decline.”

Looking across the towns of Fairfield County, large disparities in relative opportunity emerged in the study. Six “very high opportunity towns” stood out clearly among their peers, the report highlighted: Darien, Westport, New Canaan, Wilton, Weston, and Easton are among the wealthiest towns in the United States. Unsurprisingly, few children in those towns face the sort of barriers to opportunity children typically face in Bridgeport, Stratford, Norwalk, Stamford, and Danbury, the report said.

Five relatively “low opportunity towns” also stood out: on nearly every indicator they fell in the bottom third of Fairfield County’s 23 towns. “Even more disturbing,” the report emphasized, these “low opportunity towns” were home to racially concentrated areas of poverty: “not only is youth opportunity lower, but that lower opportunity affects mainly children of color,” the Voices report indicated.

The 27 page report includes town-by-town breakdowns for each of Fairfield County’s 23 municipalities, including breakdowns of specific data for 20 distinct factors in the areas of Family, Community and School.  The assessment includes the percentage of the population that includes families in poverty, unemployment, housing unaffordability, preschool experience, median income and on-time graduation from high school.

The report indicated that Danbury has the highest proportion of students learning English in Fairfield County (21 percent), and a rate of student arrest twice that of Bridgeport, Norwalk and Stamford.  Over one-third of Danbury children live in households with income below 200 percent of the poverty level, which is $47,700 for a family of four.  Among the other data revealed in the report:

• Bridgeport is the city in Fairfield County with the greatest need, with over 1,100 disconnected youth 400 annual high school dropouts and a youth unemployment rate of 17 percent.
• Shelton (13%) and Wilton (17%) have exceptionally high rate of chronic absenteeism – on par with cities like Norwalk (12%) and Stamford (15%).
• Redding performs exceptionally low on housing affordability compared to other high opportunity towns, with almost half of housing unaffordable (45 percent).
• Stamford’s teenage pregnancy rate (3 percent of total births) is lower than in many suburban towns.

The comparison between Bridgeport’s youth and their counterparts in Westport is striking.  Bridgeport educates a student population of which nearly 40 percent never attended preschool and almost 80 percent of third graders failed to score proficient in reading, drawing from a property tax base less than one-sixth the size per pupil of Westport. In Westport, barely 5 percent of students miss preschool and only 17 percent of third graders fail to score proficient in reading. While over 400 students drop out of Bridgeport high schools each year and only 18 percent of Bridgeport students complete college within six years, Westport reports only 4 high school drop-outs per year and a 71 percent college completion rate.

Connecticut Voices for Children is a research-based think tank that focuses on issues that affect child well-being, from educational opportunity to healthy child development to family economic security. Its mission is to ensure that all of Connecticut’s children have the opportunity to achieve their full potential.

To assess specific obstacles to youth opportunity in Fairfield County and to prepare the way for new solutions, Connecticut Voices for Children constructed a Youth Opportunity Index containing over two-dozen indicators from the U.S. Census Bureau, State Department of Education, Federal Bureau of Investigation, and others. Guided by existing research, the researchers, including Ellen Shemitz, J.D., Nicholas Defiesta, and Wade Gibson, J.D., compiled family, community, and school indicators for every town in Fairfield County.

The study also assessed three measures of the number of disconnected youth in each town: the annual number of high school dropouts, the number of youth, ages 16-19 neither employed nor in school, and youth unemployment (ages 16-24). For each indicator, they assessed towns’ standing relative to one another. They then looked across indicators and assessed how each town stacked up relative to others in Fairfield County. In addition, Fairfield County as a whole was compared with the broader State of Connecticut.

Building Character in Children Can Improve Voter Participation As Adults, Study Finds

As primary voters head to the polls in nearly two dozen Connecticut communities, with relatively low turnout anticipated, a newly released academic study on connections between childhood character-building and adult voting participation is gaining some notice. A researcher at Duke University has found that data from years of national surveys of youth reveal “a strong relationship” between measures of character in youth and the subsequent likelihood of voting, even controlling for test scores and demographics.

The study appears to have identified a causal relationship: Disadvantaged elementary-school children around the country who were randomly assigned to receive character-building education two decades ago were more likely to vote as adults by 11 to 14 percentage points.

The research paper, by John B. Holbein of Duke University, is entitled “Childhood Non-Cognitive Skill Development and Adult Political Participation.” Matching participants to voter files, Holbein found that childhood intervention had a large long-run impact on political participation.”  Non-cognitive factors were seen as at least as critical as cognitive factors – and perhaps more influential on voting behavior later in life.

The results of the study “suggest a refocusing of civics education.”  The study, published on the Social Science Research Network, concludes that “specific programs that schools implement—including those targeting psychosocial skills—appear to have a large impact on civic participation later on. This finding has important policy implications.”

In the last midterm election, in 2014, only 36.4 percent of eligible voters cast a ballot nationwide, the lowest turnout since 1942. To understand the causes of low turnout, the Census Bureau regularly asks citizens why they chose not to exercise their constitutional right, Jonah Lehrer points out on his website, summarizing that “the number one reason is always the same: ‘too busy.’ (That was the reason given by 28 percent of non-voters in 2014.) The second most popular excuse is ‘not interested,’ followed by a series of other obstacles, such as forgetting about the election or not liking any of the candidates.”

The Holbein study suggests there is more behind the lack of voting behavior than those oft-cited reasons would suggest.

Critical factors in character building are self-regulation and those involving social skills.  Components of self-regulation include, but are not limited to, grit or perseverance, emotion recognition and emotion regulation—the ability to understand and control individual affect; and inhibition, or the ability to avoid negative behavior and exhibit positive behavior.  Social skills involve the ability to work with others productively; components include the ability to communicate, build friendships, and solve group-based problems.

“Rather than focusing exclusively on the number of years a citizen spends in school, it is important to consider what context they were exposed to while in school… In a landscape of stagnant macro-level trends in participation and small estimates for many adult mobilization efforts, this finding should give scholars and policymakers renewed hope,” according to the study.

The research indicated that “interventions in early life can have large and long-lasting impacts on stubbornly low rates of political participation in adulthood. This finding suggests a reorientation of political socialization studies towards early childhood; a previously neglected critical period in the development of participatory predispositions.”  Similar research into the impact of non-cognitive learning has come away with consistent findings.

Looking ahead, the study suggests that “expanding our view in this way will help expand our understanding of why some people vote, while others do not, and how to design reforms to increase turnout, particularly among individuals with a low propensity to vote.”

First-Of-Its-Kind Audio Service for Spanish-Speakers with Print Disabilities Launched in CT

CRIS Radio, a 36-year-old nonprofit based in Windsor and Connecticut’s only radio-reading service, has introduced its new Spanish-language streaming service, expanding the services offered by the volunteer-based organization with a longstanding, solid track-record of responsive programming. The service, called CRIS en Español, is the first in the nation to offer an extensive line-up of audio versions of Spanish-language magazines – all featuring human narration -- for Spanish-speakers who are blind or have a print disability, including those with learning, physical, emotional or intellectual disabilities.

“This collaboration is essential to the people we serve in the Hispanic community,” said Annette Deonarine, director of Latino Initiative of Advocacy Unlimited at Toivo Center in Hartford. “It will enable people who are disabled to receive quality broadcasts that are culturally competent and in a language that is understood by many people from different Latino cultures.”

Hartford Mayor Pedro E. Segarra, who attended the launch of the new audio services, said: “CRIS Radio has for years made sure people stay connected to current events, culture and literature. I’m very grateful to see that they’re expanding this valuable service to Spanish-speaking audiences.”

Included in the CRIS en Español programming are articles published in Spanish-language magazines and newspapers such as Identidad, National Geographic in Spanish, Cosmopolitan in Spanish, Hola and People in Spanish.  All CRIS recordings feature human narration, thanks to CRIS volunteers who provide the voice talent. The recordings also are available on-demand at crisradio.org or from special CRIS Internet radios.

“Thanks to funding from the Hartford Foundation for Public Giving, CRIS Radio is launching Spanish-language programming to better meet the needs of the Latino community who are blind or print disabled,” said Diane Weaver Dunne, executive director of CRIS Radio. “CRIS is now providing Internet radios tuned to CRIS en Español’s URL free-of-charge to organizations that serve Spanish-speakers with disabilities.”

CRIS (Connecticut Radio Information System) provides audio access to news and information for people who are blind or print-challenged, including those unable to read due to physical, learning, intellectual or emotional disabilities. CRIS operates with more than 300 volunteers at its broadcast center in Windsor and regional studios located in Danbury, Norwich, Trumbull, West Haven and at ESPN in Bristol.

Jon Jacobs, program director of Humanidad, which operates group homes for Spanish-speakers with intellectual and developmental disabilities in Greater Hartford, piloted the service at two group homes. “CRIS en Español is an impactful and informative service that brings Spanish-language programming right to the homes of our consumers, Jacobs said. “This is a warm, informative, and user-friendly way to bring culturally competent content to the members of our community with special needs.”

CRIS Radio broadcasts 24 hours a day, seven days a week featuring articles published in more than 70 newspapers and magazines, including award-winning children's magazines available online and on-demand. Programs powered by CRIS Radio include: CRIS Radio; CRIS Listen Now (online streaming); CRIS Listen On Demand; CRISKids, and CRISKids for Schools.

Photo:  Attending the demonstration of CRIS en Español, are: (sitting), Diane Weaver Dunne, executive director of CRIS Radio; and Hartford Mayor Pedro Segarro; Standing, from left, are Standing, from left, Annette Deonarine, Yanira Rios, Alice Diaz, Deron Drumm, Kelvin Young and Jon Jacobs.

https://youtu.be/DzN3Bi-vjyw

CT High Schools Have Among Nation’s Smallest Gender Equity Gaps in Sports

High schools across the country are not providing girls with their fair share of spots on sports teams, according to data compiled by the National Women’s Law Center (NWLC), likely in violation of Title IX, which prohibits sex discrimination in schools that receive federal funds and has led, over the past 42 years, to significant increases in opportunities for girls in an array of academic and athletic programs in schools nationwide.  Despite the successes, there remain gaps in compliance, which led to the NWLC review.  While there is no set gap that constitutes a violation of Title IX, the federal law prohibiting sex discrimination in education, gaps of 10 percentage points or more indicate that schools are likely not complying with the law, according to NWLC.  The Center ranked states based on the percentage of their high schools that have large gender equity gaps in sports, and in some states more than 50 percent of high schools have such disparities.

Connecticut has the 11st smallest percentage of high schools with a large gender equity gap, 13 percent of high schools, which is well below the national average.  In the top-ranked state, Vermont, only 1.9 percent of high schools have a large gender equity gap, followed by Hawaii at 4.7 percent.  On the other side of the spectrum, in Georgia just over 66 percent of high schools – two-thirds of the state’s high schools – have a large gender equity gap.

Nationally, of the more than 16,000 high schools examined, nearly 4,500 schools — 28 percent — have large gender equity gaps.  In addition to George, states found to have more than 50% of co-ed public high schools with gender equity gaps of 10 percentage points or more include South Carolina, Louisiana, Tennessee, Mississippi, Alabama and the District of Columbia.

According to the NWLC, one way that a school can demonstrate compliance with Title IX is to show that the percentage of spots on teams allocated to girls is roughly equal to the percentage of students who are girls. The term “large gender equity gap” refers to a gap between the percentage of spots on teams allocated to girls and the percentage of students who are girls that is 10 percentage points or higher.

https://youtu.be/fQL4Ml49YR4

Middle Schools Use Lunchtime to Break Social Isolation, Prevent Bullying

No One Eats Alone is a lunchtime school event that seeks to reverse the trends of social isolation by asking students – for one lunchtime period - to engage in a simple act of kindness at lunch.  Students make sure that no one is eating alone and they make an effort to eat with new classmates and peers. Developed by a national organization – Beyond Differences - No One Eats Alone Day 2015, held in February, saw more than 400,000 middle school students participate -- in over 700 schools in 38 states, including Connecticut.

In 2015, just over a dozen participating schools in Connecticut included North St School (Windsor Locks), Broadview Middle School (Danbury), Eastern Middle School (Greenwich), O.H. Platt High School (Meriden), Fairfield Woods Middle School (Fairfield), Washington Middle (Meriden), Northeast (Stamford), Schaghticoke Middle School (Warren), King Street Intermediate School (Danbury), Dag Hammarskjold Middle School (Wallingford), Orville H. Platt High School (Meriden ), Avon Middle (Avon), and Moran Middle School (Wallingford).

Among the partner organizations from across the country is Sandy Hook Promise, based in Newtown.

As the 2015-16 school year got underway, one Connecticut middle school decided not to wait for the annual observance, scheduled for February 13, 2016.

Derby students were greeted on the first day of school by staff all sporting red t-shirts with the logo and words "No One Eat Alone.”  The shirts signify the kickoff of a new program that several education organizations hope to launch across every district in the state, the CT Post reported.  Derby Schools Superintendent Matthew Conway told the CT Post that he would like to see “no one eats alone” practiced every day.

Involved in the project in Connecticut are the Connecticut Education Association, Connecticut Association of Public School Superintendents, Connecticut Association of Schools/Connecticut Interscholastic Athletic Conference, Beyond Differences and Derby Public Schools.

California-based Beyond Differences (beyonddifferences.org) is a non-profit organization dedicated to ending social isolation in middle schools across the country and creating a culture in which all kids feel included, valued and accepted by their peers. The organization is based on the tenet that students are in charge of their own campus culture of inclusion.

Social isolation is a problem in every school, officials say, emphasizing that the problem of social isolation to be universal. They also “acknowledge the relationship between social isolation and bullying and violence. By reducing social isolation, we believe we can help end much bullying and violence.”

Beyond Differences we are dedicated to helping teens and schools make social inclusion the new reality. The organization was founded by the parents of Lili Smith who was born with a cranial facial syndrome and was socially isolated during her middle school years, the organization’s website explains.  After Lili died at the age of 15 due to medical complications from her syndrome, a group of teens from the local community banded together to bring change to their local schools. They had not realized that they had been leaving Lili out from all the fun social get-togethers. Upon hearing about Lili's feelings of being left out, they were determined to never let anyone feel that way again.  The initiative was born.

Officials stress that “school communities with a culture of inclusion will have far fewer instances of bullying and cruelty. We believe that much of the bullying and violence in our schools can be addressed by treating the underlying causes, rather than just the symptoms.”

https://youtu.be/VPH4OSMBr_c

15 CT High Schools Among Nation’s Best for College Readiness

A total of 15 Connecticut public high schools made the list of the top 500 high schools in the nation, compiled by Newsweek magazine.  The top-ranked Connecticut school, Weston High School, ranked #47 in the U.S. and was the only school in the state to crack the top 50.  Also reaching the top 100 was Staples High School in Westport at #63. Three high schools were ranked between 100 and 200 on the national list – Ridgefield High School at #119, Connecticut IB Academy in East Hartford at #158, and Lyme-Old Lyme High School at #185.

The Newsweek High School Rankings—recognizing the achievements of the best public high schools in the United States for college readiness—have been published for more than a decade. The rankings were compiled using several metrics, including graduation rate, college enrollment rate, SAT and ACT scores, AP and IB scores and participation, teacher-student ratio and dropout rates.

Newsweek places an emphasis on criteria like college enrollment and graduation rate since “we know that those are some of the biggest indicators of whether students are prepared for college,” Newsweek officials said.  This year’s rankings were weighted by:

• Enrollment Rate—25 percent
• Graduation Rate—20 percent
• Weighted AP/IB/Dual Enrollment composite—17.5 percent
• Weighted SAT/ACT composite—17.5 percent
• Change in student enrollment between 9th-12th grades, to control for dropout rates—10 percent
• Counselor-to-Student Ratio—10 percent

There are almost 30,000 public high schools in the United States.

Also earning a spot among the top 10 Connecticut high schools on the list were Daniel Hand High School in Madison (#213), Simsbury High School (#273), Newtown High School (#308), Farmington High School (#312), and Woodstock Academy (#337).

The top high schools in the United States, according to Newsweek, are Thomas Jefferson High (Alexandria, VA), High Technology High School (Lincroft, NJ) and Academy for Mathematics Science and Engineering (Rockaway, NJ).

Newsweek also publishes a second list, called “Beating the Odds” which seeks to identify schools that do an excellent job of preparing their students for college while also overcoming the obstacles posed by students at an economic disadvantage.  Three Connecticut schools reached that list of top schools – Connecticut IB Academy in East Hartford at #164, Central High School at #270 and The Bridge Academy at #466.  The poverty levels for the three schools were listed as 25%, 99.9% and 80.8% respectively.

With Resignation, Recommendations for Higher Education May Receive Renewed Attention

With the resignation of Board of Regents for Higher Education President Gregory Gray – announced Friday and effective December 31 – there may be renewed review of structural recommendations enumerated in the state’s Strategic Master Plan for Higher Education, published earlier this year after a more than year-long study, and the subject of legislative action during the 2015 General Assembly session. Developed by the Planning Commission for Higher Education, which was created by the Connecticut General Assembly and chaired by Judith Resnick of the Connecticut Business and Industry Association, the 19-member Commission included high-ranking individuals from higher education, state government and business.  A revised commission was established by the state legislature earlier this year in legislation (Public Act 15-75)  that took effect this summer, advancing many of the planning commission's recommendations. The new law  "requires the Board of Regents (BOR) president to implement Planning Commission strategic master plan goals. It also narrows many BOR duties prescribed by law from a statewide to a BOR institution-specific scale," according to the official summary of the legislation.

Regarding higher education policy leadership in Connecticut, the Planning Commission indicated in a comprehensive 23-page report that “since the abolition of the former Department of Higher Education, Connecticut has not had an entity responsible for policy formulation and leadership for the higher education system as a whole.”  The Department was abolished in 2011.   The Board of Regents, created that year, oversees the four Connecticut State University campuses, the state’s 12 community colleges and Charter Oak State College.  The University of Connecticut operates separately.

The report indicates that “the Board of Regents is appropriately focused on the important work associated with forging a system out of the disparate institutions under its purview. The UCONN Board of Trustees is similarly narrowly engaged in oversight of the institutions within its jurisdiction. The Office of Higher Education is an administrative and regulatory agency, not an entity taking the broad view of higher education policy and leading efforts to create a supportive policy environment.”

“What Connecticut needs – and does not have,” the report stresses, is “an entity or venue that has the authority and responsibility to:

• Establish, build consensus around, and sustain attention to long-term goals for post-secondary-level education attainment — or for the whole education system, P-20.
• Develop the metrics and data/information system necessary for measuring progress toward goals and holding the system accountable for performance
• Report annually on progress toward achieving the established goals
• Conduct highly respected analyses that can inform policy deliberations
• Provide a venue to discuss the challenges in reaching these goals and to shape recommendations to the Governor and Legislature on an action agenda to achieve goals (e.g., a two-year agenda toward long-term goals)

The report notes that “the population of Connecticut…is not educated to high enough levels to meet the skilled workforce needs in the foreseeable future.”  A series of short- and long-term recommendations include finance and policy leadership proposals, accountability and governance/decision making authority changes, and regulatory revisions.

The Strategic Plans calls for such an entity to have “a degree of independence from, but trusting relationships with the state’s political leadership (the Governor and General Assembly) and the leaders of higher education institutions. To have the stature necessary to be effective,” according to the report, the entity “must be composed of the state’s most influential civic, business/industry, and cultural leaders and represent the diversity of the state’s population.” The 2015 law "requires the state, BOR, and UConn's Board of Trustees to align their policies with the three recommended goals of the Planning Commission's strategic master plan."  Those goals are:

1. increase the education levels of the state's adult population,

2. develop a globally competitive workforce and economy in the state, and

3. ensure higher education affordability for state residents.

The legislation passed earlier this year also establishes a Higher Education Coordinating Council which meets annually and consists of "the two BOR vice-presidents, the Office of Policy and Managment Secretary, the education commissioner, the UConn president, the UConn chief academic officer, the UConn BOT chairperson, the BOR chairperson, and the BOR president."

CT-N coverage of Commission's January 2015 meeting, prior to issuance of its report and recommendations. 

Go Ask ALICE – Child Care Front and Center

The phrase “go ask ALICE” may have been a lyric a few decades ago, but today it is taking on renewed significance when assessing the day-to-day life challenges of a surprisingly large segment of Connecticut’s population, an updated report by Connecticut United Ways shows. In Connecticut, 1-in-4 households have earnings that exceed the Federal Poverty Level (FPL) but fall short of a basic cost of living threshold. The United Way has defined these households as ALICE-an acronym for Asset Limited, Income Constrained, Employed, and together with the 10% of Connecticut households in poverty, more than one-third of Connecticut households (35%) are struggling to make ends meet.

The original analysis revealed last fall has now been updated and expended with new data, which indicates that cost of child care is a significant burden, and that child care is “often the single-largest expense for families with young children.”

The Connecticut ALICE Report estimates that the cost of child care for two children (1 preschooler and 1 infant) is at least 28% of the monthly expenses included in the Household Survival Budget for a family of four. In a newly released ALICE Update, the latest available cost data from 2-1-1 Child Care is used to examine the biggest child care challenges facing ALICE families in Connecticut:

1. Child care is often the single-largest expense for families with young children, with limited options for affordable infant and toddler care posing a significant challenge. This is especially true for ALICE families.
2. Child care subsidies are available for working families, but some ALICE families have earnings that exceed the eligibility threshold, and others struggle to cover the difference between the subsidy and the provider fee.
3. Availability and cost of child care varies throughout the state, limiting options for ALICE families who may not be able to find child care providers they can afford that are located near where they work or live.
4. There are limited child care options that are available during evening, night, or weekend shifts. 2nd shift, 3rd shift, and weekend hours are more common among low- to moderate-income ALICE workers. When work schedules are unpredictable, and vary from week to week, it can be hard for ALICE families to find child care when they need it.

The most recent fee data available from 2-1-1 Child Care estimates the statewide average cost of full-time child care in a licensed center-based day care setting is $211/week for 1 preschooler and $253/week for an infant, which adds up to $2,011 per month. This may be less than what many Connecticut families pay for child care each month, due to variations in cost and availability throughout the state, differences in family size, and other costs associated with child care that are not included—such as the cost of alternate care arrangements when the child care setting is closed

The report indicates that statewide, the average weekly cost of Infant/Toddler care ranges from $135 to $400 in Home-Based settings and from $175 to $400 in Center-Based settings. The high cost of Infant/Toddler care creates the greatest burden, as the weekly cost amounts to the highest percentage of median income in both Home-Based (30.9%) and Center-Based (48.8%) settings in Hartford, where the median income is $29,430/year.

Adding to the challenge posed by the high cost of Infant/Toddler care is the fact that its availability varies throughout the state. There are six municipalities in the state that have no licensed Center- or Home-Based Infant/Toddler child care providers at all, and 15 that only have a single provider offering Infant/Toddler care in their town. A total of 52 Connecticut towns have two to five providers of Infant/Toddler care, and the remaining 96 municipalities have at least six providers who offer Infant/Toddler care.

The report also indicates that “there are limited child care options available during evening, night or weekend shifts, and it can be hard for ALICE families to find childcare when they need it.”  The vast majority of Center-Based child care providers in Connecticut do not offer evening or weekend care, according to the report. Another challenge for ALICE workers without stable, predictable work schedules is that child care providers are typically paid for a full week of care in advance, whether the care is ultimately used or not. When work schedules change from week to week or on short notice, ALICE families may end up paying for child care that they do not use.

In November 2014, Connecticut United Ways released the first statewide ALICE Report, a data-driven, comprehensive research project that quantifies the situation confronting many low-income working families across our state - in our urban, suburban and rural communities. The Report documents that the number of Connecticut households unable to afford all of life's basic necessities far exceeds the official federal poverty statistics.

Since 2008, CT’s Tuition Increases at Public Universities Nearly $2,000, Ranks 28th

The rate of tuition increases at Connecticut’s public colleges and universities between 2008 and 2015 ranks Connecticut 28^th in the nation, with an increase of 22.8 percent, or just under $2,000 per student.  The tuition increases in Arizona, Hawaii, Georgia, Louisiana and Florida and California, all exceeding 60 percent, were highest in the nation. Overall, since the 2007-8 academic year, average annual tuition has increased 29 percent, or just over $2,000 nationally, according to a report by the Center on Budget and Policy Priorities.  On average, states are spending 20 percent or less in 2015 than they did in 2008.  Connecticut is spending 16.7 percent less.

Published tuition -- the "sticker price" -- at public four-year institutions rose in 34 states over the past year, but only modestly. But since the 2007-08 school year, average annual published tuition has risen by $2,068 nationally, or 29 percent, above the rate of inflation.

The share of students graduating from public universities with debt has risen, according to the Center’s analysis. Between the 2007-08 and 2012-13 school years, the share of students graduating from a public four-year institution with debt rose from 55 to 59 percent. At the same time, the average amount of debt held by the average bachelor's degree recipient with loans at a public four-year institution grew 16 percent -- from $22,000 to $25,600 (in 2013 dollars).

Forty-seven states -- all except Alaska, North Dakota, and Wyoming -- are spending less per student in the 2014-15 school year than they did at the start of the recession.  Connecticut ranks 34^th on the list of states spending below pre-recession levels at 16.7 percent less.  The most dramatic drop is in Arizona (47%), Louisiana (42%), South Carolina (38%), and Alabama and Pennsylvania (36%).  The analysis compares state spending in 2008 and 2015.

UConn plans a 6.5 percent increase in tuition and fees next year; the Board of Regents for Higher Education has approved a 4.8 percent increase for students attending the four regional state universities.  The state legislature approved legislation this year that would have added two students to the UConn Board of Trustees, in part to give students a strong voice in recognition of the increasing percentage of tuition that is now paid by students.  The plan was vetoed by Gov. Malloy.  The total in-state undergraduate cost of attending UConn, including tuition, room and board, will be about $25,500 in 2015-2016, up from about $24,500, according to published reports.

The Center’s study found that over the past year, as states have started to restore funding for public higher education, tuition hikes have been much smaller than in recent years.  Just seven states -- Louisiana, Colorado, Connecticut, Hawaii, Kansas, Virginia, and Mississippi -- raised tuition by more than $300, after inflation.

The change in average tuition at public four-year colleges, adjusted for inflation, between fiscal years 2008 and 2014 placed Connecticut in the middle of the states, ranking 25^th with an increase of $1,695.  The largest increase was in Arizona ($4,493) and the laws in Montana ($253).