Fast Forward Past Fiscal Crisis: CT Developing Goals for the Year 2041

New goals approved in the waning hours of the state legislative session focus not on the impending deficit in the next two years, but what Connecticut should look like a quarter-century from now. Fast forwarding to the future, the newly approved legislation establishes a “Connecticut 500 Project” to develop a plan to, within 25 years:

  • Increase private sector jobs by 500,000;
  • Increase Connecticut’s population by 500,000;
  • Increase by 500 the number of start-up companies organized around Connecticut-developed intellectual property;
  • Increase by 500 the number of students graduating from each state college and university;
  • Achieve a national ranking within the top five for economic growth, public education, quality of life, and private sector employee salary;
  • Maintain Connecticut’s position within the top five for productivity, higher education, and income per capita.

500“This is an effort to reassert Connecticut as one of the strongest economies in the nation and in the world,” State Representative William Tong recently told WNPR. He's co-chair of the state’s Commission on Economic Competitiveness, and said the Connecticut 500 Project comes directly out of the work of the commission.  The commission will continue to flesh out the Connecticut 500 Project, and look to hire a private consultant to take the plan forward, WNPR reported.

Tong added that the project is modeled after similar efforts in states like New York, Minnesota, and Ohio, and one of its centerpieces will likely be to move away from Connecticut’s traditional suburban strategy, focusing instead on building population and business vitality in its urban cores.

Some of the groundwork begins sooner, and comes with a price tag.

The state Department of Economic and Community Development (DECD) is required to establish a Talent Advisory Committee to assess shortages in the software development and other technology workforces, and develop pilot programs to correct such shortages.  And the Committee would develop knowledge enterprise zones around colleges and universities with the same benefits accorded entities in enterprise zones.

Details are still to be worked out as to how such an initiative would unfold, and the precise role of the state’s public and private institutions.  The committee would design a pilot program to recruit developers and train state residents over the next 10 years, according to the legislation.

The department’s First Five financial assistance program to encourage business expansion and job creation, is also expanded, as a means of hitting the lofty goals within the next two-and-a-half decades. first

The initiative, which began just a few years ago with five companies and has expanded almost every year since, providing loans and grants to Connecticut businesses as an incentive to remain in the state either despite, or because of, the steadily increasing state deficit driven in part by declining tax revenues.  The First Five program is increased once again under the bill to 20 projects from 15.

When it began in 2012, the companies identified to receive state funds were CIGNA, ESPN, NBC Sports, Alexion Pharmaceuticals, and CareCentrix.  Subsequent participating companies benefitting from the program include Deloitte, Bridgewater, Charter Communications, Sustainable Building Systems, Navigators, Synchrony Financial and PitneyBowes.

Earlier this spring, DECD Commissioner Catherine Smith told the legislature that over the last three years the program has provided $256 million to thirteen different companies. Smith stated that the companies have “committed to retain more than 13,500 jobs and to create between 2,600 and 5,264 jobs” and urged the program’s expansion and extended deadline (into 2019), which was ultimately granted.

Most recently, the state provided $22 million in loans and grants to the world’s biggest hedge fund, Bridgewater Associates, to stay in Connecticut – a decision that instantly received both praise and criticism, from Democrats and Republicans alike.

National Recognition for Charter Oak, Quinnipiac, Fairfield As State Stand-outs

Charter Oak State College, Connecticut’s public online college, has been ranked #2 of 100 colleges scored in the recently compiled Best College for Returning Adults. The national rank was awarded by College Factual and reported on the Forbes.com website. “We are very proud of this ranking. It speaks to the flexibility of and demand for our online workforce relevant programs, such as our new Master of Science in Organizational Effectiveness and Leadership, and the intense and successful focus on our mission of helping adults complete college degrees,” said Ed Klonoski, President, Charter Oak State College.

College Factual’s rankings specifically address “non-traditional students who actually make up the majority of degree-seekers” and include the following categories: students returning to college after dropping out or transferring; working adults seeking flexible options; students seeking distance learning options; and professional who want to utilize life experience to earn college credit.

Of Charter Oak, the website indicated “about 80% of the public school’s students are part-timers, and its online courses in liberal arts studies are among its most popular for returning adults.”  Factors deemed as “high importance” by College Factual were accreditation and early career salary boost.

Founded in 1973, Charter Oak State College is Connecticut’s only public online college, offering associate and bachelor’s degree completion programs in high-demand fields including Health Information Management, Health Care Administration, Cyber Security and Business Administration.

school logosAnother Connecticut school has received national recognition, as Military Times ranked the School of Business at Quinnipiac University as the best business school for veterans in Connecticut and the 24th best in the nation, according to its Best for Vets: Business Schools 2016 rankings.

The organization, made up of Army Times, Navy Times, Air Force Times and Marine Corps Times, focused on culture and curriculum that cater to military veterans when conducting and scoring the fourth annual Best for Vets: Business Schools survey, a highly respected analysis of a graduate business school's complete offerings for veterans. As with all of the Best for Vets rankings, Best for Vets: Business Schools is an editorially independent news project that evaluates the many factors that make an institution a good fit for military veterans.

"Veterans have told us they were attracted to a business degree because it wouldn't tie them down to a certain industry," said Amanda Miller, editor of Best for Vets. "The survey lets us recognize the graduate business schools with close military connections that truly take vets' success to heart."Forbes

Matthew O'Connor, dean of the School of Business, said, "The School of Business is proud to be selected as a 2016 Best for Vets Business School by the Military Times. As an AACSB-accredited business school, we offer a wide variety of high-quality business programs and student services”

He added, “Our excellent internship program and enviable track record for helping graduates secure full-time employment is particularly attractive to veterans. Quinnipiac is proud of the service of military personnel and veterans and celebrates the contributions they make to our University."

The rankings were published in full in the issues of Army Times, Navy Times, Air Force Times and Marine Corps Times and online.

Quinnipiac University also recently announced that the Hamden-based university will be adding a School of Engineering in the fall, breaking off from what has been the School of Business and Engineering, which offered engineering courses to students during the past four years.  The School of Engineering becomes that university’s ninth school leading to a bachelor of science degrees. It will of offer engineering degrees in civil, industrial, mechanical, software engineering and computer science.

Dr. Justin Kile has been appointed the founding dean of the new school after previously serving as Quinnipiac’s associate dean of engineering since 2013. He will guide the school through the Accreditation Board for Engineering and Technology’s yearlong approval process.

Regarding business schools in the state, Bloomberg recently concuded a study of the best U.S. undergraduate business schools, ranking Fairfield No. 1 in Connecticut with an overall national ranking of 43rd.The school jumped 15 spots from last year's rankings.

The other Connecticut business schools on the list were University of Connecticut, ranked 72nd; Quinnipiac University, 91st; Sacred Heart University, 92nd; University of Hartford, 101st; and the U.S. Coast Guard Academy, ranked at number 104. The elements that contributed to the rankings included an employer survey, student survey, starting salaries of graduates and internships available as part of the curriculum.

Another distinction for Fairfield University: the school is among nine universities nationwide to receive accreditation from the International Dyslexia Association (IDA) and its affiliate, the Center for Effective Reading Instruction, for having met the standards outlined in IDA’s Knowledge and Practice Standards for Teachers of Reading.dyslexia

The Certificate of Advanced Study (6th year), Reading and Language Development program in GSEAP received the designation.

The IDA Standards provide a framework for course content in university and other teacher preparation programs, offering research-supported documentation of what teachers ought to know and be able to demonstrate when teaching dyslexic students.  The standards also apply to the teaching of other struggling readers or the general student population.

The goal of the standards initiative is to promote consistent and high-quality teacher preparation to improve outcomes for those who struggle with written language. Fairfield’s Sixth Year Professional Certificate in Reading and Language Development is open to those who have received their master’s in education degree.

"We are very excited about this national recognition from IDA. Elementary teachers and even Reading Specialists are not prepared with the tools and training to diagnose and intervene with children with dyslexia; this program addresses that," said Robert Hannafin, Phd., Dean of GSEAP. "We are committed to helping all students read and particularly struggling readers."

CT An Also-Ran Among States in Entrepreneurial Growth, Despite Some Gains

Connecticut ranks 13th among the nation’s 25 smaller states – and 36th overall - in the growth of entrepreneurship, according to a new study and state-by-state analysis by Kauffman Foundation.  A year ago, the state ranked 17th among the smaller states, slightly improving its ranking in the latest data.  The rate of start-up growth in Connecticut increased to 45.5 percent in the 2016 report, compared with 23.6 percent the previous year. The “share of scale-ups” also increased, from 1.29 percent in last year’s analyses to 1.33 percent this year.  Scale-ups measures the number of firms that started small but grew to employ fifty people or more by their tenth year of operation as a percentage of all employer firms ten years or younger.report

One metric that dropped slightly measured high-growth company density – the number of private businesses with a least $2 million in annual revenue reaching three years of 20 percent annual revenue growth normalized by total business population.  Connecticut moved from 55.1 a year ago to 48.8 in the 2016 report.  Both researchers and entrepreneurs have suggested density as a key indicator of vibrancy in entrepreneurial ecosystems, and there is high variation on this indicator across U.S. states, according to the report.

The Kauffman Index of Growth Entrepreneurship, released this week,  is an indicator of business growth in the United States, “integrating several high-quality sources of timely informastatstion into one composite indicator of entrepreneurial business growth.”

In rankings by industry, Connecticut ranked in the top five among the 25 smaller states in two five categories – 3rd in Business Products & Services and 3rd in Software.  The state was ranked outside the top five in high-growth companies in the IT Services, Advertising & Marketing and Health industries.

Overall, the Growth Entrepreneurship Index rose in 2016 in thirty-nine states in the last year, indicating a continued return of broad-based business growth, the report concluded.

  • Among the twenty-five largest states, the five states with the highest Growth Entrepreneurship Index were Virginia, Maryland, Arizona, Massachusetts, and Texas.
  • Among the twenty-five smallest states, the five states with the highest Growth Entrepreneurship Index were Utah, New Hampshire, Delaware, North Dakota, and Oklahoma. (Connecticut ranked 13th)

While most states experienced an increase in growth entrepreneurship activity, changes in state rankings— which measure relative yearly performance across states, as opposed to performance relative to a state’s own growth entrepreneurship rates in the previous year—were different. Twenty-three states ranked higher than they did last year, seven experienced no changes in rankings, and twenty ranked lower, the report pointed out.

"Growth entrepreneurship directly contributes to the economy through creating jobs, innovation and wealth," said Arnobio Morelix, senior research analyst at the Kauffman Foundation, which conducts the annual study.

Virginia took first place in growth entrepreneurship activity among the 25 largest states, followed by Maryland, Arizona, Massachusetts and Texas. Kauffman researchers said it is no coincidence that two of the top states include the highly entrepreneurial Washington, D.C., metro area. Among larger states, 12 ranked higher than they did last year, four experienced no change in rankings and nine ranked lower.

Among the 25 largest states, the five that experienced the biggest increase in rank from 2015 to 2016 were North Carolina (15 to 8), Alabama (13 to 9), Ohio (16 to 12), Tennessee (18 to 14) and Arizona (6 to 3).

The five large states that saw the greatest decrease in rank in 2016 were, with a tie for fifth place, New Jersey (8 to 20), Pennsylvania (10 to 16), Illinois (14 to 17), Wisconsin (20 to 23), Louisiana (4 to 6) and South Carolina (11 to 13).

Among the 25 smallest states, Utah led growth entrepreneurship activity, followed by New Hampshire, Delaware, North Dakota and Oklahoma. Eleven states ranked higher than they did last year, three experienced no change in rankings and 11 ranked lower.

The five small states that saw the biggest increase in rank were Mississippi (22 to 10), Wyoming (23 to 15), North Dakota (11 to 4), Nevada (15 to 8) and Connecticut (17 to 13).

Next Digital Citizenship Summit will be at Twitter Headquarters, One Year After Hartford Area Launch

What a difference a year makes.  The Digital Citizenship Summit, launched last year in Greater Hartford at the University of Saint Joseph, will be hosted at Twitter headquarters in San Francisco on October 28 this year, as the launch event for U.S. Media Literacy Week at the social media giant’s global headquarters. The Digital Citizenship Summit, described as the only global network of summits and projects focused on the safe, savvy & ethical use of social media and tech, was developed locally and has quickly grown internationally, with sessions taking root across the globe. digcitsum

A major gathering of organizations, industry, parenting experts, students, and more, will bring together new, well-known, and unexpected voices from a wide variety of backgrounds for a fast-paced and energetic mix of presentations, panels, videos, and awards at Twitter headquarters this fall.

The day will be live-streamed to a large global audience, and seeks to broaden the appeal and accessibility to digital citizenship and media literacy. "Digital Citizenship" has been defined by Dr. Mike Ribble, author of Digital Citizenship in Schools, as "the norms of appropriate, responsible behavior with regard to technology use."

The Digital Citizenship Summit will serve as the kick-off event for Media Literacy Week (October 31-November 4) led by the National Association for Media Literacy (NAMLE). Media literacy “is the ability to access, analyze, evaluate, communicate and create using all forms of media,” and an area of heightened relevance so close to the presidential election.logo mix

“We are thrilled to be partnering with the Digital Citizenship Summit and Twitter on this event,” says Michelle Ciulla Lipkin, Executive Director of NAMLE. “We are excited about bringing thought leaders in digital citizenship and media literacy together. There is so much to be done to ensure a media literate world and exploring digital citizenship is a great way to get the conversation going.”

“Society has adopted new social media platforms and technologies before we have collectively had the chance to determine what constitutes safe, savvy, and ethical behavior,” says Digital Citizenship Summit co-founder David Ryan Polgar of West Hartford.

“There are multiple stakeholders who desire an active role in the process, including students, educators, parents, administrators, media specialists, and organizational leaders. All of these groups have crucial insight, and the Digital Citizenship Summit was setup to bring these voices together to solve current issues regarding social media and tech use,” Polgar said.

The issues, according to Polgar, are endless. “Some major areas of concern include how smartphones should or shouldn’t be used in the classroom, finding ways to improve civility online, adjusting to an Internet that never forgets our posts, and being able to determine the veracity of what we read online.”Polgar, Curran

By bringing together a broad range of experts, organizations, and interested parties, the Digital Citizenship Summit on October 28th aims to take a multi-stakeholder participatory approach to solving some of the vexing issues regarding social media and tech use.

Partnering organizations include the National Association for Media Literacy Education (NAMLE), Common Sense Media, Family Online Safety Institute (FOSI), #iCANHELP, ConnectSafely, iKeepSafe, and Trend Micro’s Internet Safety for Kids & Families.

The inaugural Digital Citizenship Summit in the United Kingdom was held earlier this year and another is already being planned in that nation, and plans are now being developed for similar initiatives in St. Louis as well as Ireland and Australia later this year.  A Summit was held in Wisconsin last month.

“We are thrilled to have the involvement of so many prominent organizations,” says co-founder Dr. Marialice B.F.X. Curran. “By collaborating on this event we can expose a wide audience with some incredible resources that can be used at home or in the classroom.” “At the same time,” chimes in her co-founder David Ryan Polgar, “the open and collaborative nature will bring forward new voices that can influence this important conversation around social media and tech use.”

“We want people impacted by tech and social media to feel empowered,” Curran continues. “Instead of being reactive, we want people to be active participants in the digital future. We want people to be the digital change.”

Media Literacy Week (#MediaLitWk) is designed to bring attention and visibility to media literacy education in the United States. Inspired by Canada’s Media Literacy Week, the National Association for Media Literacy Education is leading the efforts to create a media literacy week in the United States to showcase the work of amazing media literacy educators and organizations around the country. The mission of Media Literacy Week is to highlight the power of media literacy education and its essential role in education today.

The Digital Citizenship Summit is a global network of summits and projects focused on the safe, savvy, and ethical use of technology and social media. They are dedicated to creating a new culture in which everyone—particularly the next generation of digital natives, educators and parents—has a voice, and feels empowered to use it. The Digital Citizenship Summit brings diverse groups together to connect in person, join the conversation and take an active role in creating positive digital change on both a local and global level.

The first Digital Citizenship Summit was held on October 3, 2015 at the University of Saint Joseph in Connecticut. It drew over 220 educators, students, parents, administrators, organizations, and members of industry, and trended #1 in the nation (#digcitsummit).

State Residents Pessimistic About State Economy, Upbeat About Personal Finances, Survey Finds

The state’s budget crisis, and months of fiscal wrangling at the State Capitol, appears to have taken a toll on the economic outlook of Connecticut residents.  Despite growing optimism about their personal financial situation, state residents are increasingly pessimistic about the state’s finances and employment prospects, and are preparing to do some personal belt-tightening as a result. In the latest InformCT Consumer Confidence Survey, for the first quarter of 2016, the percentage who believe that the Connecticut economy is improving has dropped 10 points from the first quarter of 2015 to the first quarter this year, from just over one-third (34%) of state residents to just  under one-quarter (24%).CTConsumConfSurveyLOGO

A year ago, when asked about current business conditions in Connecticut versus six months prior, 29 percent said conditions were better and only 22 percent said they were worse.  That break-down has now flipped, with 22 percent stating “better” and 29 percent saying business conditions are worse.

A majority of respondents (56%) said they intend to make some (41%), or significant (15%), cuts to their personal budget, as a result of budget cuts at the state level.  Only four in ten say that state cuts will have no effect “on me personally.”  Asked what the state should do to best remedy the budget shortfall, six in ten (59%) urged the state to reduce spending while four in ten (43%) suggested raising taxes on the top 1% of income households.

chart 1The quarterly survey is released by InformCT, a public-private partnership that provides independent, non-partisan research, analysis, and public outreach to help create fact-based dialogue and action in Connecticut.  Administered by researchers from the Connecticut Economic Resource Center, Inc. (CERC) and Smith & Company, the analysis is based on the responses of residents across Connecticut and addresses key economic issues, providing a glimpse of the public’s views.

Regarding the employment picture, state residents increasingly believe that although there are jobs available, but 6 in 10 believe there are “not enough.”  And 42 percent are concerned that either their job, or their spouse’s job, is in jeopardy - up from 33 percent in the previous quarter, and the highest level the quarterly survey has seen in the past year.

When it comes to their own finances, state residents are markedly more upbeat.  One-third (32%) say they are better off than 6 months ago (up from 24% in the previous quarterly survey) and 44 percent believe they will be better off six months from now than they are today, a jump of 10 points from last quarter.  More than 8 in 10 residents (83%) say that from a personal financial standpoint, they will be much better off, somewhat better off, or about the same, six months from now.infographic 1

State residents continue to be persistent in their view that Connecticut is a good place to live and raise a family, with 48 percent expressing that view, and only 29 percent disagreeing – a number that hasn’t budged much during the past year.  Yet, the percentage of respondents who say they are likely to move out of the state in the next five years has increased to its highest level in five quarters, to 43 percent, after hovering between 32 percent and 39 percent with that view in the four quarterly surveys of 2015.

Perhaps driven by economic necessity, the public’s view of regionalism – long an anathema in Connecticut – indicates receptivity.  Four in ten now believe that services such as public safety, public health, libraries, education and animal control “could effectively be delivered regionally.”  And 52 percent believe that the best way to grow the economy is to invest in local schools, transportation choices and walkable areas, versus 48 percent who view recruiting companies to the area as the best way to grow the economy.

Colorado’s Governor Recalls Time at Wesleyan

The first time someone told Governor of Colorado and Wesleyan alumnus John Hickenlooper ’74 that he should run for public office, he nearly laughed them out of the room. “I said, ‘Why the hell would I ever do that,’” Hickenlooper said. “[Even growing up,] I never ran for student council or class president, and I didn’t really hang out with the people that did. This kind of caught me by surprise.”

If there ever was a perfect example of the triumph of a broad liberal arts education, Hickenlooper’s serendipitous path to the Governor’s mansion is it. The English major, turned geologist, turned brewpub owner ran for Mayor of Denver in 2003 as something of a joke.

“In 2001, some smart people who did work in politics—and they were my customers so I knew them—suggested I run for mayor,” Hickenlooper said. “They said, in a funny way, you’re perfect for who ought to be in politics. You’re a small-business person, someone in the service industry who understands restaurants, and somebody who understands science. So kind of as a joke, we decided to run. We didn’t do opposition research and I’ve never done a negative ad. Our focus was really on putting up a positive vision for Denver. And we did a few very funny TV ads that are still up on YouTube. And no one could believe it as we were running, because in 2003, we beat these lifetime politicians who had been in office since 1987 two to one.”hickenlooper

Hickenlooper may not have taken the most direct route to a career in politics, but growing up, he always had the sense that he wanted to leave a public legacy. Despite his initial disinterest in the political sphere, public service is actually in his blood: his great-grandfather Andrew Hickenlooper was a renowned Civil War general and both a Lieutenant Governor and U.S. Marshal for the Southern District of Ohio.

However, Governor Hickenlooper learned little about his family heritage growing up. His father died from cancer when he was eight, and he felt the absence acutely.

“Especially for men and boys, if your father dies you have to figure out [how] to raise yourself,” Hickenlooper said. “You know, showing yourself how to comb your hair, or what kinds of pants look good. Because you learn that stuff when you are very young.”

For a long time, Hickenlooper had little idea what he wanted to do with his life, but he believes there was something deeply existential about his lack of direction toward one set path. According to him, he internalized the family tragedy as motivation. He wanted to make enough noise in his life to leave a legacy that one day would be impossible to ignore.

“When I was a kid, I was skinny, had acne, and wore really thick, ugly black plastic glasses,” Hickenlooper said. “So I always sort of felt like I had to prove myself. After my dad died, there was this sense that you want your voice to be heard out in the cosmos. Kind of in a weird way, you want your father way, way out there to be able to hear your voice.”wesleyan

With his father absent, Hickenlooper taught himself many adolescent rites of passage. Yet, he discovered Wesleyan through family ties. He attended his half-brother’s graduation from the University in 1968, and reminisces fondly about how cool he thought it was that The Grateful Dead played a show on Foss Hill amidst widespread campus unrest in 1969. Beyond this trivia, Hickenlooper loved Wesleyan’s approach to diversity and its open-minded curriculum.

In going about his academic experience, Hickenlooper forged as eclectic a path as he could. Although he majored in English, Hickenlooper was dyslexic and felt that he could never keep up in classes where there was heavy reading. Thus, he took a course load that included piano, “how to design and fabricate stained glass windows,” dance, and electronic music.

“I took all different things I thought would help me,” Hickenlooper said. “I thought I wanted to be in some sort of creative role in life. But it turned out everything I taught, I was never very good at. But it’s nice, because I can still play the piano, guitar, and banjo to this day.”

It was only just before his undergraduate education came to a close that Hickenlooper finally found his niche. After sitting in on a lecture in one of his friends Earth & Environmental Science classes, he realized that he loved the subject more than anything he had ever studied.

Subsequently, Hickenlooper was accepted into Wesleyan’s Master’s program in geology for students with a non-science background. He then took chemistry and math classes for two years and over the summer at Harvard University. He did field work in the Beartooth Mountains of southern Montana, where he observed the most beautiful landscape he’d ever seen. After graduation, he drove a beat-up Volkswagen fastback from his brother’s house in Berkeley to do more fieldwork in Costa Rica.

If Hickenlooper’s post-college years seem like a narrative straight out of “On the Road,” their surrealistic nature has never escaped him, especially when he settled down in Denver to become a professional geologist in 1981. After working for the oil company Buckhorn Petroleum for five years, Hickenlooper realized that he was a pretty big extrovert, and a nine-to-five desk job was never going to do it for his more adventurous tendencies. Before he could make a career switch, the price of oil collapsed and most of his company was laid off, including Hickenlooper himself. Even though he was out of work for almost two and a half years, Hickenlooper faced this latest setback the same way he had dealt with adversity all his life: reinvention.

“It’s funny, when I first got laid off, I was lucky,” Hickenlooper said. “Our company had found a lot of oil and we had some anti-takeover provisions in our compensation, so I ended up getting a year of severance. You know, I was looking through my old letters and I was never moping around, I was kind of excited. This didn’t work out, now I have to find something else, and what am I going to try next.”

After trying to find another job as a geologist and even toying with becoming a writer, the next chapter in Hickenlooper’s life was spurred by a visit to a California brewpub, a trip made with the same brother who had inspired his interest in Wesleyan. Enamored by the self-sufficiency of the restaurant-brewery fusion, Hickenlooper began to talk incessantly about the superiority of the establishment’s beer.

Eventually his friends started to tell him to open a brewpub of his own. Despite no experience with running a restaurant, that is precisely what he decided to do. After going to the library to figure out how to write a business plan, Hickenlooper dove headfirst into his new life as a small-business owner and opened the WynKoop Brewing Company in 1988.

Initially, getting the business off the ground was grueling. Hickenlooper worked between 60 and 70 hours per week and paid himself a salary of less than $26,000. But soon, things started to pick up, and Hickenlooper and his co-owners began to open brewpubs all over the Midwest. It was the opening of Coors Field two blocks away in 1995 that caused the WynKoop to explode in popularity.

“All of a sudden, we became rich,”Hickenlooper said.

While Hickenlooper could have franchised his pub or enjoyed the revenue stability that Coors Field had provided, he was still restlessly searching for his place in life. He began to become deeply engaged with the Denver community, joining non-profit boards such as the Colorado Business Committee for the Arts and the Denver Art Museum. He got involved with the battle over the naming rights for the Broncos’ new stadium, and soon he become a well-known figure in the city.

Hickenlooper soon realized that his favorite part of the day was the time he spent in the non-profit community. The intersection between business, arts, and public relations work suited both Hickenlooper’s multifaceted interests and his extroverted personality. Becoming some sort of a public servant could fulfill the higher calling he had sought since the death of his father. While he laughs that he initially ran for mayor as a joke, considering this decision, you get the sense that deep down, his political move was serious and deliberate from the beginning.

In 2005, Hickenlooper was named one of Time Magazine’s top five big-city mayors, and after getting re-elected as mayor in 2007 with 97 percent of the vote, there was talk of him filling Ken Salazar’s vacated Senate seat. While that didn’t pan out, Hickenlooper got the call in 2010 from incumbent Governor Bill Ritter, asking him to run for the soon-to-be open governorship. Hickenlooper easily defeated challenger Tom Tancredo and became the first Denver mayor to be elected Governor of Colorado in over 130 years.

For a public servant who has thoroughly disproven the conventions of how to carve out a career in politics, he has been a remarkably shrewd and effective leader. Despite running a nonpartisan campaign focused on balancing Colorado’s deficit, Hickenlooper has acted on the front lines of implementing socially liberal policies. He took on the NRA to institute stricter gun control regulations. He questioned the practice of capital punishment. He’s championed criminal justice reform after originally embracing harsher policing policies as mayor.

Most famously, he’s spearheaded Colorado’s marijuana legalization efforts. However, in this case, he did not always agree with the pace of reform. While supporting the decriminalization of marijuana and its use for medicinal purposes, he has publicly expressed opposition to Amendment 64, which was passed in 2012 and legalized possession of up to one ounce of the drug. Has his mind changed in the following years?

“I was against it, because you don’t want to be in conflict with federal law,” Hickenlooper said. “You don’t want to be the first to create an entire regulatory framework. But, now that it’s been going for a few years, we have anecdotal reports that I think are reliable, that we have fewer drug dealers than we had before.”

Hickenlooper also wanted to dispel the notion that legalization is merely driven by a financial calculus.

“Some people said we wanted to do it just to get the tax money,” Hickenlooper said. “That’s stupid. Why would you risk the health of your kids and your citizens? If this is really bad for people, getting tax revenues is a pretty bad excuse. But if you end up sending less people to jail, and you end up with less drug dealers trying to sell drugs of all kinds to kids or anybody, that is reasonable. We’ve taken the tax revenues and we’ve helped fund programs for drug rehabilitation and kids that get derailed from a constructive life. We’ve dedicated a lot of money to try and get them back in a good life.”

If politics forces everyone to eventually take sides, Hickenlooper likes to at least preserve his nonpartisan, centrist appeal in tone. What has allowed him to push deeply progressive policies in a politically divided state has been pairing his utilitarian philosophy with the desire to keep his finger on the pulse of the communities he serves.

“I think mostly just by listening,” Hickenlooper said. “You know states and cities are made up of all different kinds of people, so you really have to listen hard to understand what is the rhythm behind all that noise out there. There’s a melody and a rhythm in there somewhere, and what is it that will make the greatest number of people happy and give the greatest value to the community.”

Staying true to his business and non-profit experience, he has also streamlined government in Colorado and filled his cabinet with many people who possess management skills. While he certainly doesn’t speak about the relationship between business and government in the way that Donald Trump does, he does agree that government benefits from employing individuals with diverse backgrounds, especially those with organizational management and leadership experience.

“We’re taking all this [management] training that people receive from getting MBAs, and we’re giving it very narrowly to just business,” Hickenlooper said. “If you look at it, government is about 30 percent of our economy. And non-profits are another 30 percent. And yet all the training in management and leadership goes into business.”

Hickenlooper operates in a tranquil space, and his desire to forge a consensus on major issues seems sincere. What, then, does he think of an election season that has been the complete opposite? Specifically, what would he do if Donald Trump becomes president? One has to wonder if another extended trip to Costa Rica is in his future.

“No, I’d have two more years of being a sitting governor, so I couldn’t leave and do that to my adopted state,” Hickenlooper said. “But I do think that he might be reinventing himself again. So, I’m not going prejudge him. I will say that he scares the living daylights out of me. Some of the things he says are just so provocative and difficult. If he somehow manages to get elected, which I’m going to work hard to make sure doesn’t happen, he’s the President of the United States. And I respect the system our country has created.”

There’s even a chance that Hickenlooper himself may play a direct role in the election to come. A longtime supporter of presidential candidate Hillary Clinton, Hickenlooper is one of the superdelegates that has already pledged support to her campaign. And while he has dispelled rumors of being a potential pick for the Vice Presidency, they persist anyway. Since Hickenlooper occupies a space between the establishment and outsider status, what does he say to students who are disillusioned by the DNC’s cozy relationship to Clinton, or their frustrations with the lack of viable alternatives?

“What I tell young people all the time is, ‘get your friends to vote,’” Hickenlooper said. “Don’t complain because the more experienced people in the party are supporting Hillary. Go out and get more people to vote.”

His take on the activism of today is similarly nuanced, if not a little nostalgic for the great battles for equality of the past.

“I say to kids, ‘I was you once,’” Hickenlooper said. “I marched on Washington to oppose the Vietnam War. I went to the first Earth Day in 1969. But, I also understood that there were people who were older and they thought they had answers, and maybe they were right and maybe they were wrong. But we had a system whereby everybody had a voice, and that is the amazing thing about America.”

If there’s anything that sticks out about Hickenlooper’s political philosophy, it’s his respect, and even admiration, for a democratic process that once seemed completely foreign to him. Then again, he didn’t expect to become a brewpub owner or a geologist either. Perhaps he’s still got a few more tricks up his sleeve.

This article was written by Aaron Stagoff-Belfort and first appeared, in a lengthier version, in the Wesleyan Argus.  Abridged and published with permission.

Hartford Foundation Growth Responds to Community Needs

The Hartford Foundation for Public Giving, the community foundation for 29 communities in Greater Hartford, awarded more than $33 million in grants to the region’s nonprofit agencies and educational institutions in 2015, according to the organization’s newly released annual report. The Foundation’s 2015 grantmaking was based on the recognition that "a vibrant and strong Greater Hartford region requires that all residents, especially those with the greatest need, have equitable opportunities to achieve and flourish," the report stated.  In order to make this possible, the Foundation provided support to nonprofit and public entities that "work to ensure everyone has access to the resources and services they need to thrive."

horiz HFPGThe Foundation invested 30 percent of its grants in education from birth through high school, and new and renewed college scholarship, according to the report. Grants for family and social services received 20 percent; health – 11 percent; arts and culture – 11 percent; community and economic development – 19 percent, general – 5 percent and summer programs – 4 percent.

“Thanks to the support of our generous donors, the Hartford Foundation, working with our many community partners, is leading and participating in collaborative approaches to harness resources and increase community impact,” said Linda J. Kelly, president of the Hartford Foundation.

The Foundation received gifts totaling $17.5 million and established 29 new funds, including a new giving circle, the “Black Giving Circle Fund,” to address issues facing Greater Hartford’s Black community.

“Our newly adopted strategic plan, with its focus on equity and opportunity, prioritizes learning from birth through college, vibrant communities and family economic security,” Kelly said. “We look forward to amplifying our efforts to address community needs to meet the broad-based and changing issues in our region, and create pathways to opportunity for all residents.”

The annual report highlights the wide variety of work the Foundation has supported throughout Greater Hartford, including:

Alliance District Grants (Bloomfield, East Hartford, Windsor): More than $1.5 million was awarded to three Greater Hartford school districts to establish or deepen each district’s partnerships with family and community, to improve student outcomes and promote equitable educational opportunity throughout the region.29 towns

  • Bloomfield was awarded a grant to significantly expand Bloomfield Public Schools’ family and community partnerships supporting an extended school day and increasing yearlong support of student learning.
  • East Hartford Public Schools received a grant to develop a new Teaching and Learning Center and other strategies that will enable it to support children’s learning, development, and success through increased family, school, and community partnerships.
  • Windsor Public Schools received a grant to establish a new Office of Family and Community Partnership to develop families, school staff, and community partners’ knowledge, skills, and other capacities to engage in productive partnerships focused on student success.

The Hartford Foundation has approved $3.95 million over three years in grants and technical assistance to support the Career Pathways Initiative, a collaborative, crosscutting approach to providing residents with education and workforce training that places them on a trajectory to ascend a career ladder in industries that have job openings. The initiative targets low-literate and low-skilled residents of the Capitol Region, including single parents, at-risk youth, immigrants, homeless heads of household, former offenders, and others who need a broad range of coordinated services to be successful. The initiative enhances or expands existing programs and pilots new approaches.HFPG 2015

Journey Home was awarded a three-year, $199,197 grant to support the region’s Coordinated Access Network, a collaboration of services providers whose goal is to establish a coordinated region wide placement and referral system for homeless individuals and families.

The Nonprofit Support Program continues to be a critical source of capacity building and knowledge sharing among our region’s nonprofit organizations.  In 2015, 218 nonprofits were awarded 96 grants totaling $1.74 million. These grants included support for technical assistance, strategic technology, human resources, board leadership development, executive transition, financial management and evaluation capacity.

Metro Hartford Progress Points, a partnership between the Hartford Foundation and eight other regional entities, launched the second edition of the Progress Points Report which focused on access to better schools, better jobs and stronger neighborhoods.

Since its founding in 1925, the Foundation has awarded approximately $654 million in grants.

Number of Special Education Students in CT Schools Continues to Increase, Data Shows

The number of Connecticut students in kindergarten through 12th grade with disabilities eligible for special education and related services has increased by nearly 6,000 between the 2008-09 school year and the current school year, as the overall student population has dropped by more than 32,500 students in that time. Data included in a new website developed by the Connecticut State Department of Education indicates that the prevalence of special education in Connecticut schools has increased from 11.6 percent of students to 13.4 percent of students over the past seven years.stat

The prevalence of autism has doubled in the overall school population, from eight-tenths of one percent in 2008-09 to 1.6 percent in the current year.  The percentage of students with learning disability has also increased, while the percentage with speech or language impairment has dropped, as a percentage of the overall student population.

Overall, the Special Education K-12 count in 2008-09 was 64,187 students.  In the 2015-16 school year, the number has climbed to 70,055, an eight percent increase, even as the total student count has gone from 555,411 to 522,906.

The website points out that “Prevalence rate is a statistic about the identification of students with disabilities eligible for special education and related services,” adding that “Connecticut has seen increases in the number and percent of students with disabilities statewide over the last five years.”

The site also notes that the overall decreasing public school enrollment causes the prevalence rate to appear to grow at a must faster rate than one would perceive from actual special education count data.web FT

Connecticut State Department of Education Commissioner Dianna R. Wentzell launched the new website, www.edsight.ct.gov, in late April.  It is designed to strengthen transparency and streamline online access to important school and district information.  The site integrates information from over 30 different sources – some reported by districts and others from external sources.

“The launch of our new data portal is a critical step in our mission to ensure all Connecticut students have access to the kind of high-quality education that prepares them for success in college, career and civic life,” Commissioner Wentzell said.

Over the coming months, additional information and reports will be made accessible to the public through this portal. The site is the culmination of more than two years of work and development by the Department with support from important partners, including the state Department of Administrative Services.

The Department also joined the world of social media last week with the launch of an official Facebook page and Twitter account. The Department’s Facebook page address is http://www.facebook.com/ctdepartmentofeducation. On Twitter, the Department is @EducateCT.

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Chronic Absenteeism Declining in CT Schools, Except Among African-Americans

Chronic absenteeism in Connecticut schools declined overall between 2011-12 and 2014-15, but increased among African American students, according to data from the State Department of Education (SDE). In the four-year period, chronic absenteeism among white students dropped statewide from 8.1 percent to 7 percent, among Hispanics from 18.4 percent to 18 percent and among Asians from 7 percent to 6.1 percent.  Hispanic students had the highest chronic absenteeism rate all four years.

Among African American students, the percentage of students chronically absent climbed from 15.2 percent in 2011-12 to 16.1 percent in 2014-15. chronic

Chronic absence is defined as missing 10 percent, or more, of school days for any reason, including excused, unexcused and disciplinary absences. The statistics are included in the Connecticut Department of Education’s new data website, www.edsight.ct.gov

Chronic absenteeism is declining among both male and female students, with males maintaining a slightly higher percentage (one-tenth of one percent) in the 2011-12 and 2014-15 school years as both rates declined.

While English-Language-Learners had a consistently higher percentage of chronic absenteeism than non-English Language Learners, the percentage was dropped at a higher rate, one percentage point versus four-tenths of a point.

The only other sub-category of students to see a higher percentage of chronically absent students when comparing the 2001-12 and 2014-15 school years, in addition to African American students, was Special Education students, according to the data.  In 2011-12, 18.6 percent of special education students were chronically absent.  By 2014-15 the percentage was 19 percent, which was, however, lower than the two previous years (19.4 percent and 19.1 percent).

school hallOverall in Connecticut, the chronic absenteeism rate dropped from 11.1 percent in 2011-12 to 10.6 percent in 2014-15.  The State Department of Education website explains that “improving and sustaining good attendance requires the active engagement of district and school-based leaders and administrators along with a clear articulation of roles and responsibilities.”

In comprehensive guidance provided to local school districts nearly three years ago, the state Department of Education explained that “chronic absenteeism is also emerging as an early indicator of future academic difficulty. Children who are chronically absent in both kindergarten and first grade are much less likely to read proficiently by the end of third grade.”

The guidelines also indicated that “If chronic early absence is not addressed at the elementary level, then it may worsen in the higher grades (Chang and Romero, 2008). By sixth grade, chronic absence is a key early indicator of dropout from high school (Baltimore Education Research Consortium, 2011). By ninth grade, attendance may be a better indicator of dropout than eighth-grade test scores (Allensworth and Easton, 2007).”SDE

The 17 pages of guidelines, which outline how various absences are defined, documented and prevented in accordance with “nationally recognized best practices,” aimed to serve “as a valuable resource to help decrease rates of chronic absenteeism and enhance student outcomes,” former commissioner Stefan Pryor said in a memo to school superintendents and principals in May 2013.

Public Act 15-225, passed by the legislature a year ago, requires schools to track and publish chronic absenteeism data. Schools and districts that exhibit a certain percent of chronic student absenteeism must institute Student Attendance Review Teams (or use an existing body for this purpose), to coordinate interventions for students who are chronically absent.  The legislation requires SDE to help develop prevention and intervention plans for districts in tackling chronic absenteeism.

Link Literacy and Social-Emotional Skills to Improve Children’s Success in School, Report Urges

Experts agree that there is a deep connection between social-emotional development and literacy in children’s early school success including achieving reading proficiency in the early grades – and it turns out that the benefits of effectively making those connections sooner rather than later are significant, and can endure for a lifetime. A new report from the Child Health and Development Institute of Connecticut (CHDI), “Connecting Social and Emotional Health and Literacy: Critical for Early School Success,” explores the interplay between young children's social-emotional development and early literacy and language skills, and “elevates awareness of the connections between these essential competencies,” according to CHDI and the report’s researchers.report

The detailed 36-page report provides examples of linking strategies and outlines recommendations with the goal of accelerating actions by states and communities to advance children's readiness for school and successful educational achievement.

“Early cognitive and social-emotional skills are interactive and woven together - like strands of a rope,” notes Ann Rosewater, lead author of the report and co-leader of the Connecticut Peer Learning Pilot on Social-Emotional Development and Early Literacy. “The strategies and tools in this report will help communities implement approaches to align children’s literacy and social emotional health.”

The report urges a series of coordinated state actions to advance the linkage and integration of supports for children’s social-emotional health and learning:

  • Align systems that address social-emotional development and literacy
  • Increase support and education for parents
  • Invest in professional development for those working with young children
  • Institute universal and routine screening for social-emotional development and
  • appropriate follow-up
  • Expand the reach of evidence-based practices and programs
  • Focus attention on special populations

mom-baby-readingThe recommendations are drawn from the experiences of nine communities in Connecticut that explored researched-based strategies over the past year, to link supports for social-emotional and literacy skills. The effort was part of the Connecticut Peer Learning Pilot on Social-Emotional Development and Early Literacy, developed and led by the Campaign for Grade-Level Reading, in partnership with the National Center for Children in Poverty and with support from the Irving Harris Foundation and others.

Participating community teams represented Campaign for Grade-Level Reading and William Caspar Graustein Memorial Fund Discovery Initiative coalitions from Bridgeport, Colchester, Danbury, Enfield, Norwalk, Torrington, Vernon, West Hartford, and Winchester.  Their involvement, according to the report, “catalyzed notable progress in most participating communities, building on significant efforts their collaboratives had undertaken before engaging in the initiative.”  The communities “found reinforcement, inspiration and impetus to pursue as vigorously as their circumstances allowed strategies that recognized and promoted the relationship between children’s social-emotional health and literacy and language skills,” the report concluded.

In addition to urging state action, based on these experiences the report highlighted steps that can be taken at the community level to promote school success by reflecting the understanding that literacy and social-emotional development build on and reinforce each other.children

Promising strategies used by communities include the following:

  • Raise community awareness and reinforce community efforts to integrate social emotional and literacy skills fundamental to success in school and life
  • Promote nurturing parent-child relationships, which are essential to children’s social-emotional development and can simultaneously stimulate literacy learning
  • Screen for social-emotional competencies, with appropriate follow up and intervention
  • Enhance home visiting and book distribution programs
  • Incorporate professional development related to the connections between social-emotional development and literacy for those working with young children
  • Promote attendance in early education programs and the early grades
  • Support special populations, particularly children living in poverty, dual language learners or those faced with potentially unstable environments (foster care or homelessness)

chartThe report indicates that “Far too many children are at a disadvantage in their development because they lack the language and literacy competencies they need to enter kindergarten, significantly hobbling their success in reading proficiently by the end of third grade. Disparities begin as early as infancy and become more pronounced in the toddler years, with children from families below 200 percent of poverty scoring lower than children from higher income families on measures of cognitive development.”

The report goes on to state that “At kindergarten entry age, only 48 percent of poor children are ready for school, compared to 75 percent of children from families with moderate or high income.”

The Child Health and Development Institute of Connecticut (CHDI), a subsidiary of the Children’s Fund of Connecticut, is a not-for-profit organization established to promote and maximize the healthy physical, behavioral, emotional, cognitive and social development of children throughout Connecticut.  CHDI works to ensure that children in Connecticut, particularly those who are disadvantaged, will have access to and make use of a comprehensive, effective, community-based health and mental health care system.