Pay to Play Worsens Widening Economic Gap Evident in America's Schools, Putnam Says in Hartford

The growing number of public schools that require students to pay a fee to participate in after school activities, such as sports or music, is exacerbating the economic class disparities in America’s schools, and diminishing opportunities for students from families of limited financial means. “Play to play must end,” said social scientist Robert Putnam, a professor of public policy at Harvard University, and author of the best-selling book Our Kids: The American Dream in Crisis, appearing in Hartford in a special event sponsored by the Hartford Foundation for Public Giving.

Putnam, who rose to cultural prominence in 2000 with his book “Bowling Alone: The Collapse and Revival of the American Community,” mixed riveting stories of the vastly different life experiences of the nation’s children, depending upon the financial wherewithal of their parents, and the dangers to every aspect of society - rich and poor - of permitting the growing disparities to continue unchecked.

According to his data, 86 percent of students from the highest-income families participate in extracurricular activities — slightly higher than during the 1970s — but participation among the lowest-income families is down about 15 percentage points, to 65 percent.

“No one talked (50 years ago) about soft skills, but voters and school administrators understood that football, chorus, and the debate club taught valuable lessons that should be open to all kids, regardless of their family background,” Putnam writes in the book.

Pay to play policies have been evident in Connecticut, as elsewhere across the country, for some time, as reflected in data compiled by the state Office of Legislative Research (OLR) in 2012.  The OLR report included information from 116 school districts. Of these, “44 charged a participation fee for high school athletics. The fees range from $25 per sport to $1,450 for ice hockey. Twenty nine school districts include a maximum amount that a student, family, or both can be charged during a single school year. Schools without a cap are generally those that charge the lowest fees.”

Following that report, legislation that would have prohibited local and regional boards of education from charging any student activity fees to students who are unable to pay such fees was considered in 2013 but not approved by the state legislature.

Last month, education officials in Norwalk proposed requiring student athletes to pay $100 each to participate athletic programs. Published reports indicated that students who participate in high school musicals in the city pay about $200 as a participation fee.

Putnam noted that although many school districts that charge such fees provide for waivers for financial need, those tend not to be used because students would rather drop a sport than be stigmatized as  poor and needy.  And he emphasized that dropping out of participation in after school activities worsens development and lessens chances to break away from a life of diminished opportunities.  The absence of such extra-curricular participation adversely impacts both future circumstances and physiological developmental, Putnam said.

The OLR data indicated that in Trumbull, for example, a family could pay as much as $750 (or $900 including hockey) for students’ participation in sports; in South Windsor the payment was capped at $500 per family, or $800 including hockey.  In Region 10, which includes the towns of Burlington and Harwinton, there was a maximum of $450 per family for participation in sports.

The Connecticut Interscholastic Athletic Conference Handbook for 2016-17 includes reference to the organization’s “strong opposition to the local board of education policies which establish a fee system for students who wish to participate in co-curricular or extra-curricular activities, athletic and/or non-athletic.”

Among the organizational policy positions included in the handbook, the Administrators of Health and Physical Education “feel a direct assessment on the individual families of athletes is contrary to the educational philosophy so deeply rooted in our nation, and is wrong because it places an undue tax on selected members of the community.”

“Athletics as an extra-curricular activity is unique in that it provides a possible predictor of student success in later life; and affords adolescent boys and girls an opportunity to establish a physical and social identity along with the intellectual identity they develop while in the classroom,” the Administrators of Health and Physical Education policy statement says.

The handbook section on “pay to play” continues, indicating that “In support of that notion is a pair of studies conducted by the American Testing Service and College Entrance Examining Board. The former completed a study comparing four factors thought to be possible predictors of student success: achievement in extracurricular activities, high grades in high school, and high grades in college as well as high scores on the SAT. It was found that the only factor which could be validly used to predict success in later life was achievement in extra-curricular activities.”

Adds the Connecticut Association of Public School Superintendents: “Free public education includes the student’s right to participate in activities offered by a school district. The student should not be denied participation because of lack of funds or the refusal to pay a fee.”

Putnam, speaking at the Bushnell Center for the Performing Arts to a nearly filled Belding Theater audience, recalled attending Yale University in Connecticut, and speaking in Hartford 16 years ago, when Bowling Alone was published.  He stressed that there are fewer mixed-income neighborhoods than there were 50 years ago, and as a result children are less likely to go to school with people of a different social class.  

The top third of US society – whether defined by education or income – are investing more in family life, community networks and civic activities than their parents, while the bottom third are in retreat, as families fracture and both adults and children disengage from mainstream society, he pointed out. That is evident in a range of statistics,  he said, proceeding to share a series of graphs and charts that underscored his thesis.

Putnam identified causes of the widening opportunity gap for the current generation of young people as the collapse of the working class family, a substantial increase in single-parent homes among the poor, economic insecurity among growing cadre of working class people, and a cultural change of people no longer looking out for other people’s kids in a way that happened in the past.  The definition of “our kids,” he said, has narrowed for a community’s children, to the biological children of individual families.

This gap amounts, Putnam emphasizes, is a “crisis” for the American dream of equal opportunity. Advantages pile up for the kids born to the right parents, all but guaranteeing their own success in life – in stark contrast to the fates of those struggling at the bottom.

Among the statistics of concern raised by Putnam: affluent children with low high-school test scores are as likely to get a college degree (30%) as high-scoring kids from poor families (29%).  And he called for a focus less on the costs of community college and more on helping students unfamiliar with the bureaucracy and processes of college work their way through it.  “We need navigators to help these students navigate the process,” he said, making a comparison to health care, where newly diagnosed cancer patients, unfamiliar with the world they have just entered, increasingly have “health care navigators” assigned to them as guides to deal with the uncertainty they face.

Despite the preponderance of evidence showing stark disparities, Putnam says he is optimistic that the trends can be reversed.  “American did it once before, after the turn of the last century,” he explains, and can do so again.  He suggests that the remedy will more likely be driven from the grassroots, in individual communities, than from policies adopted by the federal government.

Early Childhood Education Earns Strong Support in Both Political Parties, Poll Finds

As the national political conventions get underway, advocates of early childhood education are pointing to the results of a new national poll to underscore widespread support that transcends political party. In the midst of a polarizing election cycle, 90 percent of voters – including 78 percent of Trump supporters and 97 percent of Clinton supporters – agree that Congress and the next president must make quality early childhood education more accessible and affordable to low- and middle-income families, according to the national survey.

The survey, conducted for the advocacy organization First Five Years, found that by a three-to-one margin, voters prefer the next president be someone who focuses on solutions to the country’s problems, and they’ve identified investment in early childhood education as an important solution.

Key voter groups want the federal government to help states and local communities improve access to quality early childhood education – incuding 85 percent of Hispanics, 79 percent of suburban women, 65 percent of moderate/liberal Republicans, and 58 percent of Republican women, according to the poll released by First Five Years Fund (FFYF).

“Early childhood education isn’t a partisan issue, and the poll demonstrates that Americans of all political stripes are united in their demands to make quality early childhood education more accessible and affordable,” said Kris Perry, Executive Director of the First Five Years Fund. “Candidates looking to connect with voters should be hearing loud and clear that Americans see a need for quality early learning, ranking it a top priority alongside education broadly and good-paying jobs.”

At Connecticut Voices for Children, a highly regarded research and advocacy organization in Connecticut, officials agreed that “early childhood is an issue where Democrats and Republicans can find common ground, where all candidates must devote time and attention, and ultimately where they should invest in the health and well-being of young children, families and the economy.”

In the national poll, over two-thirds of respondents believe children do not start kindergarten with the knowledge and skills they need, driven in part by a lack of affordable and successful early childhood education programs. Americans also want to rethink our education priorities, with the majority calling for more or equal investment in early education over college.

The poll also found that voters want America’s leaders to prioritize early education: 72 percent say that ages one to five are the most important for learning. In addition, a majority of Republicans, Democrats, and Independents want to invest in multiple education opportunities, including home visiting, early learning programs, and preschool services.

The poll was commissioned by the First Five Years Fund in conjunction with a bipartisan polling team of Public Opinion Strategies (R) and Hart Research (D). The sample was distributed proportionately throughout the country and is demographically representative of the electorate. 

According to First Five Years, “Early childhood education for low-income children is one of the best ways to promote upward mobility that pays off for individuals and society. Every child needs effective early childhood education and development from birth to age five; research shows that low-income children are the least likely to get it. Those who experience quality early care and learning have better education, health, social and economic outcomes in life-increasing their productivity and reducing the need for spending later on.”

Connecticut Voices for Children Executive Director Ellen Shemitz said the poll results indicate that there are potentially great rewards for leaders to work on this issue, and not many penalties.  In addition, the results show the public’s willingness to devote money to this issue, and that people are looking to their elected leaders to make these investments, Shemitz pointed out.

Regarding Connecticut’s efforts to encourage and support early childhood education, officials at Connecticut Voices point out that “while we do invest in early childhood care and education more than many states, there is room for improvement to ensure both program quality and program access for children and families who need high-quality programming.”

The Connecticut Office of Early Childhood, established in 2014, recently urged public schools to focus on the attendance of kindergarten students, citing the importance of early childhood education for later academic success.

The Office’s website indicated that “study after study confirms the value of high-quality early childhood education for developing the cognitive, social and emotional skills that children need to succeed in kindergarten. But unless children attend these programs on a regular basis, they are not likely to benefit fully.”

The site pointed out that “unless we pay attention to attendance even among young children, we are missing the opportunity to use early educational experiences to build an essential skill: showing up on time, every day to school. A growing body of research and practitioner experience shows that paying attention to attendance for our youngest children is essential.

According to the Early Childhood website, “studies have found that children who are chronically absent in preschool are five times more likely to miss more days of kindergarten. For the 2014-15 school year, 12 percent of CT’s kindergarteners were chronically absent, that is almost 550 kindergarteners who were regularly not in school. Additionally, children who are chronically absent in kindergarten and first grade are likely to have poor attendance 5 years later.”

Last month, Connecticut Early Childhood Commissioner Dr. Myra Jones-Taylor testified before the U.S. Senate Health, Education, Labor and Pensions Committee, urging Congress to allocate additional federal dollars to states for implementing key policy changes, first approved in 2014, to child care programs.

The Commissioner testified that the focus on quality, continuity of care, and basic health and safety are long overdue – and that focus should be celebrated. She pointed out, however, that the challenge for Connecticut and many other states is that the changes significantly increase the annual cost of care per child.

Officials Seek to Turn State Schools “Red, White and Blue” Starting This Fall

Secretary of the State Denise Merrill and Education Commissioner Dianna R. Wentzell have launched what they’re calling the Red, White, and Blue Schools Initiative. The Initiative is a partnership between the State Department of Education and the Office of the Secretary of the State that will reward schools that develop programs that foster strong civic engagement among students. The program is available to all K-12 schools in Connecticut and will begin this fall with the start of the 2016-17 school year.

Each year, a theme will be announced and schools will be encouraged to teach the theme through interdisciplinary activities, whole-school events, extracurricular clubs/activities, student-centered learning and community outreach.

The theme for the first year will be “The Electoral Process,” since the year will include the presidential election, inauguration of the nation’s next president, and the beginning of the next session of Congress, as well as elections for all of Connecticut’s legislative and U.S. House seats and one of the state’s U.S. Senate seats.

“It is critical that we equip young people with the knowledge and perspective it will take to be informed, active citizens in a global society,” Commissioner Wentzell said. “The Red, White, and Blue Schools Initiative encourages schools to think outside the box about ways to engage students more actively in community and government.”

“A presidential election gives us so many opportunities to learn about democracy. Students can learn how voters are registered and polling locations are set up as well as how the votes are counted. What better time to learn about our democracy than an election year?” Secretary of the State Merrill said.  The Republican and Democratic parties will be selecting their presidential nominees this month, at national conventions held in Cleveland and Philadelphia.

Schools that want to participate in the program will have to meet certain criteria to be considered a Red, White, and Blue School. Requirements include integrating lessons about civic engagement into social studies classes and at least two other subjects and holding a whole-school event focused on student engagement, such as a mock election or a student-led candidate forum.

A fact sheet on the new initiative indicates that community outreach will be part of the program, urging that schools “work with local community organizations, business or government entities to increase student knowledge of implications and effects of elections on the community.”

Participating schools will be encouraged to take innovative approaches to teaching civics in the classroom and to consider involving extracurricular activities that promote civic and community engagement.

The new initiative was announced at the Timothy Edwards Middle School in South Windsor in June.  The program timeline calls for schools to complete their electoral process projects by January 2017, with the submission deadline for project material in March and school designations and award winners announced in May.  A website for the program is also planned.

PHOTO: State Education Commissioner Dianna R. Wentzell, Secretary of the State Denise Merrill

Student Loans Grow; Home Ownership Pushed Back 5 Years, on Average

An analysis on the cost of student loans and home-buying nationwide finds that it takes graduates with the average student loan debt of $28,950 about 5 years longer to save a 20 percent home down payment. Thereafter, these graduates have almost $50,000 less in home equity 15 years after graduation compared to debt-free graduates, according to an analysis by GoodCall, The Real Cost of Student Loans. In Connecticut, where 62 percent of students graduate with debt averaging $29,750, above the national average, and home prices tend to be higher than in most states, the challenge is particularly acute.  Delaware has the highest average student loan balances, at $33,808. Utah has the lowest, with $18,921, according to data compiled by the Institute for College Access & Success and included in the report.

Nationally, average debt for new bachelor’s degree recipients rose at more than double the rate of inflation from 2004 to 2014, but in some states it grew even faster.  In Connecticut, the percentage of graduating students with debt rose from 57 percent in 2004 to 62 percent in 2014; the average amount of debt increased by 57 percent (20^th highest increase among the states), from $18,906 to $29,750.

Homeownership has generally fallen over the past decade, and for college graduates with student loan debt, the downward trend is even more marked, according to research by the Federal Reserve Bank of New York, the report indicates. What is clear, the report notes, is that after college, graduates with student debt must use part of their income to pay down loans. This means less income is available for saving compared to debt-free graduates.

It also means that graduates with student loan debt will have to save at a higher rate than their debt-free counterparts to buy a home sooner. This points to another challenge student loan borrowers face: making tough decisions over whether to pay student loans off as quickly as possible or save for big purchases like a home, the report explains.

Waiting longer to buy a home can mean missing out on accruing home equity, an important part of building wealth and financial security over the long term. Home equity is how much of the home’s current value is owned by the homeowner. This is calculated by taking the current market value, which typically grows year over year, and subtracting any remaining mortgage payments.

A recent Harvard study noted in the report revealed the consequences for wealth building that these financial decisions can have over the long-term, where college-educated households with student loan debt were found to have significantly less in assets, cash savings, and net wealth compared to college-educated households without student loans.

Among the report’s key findings regarding the home buying timeline:

• A 23-year-old debt-free college graduate today will be ready to buy a home with a 20 percent down payment in 2021 at age 28. That’s five years earlier than the 33-year-old average home buyer today.
• Graduates with $12,000 in student loan debt can expect to save until 2022 before they’re able to put a 20% down payment on a median price home.
• A 23-year-old graduate with $28,950 in student loan debt today will be saving until 2026 before she can make a 20% down payment on a home, at age 33 – the current average age for home buying.
• Graduates with $50,000 in student loans will be saving until age 36 in 2029 before they’ll have enough for a 20 percent home down payment.

The report also highlights the impact of student loans on the age at which people decide to get married, their job choices, starting salaries and retirement savings – and the impact those choices have on their ability to pay off student loans.

Hartford’s Innovation, Manufacturing History Highlighted in Exhibits at Smithsonian and State Capitol

On Wednesday, July 13, the Smithsonian Institution’s National Museum of American History will make public a special portion of their collection with “Objects Out of Storage: Hartford, CT.”  The special exhibit, led by curator Susan Tolbert and historian Eric Hinz, will take place at noontime in the Lemelson Center for the Study of Invention and Innovation in the nation’s Capitol. Describing Hartford’s prominent manufacturing history, Hinz said “Hartford, CT, is a classic story in the history of American technology. If you have ever wondered why people refer to “Yankee ingenuity,” this is what they are talking about.”  He adds, “In the mid and late 1800s, the United States overtakes Great Britain as the world’s foremost economic superpower, largely on the strength of its prowess in inventing and manufacturing new technologies. Hartford is at the center of that revolution.”

Hartford, described as “one of the birthplaces of American mass production,” is well represented in the ongoing exhibit, Places of Invention, which “takes visitors on a journey through time and place to meet people who lived, worked, played, collaborated, adapted, took risks, solved problems, and sometimes failed—all in the pursuit of something new.”

The exhibit notes that by the 1850’s “Hartford became the center of production for a wide array of products—including firearms by Colt, Richard Gatling and John Browning; Weed sewing machines; Royal and Underwood typewriters; Columbia bicycles; and even Pope automobiles.”

The Lemelson Center is located at the Smithsonian's National Museum of American History, Constitution Avenue between 12th and 14th Street NW, in Washington, DC. The Lemelson Hall of Invention and Innovation is located on the Museum's first floor in its Innovation Wing. In the exhibit, which debuted  last summer, Hartford is featured with Silicon Valley and just four other locations: Hollywood, home of Technicolor; the Medical Alley of Minnesota, where cardiac innovations of the 1950s flourished; the Bronx, N.Y., birthplace of hip-hop in the 1970s; and the current, clean-energy innovations of Ft. Collins, Colo.

Among the featured innovations on display is the bicycle, manufactured for the first time in the United States in Hartford.  As the Smithsonian historian explains, “sensing a commercial opportunity, Albert Pope began importing bicycles from England and hatched a plan to produce them domestically in 1877. Within a year, Pope rode the train from Boston to Hartford, then, ‘to the amazement of the city’s onlookers, rode his high-wheeler from the station down Capitol Avenue to the Weed Sewing Machine Company.’”

The history continues: “Pope approached factory superintendent George Fairfield with a proposal: would Weed agree to build a test run of 50 bicycles under contract? When Fairfield agreed, Pope (via the Weed Sewing Machine Company) became the first domestic manufacturer of bicycles in the United States. By 1895, Pope’s expanded Hartford operations included five factories set on 17 acres, employing 4,000 workers, making him Hartford’s largest employer.” Pope manufactured bicycles, motorcycles, and automobiles.

That chapter in Hartford history has recently captured the imagination of a well-known Hartford artist, whose cut-paper recreations of that chapter of the city’s transportation and recreation breakthrough is now available for display, having just completed an exhibition at the Connecticut State Capitol.

Jeanne Manzelli, a resident of Windsor, has a BFA in Sculpture from the Massachusetts College of Art and her MED in Art Education from the University of Massachusetts, Amherst. Her experience includes a 20 year career in design, manufacture, appraisal and sale of jewelry, two decades as mural artist working closely with interior designers as an industry professional, and 14 years teaching basic and advanced drawing, sculpture and 3D design as well as color theory at Tunxis Community College.

Her latest endeavor is a departure, and a salute to an innovation from a century and a half ago. The intricate designs, accompanied by information panels highlighting the history, are now available to be displayed at public facilities, such as schools, libraries, and community centers.  Manzelli looks forward to sharing her work (and is seeking a sponsor to underwrite the exhibit), as well as stimulating a conversation about innovation in Hartford, then and now.

Former UConn QB Cochran Says Football Puts Players in Harm’s Way, Urges End to "Cycle of Silence"

Former UConn quarterback Casey Cochran, who retired from the sport at age 20 after suffering his 13^th concussion, said this week that “There are problems with the game that need to be addressed. As it is played right now, tackle football — with its pads and helmets — puts players in harm’s way, all of the time, regardless of age and ability.” Cochran, writing a first-person story about his experiences with football and concussions in The Players’ Tribune, an online site founded by Derek Jeter, issued an alert to others who’ve journeyed through the sport, or continue to compete:

“I want to say to all former, current and future athletes who have or will suffer a concussion: Do not hide it. Tell your coaches, medical staff, parents, friends and teammates. Get treatment. The cycle of silence hurts more and more people each year.”

Cochran, from Monroe, explained that in the 18 months since his decision, after suffering a concussion on the last play of the first game of UConn’s 2014 season, against Brigham Young University, “I still feel the lingering effects from my many concussions. Life is a balancing act now. Some days it’s hard to wake up before noon. Sometimes I don’t want to leave my bed at all. In high school, I had a 3.9 GPA. Now I have trouble focusing and performing well in my graduate-school classes.”

He warned that “Those who play football, particularly those who begin in their youth, are given a glamorized version of the sport – one where camaraderie, discipline, toughness and leadership are highlighted and the wretchedness is ignored and swept under the rug. As a result, we fall in love with and value the good and push aside the bad.”

Cochran recalled that “I probably should have stopped playing football in eighth grade after my third concussion, but I was afraid to speak up. Afraid of disappointing people who had invested in my career. Afraid of who was I was without football. I wish I hadn’t hid the three concussions I had in one week during my junior year of high school, but I was afraid that college recruiters would find out.”

Even with increasing awareness of the risks of concussions, Cochran said the near and long-term effects haven’t led to enough changes.  “The only word I know to describe the first few moments after a concussion is limbo — there are a few moments between the world that you were just a part of and your new brain-injured reality,” Cochran explained.  “My head was seized with tremendous pressure, and that same awful, familiar depression from previous head injuries came over me — like a dark, heavy blanket, swallowing me up.”

With it all, he retains optimism: “There is life outside of the white lines. A lot of life. Stepping away from football was one of the scariest things I’ve ever had to do. I felt lost for a long time. For a little over a year, I felt like I was somewhere, deep in the ocean, being pulled by the currents. But what pulled me back from the depths was hope. Hope that things would get better.”

He now finds purpose in being an advocate for player safety, speaking to audiences, doing interviews and writing a book about his experiences.  To those going through what he did, during his 14 years of playing football, he says “If you feel alone, you aren’t. Chances are, there are a lot of people out there who have some idea of what you’re going through. Just keep looking. Reach out.”

Added Cochran: “Sometimes it’s nice to admit that things aren’t O.K.: ‘Hello, my name is Casey, and I have anxiety and depression.’ It may be permanent. It may be just the beginning. I don’t know what the future has in store for me and it will be some time before the medical field can paint a clearer picture for me. I may have CTE right now. I might have dementia at 50. My entire future is uncertain.”

Encore Entrepreneurs Look to Start New Businesses in CT

To paraphrase a commercial phrase from years ago, it isn’t your grandfather’s entrepreneurship.  In fact, the new version isn’t only for twenty- and thirty-somethings.  The fifty- and sixty-somethings are, in increasing numbers, looking to launch what AARP describes as “encore entrepreneurship.”  And the infrastructure to give those new entrepreneurial notions a boost is growing too, including in Connecticut. The most recent gathering, at the reSET business factory in Hartford, brought solid attendance and an array of experts to work with individuals with a full career under their belt, but nonetheless looking to start their next career. 

AARP and the U.S. Small Business Administration (SBA) hosted the free educational and networking “Boot Camp” seminar for Connecticut entrepreneurs and small business owners.  reSET, usually populated by a predominantly younger set of entrepreneurs, indicated that age and entrepreneurship are not mutually exclusive, and Community Developer Brandon Serafino went on to explain the availability of working space, expert mentors and consultants is areas ranging from law to accounting to marketing on hand to provide guidance.

Nora Duncan, state director of AARP, led the program presentations and described a strong portfolio of services available – and some surprising numbers that reflect the strength of encore entrepreneurship nationwide.

It turns out, she said, that there is research to show that not only do more older people start businesses but also that businesses started by older people are actually more successful on average.

A study by the Kauffman Foundation found, for example, that the average and median age of U.S.-born tech founders was thirty-nine when they started their companies. Twice as many were older than fifty as were younger than twenty-five.

A recent report in Business Insider indicated that one in three new businesses in the U.S. were started by an entrepreneur age 50 or older.  Describing “running a business as the new retirement,” the news report cited an infographic in easylifecover that highlighted those aged 55-64 in the U.S. have actually had the highest rate of entrepreneurial activity in the last 10 years, noting that the founders of McDonald's, Coca Cola, and Kentucky Fried Chicken – among others - were all over 50 when they established their businesses.

The interactive “Boot Camp” event at reSET – open to people of all ages with a special focus on the 50 and over –included short presentations from local resource organizations, networking opportunities and valuable information on the programs and tools available to potential business owners.  Attendees were updated on the necessary steps and tools to launch a business, and had opportunities to talk one-on-one with local mentoring organizations, lenders, small business advisors and community leaders for advice and assistance.

AARP state offices and U.S. Small Business Administration District Offices are in the midst of hosting events for Encore Entrepreneurs specifically designed for those age 50 and older who want to start or grow a small business.  Summer of Encore Mentoring events are being conducted during June, July and August, in Connecticut and around the country.  (Next event is June 29 at CCSU)

Among those on hand at the reSET event in mid-June were representatives of the Office of Secretary of State (where new businesses are registered), Hartford Economic Development Corporation, and the Connecticut Small Business Development Center.  SBA Connecticut District Director Anne Hunt outlined the businesses expertise available at offices throughout the state to support business start-ups and help navigate the hurdles that new businesses face.

The SBA-AARP strategic partnership is designed to jointly counsel, train, and mentor encore entrepreneurs on small business creation. For many 50+ individuals, officials say, entrepreneurship training is the toolkit that empowers them to use their experience, knowledge, and skills to become business owners and job creators. Since the partnership began in 2012, the SBA and AARP have educated more than 300,000 existing and budding potential encore entrepreneurs nationwide.

reSET serves all entrepreneurs, but specializes in social enterprise ― impact driven business with a double and sometimes triple bottom line. In addition to providing co-working space and accelerator and mentoring programs, reSET aims to inspire innovation and community collaboration, and to support entrepreneurs in creating market-based solutions to community challenges. The organization’s goal is to “meet entrepreneurs wherever they are in their trajectory and to help them take their businesses to the next level.”

Connecticut Students Know Much About History; Stand Out in National Contest

Hamilton.  Say the name these days, and people almost reflexively think of the hit Broadway show.  But for Connecticut students Juliana Rodrigues, Max Bueno, Samantha Gilbert, Emily Strickland, and Joseph Zarif from Memorial Middle School in Middlebury, Hamilton brings to mind more recent history. The students won two Special Awards for their project, Alexander Hamilton Explores a Financial System for the New Nation of America, at the National History Day Competition for middle school and high school students, held this month in Maryland.  They middle-schoolers won the U.S.  Constitution Award and the Special Award in History in the Federal Government.

Connecticut History Day is a program for students in grades 6-12 that encourages exploration of local, state, national, and world history.  After selecting a historical topic that relates to an annual theme, students conduct extensive research using libraries, archives, museums, and oral history interviews. Students analyze and interpret their findings, draw conclusions about their topic's significance in history, and create final projects that demonstrate their work.

Connecticut History Day is one of 57 affiliate programs of the highly regarded National History Day program. Student projects developed by students in Connecticut are entered into a series of competitions, from the local to the national level, where professional historians and educators evaluate them.

The students from Middlebury were not the only Connecticut students to shine on the national stage this year.

• Mia Porcello, a middle school student from St. Timothy School in West Hartford, captured a national title by winning First Place in the Junior Individual Exhibit Category for her entry Florence Wald: Exploring Medical Boundaries, Exchanging Hospitals to Hospice.
• Shay Pezzulo, a high school student from Classical Magnet School in Hartford, captured CHD’s second national title of the year by winning First Place in the Senior Individual Website Category for her entry Duel and Duality: New Journalism, New York. Pezzulo also attended "Breakfast on the Hill" with members of Congress during her trip to the NHD Contest - an event sponsored by the National Endowment for the Humanities.
• The Outstanding Connecticut Entry Award from the Senior Division was awarded to Nicole Wood, Juliana Salamone, Katherine Hurst and Flora Dievenich for their group project, Women Airforce Service Pilots and the Flight for Equality. They are students at Greenwich High School and were also finalists in the Senior Group Performance Category.
• The Outstanding Connecticut Entry Award from the Junior Division was awarded to Hunter Dale and Noah Vasington for their group project, Branch Rickey: Branching Off to New Ideas. They are students at Mansfield Middle School in Storrs and were also finalists in the Junior Group Exhibit Category.
• Rosie the Riveter, an exhibit created by Claire Graham, Hana Previte, Isabel Saltzman, and Lauren White was one of only 57 projects featured at the National Museum of American History’s "National History Night" on Wednesday, June 15. They are students at Wilton High School.

The students, who helped Connecticut stand-out at the national competition, range from first-time program participants to history day veterans and from AP students to students who are struggling in school, according to officials.  The national competition was held June 12-16 at the University of Maryland.

In recent years, the Connecticut program, coordinated by Connecticut’s Old State House with support from Connecticut Humanities, has grow in numbers and in the quality of the students’ work, organizers point out. This year, Connecticut History Day had 10,600 points of contact with Connecticut students, teachers, parents and history professionals, including workshops for 4,500 students—twice last year’s number.

"Good strategic thinking by our History Day team has increased the number of students who learn and grow through this program," said Sally Whipple, Executive Director of Connecticut's Old State House. "Old State House workshops, resources and coaching have helped students develop high quality projects based on sound research. We serve thousands of students through this program, but more important than the number served, is the quality of that service. Students develop critical thinking, writing and research skills, along with increased confidence, curiosity and the ability to ask and find answers to compelling questions. The Old State House staff strives to do this every day through all of its programs. It's great to see student work that we've helped nurture receive the highest National History Day honors possible."

This is the fifth consecutive year that Connecticut students have placed at the national contest and appears to be the first time that Connecticut students have won two first place awards. The initiative in Connecticut is in line with the state’s relatively new Social Studies Framework and helps students build confidence, as well – as does the recognition, both in state and at the national level. 

Earlier this year, state contest winners were determined at a day-long event hosted at Central Connecticut State University.  That followed regional contests held in Torrington, New Haven, Fairfield, Mansfield, Manchester and Hartford. Among the statewide category winners, at the high school level,  were students from Hartford, Farmington, Manchester, Norwich, Weston, Wilton, Westport, Southbury, Woodbury, Greenwich, Ellington, New Haven and Wallingford.  Topics ranged from the Panama Canal to Pequot Ware, Immigration Policy to Women Airforce Pilots, 20^th Century Psychiatry to War of the Worlds, Cheney Brothers to Langston Hughes.

The road to National History Day (NHD) begins in Connecticut’s classrooms and home schools where well over 2,000 students choose topics reflecting an annual NHD theme, conduct research and analysis and create an exhibit, performance, website, paper or documentary that shares their findings. Of these, more than 1,250 students competed in this year’s regional contests, with over 400 of the winners going on to the State Contest, which sends first and second-place winners on to Nationals.

https://youtu.be/6pt2R_5cXQs

Putnam High School Student Earns Spot on National Student Advocacy Board

As many Connecticut students are honored with end-of -year school awards for community accomplishments, Putnam High School Junior Jozzlynn Lewis has earned a coveted spot on a national teen board. She has been selected by Students Against Destructive Decisions (SADD) to join an advocacy-training program called SADD SPEAKs, the only youth from Connecticut to earn the distinction for the coming year. SADD state coordinator for Connecticut, the Governor’s Prevention Partnership, announced Lewis’ appointment:  “Jozzlynn was one of only 15 young people from across the country who was chosen. It is quite an honor!” said Jill Spineti, President & CEO, The Governor’s Prevention Partnership (The Partnership). “This is also significant for The Partnership because this is the first time in ten years that we have had a youth from Connecticut involved in a national SADD initiative.”

Lewis’ appointment to SADD Speaks was announced recently at the Partnership’s Annual Governor’s Residence Reception, a private event at the Governor’s home, which recognizes the organization’s top corporate investors.  She addressed CEOs, Commissioners and other high level officials at the event hosted by Governor Malloy and other members of the Partnership’s Board of Directors.

Lewis, 17, underwent a competitive selection process which focused on her experience, leadership qualities, public speaking ability, and other criteria, officials said. She was recognized as a dynamic student leader who has also been involved in her local substance abuse prevention coalition, Putnam PRIDE, for many years, along with her mother, Cheryl. Her interest in SADD stems from seeing alcohol and substance use in her own school.

“Sometimes kids come to class under the influence,” explains Lewis, who will begin her senior year in the fall. “This has a negative influence on all of the students, not just the ones who use.  I became involved in SADD in order to make a difference and do my part to make things better.”

Spineti notes that “More than 50 percent of Connecticut's youth continue to deal with issues of drug use, family alcoholism, bullying and child abuse. We partner with SADD and exemplary students such as Jozzlynn to help children avoid all substances to ensure a healthier future.”

Although progress has been made, Spineti stresses that efforts need to be intensified.  According to the Substance Abuse and Mental Health Services Administration, nationally each month 26.4 percent of underage persons (ages 12-20) used alcohol, and binge drinking among the same age group was 17.4 percent. And nearly three quarters of students (72%) have consumed alcohol (more than just a few sips) by the end of high school, and more than a third (37%) have done so by eighth grade, according to the National Institute on Drug Abuse.

New data released this month reflected some results from efforts to reduce underage drinking during the past decade – from 2005 to 2015, there was a 15.1 percent drop in reported use by high school students.  This is better than the national average for the same time period, which shows a 10.5 percent decrease in youth alcohol use (CDC’s Youth Risk Behavior Survey), officials said.

Lewis’ commitment and dedication impressed the judging panel.

“Jozzlynn is deserving of this high honor. Her deep desire to empower her peers and change her community will serve her well, as she works to implement policy change at the local, state, and national level,” said Dawn Teixeira, SADD president and chief executive officer. “Motivated young people are a true catalyst for social change.”

“I am so very proud of Jozzlynn and her dedication to SADD, as well as her commitment to wanting to make Putnam High School and our community a safer place to learn and live,” adds Lisa Mooney, School Social Worker and SADD Advisor at Putnam High School.

SADD SPEAKs (Students for Policy, Education, Advocacy, & Knowledge) is an initiative of SADD National, funded by State Farm, that focuses on addressing an impaired driving issue. The participants will have a positive and lasting effect on public policy, demonstrating the power of America’s young people to speak persuasively on critically important issues. They will be trained in coalition building, public speaking and advocacy skills.

This year’s SADD SPEAKs delegates will develop an advocacy plan to address an impaired driving issue (distracted, drowsy, drugged or underage drinking and driving). The group will then lead the national organization’s efforts on Capitol Hill and before their own state and local governments, as well as mobilize thousands of SADD students across the country.

The SADD National Conference, held later this month in Pittsburgh, will include some attendees from Connecticut – nearly a dozen students, teachers and officials from New London will be among those on hand.

At the Governor’s Residence, The Partnership also shared its new strategic plan with the attendees who generously support the non-profit organization. The plan is focused on The Partnership’s mission to equip and connect community groups, business leaders and families to prevent substance abuse, underage drinking and violence among youth.

Created in 1989, the Governor’s Prevention Partnership is a not-for-profit partnership between state government and business leaders with a mission to keep Connecticut’s youth, safe, successful, and drug-free.  The organization focuses on positive school climate, mentoring, and the prevention of underage drinking and substance abuse.

Founded as Students Against Driving Drunk in 1981 in Wayland, Massachusetts, SADD has grown to become the nation’s leading peer-to-peer youth education and prevention organization with thousands of chapters in middle schools, high schools and colleges. In 1997, in response to requests from SADD students themselves, SADD expanded its mission and name and now sponsors chapters called Students Against Destructive Decisions.

PHOTO: Jozzlynn Lewis, left, newly appointed to the National SADD teen advocacy board with Jill Spineti, President & CEO of The Governor’s Prevention Partnership.

CT to Offer Digital Media Education to Create Employment Pathway

Connecticut’s push to strengthen its digital media workforce continues this summer, with the second year of the Digital Media CT (DMCT) summer training program, developed in partnership by the Connecticut Office of Film, Television & Digital Media and the University of Connecticut. The program is aimed at high school juniors and seniors, current college students, college graduates with majors in communications/film/television, veterans, and professionals who want to explore digital media. The four-week and two-week programs, which both begin on July 9, are designed for individuals with a demonstrated interest in digital media who want to develop the basic skills necessary to potentially seek work in the industry or augment their current skill set.

DMCT students will explore the industry’s many facets learning about media production for web, film, television, games, communications and marketing, and receive specialized skills and hands-on experience needed to pursue careers in the digital media industry. Tracks include 3D Animation, Game Design, Motion Graphics Design, Social Media Management and Web Design.

All DMCT classes will be hosted at the University of Connecticut Stamford Campus and taught by UConn's Digital Media & Design faculty and complemented with lectures from local/regional professionals and industry experts. This approach is designed to “provide students with the valuable and unique opportunity to build relationships with accomplished practitioners in respective fields.”

The training will be presented in classroom format and will provide a comprehensive introductory overview of the digital media industry, disciplines, and processes. Each of the various sections of the program will feature daily introductory seminars focused on digital art and technology. Both day and evening programs are offered to accommodate current students and those with a flexible day schedule, as well as working professionals.

xpert guest lecturers from Connecticut companies will speak regarding subjects and crafts not included in the general curriculum.  Officials indicate that upon successful completion of the DMCT, trainees will have completed a portfolio worthy project consistent with their selected track and representative of their work and learning. They will also receive a certificate of completion from the Connecticut Office of Film, Television & Digital Media for their selected track.

The cost for the four-week session, 9:30 – 4:30 daily, is $500; the intensive two-week, Monday-Friday, evening session is $250.

The state’s Office of Film, Television and Digital Media supports and enhances Connecticut’s film, television and digital media industry. The film office is the statewide contact for motion picture, television and digital media production and serves as liaison between production companies, state agencies, municipalities, production facilities, local crew and vendors. The Office also administers the tax credit programs designed to incentivize the development of the industry here in Connecticut.

The Associated Press recently reported that Connecticut’s tax credit program provided $91.5 million in tax credits to 36 production companies that spent an estimated $348 million in fiscal year 2015 in the state on qualified digital and TV productions. The credit covers up to 30 percent of what's spent in Connecticut, ranging from salaries to rental equipment, according to the AP report.  The news story also indicated that the state’s job training emphasis in recent years has shifted from film-related jobs to television and digital media.

"We still have films that are shooting here, but really the lion's share of the production activity in the state is split between television and digital media. It's sort of our niche. That's sort of where we hunt," said George Norfleet, director of the Office of Film, Television and Digital Media, told the AP.

Blue Sky Studios, the digital animation studio in Greenwich, relocated to Connecticut from Westchester County, N.Y. in 2009, and Connecticut is home to ESPN, World Wrestling Entertainment, NBC Sports and NBCUniversal, which tapes Maury and the Jerry Springer Show at the Stamford Media Production Center in downtown Stamford.

More information is available from DMCT courses info@DigitalMediaCT.com or 860-270-8198.