Organizations Focused on Progress for Women and Girls Form Statewide Collective

It began as a casual conversation between Kate Farrar, Executive Director of the Connecticut Women's Education and Legal Fund (CWEALF) and Sharon Cappetta, Director of Development at The Community Foundation for Women and Girls, during the 2016 United State of Women Summit.  Now, it is a full-fledged and far-reaching network aimed at providing support and collaboration for organizations serving women and girls across Connecticut. The Connecticut Collective for Women and Girls (CCWG), launched last month with more than 20 members and six funders, gathered at Fairfield County’s Community Foundation to celebrate the beginning of the Collective. Members range from Girl Scouts to Planned Parenthood and the Commission on Women, Children and Seniors; the YWCA to The Alliance to End Sexual Violence and Connecticut Women’s Hall of Fame.

The Collective is a supportive network that unifies organizational members, facilitates collaboration, and bolsters their collective power to advance rights and opportunities for women and girls in Connecticut. CWEALF is the initiative's organizer.

“Now is the moment to come together to make progress for women and girls,” said Kate Farrar, Executive Director of CWEALF. “As the state’s leading champion for women and girls, CWEALF is thrilled to convene organizations across the state to increase our impact.”

Organizers say that while many organizations are doing critical work to transform the lives of women and girls in the state, too often, these organizations operate separately, leading to silos. The CCWG aims to “expand our strength as a collective force. It builds on participants’ individual assets with a community network of organizations that uplift and amplify each other’s work. The very act of coming together in this way increases each organization’s impact to advance rights and opportunities for women and girls in Connecticut.”

"Fairfield County’s Community Foundation’s Fund for Women & Girls is pleased to support the newly launched Collective. Collaboration, Diversity and Inclusion are core values of the Community Foundation’s. Through the Collaborative, partner organizations will develop a common language and requisite understanding of what is needed to advance gender equity," said Tricia Hyacinth, Director, Fund for Women & Girls. "Moreover, members, from all regions of the state, currently working independently, will achieve greater impact through their collective efforts."   

“The Community Fund for Women & Girls and The Community Foundation for Greater New Haven are delighted to support the Connecticut Collective for Women and Girls,” said Sharon Cappetta, Director of Development. “This emerging network of committed program providers are already doing great work with women and girls in the state. Together, working collectively, they strengthen their individual organizations and connect to potential partners, as well as bring attention and audiences to the gender implications of public policy in Connecticut. Our communities and our state benefit from targeted investments in nonprofit organizations, especially those who are working directly to advance women and girls.”

Other funders of the Collective are the Aurora Foundation for Women and Girls; The Community Foundation of Eastern Connecticut's Women and Girls’ Fund; the Women’s Fund at Connecticut Community Foundation; and the Main Street Community Foundation's Women & Girls’ Fund.  The Connecticut Collective for Women and Girls is guided by the following principles of gender equity, racial justice, LGBTQIA rights, civil rights, disability rights, ending and preventing violence, economic justice, reproductive rights, and immigrants’ rights.

Impact of One Black Teacher Can Be Life-Changing, UConn Research Reveals

The influence of having a black teacher can significantly impact a black student’s life, and the effect begins early in an education.  Having just one black teacher in elementary school not only makes children more like to graduate high school – it also makes them significantly more likely to enroll in college, according to a new study co-authored by a University of Connecticut researcher. Black students who’d had just one black teacher by third grade were 13 percent more likely to enroll in college – and those who’d had two were 32 percent more likely.

The research paper, published this month by the National Bureau of Economic Research, observed that “Black teachers provide a crucial signal that leads black students to update their beliefs about the returns to effort and what educational outcomes are possible.”  In addition, “role model effects help to explain why black teachers increase the educational attainment of black students.”

The findings, from researchers at UConn, Johns Hopkins University, American University, and the University of California-Davis, were published recently in a working paper titled “The Long-Run Impacts of Same-Race Teachers.”  Another, related working paper by the same team titled “Teacher Expectations Matter,” also published by NBER, found teachers’ beliefs about a student’s college potential can become self-fulfilling prophecies.

In that research, every 20 percent increase in a teacher’s expectations raised the actual chance of finishing college for white students by about 6 percent and 10 percent for black students. However, because black students had the strongest endorsements from black teachers, and black teachers are scarce, they have less chance to reap the benefit of high expectations than their white peers, UConn Today reported.

“Black student students often don’t have parents or other black adults in their lives who have gone to college and gotten professional jobs,” Joshua Hyman told UConn Today.  Hyman, an assistant professor of public policy at UConn, who has a joint appointment in the Department of Educational Leadership in the Neag School of Education, co-authored the papers along with researchers from the three other universities.

“All it takes is one black teacher to influence a student,” he adds. “They see someone like them in their classroom and start to believe they can go to college too, and get a good job.”

The paper appears to be the first to document the long-term reach of the role model effect, UConn Today reported.  The researchers previously found that having at least one black teacher in elementary school reduced their probability of dropping out by 29 percent for low-income black students – and 39 percent for very low-income black boys.

In a New York Times op-ed last year, a ninth-grade teacher who has worked for 10 years in high schools and middle schools in the New York City area, and is Black, wrote this: “Black students need teachers who understand that they’re capable of the full range of anxieties and insecurities, greatness and success, hilarious moments and generous surprises. The amount of melanin in my skin is neither necessary nor sufficient for this: It’s not a magic formula. But I can remember a time when I looked and sounded like my students. That helps me see myself in them, and all they’re capable of. I hope they can see themselves in me.”

The latest findings are based on data from the Tennessee STAR class size reduction experiment that started in 1986 and randomly assigned disadvantaged kindergarten students to various sizes of classroom.  The researchers replicated the findings with similar data for North Carolina students.

The study found that black students who’d had a black teacher in kindergarten were as much as 18 percent more likely than their peers to enroll in college. Getting a black teacher in their first STAR year, any year up to third grade, increased a black student’s likelihood of enrolling in college by 13 percent.  Black children who had two black teachers during the program were 32 percent more likely to go to college than their peers who didn’t have black teachers at all.

“What’s very interesting about this paper is that it looks later in a student’s life,” says Hyman. “It’s impressive that the impression of having a black elementary school teacher last that long. It helps reduce the race gap.”

Additionally, students who had at least one black teacher in grades K-3 were about 10 percent more likely to be described by their 4th grade teachers as “persistent” or kids who “made an effort” and “tried to finish difficult work,” the researchers found. These students were also marginally more likely to ask questions and talk about school subjects out of class.

“One of the lingering issues of this paper is that we have to entice black people to enter the teaching areas,” Hyman points out. “In schools where there is a large black population, that has to be addressed.”

CT Per Student Spending in Public Higher Education Saw 7th Largest Drop in Nation During Past Decade

The burden has shifted and grown during the past decade for students attending Connecticut’s public two- and four-year institutions of higher education. Between 2008 and 2018, average tuition at public colleges and universities (adjusted for inflation) grew by 38.4 percent in Connecticut, according to a new national analysis by the Center on Budget and Policy Priorities. The study found that average tuition increased by $3,437 during the decade – 13^th largest average increase among the states - as state spending per student dropped by $3,203.

That is the 7^th largest average drop in state per student spending in the nation, and the largest among the New England states.  The next largest state reduction in the region was in New Hampshire, ranking 24th.  Massachusetts ranked 28^th, reducing state spending per student by $1,295.

Tuition climbed as state spending per student dropped by 20.2 percent at Connecticut’s public higher education institutions - the 20th largest percentage decrease among the states.

Connecticut is not alone.

Overall state funding for public two- and four-year colleges in the school year ending in 2018 was more than $7 billion below its 2008 level, after adjusting for inflation, according to the study.

Of the 49 states (all except Illinois) analyzed over the full 2008-2018 period:

• 45 spent less per student in the 2018 school year than in 2008. The only states spending more than in 2008 were California, Hawaii, North Dakota, and Wyoming.
• States cut funding deeply after the recession hit. The average state spent $1,502, or 16 percent, less per student in 2018 than in 2008.
• Per-student funding in nine states — Alabama, Arizona, Louisiana, Mississippi, Missouri, New Mexico, Oklahoma, Pennsylvania, and South Carolina — fell by more than 30 percent over this period.

The report also found that annual published tuition at four-year public colleges has risen by $2,651, or 36 percent, since the 2008 school year.  In Louisiana, published tuition at four-year schools has doubled, while in six other states — Alabama, Arizona, California, Colorado, Georgia, and Hawaii — published tuition is up more than 60 percent.

“These sharp tuition increases have accelerated longer-term trends of college becoming less affordable and costs shifting from states to students,” the report, “Unkept Promises:  State Cuts to Higher Education Threaten Access and Equity,” stated.

The largest tuition increases, comparing public, four-year colleges in 2008 and 2018, were in Arizona, Louisiana, Hawaii, New Hampshire, Virginia, Colorado, Alabama, California, Rhode Island, Vermont, Georgia, Tennessee, Connecticut and Massachusetts.  Connecticut was fourth highest among the six New England states.  Maine had the smallest tuition increase.

Indications are that the trend has slowed during the past year.  Published tuition — the “sticker price” — at public four-year institutions rose by less than 1 percent nationally between the 2017 and 2018 school years, the report indicated.  Rhode Island increased average tuition across its four-year institutions on a dollar basis more than any other state, by $559, or roughly 4.8 percent. Connecticut - along with Iowa, Mississippi, Montana, and Oregon - raised average tuition by more than $300, according to data compiled for the report, published last month.

The Center on Budget and Policy Priorities is a nonpartisan research and policy institute which pursues federal and state policies designed both to reduce poverty and inequality and to restore fiscal responsibility in equitable and effective ways, according to the organization’s website.  The Center is based in Washington, D.C.

Blockchain Gains a Foothold on Connecticut Campuses

Blockchain is soon to arrive on Connecticut’s college campuses, with new initiatives imminent at Southern Connecticut State University, University of Saint Joseph, and the University of Connecticut’s Stamford campus. A six-week boot camp for individuals who would like to widen their computer programming skills to include Blockchain – a cutting-edge form of encryption technology – has been developed at Southern Connecticut State University in New Haven.  The SCSU Blockchain Academy launches on January 23 and runs though March 6.

Blockchain refers to the technology behind the development of secure digital databases that are accessible to the public, but cannot be altered by anyone other than the person posting the data. It is a shared, distributed ledger that improves the process of tracking and recording a transaction.  Blockchain can be used for a variety of purposes, including financial transactions, supply chain management, luxury goods or anything of value. Bitcoin and other cryptocurrencies use this technology.

“Southern intends to become a leader in educating people about the ‘Internet of Value,’ which is the fastest growing market the world has ever seen,” said Colleen Bielitz, SCSU associate vice president for strategic initiatives and outreach. A promotional video posted by Southern (below) has already been seen more than one thousand times.

“Blockchain is going to be increasingly important to businesses, and during the next decade is expected to have a major impact on the economy and the world. The goal of this academy is to grow the community of decentralized application developers and to make New Haven a hub for Blockchain technology and innovation as companies look to take advantage of this growing market.”

The University of Saint Joseph (USJ) announced last week that it has developed the Greater Hartford area’s first two-part certification program for future blockchain technologist, in collaboration with DappDevs, which is also collaborating with Southern and UConn.

President Rhona Free, Ph.D., remarked, “With this certificate program, USJ continues its commitment to providing educational programs aligned to our regional economy. The Greater Hartford community will benefit from this newly-created training program that offers skill development and career advancement in blockchain application development.”

The USJ pre-certificate program geared toward faculty, current college students, and college graduates in the Greater Hartford region, begins on Feb. 2, 2019, and runs over four weeks as one three-hour evening session per week. The full certification program is a six-week session that runs from March 5-April 11, as two three-hour sessions per week.

UConn’s Connecticut Information Technology Institute (CITI) is sponsoring the creation of a blockchain chapter in Stamford in order to facilitate the development of an education-based micro community designed to connect decentralized application developers. This community, in hand with Stamford’s established financial enterprises, will play a key role in further establishing Connecticut as a USA crypto capital, according to the university’s website.  UConn is offering a two-day Blockchain Development course, with its partners, DappDevs and the Werth Institute.

UConn’s first-ever blockchain symposium was held in Stamford in August.  The conference drew top scholars and Ph.D. students Stanford, Princeton, Virginia Tech, and from 10 nations, including England, Israel, Switzerland, China and Norway. State-run news agencies from Vietnam and China also covered the two-day event, called “Blockchain Technology & Organizations Research Symposium.”

These initiatives reflect that blockchain is increasingly taking academia by storm, not only in Connecticut but across the nation.  This past summer Columbia University and Stanford University both launched blockchain research centers, following in the footsteps of the Massachusetts Institute of Technology's Digital Currency Initiative, which launched as part of the MIT Media Lab in 2015; MIT was among the first institutions to create such a program, according to industry publication Inside Higher Ed.

The Center for Blockchain Research at Stanford University launched in June.  Miami University launches a course in blockchain technology for undergraduates in the Spring 2019 semester.  Montclair State University’s center for continuing and professional education recently spearheaded the launch of three professional blockchain certificates -- one covering the basics, one for developers and one focusing on applications of blockchain in the financial sector.

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Marijuana Sales Begin Tuesday in MA; CT Expected to Consider Legalization in 2019

Massachusetts begins the sale of recreational marijuana on Tuesday, in Northampton and Leicester, as Connecticut looks ahead to a new Governor and new legislature, taking office in six weeks, with the addition of recreational sales on the agenda to complement a thriving medical marijuana program. Thirty-three states and the District of Columbia currently have passed laws broadly legalizing marijuana in some form.  The District of Columbia and 10 states -- Alaska, California, Colorado, Maine, Massachusetts, Michigan, Nevada, Oregon, Vermont and Washington -- have adopted the most expansive laws legalizing marijuana for recreational use, according to Governing magazine.  The Massachusetts law was approved two years ago, but retail sales have not begun - until this week.

Governor-elect Ned Lamont told Connecticut Public Radio listeners, just a few days prior to his election, that “I think legalizing marijuana is an idea whose time has come…and I’m gonna push it in the first year” of the new administration.  He added that “maybe we should tax this, regulate it in a serious way, put some of that money toward opioid treatment.”

Most recently, Michigan voters approved a ballot measure permitting adults age 21 and over to purchase and possess recreational-use marijuana. Vermont became the first state earlier this year to legalize marijuana for recreational use through the legislative process, rather than via a ballot measure. Vermont's law allows for adults age 21 and over to grow and possess small amounts of cannabis. However, it does not permit the sale of nonmedical cannabis. Some other state laws similarly decriminalized marijuana, but did not initially legalize retail sales.

The Connecticut General Assembly's Regulations Review Committee agreed last week that chronic neuropathic pain associated with degenerative spinal disorders is eligible for treatment with the drug, adding that to the list of approved conditions.  There are now 31 conditions that have been approved for adults and eight for patients under 18 that can be treated with medical marijuana. Minors can be treated for eight conditions.

There are currently 29,543 patients in Connecticut's medical marijuana program and 1,000 certifying physicians, according to published reports. In recent months, DCP has launched a database listing medical marijuana brands registered with the state and added eight new conditions to the program. The eight new conditions for adults added this summer include: Spasticity, or neuropathic pain associated with fibromyalgia; Severe rheumatoid arthritis; Postherpetic neuralgia; Hydrocephalus with intractable headache;  Intractable headache syndromes; Neuropathic facial pain; Muscular dystrophy; and Osteogenesis imperfecta.

Connecticut’s nine dispensaries and four growers are reportedly discussing adding more storefronts and growers in light of an increasing patient count.

Last month, Rhode Island’s Department of Health this week approved medical marijuana use for people who suffer from some severe manifestations of autism, most of whom are children.  But before doctors can recommend marijuana, the health department has implemented several safeguards "to ensure that patients are being treated safely." Seven other states have made autism a qualifying condition for medical marijuana, according to advocacy group #cannabis4autism: Delaware, Georgia, Louisiana, Michigan, Oregon, Minnesota and Pennsylvania.

At the University of Connecticut, Professor Gerald Berkowitz will teach students about marijuana growing, a burgeoning industry as more states legalize cannabis use for medical and/or recreational purposes. The UConn class — called "Horticulture of Cannabis: from seed to harvest" — is a lecture course, and it's attracted about 270 students who will begin studies in January, Hartford Business Journal reported this month.

In Colorado, the adult-use marijuana market continues to surge nearly five years after the launch of recreational sales in the state, according to a recent news report.  Through August 2018 – the most recent data available from the Colorado Department of Revenue – recreational marijuana sales topped $800 million and the state is on pace to surpass $1.2 billion by the end of the year. That would represent a 12 percent increase over total sales in 2017. As of August 2017, 498 recreational stores were licensed throughout the state; that number grew to 541 by September 1, 2018 – a 9 percent increase

Girls With Impact, Girl Scouts Collaborate to Increase Entrepreneurship Among Teen Girls

In an effort to get girls career-ready, Connecticut-based Girls With Impact, the nation’s only tech-enabled entrepreneurship program for teen girls, is launching a partnership with Girl Scouts of Connecticut to enable girls to parlay their cookies experience into their own businesses. “Entrepreneurship is one of the four programmatic pillars that comprise the Girl Scout Leadership Experience,” said Mary Barneby, CEO for Girl Scouts of Connecticut. “We welcome the opportunity to partner with Girls With Impact to provide our older Girl Scouts with a ‘virtual MBA’ in developing their own business plans. We are creating the next generation of female leaders and programs like this give our girls a real edge and help them become more confident and career-ready.”

Girls With Impact CEO Jennifer Openshaw says her goal is to train 10,000 young women as entrepreneurs, equipping them with the skills to start businesses or serve as innovators within corporate America.

Girl Scouts members will be entitled to participate in the Girls With Impact Academy – a 12-week “mini-MBA” program, valued at $2,000, that equips girls with business skills. The program, now in its third year, has helped some past participants to earn full scholarships at top colleges. Sessions are offered throughout the year, with various schedules. The reduced fee for Girl Scouts will be just $450, and scholarships are available.

It is both a skills-builder and confidence builder, critical for teenage girls as they navigate their teens and look forward to careers.  Openshaw points out that only 6 percent of Fortune 500 CEOs are women and just 36 percent of entrepreneurs are women.  Those are statistics she hopes to change.  The after-school, extra-curricular program has seen exceptional results in confidence, empowerment, college prep and career readiness, including STEM areas.

“Girl Scouts is one of our nation’s most powerful leadership training grounds for young women,” said Openshaw. “We’re thrilled to support Girl Scouts as it seeks to modernize and remain relevant for young women in the new global economy.”

Girl Scouts of Connecticut serves over 26,000 girls and over 12,000 adults giving girls the skills they need to empower themselves for life. Through the Girl Scout Cookie Program, the largest girl-led entrepreneurial program in the world, Girl Scouts learn five essential skills that they will carry with them for a lifetime: goal setting, decision making, business skills, money management, and people skills.

Through the Digital Cookie® platform, Girl Scouts are able to take their cookie businesses online, using their own personal website to reach customers across the country, experiencing true enterprise. Barneby called on girls to bring a friend to Girls With Impact and “build your network for tomorrow.” She says the tech delivery enables girls to connect with others nationwide and build that support system so critical to career success.

Girls With Impact, a nonprofit, is the nation’s only entrepreneurship program just for teen girls, delivered live from the home or road. Applications are accepted at  www.girlswithimpact.com.

Accelerating Efforts to Prevent Suicide in CT as Numbers Climb

The Centers for Disease Control and Prevention (CDC) released a report this year which indicated that suicide rates nationally jumped by 25 percent since 1999, a finding that “shocked” even experts who believed the rate had been flat. Each year, more than 41,000 individuals die by suicide, leaving behind their friends and family members to navigate the tragedy of loss, according to the National Alliance on Mental Illness. Connecticut's rate, 9.7 deaths per 100,000, rose 20 percent during that time, and 49 states saw an increase, according to the CDC. Connecticut’s suicide rate, is ranked number 46 in the country.

Suicide is the 10th leading cause of death in the U.S. with one occurring on average every 13.3 minutes.

For every suicide, there are 30 people who made the attempt, Dr. James F. O'Dea, vice president of the Behavior Health Network of Hartford Healthcare, recently told the Meriden Record-Journal.  The U.S. Health Resources & Services Administration reports that “approximately 45% of suicide victims had contact with primary care providers within 1 month of suicide.”

“Connecticut suicide rates may have not have increased as much in comparison to other states, but isn’t the real question, ‘Why is it increasing at all?’” Luis Perez, president and CEO of Mental Health Connecticut, told The Hartford Courant earlier this year.

“It’s been well-researched that most people who die by suicide do so because they want the pain to stop — and they don’t see any other way,” Perez said. “Prevention is critical. Knowing the safe and right way to talk to someone who may have thoughts of suicide and letting people know they are not alone, that millions of people struggle with suicide ideation is key.”

According to the state Department of Public Health, approximately 31 percent of victims had a history of treatment for mental illness and 42 percent had previously attempted or thought about suicide or disclosed their intent to commit suicide. The CDC offers 5 steps to help someone at risk: 1. Ask. 2. Keep them safe. 3. Be there. 4. Help them connect. 5. Follow up.

The U.S. government’s anti-bullying website, stopbullying.com, points out that “many issues contribute to suicide risk, including depression, problems at home, and trauma history. Additionally, specific groups have an increased risk of suicide, including American Indian and Alaskan Native, Asian American, lesbian, gay, bisexual, and transgender youth.”  The site indicates that “this risk can be increased further when these kids are not supported by parents, peers, and schools. Bullying can make an unsupportive situation worse.”

Matt Riley, Chief Operating Officer of the Connecticut-based Jordan Porco Foundation, recently told WTNH-TV that suicide is the second leading cause of death for Americans ages 15 to 24. One in ten college students and one in five high school students consider suicide. Young people considering suicide are most likely to talk to peers, so the Jordan Porco Foundation focuses on peer-to-peer outreach and awareness, with a series of successful program initiatives on college campuses in Connecticut and across the country.

In recent years, a new student-driven primary prevention program was piloted to help high school students develop positive coping skills and enhance protective factors in preparation for life beyond high school. Schools and organizations participating included Manchester High School, Immaculate High School in Danbury, Enfield Public Schools, Capital Preparatory High School in Hartford, Institute of Living in Hartford, Jewish Family Services in West Hartford, Wilton High School, Boys & Girls Club of Bristol, and Guilford Youth & Family Services.

Numerous organizations across Connecticut offer Mental Health First Aid, an 8-hour training to teach participants how to help someone who is developing a mental health problem or experiencing a mental health crisis. The evidence behind the program demonstrates that it helps trainees identify, understand and respond to signs of mental illnesses and substance use disorders.  The course is often offered to participants free of charge.

https://youtu.be/jl87bmuCTdM

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Westport Earns Top 20 Ranking Among Nation's Small Cities; Shelton Reaches Top 100

For those looking to identify the best small cities in the nation - with populations between 25,000 and 100,000 – the search may not need to go further than Connecticut, according to a new analysis. Westport was the lone Connecticut community to reach the top 20 nationally, at number 19, with Shelton also earning a place in the top 100, at number 85, and Norwalk (#146), Trumbull (#157) and West Hartford (#159) also reaching the top 200.

The analysis, by the financial services website WalletHub, was based on 40 key indicators of livability, ranging from housing costs to school-system quality to restaurants per capita.  The indicators were grouped into five categories – affordability, economic health, education & health, safety, and quality of life.

On those scales, Westport was ranked 20^th in education & health, 65^th in safety, 82^nd in economic health, 258 in affordability and 595 in quality of life.  Other than Westport, no Connecticut community reached the top 30 in any overall category.

"Of the 22 Connecticut cities analyzed, 18 ranked in the top half. This is an indication that many Connecticut communities are able to offer high quality of life at low living costs," said WalletHub analyst Jill Gonzalez.  "Westport in particular made it to the top of our ranking due to several factors. The city has a very healthy economy, demonstrated by the fact that its residents have one of the highest median household incomes, and had absolutely no personal bankruptcies filed in the past year. It also has one of the lowest crime rates in the country."

Westport tied for fourth in the U.S. for the highest percentage of the population with a high school diploma or higher.  Trumbull had the second lowest percentage of population in poverty in the U.S., just behind Plainfield, lllinois.

Just outside the top 200 communities, were Stratford, Milford, Middletown, Danbury, Newington, Torrington, Bristol, Manchester, and Naugatuck.

Nationwide, among the 1,200 communities included in the analysis, leading the way were Leawood, KS; Carmel, IN; Princeton, NJ; Brentwood, TN; Milton, MA; Needham, MA; Los Altos, CA; Littleton, CO; Newton, MA; and West Fargo, ND.  Massachusetts placed three communities in the top 10 and a total of six in the top 20.  Also reaching the top 20 from the Bay State were Arlington, Melrose and Wellesley.

National Startup Analysis Sees Potential, Standout Efforts Underway in Hartford

A new analysis of the status of the business startup community in six American cities – including Hartford – has found that Connecticut’s Capitol City has “strong startup potential,” and in some ways is already standing out among peers and competitors. Startup Genome, with support from the Kauffman Foundation, selected six U.S. metropolitan areas that are not in the top 40 most populous and which have been faring less well economically than the country as a whole for a deeper analysis.  In addition to Hartford, the analysis includes Albuquerque, Fresno, New Orleans, Reno and Springfield, MA.

“In each of these metros, efforts are underway to support entrepreneurs, create more startups, and generate stronger economic trajectories. Like many other American cities (and elsewhere), they’ve been through economic ups and downs and now see startups as their next best hope for sustainable and broadly-shared growth,” the report, released this week, points out.  Startup Genome works to increase the success rate of startups and improve the performance of startups across more than 30 countries.

“Every startup ecosystem shows room for growth and improvement, and Hartford has key strengths to build on. The city's strong heritage in insurance is already being leveraged by many stakeholders and the ecosystem is clearly attracting experienced talent to start and join companies,” Dane Stangler, president & chief policy officer of Startup Genome told CT by the Numbers.

In Hartford, reSET, which specializes in encouraging and assisting entrepreneurship and social enterprise, was among several local partners with whom Startup Genome worked to gather data from more than 300 respondents.  Additional partners were the MetroHartford Alliance, Wesleyan University, UConn’s Connecticut Center for Entrepreneurship and Innovation, Upward Hartford,  as well as Launch EZ, the West Hartford Chamber of Commerce and others.

“More broadly, Hartford shows greater diversity than peer ecosystems and already has a few hundred startups operating. By continuing to strengthen the local culture and focusing on startup success in key areas, the Hartford economy will enjoy higher levels of job creation and growth,” Stangler added.

Hartford and the other cities were determined to be in the Early Activation phase of the Ecosystem Lifecycle, with a mix of prominent attributes and areas with potential yet to be realized.  In its analysis, the report indicates that “just in the span of a few years the startup scene has exploded,” in Hartford, noting that:

• investors and experts in Hartford provide more hours of help to founders than in the other cities, and more than the global average. (Experts include university faculty, corporate employees, mentors, and others.)
• nearly four in 10 founders in Hartford are women, which is twice the global average across all ecosystems in the Startup Genome database.
• 11 percent of startup founders in Hartford are immigrants, the second-highest in the sample.

“We’re so grateful that Startup Genome was able to include Hartford in its recent analysis of early-stage ecosystems, thanks to support from the Kauffman Foundation,” said reSET Managing Director Ojala Naeem.  “Our great city is too often overlooked, and with local and state funding being what they are, national attention on all of the amazing businesses making an impact here is more important than ever. We have so many smart and motivated entrepreneurs who are worthy of investment consideration. They just need a spotlight.”

The comprehensive assessment of Hartford’s ecosystem also noted that “Hartford’s [startup] founders claim to have the right ambition to go global,” concluding that “Hartford’s startups have more potential to strengthen Global Market Reach and Global Connectedness.” In a number of areas analyzed in the assessment, Hartford is seen as having potential to strengthen the local startup community, its reach beyond Hartford, and the demographic of startup teams.

During the past seven years Startup Genome has provided a way for entrepreneurs everywhere to “tell us about their journeys and their regions - giving their local expertise a voice at the policy-making table.” The organization’s primary research with founders, supplemented with secondary research and data from global and local partners, helps create the world’s most comprehensive research on startups. Approximately 10,000 startup founders fill out global survey providing direct input each year.

“Hartford has some record of successes – generating more will help ecosystem size and performance,” Startup Genome observed in its assessment of Hartford.

Report Provides Guidance for School Districts and State Policymakers to Address Students’ Trauma & Mental Health Needs

It is described as a “framework to advance policy and strategic school district planning to more effectively address the mental health and trauma needs of students and promote student success.”  A new report, driven by research highlighting the connection between mental health and educational outcomes, is aimed at school districts looking to increase integration of student mental health services and supports. The 40-page report, developed by The Child Health and Development Institute of Connecticut (CHDI), a subsidiary of the Children’s Fund of Connecticut, in partnership with the national Center for School Mental Health at the University of Maryland, provides a framework for policymakers and school districts interested in improving outcomes by addressing the mental health and trauma needs of students. The report indicates that “in a typical classroom of 25 students, approximately five will meet criteria for a mental health disorder but most of them are not receiving appropriate mental health treatment or support. Among those who do access care, approximately 70 percent receive services through their schools.”

Connecticut is cited as an example of how states can promote collaborations within and across the behavioral health, education, and juvenile justice systems to provide an array of trauma-informed, evidence-based, and tiered services for students.  It notes that school principals indicate that mental health is one of the most challenging unmet needs among their students and schools are increasingly seen as a critical setting for the delivery of mental health services.

The report provides “a blueprint and resources to guide state policymakers and school district leaders," including:

• an overview of core components of the Comprehensive School Mental Health
• Systems (CSMHS) model structured around family-school-community partnerships and the delivery of evidence-based mental health services within a multi-tiered system of supports;
• examples of best practice strategies to develop, implement, and sustain CSMHS;
• a model for a trauma-informed multi-tiered system of supports for school mental health;
• creative approaches to advance policy and funding structures to sustain CSMHS; and
• recommendations for state-level policymakers, districts, and schools to advance a comprehensive statewide system of school mental health to improve outcomes for all students.

“Approaching student mental health with a comprehensive lens that integrates health promotion, prevention, early intervention, and more intensive treatments leads to better school, student and community outcomes," said Dr. Sharon Hoover, Co-Director of the Center for School Mental Health at the University of Maryland and lead author of the report.

National prevalence rates indicate that approximately 20 percent of children meet criteria for a mental health disorder; however, many children’s mental health needs are not identified and the majority of children with identified challenges do not receive services, the report explained.  Among those who do access care, approximately 70 percent receive services through their schools. Linking children to services through their schools reduces many traditional barriers to care. School mental health services are also associated with higher completion rates than treatment delivered in traditional outpatient community-based settings.

The report uses Stamford Public Schools (SPS) as a” local model for improving outcomes by adopting a trauma informed approach to school mental health.” CHDI began working with SPS in 2014 to conduct a review of the district’s mental health system and to develop a plan to enhance trauma-informed mental health services district-wide.  That plan was subsequently implemented, and “lessons learned in Stamford are being used to engage other Connecticut districts to … integrate school and community-based mental health services, and promote quality and sustainability of these enhancements.”

“Schools are well positioned to promote wellness and social emotional competence for all students, as well as identify and address mental health concerns for students in need,” said Dr. Jeana Bracey, Director of School and Community Initiatives at CHDI and report co-author. “However, the responsibility is not on schools alone to integrate or fund these supports. This framework helps districts connect to and collaborate with Connecticut’s robust network of trauma-informed state and community-based services and programs so all students can be successful.”

The report concludes that a “systematic and streamlined partnership between families, schools, and communities to support a continuum of mental health supports in schools can lead to better behavioral health for all students, as well as increased access, earlier identification and intervention, and ultimately better outcomes for students with mental health challenges.”

[Visit wwws.chdi.org to download the IMPACT report or to read more about CHDI’s work related to school mental health.]