PERSPECTIVE: Reaching Untapped Potential of Urban Students

by Jahana Hayes My personal experiences are the greatest contributing factors to my becoming a teacher. These experiences shaped my views and continue to influence my teaching style. Being the first in my family to attend college helps me to fully appreciate the importance of education.

As a child everything I learned about school I learned at school. Teachers provided me with the support and encouragement to be a good student. My family provided for me; however education was not seen as a pathway to success. None of their experiences included higher education so they stressed the importance of hard work and industry. They told me to get a job with decent pay and benefits and work hard to support myself. This message was contradicted by the constant cycle of drugs, welfare and abuse that persisted in my family.

Teachers exposed me to a different world by letting me borrow books to read at home and sharing stories about their college experiences. They challenged me to dream bigger and imagine myself in a different set of circumstances. I was oblivious to opportunities that existed outside of the projects where I grew up, but my teachers vicariously ignited a passion in me. I was surrounded by abject poverty, drugs and violence, yet my teachers made me believe that I was college material.

I can still remember the teachers who refused to accept the stereotypical views of inner city children and for them I am grateful. As a result, I entered this profession with a passion for the work that I do and an understanding that my work would extend beyond the classroom and into the world. I have a full understanding that many students come to school struggling to solve adult problems and teachers have to work through that before they can even begin to teach.

I became a teenage mother in high school and almost gave up on my dreams completely. However, my teachers showed me the many options that were still available if I continued my education. These positive experiences at school inspired me to become a teacher and that has always been my driving influence.

As a teacher, my own life is a constant reminder that students come from different circumstances and experiences. I have learned that teaching is a lifestyle that extends well beyond the contracted hours. I strive to meet students where they are, and not dwell on where they should be. I remember myself at various points in my journey and wonder how hopeless I must have seemed to the teachers who continued to work with me. They saw potential in me and did not give up even when it seemed like I would not graduate.

Working in an urban public school district with a widely diverse population, I see so many things that fall outside of traditional teaching responsibilities. It is those times when I am transformed into an advisor, counselor, confidant and protector. I also recognize that not all of my students have the same desire as I did to go to college. I remind them that this too is ok.

Students have to learn to be their best selves and pursue their own dreams even if higher education is not their best option. Many students are amazed that I don’t constantly push them into a college setting. I let them know that it is wholly acceptable to be an entrepreneur or a carpenter, hairdresser, plumber or whatever they desire.

One of the most critical issues affecting both education and society is the lack of empathy and understanding of others. If we show students that they are important, begin to engage them in dialogue, help them develop an appreciation for diversity and recognize that all people matter while they are still in school; many of the challenges we face in society will be improved.

As a teacher, I strive to facilitate learning in a way that engages students by connecting on a personal level and stimulating academic growth while simultaneously producing contentious and productive members of society. By serving their community students are able to demonstrate personal growth and model adult behaviors. This has become extremely personal to me because I feel that graduating students who demonstrate respect, responsibility, honesty and integrity is as critically important as mastering content and demonstrating proficiency.

As a child growing up in an urban poverty stricken environment, I only came in contact with one minority teacher. This contact greatly influenced the person I became. Most of my teachers lived outside the district and had experiences that were very different from mine. Many of my teachers were second or third generation educators and had always known they would be teachers. I saw little of myself in any of them.

I do not say this to imply that only minority educators would have a clearer understanding of my life, or that a minority teacher would have similar experiences; but to say that as a child I would have loved to see a teacher who looked like me and shared my cultural background.

In a recently published study in Economics of Education Review, it was shown that Black, white and Asian students benefit from being assigned to a teacher that looks like them. Their test scores go up in years when their teacher shares their ethnicity, compared to years when their teacher has a different ethnicity. It is very difficult to explain the feelings of isolation that come when you are in a school and the faculty is not reflective of your culture or heritage. As population demographics continue to shift, school districts must be intentional in their efforts to create a more diverse workforce.

As a teacher, I try to always be enthusiastic and express a sincere interest in my students’ academic success. I aim to inspire students to be more interested in the process than the product. I am constantly trying to challenge students to take a constructivist approach, ask questions, and in turn, apply their learning in different ways. My goal is for students to become self-directed, intrinsically motivated learners who are less concerned with grades and more concerned with gaining deeper knowledge and understanding.

While I have a passion for educating students, I am most proud of the influence I have beyond the classroom and I see this as my greatest contribution. Students are constantly coming to me for advice and direction. In my job I have been able to engage students in a variety of multi-faceted service projects. I never expected community service to be such a pronounced part of my work but the satisfaction that comes from watching students take ownership of their community is unmatched.

I believe that it doesn’t matter how bright a student is or where they rank in a class or what colleges they have been accepted to if they do nothing with their gift to improve the human condition. I try to teach students that we are all obligated to help others and improve society. Oftentimes people in the community ask me how I get so many young people to volunteer for community service and my answer is always the same, “I ask.”

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Connecticut’s 2016 Teacher of the Year, Jahana Hayes, teaches social studies at John F. Kennedy High School in Waterbury.  In January, she was named one of four finalists by the Council of Chief State School Officers for National Teacher of the Year, which will be selected next month.  This perspective is an excerpt of her 18-page National Teacher of the Year application.  A native of Waterbury, she attended Naugatuck Valley Community College, Southern Connecticut State University, University of Saint Joseph and University of Bridgeport.

PERSPECTIVE commentaries by contributing writers appear each Sunday on Connecticut by the Numbers.

 LAST WEEK: Suicide Prevention - Creating a Message of Hope for Young Adults 

State Residents Express Confidence in Public Schools; CT Ranks 12th in Poll

North Dakota residents (89%) are more likely than those living in any other U.S. state to rate the K-12 education provided in their state as excellent or good, followed closely by those living in Minnesota and Nebraska (82%). Connecticut ranked at number 12 in the nation, for residents’ assessment of their state’s public schools, with 71 percent viewing the caliber of education provided as good or excellent. In stark contrast to the top states, about half as many Nevada and New Mexico residents, 42% in each state, rate their public education systems positively, the lowest percentages in the country, in a new poll released by Gallup.  Joining the two southwest states at the bottom of the list are Hawaii (47%), Louisiana (49%), Arizona (50%), California and Alabama (52%), Mississippi (53%) and  Oregon and Rhode Island (54%).

State residents were asked “how would you rate the quality of public education provided in grades K-12” on a scale including excellent, good, fair and poor.  The top 10 states after North Dakota, Minnesota and Nebraska are Iowa, New Hampshire and Massachusetts (80%), Wyoming (79%), South Dakota (78%) and Vermont and Virginia (75%).

These results are based on a Gallup poll conducted from March through December 2015, and released this week, with approximately 500 interviews in every state.

Residents in states where a large share of residents rate the quality of education as excellent or good are also more likely to believe their public school system prepares students for success in the workplace, according to Gallup.

When asked “Do you believe your state public school system prepares students for success in the workplace?” North Dakota and Nebraska again topped the list, at 89 percent and 81 percent, respectively.  Connecticut ranked 18^th at 68 percent.

Connecticut Ranks 10th in U.S. in Percentage of Latinos Among Eligible Voters

Connecticut, with 10.8 percent of eligible voters of Latino heritage, ranks 10^th among the states in the percentage of eligible Latino voters.  In 16 states, more than half of the Latino population is eligible to vote, including Connecticut which ranks 13^th with 51.8 percent of the Latino population eligible to vote in the November elections. Those states include Vermont, Maine, Hawaii, New Mexico, Alaska, Montana, North Dakota, West Virginia, Florida, Pennsylvania, New Hampshire, and South Dakota, with percentages ranging from 61.9 percent to 51.9 percent. 

A record 27.3 million Latinos will be eligible to vote in the 2016 elections, which will include legislative and Congressional elections, United States Senator and President/Vice President.  The Hispanic population in Connecticut is the 18th largest in the nation. About 540,000 Hispanics reside in Connecticut, 1 percent of all Hispanics in the United States, according to data compiled by the Pew Hispanic Center.  In other key data:

• Connecticut’s population is 15 percent Hispanic, the 11th largest Hispanic statewide population share nationally.
• There are 280,000 Hispanic eligible voters in Connecticut—the 15th largest Hispanic statewide eligible voter population nationally. California ranks first with 6.9 million.
• Some 11 percent of Connecticut eligible voters are Hispanic, the 10th largest Hispanic statewide eligible voter share nationally. New Mexico ranks first with 40%.
• Some 52 percent of Hispanics in Connecticut are eligible to vote, ranking Connecticut 13th nationwide in the share of the Hispanic population that is eligible to vote. By contrast, about eight-in-ten (79 percent) of the state’s white population is eligible to vote.

The states with the largest Latino population are California, Texas, Florida, New York, Illinois, Arizona, New Jersey, Colorado, New Mexico, Georgia and North Carolina.  With the smallest Latino populations are two New England states – Maine and Vermont – along with North and South Dakota and West Virginia.  Another New England state, New Hampshire, is among the ten states with the smallest Latino population.

Among Connecticut’s Congressional Districts, the share of eligible voters who are Latino range from 6.4 percent in the 2^nd C.D. in Eastern Connecticut, to 12.9 percent in Western Connecticut’s 5^th Congressional District.  The percentages in the Connecticut’s other districts are 10.2% in the 3^rd C.D. (Greater New Haven), 11.8% in the 4^th C.D. (mostly Fairfield County) and 12.8% in the 1^st C.D. (Greater Hartford).

All demographic data are based on Pew Research Center tabulations of the U.S. Census Bureau’s 2014 American Community Survey.

Personal Financial Literacy Education Lacking in CT Schools

Only five states require a stand-along course in Personal Finance for high school graduation.  Connecticut is not one of them. With a statewide requirement unlikely, students in at least one town are trying to take matters into their own hands by advocating for financial literacy to be a graduation requirement.

In West Hartford, a student-driven petition has amassed about 600 signatures, The Hartford Courant reported recently.  For the class to be required, the town’s Board of Education would need to approve it.   

Two national reports highlight the lack of a requirement for financial literacy in order to graduate high school.  Fundamental knowledge, such as how to manage a checkbook and the impact of interest on outstanding loans or credit card purchases are staples of personal finance courses when they are offered.  Some schools in Connecticut offer such classes, but only a small percentage of students tend to take them, because they are not required.

One national report said of Connecticut, “personal finance is not included in the graduation requirements either as a stand-alone course or embedded in another course. And personal finance is not required to be offered or taken.”

Another national analysis noted the following:

• Since 2014, two additional states include personal finance in their K-12 standards and require those standards to be taught.
• While more states are implementing standards in personal finance, the number of states that require high school students to take a course in personal finance remains unchanged since 2014 – just 17 states.
• Only 20 states require high school students to take a course in economics – that’s less than half the country and two fewer states than in 2014.
• There has been no change in the number of states that require standardized testing of economic concepts – the number remains at 16.
• 75 percent of credit card carrying college students were unaware of late payment charges.

Connecticut’s Social Studies Framework, adopted a year ago, includes economics, economic decision-making, exchange and markets, the national economy and the global economy among “supporting disciplines” among the main concepts for world history instruction in grades 9-12.

Personal financial literacy, however, is not included.

The 2016 Survey of the States by the Council for Economic Education (CEE) shows that there has been slow growth in personal finance education in recent years and no improvement in economic education.

Every two years, CEE conducts a comprehensive look into the state of K-12 economic and financial education in the United States, collecting data from all 50 states and the District of Columbia. The biennial Survey of the States serves as an important benchmark, revealing “both how far we’ve come and how far we still have to go.” This year the report concluded that nationally “the pace of change has slowed.”

Connecticut state Sen. L. Scott Frantz has tried unsuccessfully to improve financial education in Connecticut for seven of the past eight years with proposed legislation that would require it, the CT Post reported recently. This year, due to a strong focus on the state budget, he’s been told introducing the bill again would be moot, so will wait until next year to broach the topic again, the Post reported.

“You have generations of kids graduating without a clue about managing their personal finances,” Frantz said. “It doesn’t have to be anything more sophisticated than how to balance a checkbook, understanding a credit card and interest rates, being aware of the marketing tactics that credit card institutions use. It’s an area that we need to improve upon significantly going forward.”

Champlain College's Center for Financial Literacy, using national data, graded all 50 states and the District of Columbia (D.C.) in 2015 on their efforts to produce financially literate high school graduates. In their review, 26 states received grades of C, D or F. Less than half were given grades A or B, and 29% had grades of D or F.  Connecticut was among those earning an F.

Of the states with failing grades, the analysis said: These states have few requirements or none at all for personal finance education in high school. High school students in these states are able to graduate without ever having the opportunity to take a course that includes financial literacy instruction.  The report noted that California, Connecticut, Massachusetts, Pennsylvania, Washington and Wisconsin have created programs that promote financial literacy education in high schools. However, this support does not eliminate the possibility of a student leaving high school without access to any financial literacy instruction prior to graduation.

“States that combine personal finance and economics, support teachers, and hold students accountable for learning objectives have the best chance of promoting the development of young people who are better financial managers and stewards of their credit—behaviors with which many, if not most, young people tend to struggle,” said J. Michael Collins of the University of Wisconsin-Madison’s Center for Financial Security. “Rigorous state standards can facilitate local schools to implement well-designed programs, which in turn expose students to concepts they otherwise would not learn.”

Focus Shifts from Veterans to Children in Efforts to Combat Homelessness

As progress is being made in Connecticut and across the country to end homelessness among veterans, greater attention appears to be turning next to homelessness among families with children. Families with children under age 6 are the fastest growing segment of the homeless population in the United States, Myra Jones-Taylor, Commissioner of Connecticut’s Office of Early Childhood, told state legislators recently.

In Connecticut, an estimated 3,000 to 9,000 families with young children are homeless, Jones-Taylor said. Of that estimate, approximately 1,125 families experienced homelessness in 2015 with 2,022 children impacted. Of those children, 43 percent were under the age of 5 and 42 percent were between the ages of 5 and 12.

Governor Malloy announced last month that the federal government has certified Connecticut as having effectively ended homelessness among veterans.  Just the second state in the nation to accomplish the milestone, Connecticut has implemented a comprehensive, unprecedented system to target homelessness among veterans.  Connecticut was one of the first states to join a national initiative that sought to secure commitments from communities across the country to end veteran homelessness by the end of 2015.

Nationally, between 2009 and 2015, there has been a 35 percent reduction in the number of homeless veterans, according to a Governing magazine’s review of data from the Department of Housing and Urban Development, published this month.  In addition to Connecticut, major cities including New Orleans, Houston and Las Vegas have indicated that “they’ve effectively eliminated homelessness among veterans.”

“But most people who are homeless are not veterans.  And in many of the nation’s large cities, homelessness among the general population appears to be getting worse,” the magazine points out.  Between 2014 and 2015, overall homelessness in the nation’s 50 largest urban areas increased by 3 percent.  The number of unsheltered individuals in those cities went up 10.5 percent and the number of unsheltered people in homeless families grew by 18.8 percent, Governing revealed.

Many attribute the success in reducing the veteran homeless population to an aggressive well-planned effort initiated at the federal level, and are looking for similar efforts focused on homeless youth.

In President Obama’s budget plan submitted to Congress this year, he requested $10.967 billion for the purpose of reaching and maintaining the goal of ending family homelessness by 2020. The National Alliance to End Homelessness emphasizes that “should this request be enacted by Congress, it would give communities what they need to end homelessness for families with children.”

Connecticut Child Advocate Sarah Healy Eagan has said that “research has shown that homelessness puts children at increased risk of health problems, developmental delays, academic underachievement, and mental health problems.”

According to the National Low Income Housing Coalition (NLIHC), the federal Department of Housing and Urban Development (HUD) is asking Congress to provide sufficient funding for 10,000 new housing choice vouchers for homeless families with children, funding for 25,000 new permanent supportive housing units, and funds to provide 8,000 families with rapid rehousing assistance.

In addition, HUD announced a legislative proposal where it will seek $11 billion in mandatory spending over the next 10 years to serve a total of 550,000 families with additional vouchers, permanent supportive housing, and rapid rehousing assistance.

At a February public hearing at the State Capitol focused on proposed Senate Bill 10, which focuses on child care for homeless families with children.  It would create a “protective services” category for children experiencing homelessness, making them “categorically eligible” for child care subsidies regardless of the parent’s work status; and, ensure immediate access to child care for all children by creating a 90-day grace period for providing documentation of health and immunization records when enrolling in a child care center, group children care home, or family child care home.

The executive director of the Partnership for Strong Communities, Alicia Woodsby, testifying in support of the legislation, expressed the hope that its passage would “assist providers in resolving each case of family homelessness more quickly,” noting that families experiencing homelessness lack employment and are struggling with extreme instability.  The lack of child care makes it even more challenging for them to participate in worker training or secure new employment.”

The coalition of organizations and agencies led 2016 Homelessness & Housing Advocacy Days on March 2 and 3 at the State Capitol, drawing attention to the issue of homelessness, including homelessness among children and families.

There are wide estimates of just how many young people are homeless nationwide, according to the Child Welfare League of America, ranging from half a million to 1.6 million with estimates that up to 40 percent are gay, lesbian, questioning or transgender. Many of these young people have been kicked out of their own homes and are responsible for their own survival and are frequent targets of exploitation, trafficking and abuse while living on the streets CWLA points out.

The White House has pointed out that three years ago, in February 2013, the U.S. Interagency Council on Homelessness (USICH) issued a  Framework to End Youth Homelessness detailing the steps necessary to achieve the goal of ending youth homelessness by 2020, and strategies to improve outcomes for children and youth experiencing homelessness.

Officials noted that “the framework articulates the need for government, non-profit, civic, and faith community partners to focus together on the overall well-being of youth experiencing homelessness — addressing not just their need for stable housing, but also their educational and employment goals, and the importance of permanent adult connections in their lives.”

The conclusion of that report stated flatly that “we can end youth homelessness in America by 2020.”  The report emphasized that “Reaching this goal will require more resources at all levels and sectors, but resources are not enough. At all levels of policy and programming, we have to continuously challenge ourselves to gather and use better data, to leverage existing resources available to us, to implement more deliberate service strategies informed by good data and stakeholder input, and to coordinate systems and services around those strategies.”

“Access to high quality early care and education is extremely important for all children, but especially for children in vulnerable circumstances,” Rachel Leventhal-Weiner, Education Policy Fellow at Connecticut Voices for Children, told legislators.  “We consider homeless children to be among the most vulnerable.”

Plans for Expanded State Civic Network Gains Support of Open Government Advocates

Advocates for government transparency are lining up in support of legislation that would establish a “state civic network” for Connecticut, similar in structure to the national C‐SPAN model. The independently financed, non-profit network would expand access to the workings of the three branches of state government by building on the present CT-N system, which has been funded directly by the General Assembly since 1999. The new network would dramatically extend televised and online coverage and “on-demand access” to all legislative hearings and debates, as well as public policy conferences, regulatory hearings, executive agency meetings, and state Supreme Court and Appellate judicial proceedings.

The result would be searchable, shareable library of state government deliberations, decisions and activities – and the tools to make it understandable and useful – available to every citizen through cable TV, online and mobile devices.

“Access to government information is the key way for the public to know what its government is doing,” according to the Connecticut Commission on Freedom of Information. Calling the proposal “pro‐ transparency and cost‐saving,” Executive Director Colleen Murphy underscored the Commission’s commitment to encouraging citizen engagement. The State Civic Network “will bring the workings of government into people’s homes...in a most productive, timely, and professional manner.”

The Board Chair of the Connecticut Public Affairs Network, which operates CT-N under contract to the state legislature, indicated that the network “was never intended to be a service OF government, but rather ABOUT government – as are the national and municipal services that welcome citizens to unbiased channels that provide access and context," said veteran Connecticut television news anchor Pat Sheehan. "Technology now allows the coverage of all government activities, archived and searchable files, and presentations that appeal not-only to government insiders, but to the general public as well.”

The public’s expectation of coverage has changed over the past seventeen years,” said Paul Giguere, the founder of the network and CEO of the independent non‐profit Connecticut Public Affairs Network (CPAN). “Technological innovations have changed how and when citizens access information, and a state civic network will use emerging technologies to allow greater public engagement with the development of policies and legislation that affect us all.”

Giguere pointed out that “there are 10 hearing rooms, but CT¬N’s physical plant limits us to covering only two events concurrently. That means up to 80% of the Legislative committee process at any given time goes unseen. Our capacity to cover the Executive and Judicial Branches is even more limited.”

The Connecticut Council on Freedom of Information, the Society of Professional Journalists, and the Connecticut Conference of Municipalities (CCM) have endorsed the proposed legislation to expand coverage throughout state government, as have advocacy groups such as the American Association of Retired Persons (AARP), CT Community Non‐Profit Alliance, the League of Women Voters, the Connecticut Education Association, Common Cause, and the Connecticut Citizens Action Group (CCAG).

The proposed State Civic Network is now being considered by the legislature’s Joint Committee on Government Administration and Elections. Under the plan, management and operational funding would be provided through a process that already exists for local community access stations, regulated by PURA, the state’s Public Utility Regulatory Authority. PURA has an extensive history of selecting non‐profit managers for government‐use channels that provide local public, educational, and government programs within cable television franchise areas. These channels are likewise supported through programming fees charged by cable companies, rather than by taxpayer funds, CT-N officials pointed out.

The plan drew opposition from AT&T, with the cable provider warning in legislative testimony that it would "have a real impact on consumers’ ability and willingness to continue to buy video service."   CT-N "should be required to annually justify its budget to the General Assembly like any other proposed expenditure,"AT&T said in a prepared statement.

CFOG, the Connecticut Foundation for Open Government, noted dramatic changes in the way citizens access news, with increased reliance on social media and mobile devices. Funded by a subscriber fee similar to how C‐SPAN and community access stations are currently funded, CFOG notes, “the new entity would be monitored and accountable to the public, but independent from government itself.”

The State’s Office of Consumer Counsel, created in 1975 by the legislature to act as the advocate for consumer interests in all matters and “fight for the most reasonable rates,” endorsed the State Civic Network proposal after “carefully analyzing” a monthly fee of less than $0.50 per subscriber. Consumer Counsel Elin Katz said “a thriving democracy requires citizen access to information relating to their government, access that is ideally broad and unfettered.”

“Best of all,” she added, “this proposal will create a permanent and searchable online library of public documents and visual recordings of state government events that would be of great use both to the public and to the elected officials who serve them.”

CPAN launched the CT-N network for the Connecticut General Assembly in 1999 as a 24‐hour media service providing gavel‐to‐gavel coverage of state government and public policy on both television and internet platforms. In the intervening years, CPAN has extended the scope of its CT-N programming, adding coverage of electoral politics, news conferences, and a weekly review program, Capitol Report.

Editorial Cartoon by Bob Englehart

PERSPECTIVE: Jordan Porco Foundation’s Suicide Prevention Journey - Creating a Message of Hope for Young Adults

By Rachel Papke The Jordan Porco Foundation (JPF) is a Hartford-based non-profit foundation founded in 2011 by Marisa Giarnella-Porco and Ernie Porco after their son Jordan Porco died by suicide while a freshman in college. JPF’s mission is to prevent suicide, promote mental health, and create a message of hope for young adults. They accomplish their mission through innovative peer-based programs conducted in partnership with colleges and high schools. The journey started with tragedy and has evolved into a critical message of hope for young adults.

“Five years, five months, five days, five hours, five minutes, five seconds—it all feels the same. The loss of you has been huge to your whole family, we will never be the same. But the one thing that we have all vowed to do is make sure we continue to live, love, and care for everyone around us like you taught us. Your loss has saved so many. Thank you for giving us the strength to do what we do with your foundation and mission,” said Porco.

In five years, JPF has grown to become a nationally recognized leader in the field of suicide prevention. Suicide is the second leading cause of death for young adults aged 15-24 in the U.S.¹ We know that more than 2 million college students (out of 20 million total) contemplate suicide, and that 1.2 million high school students (out of 14.9 million total) attempt suicide each year.² Young adult suicide is a major public health concern, which has led to the formation of a National Suicide Prevention Strategy. JPF’s primary prevention programs connect with and are advised by National Strategy. Their programs have been designed to fill gaps in existing suicide prevention strategies in schools and communities.

With the generous support of private donors, corporate sponsorships, and foundation grants, JPF provides critical mental health awareness programming for young adults. By forming partnerships with high schools, two and four year colleges, community organizations, foundations, and leading prevention providers, JPF delivers innovative programs that increase awareness of the mental health resources and services available to young adults.

JPF’s goal is to break through the misconceptions around mental health and suicide that often deter individuals from seeking help with programs designed to empower peers to be gatekeepers by understanding the warning signs and knowing what to do if a friend is exhibiting signs of suicide or a mental health concern. Since inception, JPF has engaged tens of thousands of students. The programming empowers young adults to take charge of their mental health.

“We've received incredible support from our network of friends, family, business leaders, colleges, and universities. This generosity has been integral to expanding recognition of our suicide prevention and mental health promotion programs for colleges and universities—nationwide. At our 5th Annual Gala we'll journey through the beginning, the progress along the way, and what’s next. This generation of young adults is our future and our network of supporters enables us to continue on our journey to provide young adults with a message of hope," said Giarnella-Porco.

On April 2, 2016, JPF will host their 5th Annual Jordan’s Journey Gala at Mohegan Sun Casino in Uncasville, CT. You are invited to purchase tickets to this year’s Jordan’s Journey Gala. JPF is incredibly grateful for kindness—the theme of this year’s Gala. The kindness of many continues to instill hope and is a catalyst for change.

JPF will present four awards including the Community Mental Health Advocate of the Year Award to United States Senator Chris Murphy, who will be in attendance, in recognition of his advocacy of mental health legislation in Congress.

The Perfect Promotion will sponsor the evening’s keynote speaker. Jody Ferrer, President of The Perfect Promotion, said, "As a Mother I have a profound heartfelt connection with the Jordan Porco Foundation's mission. I want to support the journey; to give high school, and college age kids the resources and tools they need to cultivate hope.”

The keynote speaker will be the Emmy Nominated Motivational Speaker and Mental Health Advocate, Jordan Burnham, who tours the country speaking to high school and college-aged students about depression and other mental health issues.

“Over the last three years, I've been able to see the difference that the Jordan Porco Foundation is making. This is possible because Marisa and Ernie are creating a culture of talking about mental health and suicide prevention on college campuses. Being a public speaker on mental health awareness is an incredibly rewarding experience, but, one of the best moments of my job was meeting two parents who had the bravery and passion to create such an impactful foundation. It's an honor that Ernie and Marisa have chosen me to be a part of their mission, their message, and the special night that the 5th Annual Jordan's Journey Gala will be,” said Burnham.

The numbers are daunting but progress can be made – and is being made - to save lives.  Your support helps keep program momentum strong and allows JPF to continue to expand programs nationwide. By supporting the mission to prevent suicide and promote mental health, you are creating a message of hope for the future generation of young adults.

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Rachel Papke is Communications Coordinator for the Jordan Porco Foundation.  She may be contacted at (860) 904-6041 or rachel@rememberingjordan.org.  Learn more about the Jordan Porco Foundation at www.rememberingjordan.org

PERSPECTIVE commentaries by contributing writers appear each Sunday on Connecticut by the Numbers.

LAST WEEK: Connecting the Dots… to Transit-Oriented Development

About the Jordan Porco Foundation

The Jordan Porco Foundation’s mission is to prevent suicide, promote mental health, and create a message of hope for young adults by providing engaging and uplifting programming. Their programming emphasizes peer-to-peer messaging promoting help seeking behavior, self-care, and coping skills. They challenge stigma by talking openly about mental health, and educating about the risk factors and warning signs of suicide and other related mental health concerns. 

¹ Centers for Disease Control, “Understanding Suicide 2015 Fact Sheet,” National Center for Injury Prevention and Control, http://www.cdc.gov/violenceprevention/pdf/suicide factsheet-‐‐a.pdf

² National Center for Education Statistics, “Back to School Statistics 2015, http://nces.ed.gov/fastfacts/display.asp?id=372 and Centers for Disease Control, “Youth Risk Behavior Surveillance—United States, 2013,” Morbidity and Mortality Weekly Report 63.4; 13 June 2014, http://www.cdc.gov/mmwr/pdf/ss/ss6304.pdf

Best State for K-12 Education? Connecticut Ranked #1

For the second consecutive year, Connecticut ranks first in the U.S. for its K-12 education system, according to a new ranking of states, one of only four states to earn an “A” on the annual report card. An analysis by the financial website SmartAsset found that 75 percent of Connecticut high school graduates go on to attend college within 12 months of graduation, the third-highest college attendance rate in the U.S.  Connecticut also has the seventh-highest rate of participation in the advanced placement (AP) program, with 42 percent of 11th and 12th graders taking an AP class in 2015. Of those, more than 70 percent scored at least a 3 on their exam, the second-best percentage in the U.S. (A 3 is generally the minimum score required to be eligible for college credit from an AP class.)

Following Connecticut in the top ten are New Jersey, Massachusetts, and Delaware, the only other states to receive an “A”, followed by North Dakota, New Hampshire, New York, Nebraska, Montana and Virginia.  Connecticut, New Jersey and Massachusetts also ranked 1-2-3 a year ago.

"According to the National Education Association, Connecticut's public school revenue per student is $19,262, which places it fifth in the country when it comes to funding per student. Additionally, Connecticut ties with Nebraska for the ninth-best student-teacher ratio in the U.S., with roughly 13 students for every teacher," pointed out SmartAsset Data Editor Nick Wallace.

To determine which states have the best schools, SmartAsset reviewed seven metrics of school quality and performance in all 50 states. Along with the overall graduation rate in each state, they looked at measures such as the percentage of students taking a college entrance exam, the percentage of students taking an advanced placement test and the student-teacher ratio.

There was a significant negative correlation (-44 percent) between the student-teacher ratio in states and the graduation rate, the analysis indicated. States with a lower student-teacher ratio tended to have a higher graduation rate. Seven of the eight states that received an F in SmartAsset’s analysis are in the western U.S. Nevada, Arizona and Oregon, for example, have student-teacher ratios that are higher than average and graduation rates that are lower than average.

Since public school districts are funded and administered at the state and local level, there are large disparities between states when it comes to school performance, the website pointed out.  While the national high school graduation rate is about 80 percent, a handful of states have a graduation rate of 90 percent. Connecticut’s rage is 87 percent.  At the bottom of the graduation rate list are New Mexico, at 69 percent and Nevada at 70 percent.

Remarkable Tenacity, Inspiring Music Distinguish CT’s New State Troubadour

It is a singular distinction.  Singer-songwriter Kate Callahan, a native of West Hartford and current  Hartford resident, has been selected as State Troubadour, to serve a two-year term beginning this month. Connecticut is the only state in the nation that honors a singer-songwriter with a formal position. The State Troubadour serves as an ambassador of music and song and promotes cultural literacy among Connecticut citizens.

Callahan’s extensive touring, public speaking, and teaching make her a natural fit for the position. “Connecticut Roads,” her original composition, tells a story of Connecticut people and places, and is a joyous, melodious remembrance of growing up in the Nutmeg State.   “This is where I’ve gotten my start and I see friends on the road of life… we do it here in this place we call home.”

With the new statewide platform, she plans to bring therapeutic music to Connecticut inmates, perform at State and local ceremonies, start her own grassroots record label, and share her experiences with the healing power of music.

At the age of nineteen, she sustained traumatic brain injury in a skiing accident. She had to withdraw from college and rehabilitate five days a week for a year until her insurance ran out. Her doctors told her she had plateaued. Callahan knew she had more desire to heal than the doctors could see, so she took up acoustic guitar lessons.

Her short-term memory was so impaired that she couldn’t remember that she was taking lessons from week to week. Over time, however, she began to remember and saw improvements in her coordination, eyesight, and guitar playing. She began writing songs soon after that and felt compelled to share them with small audiences at open mics. Open mics turned into features, opening sets, and headlining appearances at venues throughout New England.

In the years since her tenacious recovery, the 16^th Connecticut State Troubadour has earned many accolades in her home-state, having been named Best Singer-Songwriter by the Connecticut Music Awards, Featured Artist of the Year by the Greater Hartford Arts Council, and Best Solo Performer by the Hartford Advocate. She was also awarded the Hartford Courant's "Woman of Character Award” for her involvement in schools and on stages.

Callahan began her two-year tenure as Connecticut State Troubadour at the State Capitol on Wednesday March 2.  Her performance of the original song, Connecticut Roads, concludde Connecticut Arts Day, the first of its kind in over ten years. The event brought together a broad cross section of policy makers, arts, cultural and creative industry organizations and individuals from across Connecticut.

The day-long event was sponsored by the Connecticut Office of the Arts in partnership with the Designated Regional Service Organizations, Connecticut Arts Alliance, Connecticut Arts Council, Culture & Tourism Advisory Committee and the Connecticut Arts Foundation.  The day included panel discussions, guest speakers, and a range of performances from individuals, groups and organizations from throughout the state.

The honorary position of Connecticut State Troubadour was established in 1991 by the State of Connecticut.  The Connecticut Office of the Arts (COA) appoints an individual resident singer-songwriter as State Troubadour based on the recommendation of a review panel.

Recent State Troubadors include Kristen Graves, a singer/songwriter and activist from Fairfield (2013-2015), Charles (better known as Chuck) Costa of Madison (2011-2012), Lara Herscovitch of North Guilford (2009-2010), and Pierce Campbell (2007-2008).

Callahan’s music has been described as soulful, inspirational, lyrical and mystical at times, and Callahan has been described as “unapologetically optimistic” in concert. The Boston Globe calls Callahan "an award-winning singer who rose from a calamitous injury to claim her creative life.”

During April, Callahan will be performing in Manchester, Hamden and Wethersfield as her tenure as State Troubadour, the 16^th in state history, gets underway.   To learn more about Kate Callahan, visit her website www.Kate-Callahan.com