Women in Manufacturing Bring Summit to Hartford Next Week

The 800-member Women in Manufacturing (WiM) professional organization will hold their annual Summit at the Connecticut Convention Center in Hartford, September 13 - 15, 2017. This annual Summit is geared toward women who have chosen careers in manufacturing and want to share perspectives and network with others in the industry. It is expected to attract more than 300 professional women in manufacturing, with titles ranging from production to CEO. Attracting hundreds of women in manufacturing from across the country, WiM's annual Summit is the only national conference of its kind. This networking and educational event features manufacturing plant tours, professional development tracks, industry roundtables, keynote presentations and social events to expand participants' networks.

Plant tours that have been organized as part of the conference agenda include visits to Kaman Corporation, CNC Software, Hartford Flavor Company, TRUMPF Inc., and Pratt & Whitney, all on the opening day of the conference on September 13.

Break-out sessions will focus on Technology, Leadership & Professional Development, Operational Excellence, and Diversity & Inclusion.  Speakers at conference-wide sessions will discuss topics including “Engineering Young Women,” “Developing Your Personal Brand,” “Recruiting A Pipeline for Skilled Labor Positions,” “Empowering Women Through Sales,” and “The growing Digital Intensity of Manufacturing.”

Speakers will include Jonna Gerken, Manager, PCME Group, Pratt & Whitney and the president of the Society of Women Engineers, and George Saiz, President & CEO of The Association for Manufacturing Excellence.

The Board Chair of Women in Manufacturing is Sheila LaMothe, Vice President of Strategic Initiatives for Goyer Management International, a Florida-based company.  Previously, she spent 15 years responsible for the marketing and public relations activities for TRUMPF Inc. in Farmington, CT, initially serving as Marketing Manager before becoming Associate Director of Marketing & Public Relations. She founded the WiM Connecticut Chapter and served as chapter chair until her relocation to Florida.

Among the host committee members is the Connecticut Business and Industry Association.  The New Haven Manufacturers Association and the Waterbury Regional Chamber’s Manufacturer’s Council are among the Supporting Partners for the Summit.

This is the organization’s first summit to be held in the Northeast.  The Summit location moves around the country giving attendees the opportunity to experience manufacturing and develop their networks throughout the United States.  The  6^th annual summit was held last year in Nashville, TN.  Previous events were held in Minneapolis, MN; Schaumburg, IL; Dearborn, MI; Milwaukee, WI; and Cleveland, OH.

How Connected is Connecticut? State Ranks 6th in the USA

Internet access is as good in Connecticut as just about anywhere else in the country.  A new report on the Top Connected States in America ranks Connecticut as the 6th most connected state in the nation. The analysis, by USDish.com, found that the top 10 states showing excellent connectivity to broadband all value connecting rural citizens to the resources they need to succeed economically, both in school and at work. “Overall we found that the most important factor in these states’ ability to connect rural citizens to the internet were the use of government funded broadband task forces, infrastructure maintenance, and local support. The states that listened to the community were more likely to connect them to proper resources and economic growth flourished.”

While Connecticut ranked 6^th overall, the state’s ranking varied in each of the categories of the analysis:  Connecticut ranked 10th in Access, 1st in Rural Access, 12th in Speed, and 21st in Support (by government).

Analysts compiled and ranked the report using data from the American Community Survey, conducted by the U.S. Census Bureau, the EducationSuperHighway non-profit, Fastmetrics, the National Conference of State Legislatures (NCSL) and the Institute for Local Self-Reliance.

Connecticut ranked 10^th in Access, 1^st in Rural Access, 12^th in Speed, and 21^st in Support.  The top five states for Rural Access were all in the Northeast – Connecticut, Massachusetts, New Hampshire, New Jersey, and Rhode Island. “Perhaps the emphasis on education and communication makes it easier to access the internet as a student, even in a rural area like Connecticut,” the analysis stated.

The analysis points out that a main reason why people don’t have access to broadband internet is due to a lack of income. Cited is a Pew Research poll that found 23 percent of people making under $30,000 per year don’t use the internet, possibly because of the high price for something they don’t consider a basic need. Most rural schools across the country still lack access to fiber and pay more than twice as much for bandwidth.

In contrast, Minnesota, New Hampshire, Oregon, and Maryland all have state government broadband task forces which promote the expansion of internet access throughout their rural areas, the analysis points out.

For internet access per state, the USDish team analyzed the percentage of school districts meeting a minimum of 100 Kbps per student.  They also examined the percentage of those with an internet subscription, and the total percentage of users with any access to the internet at all, be it in the form of a community library, town hall, or school.

Speed was analyzed by the average Mbps per state, and they evaluated states on whether they had a stimulus project, broadband task force, or whether the state had barriers preventing them from expanding the connectivity of those living in the area (i.e. laws, infrastructure support, prohibitions, etc.). As for rural area access, data on the number of households that had broadband internet in both urban and rural areas was used.  USDish.com is an authorized retailer of DISH Network.

National Immunization Month Concludes as School Year Begins

National Immunization Awareness Month (NIAM) is an annual observance held in August to highlight the importance of vaccination for people of all ages, and communities throughout Connecticut are responding with local initiatives aimed at increasing public awareness and understanding. NIAM was established to encourage people of all ages to make sure they are up to date on the vaccines recommended for them. Communities nationwide – including in Connecticut - have continued to use the month each year to raise awareness about the important role vaccines play in preventing serious, sometimes deadly, diseases.

NPHIC, in collaboration with CDC’s National Center for Immunization and Respiratory Diseases, developed information focusing on various age populations, including Babies and young children (July 31-August 6); Pregnant women (August 7-13); Adults (August 14-20); Preteen/Teen (August 21-27); Back to School (July/August).

Among the Connecticut communities participating through the end of the month are Bridgeport, Danbury, Hartford, Naugatuck Valley, New Britain, New Haven, Norwalk, Stamford, Torrington, Waterbury and West Haven.  In West Haven on Thursday, for example, there will be an information table at the West Haven Farmer’s Market.  That same day in New Haven, immunization coordinators will be on hand at the New Haven Health Department offices. Other communities have been utilizing social media, meeting with parents and students to assist with immunization information at the start of the school year, providing explanatory materials and making health department staff available for public information sessions.

The Connecticut Department of Public Health (DPH) explains that most vaccine-preventable diseases are caused by germs that are called viruses or bacteria. Vaccines to help prevent these diseases generally contain weakened or killed viruses or bacteria specific to the disease. Vaccines help your body recognize and fight these germs and protect you each time you come in contact with someone who is sick with any of these diseases.

There are a series of steps that your body goes through to develop immunity through vaccination, the DPH website explains:

• a vaccine is given by a shot (influenza vaccine may be given by a nasal spray and rotavirus vaccine is given by mouth).
• over the next few weeks your body makes antibodies and memory cells against the weakened or dead germs in the vaccine.
• the antibodies can fight the real disease germs if you are exposed to the germs and they invade your body. The antibodies will help destroy the germs and you will not become ill.
• antibodies and memory cells stay on guard in your body for years after vaccination to safeguard you from the real disease germs.

The Connecticut Vaccine Program is Connecticut’s childhood vaccination program. It ensures all children in the state get the vaccinations they need, when they need them, to stay healthy. The state buys vaccine at the lowest possible price through a government contract, and gives the vaccines at no cost to clinics, private doctors, and other health care providers. These providers then vaccinate children without charging patients for the cost of the vaccine (health care providers may still charge an administration fee). Without this program, some insurance companies may not cover the full cost of vaccine, making it too expensive for some families.  There are hundreds of health care providers enrolled in the Connecticut Vaccine Program (CVP) throughout the state, according to the department.

Most vaccines are given to babies and young children, DPH points out, but “some are needed throughout your lifetime to make sure you stay protected. This protection is called immunity. Vaccines are an important and safe way to keep you healthy.”

Former CT Sportscaster Handling Weather Reporting Duties During Hurricane in Houston

Khambrel Marshall, who once delivered the evening sports news on Hartford’s Channel 3, has accomplished the rare broadcast trifecta – he has been a sports anchor, news anchor, and weather reporter during his career – all in some of the nation’s largest media markets.  It is a career with heightened visibility in recent days, as a Hurricane Harvey barrelled in on Houston, where Marshall is an on-air member of the NBC affiliate’s “Severe Weather” team, as well as the host of a weekly public affairs program on KPRC-TV. Joining the WFSB sports team in 1980 at age 27, Marshall spend five years at channel 3, moving from the nation’s number 23 TV market to number 13 when he relocated to Miami in 1985.  At the time, he became the first black sports anchor in South Florida, according to published reports.  He had received his broadcasting degree from Arizona State University while working in his first job in television as weekend sports anchor in Phoenix, prior to arriving in Hartford. He remained in sports until news captured his attention while he was sports director in Miami and was called upon to anchor during Hurricane Andrew.

In a 1980 interview published in Hartford Sports Extra, Marshall said “I’m an honest person.  And I have a great rapport with people.”  That has been evident at each stop in his career, because, Marshall explained three decades ago, “I like to rub elbows. I really like to meet the folks.”  He was one of 12 recipients to receive the National Community Service Award from the Westinghouse Corporation and was named "Outstanding Young Floridian" by the Fort Lauderdale Jaycees for his humanitarian efforts in the wake of Hurricane Andrew.

Marshall later joined KPRC in Houston in 1999 as a news anchor after 13 years in Miami.  He left the air in 2006 to accept a producer's position.  He then returned as a member of the station’s "Severe Weather Team."  He also airs a weekly public affairs program, Houston Newsmakers, that airs on Sunday mornings, just after Meet the Press.   He is approaching his 2oth anniversary at the Texas station, just a couple of years away.

A self-proclaimed "weather geek" since high school, he earned his Broadcast Meteorology Certification from Mississippi State University – after his broadcasting career was already underway.  Living through and reporting on Hurricane Andrew solidified his thirst for meteorological knowledge, specifically tropical weather phenomena.   It is an interest, and experience, that has been on display over the weekend in Houston.

Among his numerous honors is one of broadcasting's top awards, the Emmy, for a feature series titled "Guardians at Sea," chronicling the efforts of the U.S. Coast Guard to rescue Cuban and Haitian refugees crossing the Florida Straits.

He almost came to Hartford two years earlier, after the president of Post Newsweek, then the owner of WFSB, saw him on the air in Phoenix.  The station’s news director got in touch.

“He said the president of Post Newsweek stations saw in Phoenix for a convention or something, saw me on the air, and would like me for the Hartford station.”  Marshall recalled that although he liked Hartford, he decided to stay in Phoenix.  Two years later, after a brief stint in Detroit, Marshall and Hartford connected as he became the sportscaster on the 11 PM newscast, joining a team led by veteran sportscaster Dave Smith.

Marshall has made his mark supporting local nonprofit organizations in addition to his on-air work.  He supports Big Brothers Big Sisters, and was March of Dimes Texas Communications volunteer of the year twice.  He is a past Chairman of the Executive Committee of Big Brothers Big Sisters of Southeast Texas, and recent board member of Collaborative for Children.  In addition, he is a Senior Fellow in the "American Leadership Forum: Houston/Gulf Coast Chapter." The intense ALF one-year program is designed to join and strengthen diverse leaders in the community to better serve the public good.  Marshall was married in 1979 – just months before landing at WFSB in Hartford - to his wife Debbie, and they have two daughters.

Stamford Taking Strides to Respond to Student Mental Health Concerns; Research Recommendations Lead to Progress

Stamford Public Schools, acting on recommendations developed by the Child Health and Development Institute of Connecticut (CHDI), is making strides in addressing students mental health needs that may provide effective approaches for schools systems in Connecticut and nationwide that are looking to better address mental health issues, especially in light of increased public attention on issues from suicide prevention to trauma response. “While appreciating that the schools’ primary role is to educate children, many districts such as Stamford are increasingly seeking ways to address behavioral health concerns as an important way of supporting academic achievement, school climate and overall well-being,” said Dr. Jeana Bracey, Director of School Community Initiatives at CHDI.

Results reported in an Issue Brief published by CHDI highlight some of the measurable “improved outcomes” in Stamford Public Schools following an intensive study and systemic recommendations for what is described as a “trauma-informed model for school mental health”:

• Data from 76 Stamford students who completed specific programs in FY 17 and 31 students in FY 16, showed significant reductions in PTSD symptoms and problem severity symptoms.
• Feedback from parents and teachers indicate a decrease in the severity of behavioral concerns in the classrooms and at home.
• School personnel report important changes in culture and climate that reflect an understanding of trauma, how it impacts students, and how to better address students’ needs using supportive and restorative approaches, rather than punitive measures.

The review of Stamford’s mental health services and supports for K-12 students, initiated in 2014   following a series of student suicides and an increase in the number of students experiencing suicidal thoughts and hospitalization, included an examination of the behavioral health needs of students, as well as the districts’ strengths and areas of concern in addressing these needs.  The process included focus groups and interviews and led to recommendations for improving Stamford’s school-based and school-linked mental health services and supports in four priority areas initially:

• Ensuring Sufficient Clinical Staff Capacity
• Providing Professional Development in Mental Health
• Engaging in Mental Health Planning and Oversight
• Promoting Data Collection and Evaluation

In the 2 ½ years since CHDI began to work with Stamford, the local school district has expanded the number of evidence-based services for students from zero to four, implemented district-wide trauma and behavioral health training and supports for staff, and collaborated to build internal capacity and integrate community and state resources and services for students.

Overall, officials report positive feedback from parents, teachers and other school personnel to the changes, and their impact on students and the school communities.

The Issue Brief notes that “Lessons learned in Stamford can help guide other districts seeking to improve their mental health services and supports.”  Among the recommendations to achieve a system “that is more responsive to the needs of their students,” are a commitment from district administrators and school board members, a comprehensive needs assessment, an examination of public and private funding sources, a blending of school-based and community-based services, establishment of peer groups to support mental health staff, and creating small pilot projects that would provide information that would inform subsequent efforts.

In Stamford, CHDI assisted in training school social workers and psychologists to deliver Cognitive Behavioral Intervention for Trauma in Schools (CBITS), a school-based group intervention for grades 5-12, and its counterpart for younger elementary school children, Bounceback.  CBITS began in July 2015 and has been used in 46 schools across the state, reaching more than 800 students.  The results in Stamford mirrored those in other communities utilizing the approach; it has been shown to reduce PTSD and depression symptoms and psychosocial dysfunction in children who have experienced trauma.

Significantly, of the children who likely met the criteria for PTSD prior to treatment, approximately half of them no longer met the criteria for PTSD after 10 sessions of CBITS/Bounce Back.

The Child Health and Development Institute (CHDI)’s goal is to improve the health and well-being of Connecticut’s children by building stronger and more effective health and mental health systems that result in better outcomes for all children in Connecticut, especially the underserved.  The organization pursues these objectives with research, evaluation, training and technical assistance and support for demonstration projects that inform system change.

PERSPECTIVE: Reexamining Our Approach to College Access

by Angel B. Pérez Recently, I read yet another higher education professional’s case for standardized testing, specifically that making such tests free and universal would help level the playing field for low-income and minority students seeking access to top colleges. But while the SAT’s hefty $57 fee contributes to the barriers low-income students face, eliminating it won’t solve the problem. Access to higher education in America is much more complex.

The problem is our nation’s inability to offer consistent college preparation, academic rigor and counseling across varying socioeconomic communities. Data from the College Board show that the higher your family’s income, the higher your SAT scores are. Standardized tests then do more to keep low-income students out of top colleges than to invite them in. There is no shortage of talent in America. The shortage lies in its cultivation.

Many countries surpassed the United States in educational attainment because they believe in providing equal educational opportunity for all.  In fact, the Organisation for Economic Co-Operation and Development, which measures global student performance, notes that the U.S. is not on the top 10 list of achievement in Math, Reading and Science. Canada and Japan on the other hand, are. What do these two nations have in common? Both made equal access to educational opportunity a top priority.

In Japan, students may live in a poor neighborhood, but they don’t attend poor schools. In Canada, one third of young people come from immigrant families and, when given the same educational opportunities, perform at the same level as their peers. Equity has clearly benefited Canada tremendously since it is the only nation in the world where more than half its citizens have a college degree. Unfortunately, the U.S. lags behind on this issue. Instead of exerting energy investigating “affirmative action” in college admissions, perhaps the current administration could address the educational inequities that have resulted in America being knocked off the world stage.

A study by the National Association for College Admission Counseling shows that the average public school counselor has a caseload of 476 students and spends only 22% of his or her time on postsecondary counseling. This is in stark contrast to the 55% that private school counselors spend. Most low-income high schools can’t afford to offer expensive test-preparation courses to their students, and while free or low-cost online options are available, the services offered to students who pay for preparation courses are unparalleled.

Yet knowing how stark the contrasts are in preparation between low- and high-income students in America, most colleges still insist on using an exam that was created in 1926 by Carl C. Brigham to “test” America’s intelligence. The exam was originally touted as a tool of meritocracy, the great equalizer among students in America. We all know that dream never actualized. Our world has evolved tremendously since then, and a one-size-fits-all approach cannot be used to evaluate whether a student is ready to succeed in college. Our nation’s talent abounds. It’s higher education’s job to identify it.

From my own experiences as a vice president and teacher at several of America’s most selective institutions, I know it’s easy to dismiss an applicant because he or she doesn’t meet the university’s average test scores, or even worse, would hurt its average on U.S. News and World Report rankings.

But research shows that rather than test scores, the best predictors of success in college are high school grades and academic rigor.

At Trinity College, I have led efforts to rethink how we admit students, and we’ve changed our admissions process to think differently about what it means to be “college ready.” One of the changes we made was to adopt a test-optional policy. Next month, the college will welcome the most diverse first-year class in its history. It includes the highest number of low-income and first-generation students in Trinity’s history. In addition, the academic profile has increased tremendously. The Class of 2021 has twice as many students at the top of our academic evaluation scale as last year’s entering class. We focus on grades, rigor, curriculum and all quantitative data high schools submit to us. But we also pay very close attention to personal qualities that we know will help students succeed in college—qualities such as curiosity, love of learning, perseverance and grit.

Since we’ve redefined our admissions process, members of our faculty have told us that their students are more curious, engaged and involved. Isn’t that what we want from all of our students?

If our educational system in America provided equal educational opportunity to all students regardless of income level, making the SAT and ACT free might significantly increase the number of low-income students in college. However, since this is a far cry from our current reality, it is higher education’s responsibility to think more creatively about whom it allows in the door. We are a long way from ensuring that every citizen has equal access to high-quality education, but in the meantime, universities can play a significant role in ensuring inclusivity of all talent.

The demography of the U.S. is shifting dramatically. Our population is younger, more diverse and less wealthy. If we are going to prepare the nation for future challenges and regain our status on the world stage, we must rethink our approach to college access. We either fundamentally change student preparation for college or make our admissions processes more inclusive of diverse talents and less traditional—but more predictive—measures of success. Actually, our nation’s future depends on our doing both.

________________________

Angel B. Pérez is vice president for enrollment and student success at Trinity College in Hartford.  This article first appeared in the New England Journal of Higher Education.

CT Educator Named to Key Post in International Dyslexia Organization

The International Dyslexia Association (IDA) has named Fairfield University’s director of Reading and Language Development, Jule McCombes-Tolis, PhD, as the organization’s new chief academic officer for Educator Training Initiatives.  McCombes-Tolis will continue to serve as director of the Reading and Language Development program at Fairfield as she takes on new responsibilities with the IDA. The mission of the IDA is to support individuals who struggle with dyslexia and other related reading differences around the world. The 63-year-old organization provides current and reliable research to educate families and professionals about dyslexia, and to identify policy changes needed to deliver effective instruction to all students. 

Dr. McCombes-Tolis has been an advocate for student literacy growth throughout her career, including faculty positions at University of Saint Joseph (USJ) and Fairfield University. In addition to holding credentials in both special education and remedial reading, she has served families and school districts across the state of Connecticut - from Bloomfield to Norwalk - as an independent educational evaluator specializing in the identification and remediation of reading disorders. That dual expertise is essential, she explained, as she helps special and general education teachers better understand the literacy needs of diverse student populations.

“IDA’s Educator Training Initiative strives to ensure that all students have access to classroom teachers who are knowledgeable about the principles and practices of structured literacy, and that students who require additional practice — or who require individualized remediation — have access to nationally credentialed specialists who have proven, through their supervised clinical training experiences, that they are able to positively and meaningfully impact students’ reading outcomes," said Dr. McCombes-Tolis.

The National Institutes of Health estimates that between six to 17 percent of school-age children have some form of dyslexia, although not all of those students have been identified by their schools.

"Dr. McCombes-Tolis brings not only her significant expertise, but also her visible passion for assuring that teachers across our country and globally have better tools to recognize, understand, and reach students with dyslexia and other reading differences," said Rick Smith, chief executive officer of the IDA.

With academic degrees from the University of Connecticut (Ph.D.) and Southern Connecticut State University (Sixth-Year Degree) and university teaching experience at USJ prior to joining the faculty at Fairfield, McCombes-Tolis has provided expert testimony at the State Capitol, collaborating with the Commission on Children to advocate for policy geared toward reducing the achievement gap, and has served on several key state advisory panels.

In a previous interview, she emphasized, “all of my professional endeavors are focused on helping to ensure that future and current educators are provided with the necessary training and supports to serve the ever-changing needs of children, their families, and their communities.”

Recently, McCombes-Tolis partnered with Norwalk’s Superintendent of Schools (and former Hartford Superintendant) Steven Adamowski on a grant to develop a summer dyslexia training program in an effort to help the district meet their teacher training and student intervention needs in the area of dyslexia. The first cohort of six Brookside Elementary School teachers is receiving training needed to earn certifications with the IDA as dyslexia practitioners.  The educators are serving 12 students this summer and will continue to work with them over the course of the next school year. In addition, five Norwalk school psychologists will receive training by Fairfield University in how to diagnose dyslexia.

Earlier this month, Dr. McCombes-Tolis presented Fairfield University’s new Remedial Reading and Remedial Language Arts Certification program to the Connecticut State Board of Education, which received unanimous approval to award the certification as a stand-alone endorsement, and in the context of both a master’s degree and a sixth-year certificate.

Housing Stock in CT Cities Among Nation's Oldest

Approximately two-thirds of the housing stock in Hartford, New Britain and Bridgeport dates back more than half a century. Data compiled by Governing magazine shows that 66 percent of the housing stock in Hartford and 64 percent in Bridgeport and New Britain was constructed prior to 1960.  In Hartford, 34 percent of the housing dates back beyond 1940; in Bridgeport the percentage is slightly higher, at 35 percent.

Among the state’s largest communities, Danbury (40%) and Stamford (41%) have the smallest percentage of housing stock built prior to 1960.  The city with the smallest percentage of pre-1940 housing stock is Stamford, at 16 percent.

The median age of an owner-occupied home rose to 37 years in 2015, up from 31 years a decade ago, according to the latest data from the 2015 American Community Survey, as reported by Realtor Mag.   As of 2015, more than half of the housing stock in the U.S. was built prior to 1980. Thirty-eight percent of the homes were built prior to 1970. Meanwhile, homes constructed after 2000 comprise 19 percent of the housing stock.

The District of Columbia has the oldest homes with a median age of 75 years. New York and Massachusetts also have some of the oldest housing stock at 57 and 53 years, respectively.  Connecticut, overall, is not among the oldest, but places in the second tier among the states for the highest percentage of older homes, along with about a third of the states.  Among the state’s communities, however, the age of the housing stock differs.

Across the country, the West offers some of the newest homes. The median age of homes in Nevada is 20 years and in Arizona half of all occupied homes were built in the last 24 years.

The age of the housing stock nationwide varies greatly by region, the Governing analysis also points out, with some areas having a particularly large number of older homes.  More the two-thirds of housing units are at least 75 years old in Somerville, Mass., Buffalo, N.Y., and a few other cities with the oldest homes. In other regions, such as newer communities in the South, nearly all homes were constructed in the past few decades.

According to Census estimates, 13.5 percent of the nation's total housing units were built prior to 1940, while about 19 percent were built before 1950, Governing noted.  The analysis included age estimates for all cities with more than 25,000 housing units.

Gender Disparity Is Alive and Not-So-Well; Particularly in Connecticut, Analysis Finds

Connecticut places dead last among the 50 states in the degree of gender gap in executive positions in the workplace and overall workplace environment for women, according to a new analysis prepared by the financial website WalletHub.  The state also ranked in the bottom ten in the “education and health” category, ranking higher – in the top ten – only in “political empowerment,” despite having fewer women in the state legislature than about a decade ago. Overall, the state ranked 28^th among the “Best and Worst States for Women’s Equality.”

The challenges present in Connecticut are true – to varying degrees – nationwide.  In 2016, the U.S. failed to place in the top 10 — or even the top 40 — of the World Economic Forum’s ranking of 144 countries based on gender equality, WalletHub reports.

Among the states, the top 10, with the slimmest inequality gap, were Hawaii, Nevada, Illinois, Minnesota, Washington, Maine, North Dakota, Oregon, Wisconsin, and Vermont.  Among the other New England states, Massachusetts ranked #13, New Hampshire was #16, and Rhode Island was #34.  The widest gaps were in Texas, Virginia and Utah.

"Connecticut ranked below average overall mostly because of its rankings for two of the categories we analyzed, Workplace Environment (50th) and Education & Health (43rd),” WalletHub analyst Jill Gonzalez told CT by the Numbers.  “Connecticut's disparities between women and men are quite pronounced when it comes to the workplace environment. Women earn 23 percent less than men, 9th highest in the country, and Connecticut has the highest gap of women in executive positions. Large differences also appear when looking at higher-income earners, with a 13 percent gap between women and men, and the entrepreneurship gap in Connecticut is at 48 percent, again favoring men."

To determine where women receive the most equal treatment, WalletHub’s analysts compared the 50 states across 15 key indicators of gender equality in three central categories: workplace environment, education and health, and political empowerment  Among the indicators used in the analysis, Connecticut ranked 46th with among the largest educational attainment gap among Bachelor’s Degree holders, 48^th in the entrepreneurship gap, 49^th in the disparity among higher income wage earners (in excess of $100,000 annually) and 50^th with the largest executive positions gap.

According to the National Conference of State Legislatures, just over one-quarter of Connecticut’s legislators are women, at 27.3 percent, compared with the national average among state legislatures of 24.8 percent.  There are 1,830 women serving in legislatures across the country.  In Connecticut, 42 of 151 House members are women, and 9 of the Senate’s 36 seats are held by women.   Among the states with the highest percentage of women in their legislature are Vermont, Colorado and Nevada with 39 percent, Arizona with 38 percent, and Illinois and Washington at 36 percent.  Connecticut’s numbers have declined since 2009, when a total of 59 women held legislative seats, 8 in the Senate and 51 in the House.

The workplace environment category included data on income disparity, the number of executive positions held, minimum wage workers, unemployment rate disparity, entrepreneurship rate disparity and the disparity in the average number of work hours.

The analysis found that in every state, women earn less than men. Hawaii has the lowest gap, with women earning 12 percent less, and Wyoming has the highest, 31 percent. Connecticut ranked 41^st.  Rhode Island has the highest unemployment-rate gap favoring women, with 2.4 percent more unemployed men. Georgia has the highest gap favoring men, with 1 percent more unemployed women. The unemployment rate is equal for men and women in Illinois and Idaho.  In Connecticut’s it’s nearly identical, with the 0.3 percent more unemployed men than women, based on the data reviewed.

Women continue to be disproportionately underrepresented in leadership positions nationwide. According to the Center for American Progress, women make up the majority of the population and 49 percent of the college-educated labor force. Yet they constitute “only 25 percent of executive- and senior-level officials and managers, hold only 20 percent of board seats, and are only 6 percent of CEOs.”  In addition, salary inequity continues, and women are underrepresented in government.

The analysis was released to coincide with Women’s Equality Day, which is observed annually on August 26. The U.S. Congress designated the commemoration beginning in 1971 to remember the 1920 certification of the 19th Amendment to the Constitution, granting women the right to vote. The observance of Women’s Equality Day also calls attention to women’s continuing efforts toward full equality, according to the National Women’s History Project.

Best Run Cities in USA? Not in Connecticut, Study Finds

A new analysis of the best run among the 150 largest cities in America shows that Connecticut’s three largest fail to make the top half of the list, with Bridgeport coming closest. Bridgeport is ranked #77, New Haven is #122, and Hartford ranked #145. 

In order to determine the best- and worst-run cities in America, WalletHub’s analysts compared 150 of the most populated cities across six key categories: 1) Financial Stability, 2) Education, 3) Health, 4) Safety, 5) Economy and 6) Infrastructure & Pollution.

The top ten best run cities are: Nampa, ID; Provo, UT; Boise, ID; Missoula, MT; Lexington, KY; Las Cruces, NM; Billings, MT; Bismarck, ND; Fort Wayne, IN and Louisville, KY.

For each city, the analysts constructed a “Quality of City Services” score – comprising 33 key performance indicators grouped into six service categories – that was then measured against the city’s total per-capita budget.  The website evaluated those dimensions using 33 relevant metrics, with each graded on a 100-point scale, with a score of 100 representing the highest quality of service.

In the “financial stability” ranking, only four cities ranked lower than Hartford, which was #146.  New Haven was #143 and Bridgeport #128 in that category.  In the education ranking, New Haven was #115, just ahead of Bridgeport at #116 and Hartford at #121.

Bridgeport reached the top ten nationally in the “health” category, at #8.  Hartford was #42 and New Haven #56.  The cities were again bunched toward the bottom of the list of 150 cities in the “economy” category, with Bridgeport at #142, New Haven #143 and Hartford #146.

Connecticut largest cities fared better in the “infrastructure and pollution” category, with Hartford ranked #36, New Haven #60, and Bridgeport lagging at #115.