High School Summer Programs

Total Page:16

File Type:pdf, Size:1020Kb

High School Summer Programs 1 High School Summer Programs Table of Contents Hartford County Programs- page 2 Connecticut Programs- page 6 Northeast Programs- page 11 National Programs- page 24 Global Programs- page 29 Online Distance Learning- page 33 2 HARTFORD COUNTY Annual Actuarial Boot Camp, Connecticut Insurance & Financial [IFS] Cluster The Phoenix Companies in Hartford No cost to attend Meet with local actuaries from some of the large insurance companies in the area, be offered career development advice, develop some important business skills, and most of all, be provided with actuary-led exam preparation instruction IFS Cluster website. Susan Winkler [email protected] Capitol Region Education Council (CREC) Center for Creative Youth (CCY) Wesleyan University, Middletown, CT CCY is a 5-week summer pre-college program that offers talented high school students five weeks of intensive study in the arts at Wesleyan University. Creative Writing, Dance, Filmmaking, Music, Musical Theater, Photography, Technical Theater, Theater, Visual Arts Students gain practical experience in an advanced, progressive curriculum emphasizing critical thinking, interdisciplinary and multicultural learning, leadership skills, and historical context. A staff of professional artist/teachers and residential advisors mentor students in their studies, as well as in the social aspects of the program. www.crec.org/ccy or [email protected] or 860-757-6391 Capital Region Interdistrict Leadership Academy (CRILA) For sophomores and juniors- free! Year-long leadership program with summer week-long outward bound experience in Colorado. Chance to develop community service projects in the Hartford area. Focuses on developing leadership skills. CRILA-Program Manager Julia Case (860) 509-3666 [email protected] http://www.creccrila.com Central CT AHEC, Inc., Summer Medical Camp Health careers education camps place students ages 16 and 17 on local hospital campuses. Students are assigned preceptors and rotate through all of the major hospital departments to engage in job shadowing, mentoring and health career and education exploration activities. Students receive unique exposure to medical procedures and facilities while documenting their experiences through reflection and group presentations. http://www.centralctahec.org 3 Chinese Summer Program (STARTALK), Glastonbury High School For incoming 7th to 12th graders (only takes 40 students) 4 different levels $150 for all four weeks, includes lunch and field trip https://sites.google.com/a/glastonburyus.org/foreign- language/summer-programs/chinese-7-12 Connecticut Historical Society (museum and library) Hartford, CT Teen Enrichment Program for students entering 9th-12th grade 4 week summer program focused on history and museum work Develop skills in teamwork, communication, public speaking, responsibility, and self-confidence. Monday thru Thursday from 9am to 3pm Financial assistance available www.chs.org/teens [email protected] (860) 236-5621, x222 CREC Summer Institutes Institute for Science & Mathematics- Health&Medical Science; Biotechnology Institute for Psychology- Introduction to Psychology; Political Psychology Live on campus SJC 3 college credits earned Scholarships Available http://www.usj.edu/index.php/about-us/news-events/news- archive/crec-summer-institutes-university-of-saint-joseph Summer Institute for Future Teachers (SIFT) ECSU campus; live on campus 3 college credits earned www.crec.org/sift Hartford Hospital Summer VolunTeen Program Open to students 14-18 years interested in pursuing a career in healthcare who have a GPA of 3.0 or higher and are available to volunteer 8 hours a week for at least 6 of 8 weeks of the program [email protected] (info session in February) Health Career Opportunity Programs (HCOP) High School Mini Medical/Dental School Program 11th and 12th grade students, who are in-state residents. Students who are interested in pursuing careers in medicine, dental medicine and the biological sciences. 4 Students who are selected by their school counselors or science teachers. A series of eight to ten weekly lectures and demonstrations presented by faculty members of the University of Connecticut Schools of Medicine and Dental Medicine. Topics on molecular biology, pharmacology, cardiology, oncology and dental medicine. http://medicine.uchc.edu/%5C/prospective/hcop/index.html Loomis Chaffee- Discover Summer Program Windsor, CT 5-week programs for middle/high school studetns Course schedule includes one major course, one writing course, and one minor course Credit immersion courses in geometry and calculus Test Prep Afternoon athletics and social activities provided, on-campus housing available http://www.loomischaffee.org/page.cfm?p=38405 University of Connecticut- Schools of Medicine and Dental Medicine High School Student Research Apprentice Program (HSSRAP) Six-week summer program for high school students, traditionally under- represented in American medicine, who have completed their junior or senior year and have indicated an interest in medicine. The program provides students with a research experience in one of the basic science or clinical laboratories at the University of Connecticut Health Center or Storrs campus. Students report the results of their research in a presentation before faculty, preceptors, and other program participants and invited guests during the final week of the program. Participants at the Health Center must be able to commute daily. Participants at the Storrs campus will receive housing Monday through Friday. Visit the High School Student Research Apprentice Program page for more information. Aetna Health Professions Partnership Initiative, High School Student Research Apprentice Program For traditionally underrepresented students who have an interest in medicine, dental medicine, or biomedical research Six-week summer program for students who have completed 11th/12th grade; commuters only Jan Figueroa, 860-679-3483; [email protected]; www.hcop.uchc.edu Pre College Enrichment Program (PCEP) 5 6 week summer program at Storrs for high school seniors who will be entering UConn in fall 2011 and have indicated a career interest in medicine, dental, or biomedical research. Participants live on campus Monday-Friday Two tracks include: o PCEP Academic Enrichment Program- designed to provide a head start in math and science courses and enhance preparation for college. Receive up to 8 credits. Deadline April 11, 2011 o PCEP Research Program- focus on enhancing preparation for college and provide a research experience in one of the basic science laboratories. http://www.hcop.uchc.edu 6 CONNECTICUT Albertus Magnus College- Criminal Justice Summer Camp (1 day) For incoming high school seniors interested in the criminal justice field One-day camp Sessions include: mock crime scene evaluation, into to the K9 program, fingerprinting 101, eye witness testimonial. Register by contacting Michael Gallant, Admission Counselor, 203-773- 4471 or [email protected] with the following information: name, address, town/state, phone#, email, high school, yr of graduation, t-shirt size. Choate Rosemary Hall- Kohler Environmenal Center Sumner Institute Four week residential program studying the environment Physics and engineering of alternative energy, environmental ethics, economics, law, and politics [email protected] 203-697-2365 Coast Guard Academy’s Summer Program New London, CT For current high school juniors Six day intense, immersive, hands on program www.uscga.edu/AIM College Now- University of Hartford Outstanding high school seniors Opportunity to enroll in one college course per semester on a tuition free basis. Students in top 15% of class who have exhausted college prep courses at high school; consistent A/B average; minimum score of 500 on both verbal/math SAT. Fairfield University, Summer Scholars Program Two week program for motivated high school students (3.2 GPA or higher) seeking a college academic and enrichment experience Earn up to 3 college credits Topics include biology, communication, economics, English, music, philosophy, religious studies, and studio art. www.fairfield.edu/summerscholars GETSET!- University of Hartford & University High School of Science and Engineering 7 For high school females in Hartford, East Hartford, West Hartford area who excel in science and/or math Summer program that inspires and challenges teenage girls to continue their education and pursue careers in science, math, architecture, engineering, and other technologies. Clif Scorso, GETSET! Committee Chairperson (860) 768-5538 [email protected] www.hartford.edu/ceta/getset Girl Scouts of Connecticut at Camp Laurel (Lebanon, CT) Celebrates girls and their achievements, guiding them toward becoming strong women, for girls entering grades 2-12 Activities and program areas include horseback riding, swimming, canoeing, arts and crafts, outdoor cooking, archery, sports and games, nature exploration, hiking, and more. Camp operates Sunday to Friday in one and two-week sessions. ACA accredited. Candice Olson, Camp Manager, [email protected] (800) 922-2770 x3344 For more information and to register online visit www.gsofct.org. Mitchell College: Step-Up, Learning through Creativity 2 week transition enrichment program for rising high school juniors/seniors Focus on individual creativity, personal learning style, practical academic strategies Help strengthen study skills and increase
Recommended publications
  • Addressing Summer Learning Loss Through Summer Learning Programs
    ADDRESSING SUMMER LEARNING LOSS THROUGH SUMMER LEARNING PROGRAMS STATEMENT OF THE PROBLEM Research spanning a century provides evidence that students experience summer learning loss during the long summer vacation breaks. The time-off interferes with the rhythm of instruction that leads to forgetting and requires a significant amount of review when the next school year begins. On average, students perform one month behind where they were when the school year closed, and teachers spend a large part of the first two months of school reviewing material. A survey of teachers across 15 cities found that 90% spent anywhere from 3 to 6 weeks re-teaching the previous year’s subject matter. While all students feel the effects of summer learning loss, summer learning loss disproportionately impacts children from low income families. All students generally lose about two months of grade-level equivalency in math skills during the summer months. Children from families with fewer resources; however, often lose up to two months of reading achievement while their peers maintain or have even slight gains. Proponents of the “faucet theory” argue that during the summer, academic resources for low income families are effectively, “turned off”. Middle class families, on the other hand, can provide the resources that their children may need for remediation, enrichment or acceleration activities during the summer months. Moreover, the negative effects of summer learning loss are cumulative and contribute to an achievement gap that widens over time. By 9th grade, almost 2/3 of the achievement gap between disadvantaged children and their peers can be attributed to summer learning loss in the elementary school years.
    [Show full text]
  • 2016 List of Colleges to Which Our High School Seniors Have Been Accepted
    2016 List of Colleges to which our High School Seniors Have Been Accepted Bulkeley High School American International College Capital Community College Central CT State University College of New Rochelle Connecticut College Dean College Delaware State University Eastern CT State University Hofstra University Iona College Johnson & Wales University Keene State College Lincoln College of New England Long Island University Manchester Community College Massachusetts College of Liberal Arts Mercy College Pace University Pine Manor College Porter & Chester Trade School Quinnipiac University Rhode Island College Rivier College Sacred Heart University Southern CT State University Southern New Hampshire University SUNY Binghamton College SUNY Plattsburgh SUNY Potsdam SUNY Stony Brook Syracuse University Trinity College Tunxis Community College University of Bridgeport University of Connecticut University of New Haven University of Saint Joseph University of Valley Forge Wentworth Institute of Technology West Virginia State University West Virginia University Western New England University Capital Prep American International College Assumption Bay Path CCSU Clark Atlanta Curry Curry Collge Dean ECSU Fisher Fisher College Hofstra Hussin Johnson & Wales Lincoln College of NE Maryland Eastern Shore Mitchell Morehouse New England College Penn St Penn State Penn Tech Purdue Quinnipiac Rivier Univ SCSU Springfield Suffolk Syracuse UCONN UHART Umass-Amherst Univ of Bridgeport Univ of FL Univ of Maine Univ of New Hampshire Univ of New Haven Univ of Rhode Island Univ of St Joesph Univ of St Joseph Univ of Texas WCSU West VA State Univ Western New England Classical Magnet School American University Amherst College Anna Maria College Assumption College Becker College Bryant University Cedar Crest College Central CT.
    [Show full text]
  • Ctrides Quarterly Report
    Quarterly Report July—September 2016 Quarterly Report July—September 2016 1 Quarterly Report July—September 2016 CTrides.com 1-877- CTrides (287-4337) [email protected] A Service of the Connecticut Department of Transportation 2 Quarterly Report July—September 2016 CTrides: Quarter 3 Activity Summary July—September 2016 The third quarter of 2016 focused primarily on developing a holistic marketing plan for the upcoming year and finished with the first outreach-focused event of the year, CTrides College Month. 2016-2017 Planning During July and August, CTrides took a number of measures to carefully plan out its upcoming year, generating a broad marketing calendar of major campaigns. Planned CTrides marketing and outreach campaigns include: College Month, Kick Off Your Commute, Telework Week, a Winter Campaign, Business Forum, Earth Week, & CTrides Week Using this holistic view of the planned marketing efforts, CTrides then generated a calendar for each individual campaign with specific deliverables and touchpoints that centered around “due dates” for listed tasks. This included everything from concept development, to production and final delivery. This breakdown allowed CTrides to flush out every campaign and be able to transition fluidly from one to the next without missing any crucial dates or deadlines. As the quarter progressed, the focus shifted toward planning a media buy from Fall 2016 through Spring/Summer 2017. Included in this year’s media plan for CTrides is similar elements to what’s been featured in the past, but also some new mediums to continue to diversify the media in order to reach the target viewer in the most effective way possible.
    [Show full text]
  • Mary Ellen Jukoski
    EDUCATIONAL BACKGROUND: Academic Degrees: Ed.D. The University of Memphis, Memphis, Tennessee. Curriculum and Instruction, Higher Education, 1983. Dissertation: “Accreditation of Selected Non-Traditional Colleges and Universities.” M.A. College of St. Rose, Albany, New York. English, 1979. M.S. State University of New York at Albany, Albany, New York. Curriculum Planning and Development, 1974. B.A. College of St. Rose, Albany, New York. English/Secondary Education. Cum Laude, 1973. ADMINISTRATIVE EXPERIENCE: 1995-Present: President, Mitchell College, New London, Connecticut 1994-1995: Acting President and Academic Vice President, Mitchell College, New London, Connecticut 1990-1995: Academic Vice President and Dean of the College, Mitchell College, New London, Connecticut 1988-1990: Assistant Vice President for Academic Instruction, Sacred Heart University, Fairfield, Connecticut 1985-1988: Dean of Continuing Education, Sacred Heart University, Fairfield, Connecticut 1983-1985: Director, University Without Walls Program, Loretto Heights College, Denver, Colorado 1981-1983: Associate Director, National Institute of Mental Health Federal Grant Project, University of Memphis, Memphis, Tennessee 1980-1983: Staff Member, Center for the Study of Higher Education, University of Memphis, Memphis, Tennessee 1980-1981: Program Assistant, Institute for Academic Improvement, Center for the Study of Higher Education, University of Memphis, Memphis, Tennessee 1979-1980: Assistant Executive Dean, World University-Miami, Miami, Florida 1977-1979: Assistant
    [Show full text]
  • Summer Course Options in the Bay Area
    2010 SUMMER COURSES The following is not an exhaustive list of summer school classes in the Bay Area. If you have summer academic programs to add to this list, please contact Ms Carleton or Ms Sortino in the College Counseling Office. (Much thanks to Mr Smith at JCHS for initiating this list compilation.) We recommend that you verify that any course you take is UC-approved if you want it to reclaim a deficiency for a course taken at CSUS. Go to these websites to check UC approval: https://doorways.ucop.edu/list/servlet.jsf;jsessionid=2073A86C66932610CFD7B451941DB2FF? _flowExecutionKey=_cB07005AB-2978-ECCE-0A99-997B0E8BCD8E_kE09A8802-529E-4423- FBAC-5A8E5F94C49A for high school courses or at http://www.assist.org/web- assist/welcome.html for college courses. See the CCO if you have questions. Summer Course Options in the Bay Area I. PRIVATE HIGH SCHOOLS (Check each school’s web site for summer school course offerings, schedules, and prices.) A. Drew School, 2901 California Street, San Francisco (415-409-3739) http://www.drewschool.org/ DUE TO CONSTRUCTION, NO SUMMER SCHOOL IN 2010 B. Mercy High School, 3250 19th Avenue, San Francisco http://www.mercyhs.org/ (contact Marguerite Rodriguez, 415-334-0525 x228, [email protected]) C. Bellarmine College Preparatory, 960 West Hedding Street, San Jose http://www.bcp.org/ (408-293-3470) D. Junipero Serra High School, 451 West 20th Avenue, San Mateo http://www.serrahs.com/ (650-345-8207, option 0) E. Saint Francis High School, 1885 Miramonte Avenue, Mountain View http://www.sfhs.com/ (650-968-1213 x446) F. Stuart Hall High School, 1715 Octavia Street, San Francisco http://www.sacredsf.org/shhs/index.aspx (contact Ray O’Connor, 415-345-5817) G.
    [Show full text]
  • ED475391 2003-05-00 Summer Learning Loss: the Problem and Some Solutions
    ED475391 2003-05-00 Summer Learning Loss: The Problem and Some Solutions. ERIC Digest. ERIC Development Team www.eric.ed.gov Table of Contents If you're viewing this document online, you can click any of the topics below to link directly to that section. Summer Learning Loss: The Problem and Some Solutions. ERIC Digest...........................................................................1 CONCERNS RAISED BY THE LONG SUMMER VACATION.......... 2 RESEARCH ON SUMMER LEARNING LOSS............................ 2 THREE REMEDIES FOR SUMMER LEARNING LOSS................. 3 CONCLUSION.................................................................. 5 FOR MORE INFORMATION..................................................5 ERIC Identifier: ED475391 Publication Date: 2003-05-00 Author: Cooper, Harris Source: ERIC Clearinghouse on Elementary and Early Childhood Education Champaign IL. Summer Learning Loss: The Problem and Some Solutions. ERIC Digest. THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT ACCESS ERIC 1-800-LET-ERIC ED475391 2003-05-00 Summer Learning Loss: The Problem and Some Solutions. ERIC Page 1 of 7 Digest. www.eric.ed.gov ERIC Custom Transformations Team In the early years of formal schooling in America, school calendars were designed to fit the needs of each particular community (Gold, 2002). Some communities had long summer breaks that released children from school in spring to help with planting and in fall to help with the harvest, while urban schools sometimes operated on 11- or 12-month schedules. By 1900, migration from the farm to the city and an increase in family mobility created a need to standardize the time children spent in school. The present 9-month calendar emerged when 85% of Americans were involved in agriculture and when climate control in school buildings was limited.
    [Show full text]
  • LIST of COLLEGE SUMMER PROGRAMS for HS STUDENTS: (Usually for Students Entering Their Junior Or Senior Years, but Some Do Allow Rising Sophomores
    LIST OF COLLEGE SUMMER PROGRAMS FOR HS STUDENTS: (usually for students entering their junior or senior years, but some do allow rising sophomores. Check for age/grade requirements) Many wonderful summer opportunities are available for high school students. You can study on a college campus, participate in a foreign exchange program, explore volunteer service or other interests. Here is just a sampling of program open to rising sophomores, juniors and seniors GENERAL COLLEGE PROGRAMS: Boston University http://www.bu.edu/summer/high-school-programs/ Brown University http://brown.edu/ce/pre-college/ Cornell http://www.sce.cornell.edu/sc/index.php Carlton College CLAE http://apps.carleton.edu/summer/ (their CLAE “college liberal arts experience” is a FREE one week session limited to 50 students. Deadline for application is 4/1/2012) Carlton College Quantitative Reasoning Institute http://apps.carleton.edu/summer/sqri/dates/ 7/15/2012-8/3/2012 $2750 Students receive college credit of 4 semester hours for this course. Application deadline 4/23/2012 Carlton College Summer Science Institute http://apps.carleton.edu/summer/science/ 7/15-8/3/2012 and 7/22-8/10/2012 $3350 Students receive 3 semester credit hours for this course. Davidson College July Experience http://www3.davidson.edu/cms/x3808.xml Drexel http://www.drexel.edu/undergrad/summer/ Emory http://precollege.emory.edu/index.html 2 week and 6 week credit and non-credit programs during July/August covering a wide variety of subjects. Fees range from $3365-$9009. Furman http://www2.furman.edu/admission/EngageFurman/SummerScholars/Pages/default.aspx Georgetown http://scs.georgetown.edu/departments/21/summer-programs-for-high-school-student Ithaca http://www.ithaca.edu/gps/summer_college/ 1 week ($1280) and 3 week ($4280-4980) summer programs.
    [Show full text]
  • Respect Rigor Results Performance Record
    Post-Secondary Plans Class of 2020 RESPECTStatement of Core Values and Beliefs: Avon High School is a student- 94% centered commun ty that empowers i enrolled directly in each member to engage in authentic an accredited and substantive learning, develop college or university 2Yr effective leadership, and demonstrate College humane character. PostGrad/other 4Yr Employment College community 4 Year College 86% Avon, CT is a picturesque New England 2 Year College 8% village that grew up along the wooded Employment 2% banks and meadow plains of the RIGORAvon High School is among the most PostGrad/Other 4% Farmington River. Avon is recognized as competitive high schools in the State of Connecticut. 80 one of the most outstanding communities GPA Class of 2020 for education in the State of Connecticut. Our community prides itself on its level 6 semesters of scholarship and involvement in co- curricular programs and activities. Nearly 80% of the student body avon schools Our Mission: To inspire in each student participates in athletics, with a strong a joy and passion for learning and a record of advancement to conference commitment to excellence, personal and state championships. Fine and integrity, and social responsibility. Performing Arts thrive at Avon High School. More than half of the student population participates in choral, instrumental, and art competitions. DISTRICT OFFICIALS Avon’s students participate in a broad Superintendent - Dr. Bridget Heston Carnemolla range of special interest and service- Assistant Superintendent - Dr. Donna Nestler-Rusack focused clubs and activities. SCHOOL OFFICIALS Principal Michael Renkawitz High 4.95 Median 3.64 Low 1.48 Assistant Principal Dr.
    [Show full text]
  • How a Local Private School Unknowingly Hired a Teacher with a Decades-Long History of Child Molestation Allegations
    Facebook, city to release development deal Page 5 APRIL 11, 2012 | VOL. 47 NO. 33 WWW.THEALMANACONLINE.COM When background checks miss the mark How a local private school unknowingly hired a teacher with a decades-long history of child molestation allegations Section 2 apr.com Go to open.apr.com for the Bay Area’s only complete online open home guide. PORTOLA VALLEY ATHERTON Stunning 5bd/4.5ba custom Craftsman style home built in Beautifully remodeled 4bd/3.5ba ranch-style home on 1.14+/- 2004, offering 3,981+/-sf of thoughtfully designed living space. acres. Spacious office/media room, exercise room, bonus room Beautifully sited on 1.2+/- acres, with expansive views of the and wine cellar. Garage space for 4 cars, pool and tennis court. surrounding hills. Las Lomitas schools. $3,875,000 $4,188,000 ATHERTON Constructed in 2008, 6bd/4+ba home. 9,889 +/- sf living space on 1.4+/- acre flag lot. Tremendous chef’s kitchen with adjoining family room and separate game room. 12-seat theatre. 3-car garage. 1bd/1ba guest house. Pool/spa. $9,995,000 MENLO PARK | 1550 El Camino Real, Suite 100 650.462.1111 WOODSIDE | 2930 Woodside Road 650.529.1111 2 N The Almanac NApril 11, 2012 UPFRONT but they can resist the effects of being stepped and sat on. This makes frames with so-called “memory” metal not only eminently suitable for young children but also for anyone who makes the occasional absentminded move. Frames come in a variety of materials, including super durable and flexible mate- rials that are ideal for people with active lifestyles.
    [Show full text]
  • Fall 2014* Enrollment: Connecticut Public Colleges and Universities
    Fall 2014* Enrollment: Connecticut Public Colleges and Universities FALL 2014 Enrollment Enrollment Change - Breakout of 1-year Undergraduate Graduate Fall 2014 Totals 2013 to 2014 enrollment change Total # on- PUBLIC INSTITUTIONS Full- Time Part- Time Total Full- Time Part- Time Total Full- Time Part- Time Total Fall 2013 # % # on-line ground University of Connecticut 21,265 1,708 22,973 5,522 2,624 8,146 26,787 4,332 31,119 30,474 645 2.1% -4 649 Storrs 17,677 718 18,395 4,969 2,622 7,591 22,646 3,340 25,986 25,369 617 2.4% -2 619 Avery Point 589 120 709 0 589 120 709 682 27 4.0% 19 8 Stamford 1,069 416 1,485 0 1,069 416 1,485 1,363 122 9.0% 13 109 1 Tri-Campus 1,930 454 2,384 0 1,930 454 2,384 2,518 -134 -5.3% -34 (100) 2 UConn Health Center 0 553 2 555 553 2 555 542 13 2.4% 0 13 ConnSCU - Connecticut State Universities 23,157 5,428 28,585 1,561 3,955 5,516 24,718 9,383 34,101 34,062 39 0.1% 610 (571) Central 7,702 2,169 9,871 566 1,600 2,166 8,268 3,769 12,037 11,865 172 1.4% 106 66 Eastern 4,288 851 5,139 44 104 148 4,332 955 5,287 5,368 -81 -1.5% -128 47 Southern 6,802 1,331 8,133 894 1,798 2,692 7,696 3,129 10,825 10,804 21 0.2% -63 84 Western 4,365 1,077 5,442 57 453 510 4,422 1,530 5,952 6,025 -73 -1.2% 695 (768) 3 ConnSCU - Connecticut Community Colleges 18,418 36,744 55,162 18,418 36,744 55,162 56,977 -1,815 -3.2% 97 (1,912) Asnuntuck 690 913 1,603 690 913 1,603 1,715 -112 -6.5% -36 (76) Capital 971 3,112 4,083 971 3,112 4,083 4,168 -85 -2.0% -99 14 Gateway 2,589 5,611 8,200 2,589 5,611 8,200 8,186 14 0.2% -121 135 Housatonic
    [Show full text]
  • Best Practices for Comprehensive Summer School Programs
    BEST PRACTICES FOR COMPREHENSIVE SUMMER SCHOOL PROGRAMS August 2017 In the following report, Hanover Research discusses best practices for summer learning programs and describes how districts across the country structure summer enrichment, acceleration, and transition programs. Hanover Research | August 2017 TABLE OF CONTENTS Executive Summary and Key Findings ............................................................................... 3 Introduction ........................................................................................................................... 3 Key Findings ........................................................................................................................... 3 Section I: Best Practices for Summer Learning Programs .................................................. 5 Program Design...................................................................................................................... 5 Program Administration ........................................................................................................ 6 Section II: Enrichment Programs .................................................................................... 10 Program Themes .................................................................................................................. 10 Program Administration ...................................................................................................... 15 Section III: Acceleration Programs ................................................................................
    [Show full text]
  • 2018 Connecticut Higher Education System Data and Trends Report
    Office of Higher Education 2018 Connecticut Higher Education System Data and Trends Report Enrollment Admissions Graduation Rates Tuition & Fees Endowment State Funding Instructional Expenses Faculty and Staffing Student Financial Aid 450 Columbus Blvd., Hartford, CT 06103-1841 860-947-1801 www.ctohe.org Table of Contents 2018 Connecticut Higher Education Trends Enrollment 1-13 Admissions 14-15 Graduation Rates 16-19 Tuition and Fees 20-23 Endowment 24-26 State Funding 27-29 Instructional Expenses 30-34 Faculty and Staffing 35-38 Student Financial Aid 39-43 Appendix I - X 44-54 This report, produced by the Division of Finance and Administration of the Office of Higher Education, is an annual publication required by Public Act 12-10. For questions, please contact Keith Norton or Scott Ciecko, Division of Finance and Admin- istration, (860) 947-1842. Higher Education Statistics Enrollment Connecticut Higher Education Fall FTE Enrollment 2009-2018 180,000 160,000 140,000 120,000 42.2% 45.5% 100,000 80,000 60,000 40,000 57.8% 54.5% 20,000 0 09-10 10-11 11-12 12-13 13-14 14-15 15-16 16-17 17-18 18-19 Total Public Total Independent Public FTE Enrollment Independent FTE Enrollment 100,000 80,000 80,000 60,000 60,000 40,000 40,000 20,000 20,000 0 0 09-10 11-12 13-14 15-16 17-18 09-10 11-12 13-14 15-16 17-18 Public FTE Enrollment Independent FTE Enrollment Although still under 50% of total FTE Enrollment as a percent of total students enrolled, enrollment at independent institutions continues to increase as a percent of total students enrolled at Connecticut institutions.
    [Show full text]