DOCUMENT RESUME

ED 316 951 EA 021 766

AUTHOR Hodgkinson, Harold L. TITLE : The State and Its Educational System. INSTITUTION Irstitute for Educational Leadership, Washington, D C. REPORT NO ISBN-0-937846-77-5 PUB DATE May 88 NOTE 18p. PUB TYPE Reports - Descriptive (141)

EDRS PRICE MF01 Plus Postage. PC Not Available from EDRS. D?SCRIPTORS *Economic Climate; Economic Development; Educational Demand; Educational Trends; Elementary Secondary Education; *Enrollment Influences; Enrollment Trends; *Minority Group Children; Minority Groups; School Demography; *School Holding Power; School Statistics; Urban Environment IDENTIFIERS *Connecticut

ABSTRACT Connecticut is small, densely populated, andvery urban; its residents are typically well educated and wealthy.The state's diverse economy allows it to ride through recessionswith ease. Housing costs are so high, though, that some of the benefits of the high income levels are negated. The state's population isthe fourth oldest in the nation mainly due to the smallnumber of children. Moreover, the fastest growing portion of the populationis made up of people over 85, which could force futuretrade-offs between programs for children and those for senior citizensunless some action is taken now. Connecticut's youth population has declined sharply for a decade, but a turnaround has already begun inthe early elementary grades. The state has a diverse and flexible educational system from kindergarten through graduate school, but it is not coordinated in a particularly effective way. The higher education system seems to be meeting the needs of Connecticut's citizens.Some encouraging recent developments suggest increasing articulationand collaboration across the educational segments in the state. Additionally, promising starts have been madeon cooperation among business, public schools, and higher education, as wellas on the state's Linority advancement program. (22 references) (KM)

***********************************************************************

* Reproductions supplied by EDRS are the best thatcan be made * * from the original document. * *********************************************************************** ^- 019' a HAMpc,HIRF ,Ar)t, 'I P PA

Ho vr:ko.cr, SPRINGFIELD- CHICOPEE-HOLYOKE West :d s), sq' nq'''q Ham POF N

HARTFORD TOLLAND LITCHFIELD HARTFORD wiNDHAM

Mans:, .! West Hartford ® 0 CI- Ease Horeford Wetbe 'slit, RHODE 151 AND WATERBUR °Newington NEW YORK WB'ITAI

Waterbury %to NaJgatuck

Danbury NEW HAVEN A., ANBURY NEW HAVEN- FAIRFIEL WEST HAVEN ,_,New Haven *r Shelton LT) Easi Haven Trumbull West Haven Bridgeport e"'Milford NEW YORK (-4-)

;" BRIDGEPORT Westport Stamford NORWALK Norwalk :L- 'STAMFORD THE STATE U.S. DEPARTMENT OF EDUCATION "PERMISSION TO REPRODUCE THIS Office of Educational Research and Improvement MATERIAL INMICROFICHE ONLY EDUCATIONAL RESOURCES INFORMATION HAS BEEN GRANTED BY CENTER IERIC) 1>4;:is document has been reproduced as ceived from the person or organization AND ITS O originating it O Minor changes have been made to ...Prove reproduction quality

Points of view or opinions stated in this doco TO THE EDUCATIONAL RESOURCES men! co not necessarily represent official INFORMATION CENTER (ERIC).- EDUCATIONAL OERI positron or policy

TaxUbmvrE FORErsucAnottu LEADERSHIP. INC. 2 SYSTEM ACKNOWLEDGEMENTS

The author is grateful to Mike Usdan, President of theInstitute for Educational Leadership, and to Bob Atwell, President, American Council on Education, whosecomments w.: re very helpful, Many Connecticut leaderswere also helpful, especially Commissioner Gerald Tirozzi andCommissioner of Higher Education Norma Glasgow.

The report brings together a wide variety of different materialshaving to do with Connecticut. This integration could not have been accomplished without a computerprogram called Super-File, which has been a joy touse,

Louise Clarke, Chief Administrative Officer at IEL, has becomeindispensable for her excellent supervision of the production process. Tony Browder's graphic designs have becomea vital part of the publication.

Errors of fact or interpretation, however, remain the responsibilityof the author. Harold L. Hodgkinson Institute for Educational Leadership, Inc. Washington, D.C. May 1988

ISBN 0-937846-77-5 ©May 1988 The Institute for Educational Leadership, Inc. 1001 Connecticut Avenue, N.W. Suite 310 Washington, D.C. 20036 (202) 822-8405

Cover and Graphics Design: Tony Browder, East Koast Graphics, Inc.

COVER NOTE: This unusual map of Connecticut shows how thestate looks demographically. The thick lines indicate metropolitan areas (where 88 percent of the people live). You can also sec how both Massachusetts andNew York impinge on Connecticut! (The second largest metroarea in Connecticut is SpringfieldChicopeeHolyoke, which is mostly in Massachusetts while New London-Norwich has partially slipped intoRhode Island.) Metropolitan development does not stop at state lines, This "people map" is the social equivalent ofmountains, rivers and roads, and is becoming useful to politicians and marketers of products and services andeven to educators! 5.

CONNECTICUT: THE STATE AND ITS EDUCATIONAL SYSTEM

HAROLD L. HODGKINSON Senior Fellow, The Institute for Educational Leadership

4 CONNECTICUT: THE STATE ANDITS EDUCATIONAL SYSTEM

Connecticut is a model example of the notion that major agenda item in New Haven andHartford, the latter small does not mean simple. Thestate is very led by Hartford's corporate leadership. wealthy, very well-educated, Although the very old both in his- " Process, Inc." wouldhave to be declared tory and in average age (a result of very low fer- only a modest success in the late sixties, tility companies have r...Zes), very urban, very political,very accom- continued their efforts at urban renewal, plished. From Connecticut has resulting in Con- come , who stitution Plaza and the downtown civiccenter, which, in wrote Huckleberry Finn there and made sport of thestate spite of losing its roof ina snowstorm in the late seventies, in A Connecticut Yankee in King Arthur's Court, Harriet has spurred some other major downtownrenovation in Beecher Stowe, RT. Barnum, ,Samuel Hartford. Colt, who made the guns that helpedto win the Revolu- The state's corporate leader ship has tionary War (Connecticut has been big in been humane, defense con- innovative, and interested in urbanrenewal. John Filer, tracts ever since), not to mention Nathan Hale. fornwr CEO of Aetna, clearly stands In addition to people, there out as a major figure are other Connecticut firsts, in the state's agenda for urbanredevelopment. The major including the first hamburger, the first telephoneswitch- problem left concerns relocation of board, and, most important for the poor, minority and our discussion, the first immigrant families whowere uprooted during this effort American Ph.D. (Yale) and the first public school in1640. at social betterment. Both Bridgeport and Connecticut has been a state of tinkerersEli New Haven Whitney have engaged in major efforts at renewal,even when their worked out his cotton gin there and alongwith Colt per- economies were in desperate shapedue to the manufu- fected the idea of interchangeable parts.However, social turing transitions thatwere underway. and political innovations are a little harder to locate. The As a result, Connecticut today sits proudlyat the top state is possessed of great wealth, especially in the insur- of the Department of Commercefigures for per capita ance companies in and around Hartford, and Fairfield income leaders. (On other versions ofthe same measure, County, where executives can reside in it drops to second.) The leadersare interesting in that the comfort and where an increasing number of majorcor- "Sun Belt," that predicted bundle ofgrowth, is entirely porations are locating for similarreasons. missing from the top except for California: Even though the existing state tax base is clearlyregres- sive, emphasizing sales and prcpertytaxes which penalize the poor, additionalsources of revenue have not devel- Per Capita income Leaders oped. Even , the firstwoman Governor to be April 1987 elected on her own merits,was unable to develop a com- prehensive income base tc meet the state's needs.The Connecticut $19,208 real contradiction in Connecticut is betweenvery open New Jersey $18,284 and clean government and inadequate financingfor all Alaska $17,744 forms of public activity. (Even after 1918,property own- Massachusetts $17,516 ership was necessary in order tovote in Connecticut.) But New York $17,118 as the Yankees gave way to Catholics, and English shared California $16,588 the state with Italians and ,a sense of pluralism New Hampshire $15,922 developed. Illinois $15,420 The relatively fierce independence of Connecticut'smany Virginia $15,374 small towns, the often untillable land(unless you are growing rocks), as wellas the Yankee heritage and very The states that comprise the "SunBelt" are all at or strong corporations in both insurance and manufacturing near the bottom of the economic development heap, have all contributed to the state's stability and except economic California, while the supposedly deador moribund states conservatism. During the 1960s, urban renewalbecame a of the New and the Mid-Atlanticareas are leading the nation. Moral: never underestimate states that have of information and citizen participation,Connecticut desires an educated workforce, diversified economies, smallgeo- tostayon top in many areas. Indeed, speaking to the graphic size and high densities, strong governors, citizens Connecticut Association of Boards ofEducation is always who e, and companies that stay because they are mak- interestingpassive, dependent people ing profits. are simply not present at the meeting. Politicsare intense, open and very An additional advantage for Connecticutcomes from energetic. Commissioner of Education,Gerald Tirozzi, excellent and current sources of informationabout the has managed to funnel this localizedenergy toward state state's problems, suchasThe Connecticut Workplace to concerns in a surprising number of instances. the Year 2000, The Changing World of Connecticut'sC.il- Before moving to a discussion of the dren,as well as educational sys- Meeting the Challenge: Condition of tem, let's look first at a general statistical picture ofCon- Education in Connecticut, 1986. Itis clear that in terms necticut:

CONNECTICUT'S PROFILE*

1980 Population 25th 3,107,000 1987 Population ** 3,200,000 1985 Population Density 4th 651 Pes Pie Per square Mlle

. , ,rkt , * Black Population ., , 7 + . . ,; li!, ./j 00 A Hispanic Population 7 i 1 1 sl 1,, ' , .,VOO , WNW# t, /444040.4- ' ' i ` 7 o \.t re et' V, . .fee ' .1 I'.4.. l' 9 Foreign Born ' 1 , ,, fil--cr.,,, 0,3 ,j, r VF ,7 ) Born in Another State '1`,,`',, vii, , +8, s. ..,e.. ' e .,r4 A .. tt't u F '`, ,.

1p, 1 N

+. 11.1 Population Over 65 , , Population Under 18 ) i, **

1 I. , Birth Rate i 1 , 1 . don In 1984 Median Age , . 2 1 34 years in 1986 Life Expectancy /832 years _ ,,,,y,,, wit,- -7- ,,

Working Women nth 53.6% College Graduates 3rd 20.7%

Married Couple Households 31st 61.1% Owner Occupied Housing 40th 63.9% Housing Value 5th $77,700

*1980 Data Unless Specified **Data Not Available

This profile shows a small state in terms of geography per square mile may seem high, but New Jersey isover with a dense population, 88percent of whom live in the 1,000, a figure that ranks with Japan in state's 12 metropolitan terms of density.) areas. (Population density of 651 The notion of Connecticutas a state of small towns has

2 to join the ranks of major American myths. Growth rates another clue as to why the population is diversifyingethn- are slow, and much of it is caused by people movinginto ically: the state. Certainly the extraordinarilylow fertility rates are not adding much to the population. Minoritypopula- tions are well below the nationalaverage at 11 percent, CONNECTICUT MIGRATION but minority public school enroNmentswere 22.4 percent 1975-1980 in 1986, suggesting that the state'sadult minority com- ponent will double in the next decadeor so. Immigrants, ALL WHITE BLACK HISPANIC however, will increase ata much slower rate. Although IN 325,213 281,402 21,686 27,121 the state has a high percentage ofimmigrants, these tend OUT 345,3(X) 317,175 19,499 10,005 to be older persons who came to Connecticutmostly from NET 20,00035,773 + 2,187 + 17,116 European nations, not from South Americr.tand Asia. This could change as Connecticut appealsto more young immi- grantsthe Hispanic population in FairfieldCounty is Here is a simple explanation for increased ethnic diver- increasing rapidly. sitymore whites moved out than in, whilemore His- panics and blacks moved in than out! Thesame principle applies to Fairfield County, one of the richest in the nation:

ft.onnecticut has the fourth oldest population,not FAIRFIELD COUNTY MIGRATION because it has so many old folks, but because of 1975-1980 its very low number of children. Thesame reason Ixists for the other "old" statesRhodeIsland, ALL WHITE BLACK HISPANIC Newessey, , New York and Massachu- IN 129,736 115,429 6,986 9,868 settsbut not Florida, which has lots of olderpeople as OUT 136,936 126,691 7,199 4,096 well as few young ones. Giver. that thefastest growing NET 7 ,2(X) 11,262 213 +5,772 segment of Connecticut's population is peopleover 85 (up 59 percent from 1970 to 1986),one can easily see that an increasing number of resident'sare moving beyond the The combination of declining white populations childbearing years. (Even black populations and are declining increasin3 minorities simply multiplies the trendline. And, in Connecticut, but because theyare declining less than because black and Hispanic populations whites, blacks still represent are younger than an increasing percentage of whites and have a higher percentage ofwomen in the Connecticut's youth.) That will turn around inthe next child-bearing years, their' fertility ratesare higher. few yearsAmerican D, mographics,January,1988, Connecticut's twelve metropolitan announced that although Connecticut's school-age areas have not seen pop- the explosive suburban growth that has sucked jobs,homes ulation (age 5-17) declined by 13.9pel ,:ent from 1980-86, and education away fromcore cities and to the suburbs. the very young (under five) group increased by 13 percent (Remember that the second largest metroarea in Con- during the sameyears. School populations have already necticut is SpringfieldChicopeeHolOke! Metropoli- begun a gradual increase, with Kindergarten throughgrade tan development does not stop neatly at state lines the five increasing in 1984-85. Although thenumbers are not second largest metro area in Illinois isnow St. Louis, yet available, this very young cohort will be at least 25 while 20 percent of Cincinnati is in Kentucky.Even New percent riinority and probably more. London-Norwich is moving into .) Only Most Connecticut indicators lead to highincomelots Danbury, with a 32 percent suburban growthrate during of women in the work place increasing thenumber of two 1970-1980 fit the national picture, and income households, a even there, subur- very large population with college ban growth did not come at theexpense of the core, which degrees, and a large middle-aged populationmoving into also grew at 16 percent. Itmay be that here is a good their peak earningyears. However, housing costs are so reason why the revitalization of Connecticut's cities has high that a large amount of income; isneeded to cover gone reasonably wellmost of the city was still there. housing, leaving less for discretionarypurposes. (That is Compared to Detroit, Pittsburgh and one major reason why the percent of owner-occupied even Baltimore, all of which lost jobs, homes, incomes and educationto the housing is so low in the state 'and whyso few people move suburbs, Connecticut's citieswere much better off. The to Connecticut even with the highper capita income fig- biggest danger for Connecticut's future ures.) Even during periods of economic difficulty, growth may be the increased intrusion from New York andMassachusetts, Connecticut unemployment levelwas among the lowest and some steps may be neededto deal with that problem. in the nation. While many of thesemeasures suggest a Another clue to Connecticut's strategic state with no major problems, we will success comes soon look at the from the Connecticut business and workforceanalysis. In issues of poverty and equity in Connecticutwhere there the following table, the first column gives the is still much to do. percentage of the workforce in thatarea, the second compares the Given low fertility rates, the majorway the state changes workforce distribution to the nation, theaverage being is by people moving in and out. Thisanalysis gives us 100:

7 CONNECTICUT BUSINESSES AND WORKERS

Percent Index AGRICULTURE, FORESTRY, MINING, FISHING 1.1 ,...... 28 CONSTRIkTION _ 4.3 /3 MANUFACTURING 31.0 138

TRANSPORTATION, COMMUNICATIONS 5.6 r

RETAIL, WHOLESALE TRADE 18.2 89

FINANCE, INSURANCE, REAL ESTATE 8.0 133 ,

BUSIIM, REPAIR, PERSONAL SERVICE 7.4 88 1.... ; , PROFESSIONAL SERVICES 20.6 101

PUBLIC ADMINISTRATION 3.9 74

There are some excellent andsome wo: risome things in this profile, one worry being the low indexon construc- WHO DOES WHAT INCONNECTICUT? tion, one of the best indicators of futureeconomic growth. (Total 1980 Workfore The same is true for transportation and retail trades.The 0-1,482,300)* low agriculture index is actually favorable, giventhe prob- Finance managers 9,000 lems in that industry. However, manufacturingis very Accountants, auditors 17,600 high, an area in which some additional painful"downsiz- Underwriters 1,100 ing" is probably still in the cards. The jewel inthe crown Engineers, total 31,800 is clearly the splendid scoreon the high end of the service Assembler; 27,500 economyfinance, insurance and real estate. But thestate Physici &,s 7,500 could clearly use some diversification, particularly insmall Actuaries 900 business starts in services, construction andtransporta- Lawyers 8,300 tion. If Connecticut could "tinker" withnew services as Computer programmers 6,600 well as it has with manufacturing, the state's futurewould Secretanes 63,200 be assured! Fast food 59,100 Although this profile looks decidedly optimistic,another Janitors 33,300 point needs to be madein Connecticut,as in other states, the low end of the serviceeconomy is alive and growing. *Occupational Outlook Quarterly,Winter, 1986-87 Although Connecticut is very high in engineers andfinance managers, it is also very high in service jobs that do not If one looks at the nets, jobs comingon stream, the jobs pay well: that will change the nature of theeconomy, there will be fourteen new jobs for cashiers for everyonejob for a janitors, maids and cashiers, three jobcategories with computer programmer, both in the nation and in Con- very high rates of growth. and numbers of jobs. It is vital necticut. We in education have long, intense discussions to understand the difference between the jobcategories ab .at the educational needs of futt:feprogrammers, but with the highestpercentage of job growthand the areas seldom do we discuss the 'uture educational needs of with thelargest number of new jobs:

10=rmorwo11.allegael n11 FASTEST GROWING JOBS IN TECHNICAL AREAS

1121N11111M11 (Fastest Relative Growth, 1985to 1995)

Paralegal Computer Programmer Systems Analysts Medical Assistants Electronic Data Processing Repairers Electrical Engineers Electronic Technicians Computer Operators Electronic Data Processing Operators Travel Agents

40% 50% 60% 70% 80% 90% 100% Percent Change Source: American Demoneiss4April1986

MOST NEW JOBS INTRADITIONAL OCCUPATIONS (Fastest Absolute Growth,1985 to 1995)

Cashiers Registered Nurses Janitors and Maids Truck Drivers Waiters and Waitresses Wholesalers Nursing Aides Salespersons Accountants Elementary Teachers

250 300 350 400 450 500 550 600 Thousands of New Jobs Source: American Demographics, April1986

11.11=1110.11.111111

9 One final comment about jobs and Connecticut has to wedlock for the 1980 Census. But in thevery well done do with the new entrants into the Connecticut workfbrce. report, The Changing World of Connecticut's Children, According to the (excellent) report, The Connecticut we learn that in 1985, 9,353 babies were born out of wed- Workplace to the Year 2000, six of every ten net additions lock in the state, about 20 percent of all births. Included to the Connecticut labor force will be women, four out of are about one in every six white babies and almost three ten will be minority group members. (Nationally, eight of of every five non-white children. Ina state with a declining ten new workers will he some combination of women, percentage of its citizens who are young, these numbers minority or immigrant.) Every year, Connecticut will add are seriousin Connecticut, almost every kid has to suc- about 82,000 jobs. Of these, 25,000 will be in the two ceed, as there are so few of them! As Commissioner Tirozzi categories of "clerical" and "services," jobs which do has put it, "Equity begins at birth; it does not startat age not require much education or training. Normally, the five when a mild enters kindergarten. Neither does learn- workers at the low end of the service economyjanitors, ing end at age eighteen." (TheChanging World of Con- clerks, maids, guards, cashiershave been frompoor and necticut' Children,p. 26). minority backgrounds. These trends overlap in many ways. One of thereasons If these 25,000 jobs each year continue togo to people for Connecticut's very high tier capita income is thenum- who are disadvantaged, and no promotional structure is ber of women in the workforce outside the home. About built into the low end of the serviceeconomy, then Con- 56 percent of women with cnildren under 18are in the necticut will be more segregated by theyear 2000, not Connecticut workforce, The figure will probably increase, less. Remember that in the U.S. in 1986, 3.5 million people putting even more pressure on Connecticut'sresources worked full time, yet were eligible for federal poverty for high quality daycare. In The Changing World,we learn programs. The evidence is clear that the "middle" of the that in 1986 there were about 57,000spaces in child care workforce is declining in numbers. Even though Con- centers and 185,000 school-age kids needing suchcare. In necticut is currently on top in per capita income, itmay addition, 93,000 pre-school children in Connecticutwere not continue, as the Connecticut population ages, demands in need of daycare. From 1970 to 1980,even with major for health and other services for the elderly increase, and efforts at urban redevelopment, Connecticut's largest cit- the tax base comes from an increasing number of mini- ies (Hartford, New Haven and Bridgeport) gotpoorer. It mum wage jobs. is easy in a state with such high income levelsto overlook A couple of other areas need to be mentionedbefore those who have not shared in economic well-being,par- we deal with the educational system. First, the state has ticularly the poor who are disproportionately female and a low rate of murder and rape for a densely populated minorityand kids. (In the U.S., ten percent of thepoor state; are elderly while forty percent of the poor are children.) Although poverty is not a lifelong condition for all (white families can bounce in and out of poverty frequently, Connecticut Crime Rates while minorities tend to stay in longer), the effects of long- per 100,000 Population term poverty on children is striking. Given the smallnum- ber of people who migrate to Connecticut, the state's work Murder:36th Rape:40th Robbery:1 1 th force in the year 2000 will be made up of today's Con- 4.7 21.6 218 necticut youth, too many of whomare at risk of not ful- filling their potential. We have taken this rather circuitous route to education because the system can beno better than its context. Robbery rates are strongly related to per capita income Between now and 2000, Connecticut will build farmore levels, and almost anyone in Connecticut is worth rob- jails than schools. Each prisoner costs thestate more than bing! One of the most important issues for Connecticut's $20,000 a yearenough to providea Head Start-type pro- future is the increasing amount of public funds that will gram for 10 kids! Consider the fact that 80 percent of all jail 'ells are occupied by high school dropouts, be spent on jailsthe number of inmates will grow byone and we third in Connecticut by 2000. With increased needs for may have completed the circle. Investing in the educa- education and programs for senior citizens, Connecticut tional system pays off, particularly thefocus on early could, with its unwillingness to developnew state income childhood levels. Connecticut educationprograms are, sources, be in serious financial trouble. above all else, the product of Connecticut. Although the divorce rate in Connecticut is low by national standards, there are still 444 divorces forevery 1,000 marriages in the state. The state ranks 14th in abor- CONNECTICUT'S EDUCATIONAL SYSTEM tions--there are 385 abortions for every 1,000 births in the state. (If that sounds high, consider New York State, The recent history of Connecticut's publicschools has with 666 abortions for every 1,000 births!) The demo- been one of decline in enrolled studentsas well as a major graphic consequences of abortion are as vitalas the ethical change in ethnic composition. Froma peak around 1970, issues, but it's hard to keep them separate. Connecticut Connecticut school enrollments have declinedat twice is one of ten states that did not report babies born out of the national rate:

6

1 SCHOOL ENROLLMENTS: U.S. ANDCONNECTICUT, 1970 vs. 1982

1970 1982 Net U.S. Total Enrollment 45,909,000 39,643,000 13.6% Connecticut Total Enrollment 662,000 486,000 26%

U.S. Grades 9-12 13,332,000 12,501,000 6.2% Connecticut Grades 9-12 175,000 150,000 26%

U.S. Grades K-8 32,577,000 27,143,000 Connecticut Grades K-8 16.7% 487,000 336,000 31%

By 1985, U.S. school enrollmentswere increasing in and about 80 schools without religious elementary grades, while still declining in affiliation. Infor- high school mation on ethnic characteristics ofindependent school enrollments. (Some superintendentsare laying off high students was not available to the author. school teachers and hiring elementary school staff It is likely that at the independent enrollments will increasevery slightly as a same time.) Connecticut, on the other hand, continued to percent of the state's total, not because of increasednum- decline in both levels, but the decline has slowed,and bers, but becnuse of the continueddecrease of public increased birth rates in C6nnecticutat present have led school enrollments for the next fewyears. to increases in school enrollments continuing into the It is clear from these numbers thatsome things have 1990s, followed by a long declineas the year 2000 changed in Connecticut. On bothper pupil expenditure approaches. About half of Connecticut's teachers will and teacher salaries, Connecticut increasedits advantage have retired by the year 2000, but it istoo early to fort cast over other states, although questions remain. One is the large teacher shortages. equitable distribution of funds within thestate to ensure A significant shift in ethnic background hastaken place. that every Connecticut child hasan equitable chance at a Minority enrollments in Connecticut have increasedfrom good educatioi. (Per capita wealth ranged from $36,250 15.1 percent in 1976 to 21.7 percent in 1985 and22.4% in in New Canaan to $8,677 in Hartfordin 1987an amazing 1986. Certainly compared to Los Angeles thisis not a income spread.) Another is that increasesin teacher sal- major jump, but for stable Connecticut itis. Although aries (in current dollars) do not black enrollments in Connecticut had represent increases in declined until 1985, purchasing power. Although therecan be few complaints they are now increasing slightly, while whitedecline con- about Connecticut'sper student funding, the resources tinues, meaning that a higher percentage of students is are so great that one could suggest a greater level ofstate black. Hispanic and Asian enrollments haveincreased effort to assure greater equity in funding,particularly in in number, allowing their percentagesto increase rapidly Connecticut's five largest cities. Hartford,New Haven as white enrollments decline rapidly and blacks slowly. and Bridgeport are allon the list of the top 20 cities in the The most accurate way to think of thesefactors is steadily U.S. with the highest percent of childrenliving in poverty. declining white enrollments with relativelystable minority In terms of funding responsibility, Connecticuthas fol- numbers but small increases in Hispanics.These trends lowed the national trend of increasedstate and reduced move into schools from the bottomminoritiesrepresent local funding. It seems inevitable thatwhen states provide one in four kindergarten students andone of seven twelfth more of the money, the legislature andgovernor will even- graders. Higher minority dropout figuresalso mean fewer tually want more of the decision authoritythat goes with minority students in theupper grades. In Connecticut, as it. The golden rule explains ithe whohas the gold makes in the U.S., minority studentsarc concentrated in urban the rules. In Connecticut, with activelocal control and areas. In 1986, 74.8 percent of11 students in Connecti- energetic school boards, this could produceconflicts in cut's five largest citieswere nii,orities. (Indeed, many the near future. State funding of schoolsalmost doubled other metro areas have donemuch better than Hartford from 1973-1985, while local funding fellfrom three quar- New Haven in terms of thepercentage of black house- ters to one half. It would be hard to fault the generalideas holds in the suburban'areas, as well as the number of and priorities in the bill passed bythe legislature in June minority small business starts, bothgood indicators of of 1986, known as An Act ConcerningEducational increased middle class minoritypopulations.) Enhancement, which will provide about300 million dol- Nonpublic school enrollments in Connecticuthave lars over three years by focusingon the salary needs of remained virtually stable at 81,000 (about 14percent of teachers, improving certificationsystems and helping small all students), for a decade ormore, with a decline to 73,284 towns and some cities. It does, however, provideless or 13.4 percent in 1986. These students attend almost 200 than adequate emph Isison Connecticut's cities where the Catholic schools, 60 with another religiousaffilitiation, educational issues seem to need themost state assistance.

7 11 CONNECTICUT AND U.S. SCHOOL INDICATORS

Connecticut U.S. Per-pupil expenditures, 1973-74 $1,413 $1,147

Per-pupil expenditures, 1985-86 $4,888 $3,677

Average teacher salary, 1973-74 $11,805 $11,690

Average teacher salary, 1985-86 $26,610 $25,257

Funding percentage, 1973-74 Federal 2.9% 8.2% State 23.8% 42.6% Local 73.3% 49.2%

Funding percentage, 1985-86 Federal 4.9% 6.4% State 40.5% 50.1% Local 54,5% 43.5%

Per capita income, 1984 $16,556 $12,789

Children 5-17 in poverty, 1980 10.4% 15.3%

Pupil/teacher ratios, 1982 15/1 18.9/1

Pupil/teacher ratios, 1985 14.4/1 18.3/1

Percent handicapped, 1987 13,8% 11.0%

Percent gifted, 1984 2.4% 3.2%

Percent bilingual, 1984 5.5% 2.9%

Percent minority, 1987 23% 30%

This act, plus the the competency test for teachers known Connecticut'sveryfavorab'e student-teacher ratio of as CONNCEPT, put in place in 1985, indicate a real inter- 14.4 to 1 in 1985 compares favorablyto California's twenty- est in upgrading the teaching force. In addition, the subject three students to one teacher! Only Wyoming,at 12.6 has matter exams, known as CONNTENT, will be phased smaller classes than Connecticut. However,other states into 25 subject areas by 1990, while BEST (Beginning with enrollment declines have also reducedstudentteacher Education Support and Training Program) will provide ratios simply by keeping teacherson the payrolleven with essential support for beginning teachers. However, urban a smallernumber of students to teach. A real problem educational issues in the state, particularlyyouth poverty, here is the increasing minority student population without remain unanswered at present, a proportionate increase in minority faculty. However, Connecticut is doing better in this regard than the nation HIGHER EDUCATION IN CONNECTICUT in one sensein 1986, minority professional staff actually increased slightly in Connecticut, up by 96 fora total of As of 1986-87, Connecticut had 49 institutions of higher 2,260 or 6 percent of the 37,627 full-time professional staff education, 24 public and 25 private. Includedare two members. (Nationally, the minority professional staff in universities, one public and one private; 26 four-year insti- public schools dropped from 12 to 9 percent, witha National tutions, 6 public and 20 private, and 21 two-year institu- Education Association prediction of below 6 percent in tions, 17 public and 4 private. As of Fall, 1986, they the next few years, due largely toa decline in the numbers enrolled a total of 159,071 students of whom 140,797were of minority teacher education students in colleges.) white and 14,540 (9.1 percent) were minority. Included The figures on handicapped students indicate that Con- were 7,599 black students, 3,753 Hispanics, 2,782 Asians necticut does a good job of identifying and diagnosing and 468 Native Americans. (The U.S. Department of Edu- their special needs and providing appropriate instruction. cation also recorded 4,021 foreign students studying in Connecticut's work with the handicapped student has been the state.) 9.1 percent minority is below the nationalaver- excellent in these dimensionshow much theyare learn- age of 17.4 percent minority college students, but is about ing is another question for which the dataare not very average for the Northeast and represents a commendable clear. Similarly, the 2.4 percent gifted category does not increaseover the 8.3 percent in 1984. but remember that mean that 2.4 percent of all Connecticut students are 22 percent of Connecticut's public school studentsare gifted, rather that 2.4 percent are enrolled in special classes minority! and programs. It is interesting to observe that the bi- From 1982 to 1984, current-fund expenditures for higher lingual percentage in Connecticut is almost twice the education in Connecticut moved upward by 11.4 percent, national average, due perhaps to the state mandate for from $1,076,378,000 to $1,199,463,000,one of the highest bilingual programs in any school in which 20or more increase rates in the nation. (The public institutional base students speak a particular language other than English. grew 14.9 percent while private institutions grew 9.2 per- Although the minority student percentage is below the cent.) Tuition and fees for public institutions averaged national average, there are reasons for believing that in $3,376 in 1984-85, about the nationalaverage, while Con- Connecticut, minority students and their familiesare more necticut's private institutional tuition and fees averaged tightly bound to the central cities of the state, withvery $10,769, second only to Massachusetts. However, four limited mobility to Connecticut's affluent suburbs. Given institutions that draw nationallyConnecticut College, the inevitability of increased minority student popula- Trinity, Wesleyan and Yale--push up theaverage. Con- tions, particularly Hispanic and Asian with steadynum- necticut's faculty earned an average of $36,464 in 1985- bers of black students, Connecticut's economic and social 86, behind only Alaska ($42,696), California ($39,002) and well-being will increasingly dependupon the ability of Connecticut's minorities to do wellin school and college, and later in the workplace. Like most others, Connecti- CONNECTICUT HIGHER EDUCATION cut's educational system has been used to pickwinners ENROLLMENT, 1986 rather than tocreatewinners. The demography in Con- necticut makes clear that in this state particularly,no young person can beallowed tofail. Two additional factors present themselves in the form of (a) a rapidly increasing population of peopleover 65 and (b) an increase in jail populations in Connecticut, from 4,308 in 1980 to 6,149 in 1985. Both of thesegroups require very expensive services. In Connecticut $123 million is used annually to provide for prisoners in jails,money that could have built college dormitories or provided Head Start-type programs for the state's poor children. We have moved from having eight childrento each older person in 1900 to about 2.5 children per olderperson today. The political dynamics will favor fundingfor the elderly and prisoner populations unlesssome major efforts are made to show the economic and social costs ofnot supporting education. (Head Startprograms look expen- sive until you look at the costs associated with not having them.) Support of public schools needsto he seen as a civicresponsibility in Connecticut,not just a parental responsibility.

WHITES BLACKS HISPANICS ASIANS NATIVE AMERICANS

9

1 :4 Massachusetts ($36,582).Interestingly, Connecticut's aid is generally available onlyto residents of that state. public and private faculties showedonly a few dollars This hypothesis seems unlikely.) difference in salary. TheStatistical Abstract of the U.S., B. Theperceivedquality of Connecticut institutions 1987 lists Connecticut as 8th in public highereducation may be low. Although Wesleyan and Yaleare clearly "big appropriations per F.T.E. student for 1986. league" schools, the University of Connecticut Given the very high level of participation is seldom in the SAT mentioned in theChronicle of Higher Education,and the telt (2f4302 Connecticut students took the SAT in1985, University of Hartford, although doingsome very fasci- the highest participation rate in the nation,with above- nating things, is perceivedas a local institution without average verbal and average math results), thestate is much larger significance. The state has clearly trying to develop a comprehensive quality control education pro- m....7hanisms in place, butperceivedquality is not cur- gram, kindergarten through graduate school. In addition, rently known. almost half the students in Connecticut higher education, C. The states with the highest rate of out-of-statecol- both public and private,are attending part-time, which lege going are the New England and Mid-Atlantic usually means older students with jobs states, and families to especially Rhode Island, Massachusetts,New Jersey, juggle. Connecticut seems to be meetingtheir educational Delaware, Vermont and Connecticut. These needs as well as the "conventional" are all rather student who is 18- small states geographically, and ifone of the functions of 22, in residence in college housing and full-time, a student "going away to college" is to getaway from home, it is type now clearly in theminorityin higher education in the difficult to do in New Jersey or Connecticut, U.S. as mom and dad are within a three-hour drive ofany campus in the However, there are some puzzles here. Mostinteresting state!Indeed, in a 1984 survey of Connecticut high is the high percentage of Connecticut school high school gradu- seniors, 21 percent said that "gettingaway from home" ates who leave the state to go to collegeabout28 percent was a major factor in their choice of an out-of-state col- in 1981, down from 32 percent in 1975 but up to 34 percent lege. Cost was a negligible factor in their choice.Option ofall1986 Connecticut high school graduates.The "net" C seems the most likely factor. issue is clearabout 20,000 Connecticutstudents leave In summary, the higher educationsystem in Connecti- the state for college, while about 10,000 studentswho live cut seems to be meeting the needs of Connecticut's citi- in other states come to Connecticutfor college, for a zens for postsecondary educational services. Some "net" loss of about 10,000 students.(The question of encouraging recent developments suggest whether or not the students who leave increasing Connecticut are articulation and collaborationacross the educational seg- any brighter than those who stay cannot be answered with ments in Connecticut, especially the Common Coreof present information.) Why doso many leave? Given the Learning, improving transfer good balance of public and private colleges programs and teacher edu- and universi- cation, and the joint involvement of public andindepen- ties in the state, as wellas the good selection of degrees dent institutions in strategic planning. Promising and programs, it cannot be that the starts education one wants have been made on cooperation between business,public cannot be found in Connecticut. Thereare several schools and higher education,as well as the minority hypotheses, and the reader may havemany more: advancement program. What is A. Connecticut higher education unclearis how higher may be overpriced education will deal with the major demographicchanges one can get the same quality and variety in otherstates for less. Compared with Massachusetts now moving through Connecticutthe large increase in and New York, older citizens, the major increase in minority youth,espe- Connecticut does not provide thesame level of state- cially in Connecticut's cities, plus the continuing based loans and grants for students. decline Bright but poor stu- in the number(aswell as percent) of white public school dents can "do better" in anotherstate. (However, state students.

10 GENERAL CONCLUSIONS

Connecticut is very small,very dense, very old (aver- to become one. In this regard,the relation of young age age of residents), very urban, very well-educated and old, as accomplished inthe educational pro- and very wealthy. The state hasgreat social concern, grams of Fairfax County, Virginia, could provide very open politics, and a need to developnew revenue some leads. (In Fairfax, manyprograms for seniors sources which would pay for social services. People are run in the schools, and gooduse of senior talent leaving the state are mostly retirees seekinga lower is made in volunteer schoolprograms, bringing closer cost of living, leaving the stateeven fuller of middle- contact between young and old.) year, two income families moving into their peakearn- ing years. About 11 percent of thestate's population is 2. Major attention needs to be givento education in minority and about 25 percent of Connecticut'skinder- Connecticut's cities, particularly for theyoungest garten population is. Because ofa continuing decline citizens. Daycare services for workingmothers is in white populations, Connecticut'sfuture will be an important educational issue in the state,as is increasingly minority. Ifone looks at the new entrants performance of city school children inthe first years into the Connecticut workforce fromnow to the year of school. The major factor here ispoverty. (Prince 2000, six out of ten entrants will bewomen and four George's County in Maryland hasshown rather con- out of ten entrants will be minority. The state'sauton- clusively that middle-class minoritychildren can omy is usually being hassled from Massachusettson perform academically at thesame level as middle- one end and New York on the other. One of themost class white kids. The issue ismore class than race.) inaccurate stereotypes about Connecticut is"the small For the richest state in the nation interms of per town state" when 88 percent of its people live in12 capita income, having one-fifth of itschildren born rilc.tropolitan areas. out-of-wedlock, and ten percent of its youthbelow Urban problems have beena major concern of Con - the poverty line is unacceptablebecauseof the n4 cticut's business leaders over the years, and because small number of kids in Connecticut,every one of the cities have not been drained of jobsand middle- them needs to succeed. income housing, it seems that Connecticut's citiescan 3. A related issue is the development ofminority mid- be developed further. The largestunanswered question dle classes in Connecticut. Smallbusiness starts are for Connecticut involves low income residents. Although an important part of Connecticut's future (morenew the Connecticut economy hasa splendid high end and jobs are created by small businessthan by Fortune middle, there are thousands of jobsin Connecticut 500 companies), and the state needsto work on cashiers, janitors, hotel maids andfast food workers minority-owned and operated small businesses.In for starterswho do essential work butare paid very addition, effective recruiting of minority citizensinto little. Given the very high housingcosts in the state, state government has workedvery effectively in and the fact that existing tax structures are regressive , where the black middle class in Columbusis and affect the working poorvery severely, there is an one of the largest in the country, much of it in state issue of social and economic equityfor the state to government positions. Connecticut has face. not been particularly successful in encouraging minoritiesto The educational system needs to be viewedin this move to the suburbs, although the Fairfield data context, as does the state effort throughgovernment suggests that some change is happening. There isa and business leaders. Hereare some ways of focussing focus here which could involve thestate's commu- these issues that may be helpfulto the state's consid- nity colleges, the Universities ofConnecticut and erable abilities and skills: Hartford, the public schools and businessand gov- 1. Connecticut's concern for educationhas simply been ernment leaders. assumed as a given. Today, with fewer adultswho 4. The state does not havea youth policy, and it needs have children in the schools, and given that thefast- one. That would help Connecticut's public and pri- est growing segment of the state's population ispeo- vate schools and colleges work together ina more ple over 85, the state will haveto be more active in coordinated way than isnow the case. Connecticut making support of educationa civic responsibility, is already planning to buildmore jails, which is a not just a parental responsibility. Connecticut isnot youth policy of sorts. (Rememberthat a prisoner currently a leader in developing innovative pro- costs about $20,000 a year to maintain,and that grams that benefit its elderly citizens, but it will need eighty percent of prisonersare high school drop-

11 outs.) It is time for this enlightenedstate to develop more state scholarship dollars so that morc of Con- new revenue sources which are as nonregressiveas necticut's brightest high school graduates would possible. One benefit of sucha venture would be decide to attend college in their homestate.

12 16 SOURCES USED IN PREPARING THISREPORT on Delaware, Indiana, Kentucky, Michigan, New York, and Ohio. 1. Minorities in Higher Education (Washington,D.C.: 11. 1986-87 Fact Book The American Council on Education, 1986). on Higher Education (Washing- ton, D.C.: The American Council on Education,1987). 2. The Education of Hispanics: SelectedStatistics 12. Statistical Abstract of the UnitedStates, 1987 (Wash- (Washington, D.C.: The National Council of LaRaza, ington, D.C.: U.S. Government Printing 1986). Office, 1987). 13. Occupational Outlook Quarterly 3. Education Vital Signs (Alexandria, VA.: The (Washington, D.C.: National U.S. Department of Labor, 1986). School Boards Association, 1986). 14. Population Profile of the UnitedStates (Washington, 4. The Condition of Education, 1987 (Washington,D.C.: National Center for Educational Statistics, D.C.: Bureau of the Census, No. 150,pp. 23, April, 1987). 1987).

5. All One System, Harold L. Hodgkinson(Washington, 15. Meeting the Challenge: Condition of D.C.: The Institute for Educational Leadership, Education in Inc., Connecticut, 1986. Connecticut State Departmentof 1985). Education. 6. Higher Education: Diversity is Our Middle Name, 16. The Changing World of Connecticut'sChildren. Harold L. Hodgkinson (Washington, D.C.: National Connecticut Commissionon Children, Fall, 1987. Institute for Independent Colleges and Universities, 1986). 17. Public School Enrollment Projectionsthrough 2000. Connecticut State Department of Education,1984. 7. The Changing Profile of Mexican America (Los Ange- les, CA: The Tomas Rivera Center, 1985). 18. Teacher Supply and Demand inConnecticut. Connecticut State Department ofEducation, 1985. 8. State Demographics, by the Editors ofAmerican Demographics (Homewood, IL: Dow Jones-Irwin, 19. College-Bound Seniors Report,1985-86. Connecticut 1983). State Board of Education, 1987.

9. Digest of Educational Statistics, 1987(Washington, 20. Minority Students and Staff Report.Connecticut State D.C.: National Center for Educational Statistics,1987). Board of Education, 1936. 21. The Connecticut WorkplacetotheYear 2000. 10. California: The State and Its EducationalSystem, Connecticut Department of Labor, 1987. and Texas: The State and Its EducationalSystem, Harold L. Hodgkinson (Washington, D.C.: Institute 22. Book of America, Neal Peirce andJerry Hagstrom for Educational Leadership, Inc., 1986). Plusreports (New York, NY: Warner Books, 1984).

101111111111111111. 1111Y.11.010 =111101. 13 CONNECTICUT SUMMARY OF MAJORPOiNTS

1. Connecticut is a small, very densely populatedstate, first in per capita income, in part because of the high percentage ofwomen who work outside the home, causing a major need for daycare services. 2. Connecticut sees itselfas a small town state, even though 88 percent of its people live in the state's twelve metropolitanareas. Partly as a result, the three largest citiesHartford, New Haven and Bridgeportdonot get the concen- trated attention and assistance they need.Corporate leadership has beenvery important in focusingon urban development in the state. 3. Connecticut's population is the fourth oldest, mainlybecause of its very small number of children. The fastest growingpart of the population, however, is people over 85, which will forcemore trade-offs between programs for youth and those for senior, citizens in the figure, unlesssome action is taken now. 4. The state's very diverseeconomy allows It to ride through recessions very easily. However, the workers whoare added to the workforce are sixty percent female and forty percent minority, and thoseperceptages will increase in the future. Housing costs areso high that some of th(advantages of high income levels are taken away. (That isone of the major reasons why people are not moving to ConnecticUt in droves to take advantageof the high levels ofper capita income.) 5. The state's youth population has declinedsharply for a decade, buta turn around has already begun in the early elementarygrades. However, the increase in kids will be heavily minority youth,and is likely to be in Connecticut's cities rather than in suburbsor towns. Connecticut needs to keepa sharp eye out for increasing poverty among its youth,a very likely development. 6. Connecticut has a diverse and flexibleeducational system, from kindergarten through graduate school, but it isnot articulated or coordinated in particularly effective ways. Some recent activitylike Fairfield 2000may point the way in collaboration between schools, colleges,businP is and government. The state's wonderful tradition in technical innovationhas never been matched with achievements in social innovation. Giventhe state's great wealth, small size, highly educated citizens, traditions ofopen and honest government, as well as business leadership and support, itmay be time for Connecticut to assume more of a national role as it increases its efforts to solvethe state's problems in a creative way that might bea model for other states. This cannot happen without adequate state funding for the solutionof Connecticut's problems.