The first of its kind in Connecticut, this report documents the state’s civic health. It looks at key indicators of civic life in Connecticut: how Connecticut residents engage in civic organizations and group activities, how attentive they are to community problem solving and politics and how connected they are to family, friends and neighbors.
The first of its kind in Connecticut, this report documents the state’s civic health. It looks at key indicators of civic life in Connecticut: how Connecticut residents engage in civic organizations and group activities, how attentive they are to community problem solving and politics and how connected they are to family, friends and neighbors.
Lesson Plan 3 helps teachers engage their students on "living citizenship" through classroom and personal civic engagement activities by the students using a "civics scorecard" that helps them explore different ways to become "great citizens." The "scorecard" activity allows students to learn more about "civic health" through actual civic participation in their schools and communities.
Download the lesson plan here: http://everyday-democracy.org/resources/civic-engagement-lesson-plan-part-3
Download the lesson plan here: http://everyday-democracy.org/resources/civic-engagement-lesson-plan-parts-1-and-2
Lesson Plan 1 is an introduction to "civic health" and its connection to "great citizenship." It helps students learn about how ordinary citizens in Connecticut participate in the public arena by volunteering, voting, donating, working with neighbors and public officials, learning about and engaging on issues, attending public events and hearings, etc. They also get to reflect on what are some of the attributes of "great citizenship," examine their own communities and civic health in Connecticut, and understand the importance of civic participation for making communities and our society better for all.
Lesson Plan 2 is an introduction to Chapter 3 in Eric Liu's book "The Gardens of Democracy," which discusses the attributes and value of "great citizenship" for our society and democracy. Students will be able to reflect on and model "great citizenship" in their schools, neighborhoods, and pubic life. By allowing students to explore their connections to others at their schools and communities and adopting a different way of thinking about collective responsibility, this learning can be transformative and imbued with civic agency.
A comprehensive guide designed to help you recruit people to your community change effort, work with the media, master social media, and tell your story in many different formats along the way.
Recentering Democracy Around Citizens Multimedia ReportMatt Leighninger
How might we redesign local democracy around the day-to-day goals and concerns of citizens? A set of leaders in civic engagement, including representatives of national associations that represent local officials, school systems, funders, and other leaders, met in early 2010 to compare notes on their work in communities and discuss possibilities for innovation. This report describes their discussion and recommendations.
Resource List for Dialogue and Action on Racism and Civil RightsEveryday Democracy
The resources in this document are for individuals, community leaders and groups, law enforcement officials and elected leaders who want to learn about, organize dialogue, and take action to address specific aspects of structural racism.
On August 2-4, experts and advocates for strengthening our nation's democracy came together to create new momentum and plans for bringing together the emerging democracy reform movement behind a common set of priorities. At the second Strengthening Our Nation's Democracy conference, participants shared what they have been learning from their work across the country, and rolled up their sleeves to create collective recommendations and action steps.
Presentation on the Role of Civic Engagement and Service Learning in EducationDylan Chaplin
This is a presentation I created to present for the college I am currently attending to persuade them to implement Service-Learning in the curricula. It recieved excellent feedback and was presented to the deans.
The first of its kind in Connecticut, this report documents the state’s civic health. It looks at key indicators of civic life in Connecticut: how Connecticut residents engage in civic organizations and group activities, how attentive they are to community problem solving and politics and how connected they are to family, friends and neighbors.
Lesson Plan 3 helps teachers engage their students on "living citizenship" through classroom and personal civic engagement activities by the students using a "civics scorecard" that helps them explore different ways to become "great citizens." The "scorecard" activity allows students to learn more about "civic health" through actual civic participation in their schools and communities.
Download the lesson plan here: http://everyday-democracy.org/resources/civic-engagement-lesson-plan-part-3
Download the lesson plan here: http://everyday-democracy.org/resources/civic-engagement-lesson-plan-parts-1-and-2
Lesson Plan 1 is an introduction to "civic health" and its connection to "great citizenship." It helps students learn about how ordinary citizens in Connecticut participate in the public arena by volunteering, voting, donating, working with neighbors and public officials, learning about and engaging on issues, attending public events and hearings, etc. They also get to reflect on what are some of the attributes of "great citizenship," examine their own communities and civic health in Connecticut, and understand the importance of civic participation for making communities and our society better for all.
Lesson Plan 2 is an introduction to Chapter 3 in Eric Liu's book "The Gardens of Democracy," which discusses the attributes and value of "great citizenship" for our society and democracy. Students will be able to reflect on and model "great citizenship" in their schools, neighborhoods, and pubic life. By allowing students to explore their connections to others at their schools and communities and adopting a different way of thinking about collective responsibility, this learning can be transformative and imbued with civic agency.
A comprehensive guide designed to help you recruit people to your community change effort, work with the media, master social media, and tell your story in many different formats along the way.
Recentering Democracy Around Citizens Multimedia ReportMatt Leighninger
How might we redesign local democracy around the day-to-day goals and concerns of citizens? A set of leaders in civic engagement, including representatives of national associations that represent local officials, school systems, funders, and other leaders, met in early 2010 to compare notes on their work in communities and discuss possibilities for innovation. This report describes their discussion and recommendations.
Resource List for Dialogue and Action on Racism and Civil RightsEveryday Democracy
The resources in this document are for individuals, community leaders and groups, law enforcement officials and elected leaders who want to learn about, organize dialogue, and take action to address specific aspects of structural racism.
On August 2-4, experts and advocates for strengthening our nation's democracy came together to create new momentum and plans for bringing together the emerging democracy reform movement behind a common set of priorities. At the second Strengthening Our Nation's Democracy conference, participants shared what they have been learning from their work across the country, and rolled up their sleeves to create collective recommendations and action steps.
Presentation on the Role of Civic Engagement and Service Learning in EducationDylan Chaplin
This is a presentation I created to present for the college I am currently attending to persuade them to implement Service-Learning in the curricula. It recieved excellent feedback and was presented to the deans.
Pathways to Happiness are policy suggestions for communities using the Happiness Index and scoring low in an area. Each one suggests policies and programs for when a community scores low in one area.
Building Community in a "Connected" Age (Facilitator Guide)Everyday Democracy
This guide is designed to help citizens deliberate about ways to use e-state technology to help enhance community and civic life. The guide was designed to be used during a one day symposium and includes an exploration of community, scenarios to help explore e-state opportunities and challenges, an exercise to identify e-state values, and opportunities to identify action steps.
Community development - a different way to think about local economiesJulian Dobson
This is a presentation given to the Local Government Information Unit's economic development learning network in London on 26 January 2010. I was asked to explore how community development and economic development are linked and the implications for economic development practitioners of a community development approach.
This in-depth report measures citizen engagement in the constitution state in voting, volunteerism and community involvement in the state of Connecticut.
A coalition of groups — including the Secretary of the State, Everyday Democracy, the National Conference on Citizenship and DataHaven — launched the 2016 Civic Health Index Report today. The survey evaluates the depth of citizen engagement through a variety of indicators such as voting, volunteering and other forms of community involvement.
Download the report at: http://everyday-democracy.org/resources/2016-connecticut-civic-health-index
Pathways to Happiness are policy suggestions for communities using the Happiness Index and scoring low in an area. Each one suggests policies and programs for when a community scores low in one area.
Building Community in a "Connected" Age (Facilitator Guide)Everyday Democracy
This guide is designed to help citizens deliberate about ways to use e-state technology to help enhance community and civic life. The guide was designed to be used during a one day symposium and includes an exploration of community, scenarios to help explore e-state opportunities and challenges, an exercise to identify e-state values, and opportunities to identify action steps.
Community development - a different way to think about local economiesJulian Dobson
This is a presentation given to the Local Government Information Unit's economic development learning network in London on 26 January 2010. I was asked to explore how community development and economic development are linked and the implications for economic development practitioners of a community development approach.
This in-depth report measures citizen engagement in the constitution state in voting, volunteerism and community involvement in the state of Connecticut.
A coalition of groups — including the Secretary of the State, Everyday Democracy, the National Conference on Citizenship and DataHaven — launched the 2016 Civic Health Index Report today. The survey evaluates the depth of citizen engagement through a variety of indicators such as voting, volunteering and other forms of community involvement.
Download the report at: http://everyday-democracy.org/resources/2016-connecticut-civic-health-index
Higher levels of economic segregation are associated with lower incomes, particularly for black residents. Higher levels of racial segregation are associated with lower incomes for blacks, lower educational attainment for whites and blacks, and lower levels of safety for all area residents.”
Hampton Roads Center for Civic Engagement's "Batten Surveys": A Regional Civic Capital Assessment 2008 - 2009 "Civic engagement is more than just attending a meeting or a public hearing. It's not a passive concept; it's an active concept. It's when people actively engage in their neighborhood or community either by doing something or really engaging in the thinking around doing something that allows them to create some positive change." -Chris Gates, Executive Director, Philanthropy for Active Civic Engagement
Keynote address given to University of South Florida on the occasion of World Health Day, addressing global urbanization and its impact on global health as well as participatory urban design and its contribution to healthy cities.
Connecticut Civic Ambassadors are everyday people who care about and engage others in their communities by creating opportunities for civic participation that strengthens our state’s “Civic Health.” Civic Health is determined by how well diverse groups of residents work together and with government to solve public problems to strengthen their communities. Read more below on how you can be an agent of change in your own community by joining the team.
Ripple Effects Mapping Tip Sheet for Evaluating Community Engagement Everyday Democracy
Community Engagement and Dialogue to Change strategies can lead to many positive changes in your community. However, direct impacts can be tough to track. Ripple Effects Mapping (REM) allows you, along with local leaders and others in your community, to assess impacts from your Dialogue to
Change efforts. It allows you to visually document the impacts your efforts have had on individuals, on your community, and on institutions and systems over time. These are tips for rolling out a Ripple Effects Mapping process:
Evaluation Guide Toolkit (Companion to Evaluating Community Engagement Guide)Everyday Democracy
Includes an Evaluation Capacity Self-Assessment Tool,
Sample Community Engagement Logic Model, Logic Model Template, Data Collection and Planning Template and Ripple Mapping Tip Sheet
The Wondertwins, "Black"- September 27th, West Hartford, CT Everyday Democracy
The Wondertwins, famed veteran hip-hop dance duo from Boston, perform their newest piece, BLACK. BLACK explores the traumatizing effects of police violence towards the black community by incorporating dance with historic and contemporary audio and video clips. Post-show dialogue will be facilitated by Everyday Democracy and the Connecticut Collaborative on Poverty, Criminal Justice and Race.
The practice of treating everyone fairly and justly regardless of age, with special consideration to the structural factors that privilege some age groups over others.
This is a brief guide developed for Stand Against Racism Day, 2019. The guide helps communities discuss immigration and how it connects to racial equity.
“American citizenship brings legal rights, protections, and responsibilities. But its meaning goes deeper. To be a citizen is to be accepted, to feel safe, to be ‘one of us.’ ”
Racism is rooted in our country's history and is embedded in our culture, and yet the history of structural racism is rarely taught or portrayed. Racism is still one of the greatest barriers to fulfilling the promise of our democracy. That is why Everyday Democracy uses a racial equity lens in all the work we do.
Unfortunately, most people in the U.S. have not had the chance to study and understand how racism has evolved and how it continues to affect every area of our lives. We don’t usually learn about it in school, except in cursory ways. Even then, it is often portrayed as a part of a distant past that stopped with the fight for civil rights in the 60s. That, in itself, is part of the “invisible” power of structural racism.
There are many people who don’t realize that, as a country, we still have work to do to create equal opportunities for all. And many aren’t aware that all of us – of every region of the country, of every color and ethnic background – are still dealing with the impact of slavery, Jim Crow, and other policies that have perpetuated unfair advantages based on color. All of us need to deepen our understanding of our full history, so that we can move beyond “us vs. them” to “us.” Only as we understand the forces that have shaped our lives can we begin imagine and create a democracy that supports voice and belonging for all.
To share an important part of this history, the New York Historical Society (NYHS) has developed a curriculum to help students and communities explore the legacy of racism. It includes three comprehensive units and printable resources. This curriculum was developed as part of NYHS’s current exhibit, Black Citizenship in the Age of Jim Crow, that explores the struggle for full citizenship and racial equity. This powerful exhibit uncovers not only the overt and hidden racism that marked a pivotal era in our history, it highlights the day-to-day acts of courage that so many people took to claim citizenship as belonging. It is impossible to see this exhibit without thinking about the parallels for today.
We invite you to use and share this curriculum with students, coworkers, family members, and community members. And then we invite you to work with us at Everyday Democracy to use your learning as a catalyst for expanding the dialogue and creating equitable change in your community and our country.
Understanding the Challenges of Street ChildrenSERUDS INDIA
By raising awareness, providing support, advocating for change, and offering assistance to children in need, individuals can play a crucial role in improving the lives of street children and helping them realize their full potential
Donate Us
https://serudsindia.org/how-individuals-can-support-street-children-in-india/
#donatefororphan, #donateforhomelesschildren, #childeducation, #ngochildeducation, #donateforeducation, #donationforchildeducation, #sponsorforpoorchild, #sponsororphanage #sponsororphanchild, #donation, #education, #charity, #educationforchild, #seruds, #kurnool, #joyhome
ZGB - The Role of Generative AI in Government transformation.pdfSaeed Al Dhaheri
This keynote was presented during the the 7th edition of the UAE Hackathon 2024. It highlights the role of AI and Generative AI in addressing government transformation to achieve zero government bureaucracy
Canadian Immigration Tracker March 2024 - Key SlidesAndrew Griffith
Highlights
Permanent Residents decrease along with percentage of TR2PR decline to 52 percent of all Permanent Residents.
March asylum claim data not issued as of May 27 (unusually late). Irregular arrivals remain very small.
Study permit applications experiencing sharp decrease as a result of announced caps over 50 percent compared to February.
Citizenship numbers remain stable.
Slide 3 has the overall numbers and change.
Russian anarchist and anti-war movement in the third year of full-scale warAntti Rautiainen
Anarchist group ANA Regensburg hosted my online-presentation on 16th of May 2024, in which I discussed tactics of anti-war activism in Russia, and reasons why the anti-war movement has not been able to make an impact to change the course of events yet. Cases of anarchists repressed for anti-war activities are presented, as well as strategies of support for political prisoners, and modest successes in supporting their struggles.
Thumbnail picture is by MediaZona, you may read their report on anti-war arson attacks in Russia here: https://en.zona.media/article/2022/10/13/burn-map
Links:
Autonomous Action
http://Avtonom.org
Anarchist Black Cross Moscow
http://Avtonom.org/abc
Solidarity Zone
https://t.me/solidarity_zone
Memorial
https://memopzk.org/, https://t.me/pzk_memorial
OVD-Info
https://en.ovdinfo.org/antiwar-ovd-info-guide
RosUznik
https://rosuznik.org/
Uznik Online
http://uznikonline.tilda.ws/
Russian Reader
https://therussianreader.com/
ABC Irkutsk
https://abc38.noblogs.org/
Send mail to prisoners from abroad:
http://Prisonmail.online
YouTube: https://youtu.be/c5nSOdU48O8
Spotify: https://podcasters.spotify.com/pod/show/libertarianlifecoach/episodes/Russian-anarchist-and-anti-war-movement-in-the-third-year-of-full-scale-war-e2k8ai4
A process server is a authorized person for delivering legal documents, such as summons, complaints, subpoenas, and other court papers, to peoples involved in legal proceedings.
What is the point of small housing associations.pptxPaul Smith
Given the small scale of housing associations and their relative high cost per home what is the point of them and how do we justify their continued existance
Up the Ratios Bylaws - a Comprehensive Process of Our Organizationuptheratios
Up the Ratios is a non-profit organization dedicated to bridging the gap in STEM education for underprivileged students by providing free, high-quality learning opportunities in robotics and other STEM fields. Our mission is to empower the next generation of innovators, thinkers, and problem-solvers by offering a range of educational programs that foster curiosity, creativity, and critical thinking.
At Up the Ratios, we believe that every student, regardless of their socio-economic background, should have access to the tools and knowledge needed to succeed in today's technology-driven world. To achieve this, we host a variety of free classes, workshops, summer camps, and live lectures tailored to students from underserved communities. Our programs are designed to be engaging and hands-on, allowing students to explore the exciting world of robotics and STEM through practical, real-world applications.
Our free classes cover fundamental concepts in robotics, coding, and engineering, providing students with a strong foundation in these critical areas. Through our interactive workshops, students can dive deeper into specific topics, working on projects that challenge them to apply what they've learned and think creatively. Our summer camps offer an immersive experience where students can collaborate on larger projects, develop their teamwork skills, and gain confidence in their abilities.
In addition to our local programs, Up the Ratios is committed to making a global impact. We take donations of new and gently used robotics parts, which we then distribute to students and educational institutions in other countries. These donations help ensure that young learners worldwide have the resources they need to explore and excel in STEM fields. By supporting education in this way, we aim to nurture a global community of future leaders and innovators.
Our live lectures feature guest speakers from various STEM disciplines, including engineers, scientists, and industry professionals who share their knowledge and experiences with our students. These lectures provide valuable insights into potential career paths and inspire students to pursue their passions in STEM.
Up the Ratios relies on the generosity of donors and volunteers to continue our work. Contributions of time, expertise, and financial support are crucial to sustaining our programs and expanding our reach. Whether you're an individual passionate about education, a professional in the STEM field, or a company looking to give back to the community, there are many ways to get involved and make a difference.
We are proud of the positive impact we've had on the lives of countless students, many of whom have gone on to pursue higher education and careers in STEM. By providing these young minds with the tools and opportunities they need to succeed, we are not only changing their futures but also contributing to the advancement of technology and innovation on a broader scale.
1. 2011 CONNECTICUT
CIVIC HEALTH INDEX
WHAT CONNECTICUT CAN BE:
CIVIC RENEWAL FOR ALL
CONNECTICUT SECRETARY
OF THE STATE
2. NATIONAL CONFERENCE ON CITIZENSHIP
At the National Conference on Citizenship (NCoC), we
believe everyone has the power to make a difference in
how their community and country thrive.
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forefront of our nation’s civic life. We continuously explore
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individual in our democracy, and uncover ways to motivate
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reports, NCoC expands our nation’s contemporary under-
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SECRETARY OF THE STATE OF CONNECTICUT
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continue the work to expand democratic participation, protect
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EVERYDAY DEMOCRACY
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J. Aicher Foundation, a national, nonpartisan, nonprofit
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borhoods, towns and cities develop their own capacity
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create communities that work for everyone. We emphasize
the connection between racial equity and issues such as
poverty and economic development; education reform;
early childhood development; police-community relations;
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we have worked with more than 600 communities across
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the reach and impact of the tools, stories and lessons that
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ways to involve people in public life. At the national level,
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About The Authors
Valeriano Ramos, Jr. is Director of Strategic Alliances at Everyday
Democracy and Coordinator of the Connecticut Civic Health
Project. Nancy Thomas is a Senior Associate at Everyday
Democracy and director of the Democracy Imperative.
ABOUT THE PARTNERS
State Capitol Cover Photo: Robert Gregson, Connecticut Commission on Culture and Tourism
3. This report is the result of a
collaboration between Everyday
Democracy, a national civic organization
located in East Hartford, Connecticut;
the Honorable Denise Merrill, the
Secretary of the State of Connecticut;
and the National Conference on
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of a dedicated advisory group drawn
from Connecticut’s civic and community
organizations, state agencies, media
outlets,and universities.
Authors:
Valeriano Ramos, Jr. and Nancy Thomas
Executive Editor:
Martha L. McCoy
Editor:
Molly H. Barrett
Copy Editor:
Nick Connell
Data Analysis:
Kei Kawashima-Ginsberg, CIRCLE
Layout, Design & Production:
Andy Matznick, Addison Clark
TABLE OF CONTENTS
Introduction.................................................................................................................................................................................................4
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B*9*+#H"$:06#Q*(&*(51..........................................................................................................................................................................8
Social Connectedness.............................................................................................................................................................8
Civic Engagement.........................................................................................................................................................................9
Political Participation.............................................................................................................................................................14
Access to Information and Current Events.......................................................................................................17
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Conclusion and a Call to Action........................................................................................................................................... 19
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D")?"%1#-;#06"#TULL#B-(("+0*+>0#B*9*+#H"$:06#E&9*1-%'#S%->/....................................................... 23
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4. 4 2011 CONNECT ICUT CIVIC HEALTH INDEX
INTRODUCTION
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$#:$3#06$0#$::-3"&#;-%#06"#5%$&>$:#")$(+*/$0*-(#-;#'->(5#1:$9"1<#E(&#*(#LN``,#0"$+6"%.0>%("&.
$?-:*0*-(*10#O%>&"(+"#B%$(&$::[->%#10$0"71#-;2+*$:#6"%-*("[;->(&""#2%10#$+$&")'#;-%#
E;%*+$(#E)"%*+$(#5*%:1#*(#V"3#K(5:$(&<
B-(("+0*+>0#6$1#LbM#0-3(1#$(&#)>(*+*/$:*0*"1#3*06#06"*%#-3(#5-9"%($(+"#10%>+0>%"1#$(&#/%$+-
0*+"1<#W(#LMbU,#)$('#0-3(1#")?%$+"&#Y6-)"#%>:"Z#$("#":*)*($0*-(#-;#+->(0'#5-9"%()"(0#
$("#:-+$:#*(&"/"(&"(+"#06*1#?%->560<#H-3"9"%,#;-%#1-)"#0-3(1#06*1#6$1#+%"$0"&#+6$::"(5"1,#
*(+:>&*(5#1)$::"%#%"9"(>"1<#W(#0"%)1#-;#+*9*+#6"$:06,#6-)"#%>:"#+$(#1/>%#+*9*+#/$%0*+*/$0*-(#$0#06"#
:-+$:#:"9":<#E0#06"#1$)"#0*)",#*0#+$(#?"#$#?$%%*"%#0-#$&&%"11*(5#$(&#%"1-:9*(5#*11>"1#06$0#"P0"(&#
beyond municipal boundaries.
=-&$',#B-(("+0*+>0#*1#$#10$0"#-;#10$%4#+-(0%$101<#H-)"#0-#1-)"#-;#06"#3"$:06*"10#+-))>(*0*"1#*(#
06"#($0*-(,#B-(("+0*+>0#6$1#06"#6*56"10#/"%#+$/*0$#*(+-)"_#*0#*1#$:1-#6-)"#0-#1-)"#-;#->%#+->(-
0%'71#/--%"10#+-))>(*0*"1<#=6$0#*1#36'#1-)"#/"-/:"#0$:4#$?->0#Y03-#B-(("+0*+>01<Z#
=3"(0'#'"$%1#$5-,#$9"%$5"#/"%#+$/*0$#*(+-)"#*(#B-(("+0*+>071#0"(#3"$:06*"10#0-3(1#3$1#`<L#
0*)"1#06$0#*(#06"#10$0"71#0"(#/--%"10#0-3(1<#R'#LMMN,#06"#%$0*-#6$&#*(+%"$1"�-#`<M[eN],]L^#
9"%1>1#eTT,T^L<`
#W(#TUUM,#06"#%$0*-#%")$*(1#06"#1$)",#3*06#$9"%$5"#/"%#+$/*0$#*(+-)"#*(#B-(-
("+0*+>071#0"(#3"$:06*"10#0-3(1#$)->(0*(5#0-#`<M#0*)"1#06"#$9"%$5"#*(#06"#10$0"71#0"(#/--%"10#
+*0*"1[eNT,fff#9"%1>1#eTL,U`U<^
E#(>)?"%#-;#J>$:*0'.-;.:*;"#*(&*+$0-%1#>(&"%1+-%"#06"#10$0"71#3*&"(*(5#5$/1#?"03""(#%*+6#$(&#
/--%<#g9"%$::,#->%#/>?:*+#1+6--:#10>&"(01#%"5>:$%:'#1+-%"#$)-(5#06"#0-/#29"#10$0"1#-(#06"#V$-
0*-($:#E11"11)"(0#-;#K&>+$0*-(#O%-5%"11#cVEKOd#0"101#*(#)$06#$(&#%"$&*(5<#a"0,#B-(("+0*+>071#
:-3.*(+-)"#10>&"(01#/"%;-%)#/--%:'#36"(#+-)/$%"*06#06"*%#)-%"#$;h>"(0#/""%1#and with
:-3.*(+-)"#10>&"(01#*(#-06"%#10$0"1<#!*06*(#06"#10$0",#06*1#5$/#*1#06"#:$%5"10#-;#$('#10$0"#*(#06"#
nation.f
#=6*1#/$00"%(#-;#*("J>$:*0'#/"%1*101#*(#-06"%#+-)/$%*1-(1#)"$1>%*(5#6"$:06#+$%",#6->1*(5,#
safety, infant mortality rates, and incarceration rates.6
=6"1"#5$/1#$:*5(#3*06#?-06#5"-5%$/6*+#$(&#%$+*$:#$(&#"06(*+#&")-5%$/6*+1<#B-(("+0*+>0#$1#$#
36-:"#6$1#06"#06*%&#:-3"10#/-9"%0'#%$0"#*(#06"#($0*-(#cb<]id,#?>0#/-9"%0'#%$0"1#*(#R%*&5"/-%0,#
H$%0;-%&,#V"3#H$9"(#$(&#!$0"%?>%'#$%"#$0#:"$10#03*+"#$1#6*56#$1#06"#10$0"#$9"%$5"<]
While
`U<`i#-;#B-(("+0*+>071#X.LT#10>&"(01#$%"#":*5*?:"#;-%#;%""#-%#%"&>+"&./%*+"#)"$:1,#)-%"#06$(#
MUi#$%"#":*5*?:"#*(#R%*&5"/-%0#$(&#H$%0;-%&,#]`<^i#*(#V"3#H$9"(#$(&#]^<]i#*(#!$0"%?>%'<N
#=6"#
+-%%":$0*-(#?"03""(#%$+"#$(-+*$:,#/-:*0*+$:#$(&#"+-(-)*+#&*1/$%*0*"1#*1#*("1+$/$?:"#]]<bi#-;#
/"-/:"#*(#B-(("+0*+>0#*&"(0*;'#06")1":9"1#$1#Y!6*0"#(-0#H*1/$(*+Z_#?'#+-(0%$10,#H$%0;-%&#*1#-(:'#
Lf<Ni#!6*0"#c&-3(#;%-)#$%->(&#`Ui#*(#TUUUd<M
3.9Average per capita income in
Connecticut’s ten wealthiest
towns in 2009 was 3.9 times
that in the state’s ten
poorest cities.
5. 5
C*1/$%*0*"1#6$9"#3-%1"("&#&>%*(5#06"#%"+"(0#($0*-($:#%"+"11*-(<#=6"#("5$0*9"#*)/$+01#-(#:-3.
*(+-)"#$%"$1[)-10#-;#06")#*(#06"#*(("%#+*0*"1[$%"#5%"$0"%<#H-)"#1$:"1#$%"#$0#$(#LL.'"$%#:-3,#
$(&#?>*:&*(5#/"%)*01#;-%#("3#6->1*(5#$%"#&-3(#TUi<#@(")/:-')"(0#%$0"1#*(#B-(("+0*+>0#6$9"#
6":
"$&'#;-%#06"#/$10#1*P#)-(061#$0#M<Li#c1$)"#$1#06"#($0*-($:#$9"%$5"d,#?>0,#$++-%&*(5#0-#
06"#B-(("+0*+>0#C"/$%0)"(0#-;#G$?-%,#>(")/:-')"(0#*(#H$%0;-%&#("$%1#L]i_#*(#R%*&5"/-%0#$(&#
!$0"%?>%',#*0#*1#$%->(&#L^i<LU
D>+6#-;#06"#&*1+>11*-(#$?->0#6-3#0-#$&&%"11#06"1"#+6$::"(5"1#6$1#+"(0"%"&#-(#36$0#5-9"%(-
ment or individuals can do. With pressures on resources at all levels, Connecticut and its com-
)>(*0*"1#(""�-#"P/:-%"#("3#$//%-$+6"1#0-#1-:9*(5#/>?:*+#/%-?:")1<
!"#+$(#10$%0#?'#5$*(*(5#$#?"00"%#>(&"%10$(&*(5#-;#B-(("+0*+>071#Y+*9*+#6"$:06<Z#H*56#:"9":1#-;#
+*9*+#/$%0*+*/$0*-([1>+6#$1#9-:>(0""%*(5,#9-0*(5#$(&#+-::$?-%$0*-(#$)-(5#$::#4*(&1#-;#/"-/:"[
$%"#"11"(0*$:#0-#+%"$0*(5#$(&#)$*(0$*(*(5#$#10%-(5,#9*?%$(0#10$0"<#!6"(#06"%"#$%"#3":+-)*(5#
-//-%0>(*0*"1#;-%#$::#4*(&1#-;#/"-/:"#0-#/$%0*+*/$0",#3"#6$9"#$#10%-(5"%#+$/$+*0'#0-#0$+4:"#06"#
/%-?:")1#3"#;$+"[*(#("*56?-%6--&1,#0-3(1,#+*0*"1#$(&#%"5*-(1<#I-?>10#+*9*+#6"$:06#*1#"11"(0*$:#
;-%#$#10%-(5#"+-(-)',#1$;"#("*56?-%6--&1,#9*0$:#+-))>(*0*"1,#1>++"11;>:#1+6--:1,#3-%4;-%+"#
&"9":-/)"(0,#$(&#":*)*($0*(5#*("J>*0*"1<#!"#(""�-#>(&"%10$(-3#3"#$%"#&-*(5#-(#$#%$(5"#
-;#*(&*+$0-%1,#1-#06$0#3"#+$(#?"00"%#10%"(506"(#+*9*+#-//-%0>(*0*"1#;-%#$::#$(&#$+6*"9"#->%#;>::#
potential as a state.
KEY TERMS AND INDICATORS
=6"#*(&*+$0-%1#&"2("&#?":-3#)"$1>%"#*)/-%0$(0#":")"(01#-;#+*9*+#6"$:06#*(#B-(("+0*+>0,#
?>0#(-#1*(5:"#10$0*10*+#0"::1#06"#"(0*%"#10-%'_#06"#*(&*+$0-%1#16->:&#?"#"P$)*("�-5"06"%#0-#
create a complete picture of Connecticut’s civic health.
Civic health#*1#&"0"%)*("&#?'#6-3#3"::#&*9"%1"#5%->/1#-;#+*0*8"(1#3-%4#0-5"06"%,#$(&#
3*06#5-9"%()"(0,#0-#1-:9"#/>?:*+#/%-?:")1#$(
%"(506"(#06"*%#+-))>(*0*"1<#c=6"#0"%)#
Y+*0*8"(c1dZ#*1#>1"%->56->0#06*1#%"/-%0#*(#?%-$&,#(-(.:"5$:#0"%)1<d#
Civic engagement refers to people’s overall level of participation in community life and
:-+$:#$;;$*%1<#=-#)"$1>%"#+*9*+#"(5$5")"(0,#3"#:--4#$0#06"#/"%+"(0$5"#-;#/"-/:"#36-#&-#
06*(51#1>+6#$1#9-:>(0""%,#5*9"#0-#+6$%*0',#?":-(5#0-#5%->/1#-%#-%5$(*8$0*-(1#$(-%4#3*06#
("*56?-%1#0-#2P#+-))>(*0'#/%-?:")1<#
=-#5$>5"#political participation,#3"#"P$)*("#/$00"%(1#-;#9-0*(5#$(&#/-:*0*+$:#$+0*9*0*"1#
1>+6#$1#)""0*(5#3*06#":"+0"&#-;2+*$:1,#"P/%"11*(5#$(#-/*(*-(#0-#/>?:*+#-;2+*$:1,#0$:4*(5#
3*06#;%*"(&1#$(&#;$)*:'#$?->0#/-:*0*+1,#$(&#$00"(&*(5#/>?:*+#)""0*(51<#
Social connectedness refers to the voluntary relationships and networks people have with
each other and the level of trust that arises from those connections. We measure social
+-(("+0"&("11#?'#:--4*(5#$0#6-3#-;0"(#;$)*:*"1#"$0#&*(("%#0-5"06"%,#+-))>(*+$0"#3*06#
;%*"(&1#9*$#06"#W(0"%("0,#9*1*0#3*06#("*56?-%1,#$(&#"P+6$(5"#;$9-%1#3*06#("*56?-%1<#!6"(#
/"-/:"#$%"#6*56:'#Y+-(("+0"&,Z#$++-%&*(5#0-#06"1"#)"$1>%"1,#06"'#$%"#>1>$::'#?"00"%#$?:"#0-#
+-)"#0-5"06"%,#0$:4#$(-:9"#:-+$:#/%-?:")1<#A-+*$:#+-(("+0"&("11#*1#$(#*(0"5%$:#/$%0#-;#
36$0#/-:*0*+$:#1+*"(0*10#I-?"%0#O>0($)#6$1#+$::"&#Y?-(&*(5Z#$(&#Y?%*&5*(5Z#1-+*$:#+$/*0$:,#
;-%)1#-;#1-+*$:#+-(("+0"&("11#3*06*(#$(&#$+%-11#5%->/1<LL
Access to information#/:$'1#$(#*)/-%0$(0#%-:"#*(#+*9*+#"(5$5")"(0<#B*0*8"(1#(""�-#?"#
*(;-%)"&#$(�-#>(&"%10$(&#+>%%"(0#$;;$*%1<#=-#)"$1>%"#06*1,#3"#:--4#$0#TUUN#&$0$#-(#6-3#
;%"J>"(0:'#/"-/:"#5"0#("31#$(&#*(;-%)$0*-(#;%-)#1->%+"1#*(+:>&*(5#("31/$/"%1,#%$&*-,#
television and the Internet.
Equity#*1#"11"(0*$:#0-#+*9*+#6"$:06<#g>%#+*9*+#6"$:06#*1#&"2+*"(0#*;#1-)"#5%->/1#-;#/"-/:"#
$%"#*(6*?*0"&#-%#/%"9"(0"&#;%-)#"(5$5*(5#*(#+*9*+#:*;"<#=-#*&"(0*;'#?$%%*"%1,#3"#?%"$4#&-3(#
&$0$#&")-5%$/6*+$::',#+-(1*&"%*(5#$5",#5"(&"%,#"06(*+*0'#$(&#%$+",#"&>+$0*-(#:"9":1,#*(+-)"#
:"9":1,#$("-5%$/6'<#W(#B-(("+0*+>0,#36"%"#06"%"#$%"#5%"$0#&*1/$%*0*"1#?"03""(#%*+6#$(&#
poor, and between people of different education levels and different races, it is important
to include these measurements in our analysis.
17%is the unemployment rate
in Hartford, according to
the Connecticut Department
of Labor.
6. 6 2011 CONNECT ICUT CIVIC HEALTH INDEX
EXECUTIVE SUMMARY
=6"#2%10#-;#*01#4*(&#*(#B-(("+0*+>0,#06*1#%"/-%0#&-+>)"(01#06"#10$0"71#+*9*+#6"$:06<#W0#:--41#$0#4"'#
*(&*+$0-%1#-;#+*9*+#:*;"#*(#B-(("+0*+>0#6-3#B-(("+0*+>0#%"1*&"(01#"(5$5"#*(#+*9*+#-%5$(*8$0*-(1#
$(%->/#$+0*9*0*"1,#6-3#$00"(0*9"#06"'#$%"#0-#+-))>(*0'#/%-?:")#1-:9*(5#$(&#/-:*0*+1#$(-3#
+-(("+0""'#$%"#0-#;$)*:',#;%*"(&1#$(&#("*56?-%1<#
=6"#&$0$#16-3#06$0,#*(#5"("%$:,#/"-/:"#36-#:*9"#*(#B-(("+0*+>0#$%"#3"::#"&>+$0"&,#*(0"%"10"&#*(#
("31#$(&#+>%%"(0#"9"(01,#$(�$:4#3*06#"$+6#-06"%#$?->0#+%*0*+$:#*11>"1#$;;"+0*(5#06"*%#+-))>(*-
0*"1,#10$0"#$(&#($0*-(<#=6"'#$%"#$:1-#5"("%->1,#;$*%:'#$+0*9"#$1#9-0"%1,#&"&*+$0"�-#9-:>(0""%*1),#
$(&#$+0*9"#*(#$#(>)?"%#-;#1+6--:,#("*56?-%6--&,#+-))>(*0',#+*9*+#$(&#%":*5*->1#-%5$(*8$0*-(1#
and institutions.
a"0#06"#&$0$#$:1-#%"9"$:#1-)"#/%-?:")#$%"$1#$(*&"#5$/1#*(#+*9*+#/$%0*+*/$0*-(<#E#10%-(5#+-%-
%":$0*-(#"P*101#?"03""(#$+0*9"#+*9*+#"(5$5")"(0#$(&#*(+-)",#+-::"5".:"9":#"&>+$0*-(,#$(&#%$+"#
$(&#"06(*+*0'<#Q-%#0--#)$('#/"-/:"#*(#06"#10$0",#?$%%*"%1#0-[$(&#;"3"%#-//-%0>(*0*"1#;-%["(5$5"-
ment are often tied to socio-economic inequities.
Key findings
1.We are encouraged that Connecticut performs better than the national average on
many important indicators of civic health, including:
j Volunteering
j Voter turnout and registration
j Charitable giving
j Discussing politics
j Internet connectedness
j Belonging to organizations and groups
2. But Connecticut’s national ranking is low in these categories:
j Working with neighbors to address community problems
j Exchanging favors with neighbors
j Social connectedness with family
3. In some key areas of civic engagement, Connecticut’s numbers are on the rise
or remain stable:
j Voter turnout for presidential elections
j Volunteerism
j Charitable giving
A Snapshot of Connecticut’s Civic Health Indicators
Indicator
CT Percentage
cTULUd Ranking
National
Average
k-:>(0""%*(5 `L<Li Lf06 Tb<`i
k-0"%#0>%(->0.TULU ^M<`i L]06 ^f<fi
k-0"%#0>%(->0.TUUN b]<Ti TU06 b`<bi
k-0"%#%"5*10%$0*-(.TULU bb<bi TL10 bf<Li
!-%4*(5#3*06#("*56?-%1 ]<`i `]06 N<Li
KP+6$(5*(5#;$9-%1#3*06#("*56?-%1 L^<bi `T(& Lf<Ti
=$:4*(5#$?->0#/-:*0*+1#3*06#;%*"(&1#$(&#;$)*:' TN<`i L]06 Tb<Ui
A-+*$:#+-(("+0"&("11#06%->56#06"#W(0"%("0 fM<Mi LT06 f^<`i
C-($0*(5#0-#+6$%*0*"1 fN<^i 6th fU<Ui
K$0*(5#&*(("%#3*06#;$)*:' N]<^i `f06 NN<Li
R":-(5*(5#0-#5%->/1 `b<Mi LN06 ``<`i
=$4*(5#$#:"$&"%16*/#%-:"#*(#06"#+-))>(*0' LU<Ni TL10 M<Li
58.4%of Connecticut’s residents
donate to charities. The state
ranks 6th in the nation.
7. 7
=6"1"#%$(4*(51#0"::#-(:'#/$%0#-;#06"#10-%'<#=6"#5$/1#?"03""(#->%#Y03-#B-(("+0*+>01Z#$%"#-?9*->1#
36"(#3"#"P$)*("#+*9*+#*(&*+$0-%1<#=6"#&$0$#$:1-#/-*(0#0-#1-)"#/%-)*1*(5#/$063$'1#;-%#/$%0*+*/$0*-(#
c"<5<,#:-+$:#"(5$5")"(0d,#$1#3"::#$1#10%$0"5*"1#c"<5<,#"&>+$0*-(d#;-%#$+0*-(<#A-)"#0"::*(5#;$+01#*(+:>&"
j By nearly all indicators, levels of participation correlate with wealth, education levels,
and race and ethnicity. In many cases, these gaps are extreme. In Connecticut, wealthier,
+ =/0%+%;C2-#%;>+E("#%+)%/).%+-0%+'"3&"A2-&#.:+=/0%+."F%.:+#/+0%3"'#%0+#/+9/#%>+9/.C&#%%0>+
+ 2/&#-2#+)CG."2+/@A2"-.'>+).-:+-+.%-;%0'(")+0/.%+"&+2/==C&"#"%'>+H/"&+/03-&"$-#"/&'+-&;+
associations, and more.
j Only 6.5% of people with incomes of under $35,000 are likely to visit or contact a public
+ /@A2"-.I+#(-#+&C=G%0+&%-0.:+#0").%'+#/+7J*5K+@/0+)%/).%+%-0&"&3+=/0%+#(-&+LJM>666*+
College experience plays an even greater role. Of those adults age 25 or older who have
+ &%9%0+-##%&;%;+2/..%3%>+/&.:+N*NK+9"'"#+/0+2/&#-2#+-+)CG."2+/@A2"-.>+2/=)-0%;+E"#(+56*OK+
of people with some college education.
j Women tend to participate more than men in school, neighborhood or community
+ -''/2"-#"/&'+P7J*7K+2/=)-0%;+E"#(+76*QKR>+E(".%+=%&+)-0#"2")-#%+=/0%+"&+'%09"2%+/0+
+ 2"9"2+-''/2"-#"/&'+PO*QK+2/=)-0%;+E"#(+Q*QKR+-&;+"&+')/0#'+/0+0%20%-#"/&-.+-''/2"-#"/&'+
+ P7M*7K+2/=)-0%;+E"#(+77*MKR*+S/=%&+-.'/+9/.C&#%%0+=/0%+#(-&+=%&+PTM*7K+-&;+
+ 5N*JK>+0%')%2#"9%.:R*+U.'/>+-+'."3(#.:+("3(%0+)%02%&#-3%+/@+E/=%&+-0%+0%3"'#%0%;+9/#%0'+
+ PNT*NKR+-&;+9/#%+PVN*MKR+#(-&+=%&+PN6*7K+0%3"'#%0%;+-&;+VM*TK+9/#"&3R*+W/0%+E/=%&+
+ #(-&+=%&+'%09%+-'+/@A2%0'+-&;+2/=="##%%+=%=G%0'+P75K+2/=)-0%;+E"#(+O*VKR*+?&+#(%+
other hand, women are underrepresented on state-level boards and commissions.
j African Americans and Asian Americans are more likely to be engaged in school,
neighborhood or community associations than LatinosLT
and slightly more likely than
Whites. African Americans and Latinos are more likely to engage with religious
institutions than Whites and Asian Americans.
!"#6-/"#06*1#%"/-%0#3*::#6":/#;-%5"#$#("3#9*1*-(#-;#$#)-%"#%-?>10#+*9*+#*(;%$10%>+0>%"<#!*06#
10%-(5#/>?:*+#3*::#$(&#:"$&"%16*/,#B-(("+0*+>0#6$1#06"#$11"01#0-#$&&%"11#06"#3"$4("11"1#
described here. Even in areas in which Connecticut compares relatively favorably with other
states, improvement is essential if we are to create a state that works for all its people and
:*9"1#>/#0-#*01#5%"$0#/-0"(0*$:<#=6"#+-(+:>1*-(1#3"#6$9"#%"$+6"&#+$(#/%-9*&"#$#;->(&$0*-(#
;-%#:-+$:,#%"5*-($:#$(
$0"3*&"#&*$:-5>"#$(&#$+0*-(#0-#?>*:&#>/-(#->%#10%"(5061,#$&&%"11#
3"$4("11"1#$(&#%"9"%1"#("5$0*9"#0%"(&1<#
!6"(#Q%"(+6#/-:*0*+$:#06"-%*10#$(*10-%*$(#E:"P*1#&"#=-+J>"9*::"#0%$9":"&#$+%-11#E)"%*+$,#6"#
(-0""#3"$:06#-;#%":$0*-(16*/1#;-%)"&#$)-(5#$::#4*(&1#-;#/"-/:"#06%->56#)")?"%16*/1#*(#9$%-
*->1#-%5$(*8$0*-(1<#=6"1"#%":$0*-(16*/1#+%"$0"	*0$:#1-+*$:#+-(("+0*-(1#*(#$#'->(5#&")-+%$+'#
36"%"#/"-/:"#3"%"#10%>55:*(5#3*06#*11>"1#-;#F>10*+",#"J>$:*0'#$(&#;%""&-)<#W(;-%)"&#?'#36$0#6"#
1$3,#&"#=-+J>"9*::"#3%-0"#Y=6"#6"$:06#-;#$#&")-+%$0*+#1-+*"0'#)$'#?"#)"$1>%"&#?'#06"#J>$:*0'#
-;#;>(+0*-(1#/"%;-%)"&#?'#/%*9$0"#+*0*8"(1<Z#E1#06*1#%"/-%0#*::>)*($0"1,#*0#*1#*)/-%0$(0#0-#"P$)*("#
the factors that affect people’s participation, to better ensure that everyone has access to ways
0-#?"+-)"#*(9-:9"&#$("$%&<#C"#=-+J>"9*::"71#3-%&1#+$(#$:1-#*(1/*%"#>1#6"%"#Y=6"#5%"$0("11#
-;#E)"%*+$#:*"1#(-0#*(#?"*(5#)-%"#"(:*560"("$(#$('#-06"%#($0*-(,#?>0#%$06"%#*(#6"%#$?*:*0'#0-#
%"/$*%#6"%#;$>:01<Z#=6"1"#3-%&1#%")*(&#>1#-;#->%#%"1/-(1*?*:*0'#$1#+*0*8"(1#3-%4*(5#0-5"06"%#0-#
10%*9"#0-3$%&#Y$#)-%"#/"%;"+0#>(*-(Z#$(&#$#&")-+%$+'#06$0#:*9"1#>/#0-#$::#-;#*01#5%"$0#*&"$:1#$(&#
9$:>"1<#=6"'#$%",#*(&""&,#->%#+$::#0-#$+0*-(<
31.1%of Connecticut’s residents
volunteer. The state ranks
15th in the nation.
8. 8 2011 CONNECT ICUT CIVIC HEALTH INDEX
CIVIC HEALTH FINDINGS
Social Connectedness
W(#06*1#1"+0*-(,#3"#/%"1"(0#&$0$#-(#6-3#B-(("+0*+>0#%"1*&"(01#+-(("+0#3*06#-("#$(-06"%#06%->56#
1-+*$:#$+0*9*0*"1<#C$0$#$(&#"P/"%*"(+"#0"::#>1#06$0,#36"(#/"-/:"#$%"#)-%"#+-(("+0"&#/"%1-(-
$::',#06"'#$%"#)-%"#:*4":'#0-#+-)"#0-5"06"%#;-%#+*9*+#-%#/-:*0*+$:#%"$1-(1<#A-+*$:#+-(("+0"&("11#
*1#"11"(0*$:#0-#10%"(506"(*(5#%":$0*-(16*/1,#?>*:&*(5#0%>10#$(&#/%-)-0*(5#+-::$?-%$0*-(<#=6*1#*1#
36$0#1-+*$:#1+*"(0*101#%";"%#0-#$1#Y?%*&5*(5Z#$(&#Y?-(&*(5#1-+*$:#+$/*0$:<Z#g;#/$%0*+>:$%#+-(+"%(#*1#
6-3#1-+*$:#+-(("+0"&("11#*1#*)/$+0"$"(#("*56?-%6--&1#$%"#&*9*&"&#$:-(5#:*("1#-;#%$+"#$(&#
+:$11<#=6"#0$?:"#?":-3#+-)/$%"1#($0*-($:#*(&*+$0-%1#3*06#B-(("+0*+>0#&$0$<
Indicators of Social
Connectedness
CT Data
cTULUd
National
Ranking
cTULUd
National
Data
cTULUd
Trend
c/--:"&#B=#&$0$#
;-%#TUUN.TULUd#
Trend
(pooled
National data
;-%#TUUN.TULUd
=$:4#;%"J>"(0:'#3*06#
("*56?-%1
^T<Mi Tf06 ^T<`i ^`<`i ^^<bi
KP+6$(5"#;$9-%1#3*06#
("*56?-%1#;%"J>"(0:'
L^<bi `T(& Lf<Ti Lb<Ni Lf<Ni
Frequently eat dinner with
a household member
N]<^i `f06 NN<Li NM<^i NN<]i
Connect often with family
and friends on the Internet
or via email
fM<Mi LT06 f^<`i fM<bi f`<Ni
!6"(#3"#?%"$4#06"1"#10$0*10*+1#&-3(#&")-5%$/6*+$::',#06"'#%"9"$:#1-)"#*(0"%"10*(5#;$+01
j People in the lowest income bracket—less than $35,000 per year—are more likely to
+ %X2(-&3%+@-9/0'+E"#(+#(%"0+&%"3(G/0'+P7N*QKR+#(-&+-0%+)%/).%+"&+#(%+=";;.%+G0-2F%#+
+ P75*5KR+/0+)%/).%+%-0&"&3+=/0%+#(-&+LJM>666+P7M*7KR*
j ,&2/=%+.%9%.+2/00%.-#%'+E"#(+,&#%0&%#+C'%I+#(%+=/0%+-@1C%&#+#(%+"&;"9";C-.>+#(%+=/0%+
likely s/he communicates with family and friends via the Internet.
j S/=%&+#%&;+#/+#-.F+-&;+%X2(-&3%+@-9/0'+E"#(+&%"3(G/0'+PVV*5K+-&;+7M*TK>+
+ 0%')%2#"9%.:R+-#+-+("3(%0+)%02%&#-3%+#(-&+=%&+PV7*MK+-&;+7T*OK>+0%')%2#"9%.:R*
j In every category measuring social connectedness, people who attended some college
were more likely to be socially connected.
j Despite living farther apart from their neighbors, rural residents talk to each other at a
+ '"3&"A2-&#.:+("3(%0+0-#%+#(-&+#(%"0+C0G-&+-&;+'CGC0G-&+2/C&#%0)-0#'Y+MM*5K+2/=)-0%;+
+ E"#(+VT*TK*+Z(%:+-.'/+%X2(-&3%+@-9/0'+E"#(+#(%"0+&%"3(G/0'+-#+-+("3(%0+0-#%Y+7J*5K+
+ 2/=)-0%;+E"#(+7V*OK+-&;+7V*6K+@/0+'CGC0G-&+-&;+C0G-&+;E%..%0'>+0%')%2#"9%.:*+
j !/=)-0"'/&'+G:+0-2%+-&;+%#(&"2"#:+-0%+="X%;Y+
Indicators Related to
Race/Ethnicity Whites
African
Americans
Asian
Americans Latinos Total
Eat dinner with
household members
N]<Ti Nb<Ni Nb<bi NM<^i N]<^i
Connect with family
and friends via Internet
bT<Li ^N<Ni bM<Ui ^]<bi fM<Mi
=$:4#3*06#("*56?-%1 ^`<Ni ^`<Ni ^`<Mi `^<^i ^T<Mi
KP+6$(5"#;$9-%1#
3*06#("*56?-%1
Lf<^i L^<]i L]<^i ]<fi L^<bi
14.6%of Connecticut’s residents
exchange favors with
neighbors frequently.
The state ranks 32nd in
the nation.
9. 9
Civic Engagement
W(#06*1#1"+0*-(,#3"#"P$)*("#+*9*+#"(5$5")"(0#*(#B-(("+0*+>0<#!"#:--4#$0#0%"(&1,#$1#3"::#$1#
+-)/$%*1-(1#3*06#-06"%#10$0"1,#?'#"P$)*(*(5#9$%*->1#0'/"1#-;#+*9*+#$+0*9*0*"1<#A/"+*2+$::',#3"#
"P$)*("#06"#"P0"(0#0-#36*+6#/"-/:"#*(#->%#10$0"#
j Volunteer, work with neighbors to solve local problems, and
'%09%+/&+-&;+.%-;+2/=="##%%'+P[2/==C&"#:+.%-;%0'(")R*
j Donate money or goods.
j Join groups.
VOLUNTEERING AND WORKING WITH NEIGHBORS
E(#"10*)$0"&#NbU,UUU#B-(("+0*+>0#%"1*&"(01#9-:>(0""%"&#*(#TULU,#%$(4*(5#Lf06#*(#06"#($0*-(<#
H*10-%*+$::',#-9"%$::#9-:>(0""%#%$0"1#*(#B-(("+0*+>0#$%"#6*56"%#06$(#06"#($0*-($:#$9"%$5"<
!-%4*(5#3*06#("*56?-%1#*(#$&&%"11*(5#+-))>(*0'#/%-?:")1#*1#$(-06"%#*)/-%0$(0#*(&*+$0-%#-;#
+*9*+#6"$:06<#G*4"#-06"%#;-%)1#-;#9-:>(0""%*1),#:-+$:#"(5$5")"(0#6$1#&%-//"*(+"#TUUM,#%$(4-
*(5#B-(("+0*+>0#`]06#*(#06"#($0*-(<#
In Connecticut, who volunteers and in what ways? We analyzed volunteerism by race/ethnicity,
6->1"6-:&#*(+-)",#5"-5%$/6'#c>%?$(,#1>?>%?$(#$(&#%>%$:d#$(&#"&>+$0*-(#:"9":<#D-%"#3-)"(#
volunteer than men. And when the numbers are broken down by race, Whites are more likely to
9-:>(0""%#06$(#G$0*(-1,#E;%*+$(#E)"%*+$(1#$(&#E1*$(#E)"%*+$(1<#
7.3%of Connecticut’s residents
work with neighbors to
solve community problems.
The state ranks 37th in
the nation.
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Working with Neighbors, 2006-2010
Connecticut
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Volunteering, 2002-2010
Connecticut
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CT Volunteering, Neighborhood Engagement and Community Leadership by
Race and Ethnicity, 2010
Whites
African Americans
Asian Americans
##G$0*(-1,#$('#I$+"
g;2+"%#-%#D")?"%#
of Committee
12.1
8.8
5.1 4.4
!-%4"*06#V"*56?-%1
8.5
3.4 4.9 3.4
k-:>(0""%*(5
34.5
23.1
18.0
24.1
29.1%
27.6%
8.1%
31.1%
8.1%
7.3%
26.3%
10. 10 2011 CONNECT ICUT CIVIC HEALTH INDEX
W(+-)"#*1#$#/%"&*+0-%#-;#9-:>(0""%*1)<#O"-/:"#36-#"$%(#)-%"#06$(#eNf,UUU#$#'"$%#$%"#)-%"#
than twice as likely to volunteer, work to solve local problems and serve on or lead committees
c+-))>(*0'#:"$&"%16*/d#06$(#06-1"#36-#"$%(#:"11#06$(#e`f,UUU<
=6"#5$/1#*(#("*56?-%#+-::$?-%$0*-(#$(	-:>(0""%*(5#($%%-3#36"(#'->#+-(1*&"%#>%?$(,#1>?>%?$(#
$(&#%>%$:#:-+$0*-(<#W(#5"("%$:,#$#5%"$0"%#/"%+"(0$5"#-;#/"-/:"#*(#%>%$:#+-))>(*0*"1#9-:>(0""%#$(&#
take a leadership role, but people in suburban communities are most likely to work with their
("*56?-%1<
!6$0#*1#10%*4*(5[$(&#>(&"%1+-%"1#06"#(""&#;-%#"&>+$0*-($:#1-:>0*-(1[*1#06$0#/"-/:"#3*06#1-)"#
+-::"5"#"P/"%*"(+"#$%"#)-%"#06$(#03*+"#$1#:*4":'#0-#9-:>(0""%,#$(&#("$%:'#06%""#0*)"1#$1#:*4":'#0-#
3-%4#:-+$::'#0-#1-:9"#("*56?-%6--&#/%-?:")1#$(&#$11>)"#$#:"$&"%16*/#%-:"<#
31%of Connecticut’s middle-
income residents
volunteered in 2010.
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CT Volunteering, Neighborhood Engagement and Community Leadership by
College Experience, Ages 25 and Older, 2010
##Tfl,#V"9"%#R""(#0-#B-::"5"
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g;2+"%#-%#D")?"%#
of Committee
4.4
15.8
!-%4"*06#V"*56?-%1
3.8
11.2
k-:>(0""%*(5
19.5
40.1
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CT Volunteering, Neighborhood Engagement and Community Leadership by
Household Income, 2010
##e`^,MMM#-%#R":-3
##e`f,UUU.eN^,MMM
##eNf,UUU#$(&#@/
g;2+"%#-%#D")?"%#
of Committee
5.0
7.6
16.1
!-%4"*06#V"*56?-%1
3.7
6.8
9.5
k-:>(0""%*(5
17.2
31.0
38.2
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CT Volunteering, Neighborhood Engagement and Community Leadership by Geography, 2010
##@%?$(
##A>?>%?$(
Rural
g;2+"%#-%#D")?"%#
of Committee
7.9
10.7
14.4
!-%4"*06#V"*56?-%1
4.7
9.0
4.7
k-:>(0""%*(5
29.0
33.7
34.5
11. 11
CHARITABLE GIVING
E++-%&*(5#0-#06"#@<A<#B"(1>1#1>%9"'#&$0$,#fN<^i#-;#B-(("+0*+>0#%"1*&"(01#&-($0"&#)-("',#$1-
1"01#-%#/%-/"%0'#3*06#$#+-)?*("	$:>"#-;#)-%"#06$(#eTf#0-#+6$%*0$?:"#-%#%":*5*->1#-%5$(*8$0*-(1#
*(#TULU,#%$(4*(5#B-(("+0*+>0#$1#b06#*(#06"#($0*-(<#E++-%&*(5#0-#-06"%#&$0$,#B-(("+0*+>0#%$(41#
TM06#*(#06"#($0*-(#*(#$9"%$5"#$)->(0#-;#+-(0%*?>0*-(#0-#+6$%*0'#$(&#*(#$9"%$5"#+-(0%*?>0*-(#?'#
06-1"#3*06#*(+-)"1#6*56"%#06$(#eTUU,UUU<L`
#=6"#10$0"#%$(41#`f06#*(#0"%)1#-;#/"%+"(0$5"#-;#
$&F>10"%-11#*(+-)"#5*9"(#0-#+6$%*0'#$(&#T]06#-9"%$::#*(#/"%#+$/*0$#5*9*(5<L^
In Connecticut,
wealthy, educated, White suburbanites are the most likely to donate money.
E:06->56#3"#$%"#$#;$*%:'#5"("%->1#10$0",#3"#+$(#&-#?"00"%<#W(#TULU,#B-(("+0*+>0#%$(4"&#L10#*(#
/"%1-($:#*(+-)"#/"%#+$/*0$#*(#06"#($0*-(#$(&#$)-(5#06"#10$0"1#3*06#06"#6*56"10#/"%+"(0$5"#
cb<bfid#-;#)*::*-($*%"#6->1"6-:&1<Lf
#K9"(#1-,#06"#%"+"11*-(#6$1#$;;"+0"&#+6$%*0$?:"#5*9*(5#?'#
E)"%*+$(1,#*(+:>&*(5#06"#&-(-%1#36-#:*9"#*(#B-(("+0*+>0<#R"03""(#TUU]#$(&#TUUM,#06"#0-0$:#
$)->(0#-;#+6$%*0$?:"#5*9*(5#?'#3"$:06'#&-(-%1#*(#06"#@(*0"&#A0$0"1#&"+%"$1"&#?'#`fi,#36*:"#06"#
number of donors remained relatively stable over that period.Lb
S"(&"%,#"06(*+*0'#$(&#%$+",#$("-5%$/6*+#:-+$0*-(#$;;"+0"&#&-($0*(5#0-#+6$%*0'<#E#6*56"%#/"%-
+"(0$5"#-;#3-)"(#cbL<]id#&-($0"&,#+-)/$%"*06#)"(#cf^<Nid<#W(#0"%)1#-;#%$+"#$(&#"06(*+-
*0',#b^<Ti#-;#!6*0"1,#+-)/$%"*06#fN<Mi#-;#E1*$(#E)"%*+$(1,#f]<Li#-;#E;%*+$(#E)"%*+$(1#
$(&#fb<Mi#-;#G$0*(-1,#&-($0"�-#+6$%*0'<#O-9"%0'#$(&#-06"%#;$+0-%1#)$'#$++->(0#;-%#06*1#5$/#
?"03""(#!6*0"1#$(&#-06"%#5%->/1<#V-0#1>%/%*1*(5:',#b`<fi#-;#1>?>%?$(*0"1#&-($0"�-#+6$%*0',#
+-)/$%"*06#fN<`i#$(&#fL<]i#-;#%>%$:#$(&#>%?$(#%"1*&"(01,#%"1/"+0*9":'<
GROUP PARTICIPATION
B-(("+0*+>0#%"1*&"(01#F-*(#$#%$(5"#-;#+*9*+,#+-))>(*0',#1+6--:,#1/-%01#$(&#%":*5*->1#-%5$(*8$-
0*-(1#$(%->/1<#=6"#TULU#1>%9"'#&$0$#16-3#06$0#B-(("+0*+>0#%$(4"&#LN06#*(#06"#($0*-(#3*06#
`b<Mi#-;#*01#%"1*&"(01#c+-)/$%"*06#``<`i#($0*-($::'d#?":-(5*(5#0-#-%#/$%0*+*/$0*(5#*(#$(#
-%5$(*8$0*-(#*(#06"*%#+-))>(*0'<#
O$%0*+*/$0*-(#*(#-%5$(*8$0*-(1#-%#5%->/1#6$//"(1#$0#&*;;"%"(0#:"9":1#$(%->56#&*;;"%"(0#+*9*+#
/$063$'1,#&"/"(&*(5#-(#5"(&"%,#5"-5%$/6*+#$%"$,#%$+"#$(&#"06(*+*0',#+-::"5"#"P/"%*"(+",#$(&#
income.
We also consider the
state’s capacity for civic
engagement by looking at
how people engage in group
activities that often serve as
a foundation for civic work.
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##D$:"
Female
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19.4
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or Community
Association
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Association
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30.2
38.6
Trend: Giving to Charity
cC-($0*-(1#9$:>"&#$0#)-%"#06$(#eTfd
Connecticut
# @<A<#E9"%$5"
62.1% (2nd)
64.0% (2nd)
58.4% (6th)
49.7%
50.7%
50.0%
2008 c%$(4*(5#*(#/$%"(06"1"1d
2009 c%$(4*(5#*(#/$%"(06"1"1d
2010 c%$(4*(5#*(#/$%"(06"1"1d
12. 12 2011 CONNECT ICUT CIVIC HEALTH INDEX
B-(("+0*+>0#%"1*&"(01#*(#%>%$:,#1>?>%?$(#$(&#>%?$(#+-))>(*0*"1#/$%0*+*/$0"#*(#$(#-%5$(*8$0*-(#
-%#5%->/#$0#6*56#$(&#;$*%:'#1*)*:$%#:"9":1<#a"0,#5"-5%$/6'#1>55"101#1-)"#*(0%*5>*(5#&*;;"%"(+"1#
in how#/"-/:"#"(5$5"<#O"-/:"#*(#>%?$(#+-))>(*0*"1#0"(�-#?"#)-%"#$+0*9"#*(#1+6--:1#$(&#%":*-
5*->1#-%5$(*8$0*-(1_#1>?>%?$(#%"1*&"(01#/%";"%#1/-%01#$(&#%"+%"$0*-($:#$+0*9*0*"1<#W(#%>%$:#$%"$1,#
/"-/:"#F-*(#)-%"#5%->/#$(&#+*9*+#$11-+*$0*-(1#06$(#06"*%#>%?$(#$(>?>%?$(#+->(0"%/$%01<#
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*(#1+6--:1#$(&#%":*5*->1#*(10*0>0*-(1<#=6"1"#03-#*(10*0>0*-(1#+$(#/%-9*&"#$#/$063$'#;-%#*(+%"$1*(5#
:"9":1#-;#"(5$5")"(0<#
B-)/$%*(5#5%->/#)")?"%16*/#$("#:"9":#-;#*(9-:9")"(0#-;#G$0*(-1#3*06#06$0#-;#E1*$(#E)"%*-
+$(1#6*56:*5601#$(#$1/"+0#-;#+*9*+#:*;"#36"%"#3"#+$(#;-+>1#";;-%01#0-#)$4"#/%-5%"11<
21.1%of Connecticut’s African
American residents are
involved with a church
or other religious group.
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##@%?$(
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Rural
5.5
10.3
22.8
8.5
14.3
17.817.8
12.8
10.8
15.1 14.2
9.0
36.1
37.6 37.9
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or Community
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Association
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Association
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CT Group Participation by Race and Ethnicity, 2010
Whites
African Americans
Asian Americans
##G$0*(-1,#$('#I$+"
10.2
6.4
2.6
15.5
7.3 6.9
3.4
17.0
21.1
8.1
20.5
15.1
17.7
15.5
8.3
39.3
32.7
24.2
28.8
A/-%01#-%#
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or Community
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14. 14 2011 CONNECT ICUT CIVIC HEALTH INDEX
Political Participation
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fM<fi#*(#TUUU#0-#b]<Ti#*(#TUUN<#B-(("+0*+>071#9-0"%#0>%(->0#%$0"#*(#06"#TUUN#/%"1*&"(0*$:#":"+0*-(#
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16-31#06"#:-(5.0"%)#0%"(&<#H-3"9"%,#&$0$#;%-)#06"#B-(("+0*+>0#g;2+"#-;#06"#A"+%"0$%'#-;#06"#
A0$0"#%"9"$:#$#1:*560#?>0#10"$&'#&"+:*("#*(#9-0*(5#*(#)>(*+*/$:#":"+0*-(1,#;%-)#`]<Ni#*(#TUUf#0-#
`b<^i#*(#TUUM<
g("#/$%0*+>:$%:'#*(0"%"10*(5#3$'#-;#:--4*(5#$0#9-0*(5#/$00"%(1#*(#->%#10$0"#*1#?'#$5"<#Q-%#"P$)/:",#1"(*-%#
+*0*8"(1#$%"#03-#0-#06%""#0*)"1#$1#:*4":'#0-#9-0"#$1#06"#'->(5"10#B-(("+0*+>0#9-0"%1,#$5"1#LN.TM<#
k-0*(5,#6-3"9"%,#*1#-(:'#-("#3$'#0-#"(5$5"#*(#06"#/-:*0*+$:#/%-+"11<#V-(.":"+0-%$:#/-:*0*+$:#/$%0*+*-
/$0*-(#"(+-)/$11"1#1>+6#$+0*9*0*"1#$1#+-(0$+0*(5#$(&#)""0*(5#3*06#":"+0"&#-;2+*$:1,#$00"(&*(5#
)""0*(51#-(#/>?:*+#*11>"1#$(>//-%0*(5#$#/$%0'#-%#+$(&*&$0"#;-%#/>?:*+#-;2+"<#g(:'#L`<]i#-;#
B-(("+0*+>0#%"1*&"(01#%"$+6#->0#0-#/>?:*+#-;2+*$:1,#-(:'#LU<Ni#$00"(&#/>?:*+#)""0*(51#$(&#-(:'#
*
According to CPS estimates, while
approximately five million additional
people voted in 2008 than did in 2004,
the number of eligible citizens also
increased by about five million. This
resulted in very little change in voter
turnout between 2004 and 2008, with
2008 decreasing by just a few tenths
of a percentage point.
48this Connecticut’s ranking
nationally, as reported in
Rock the Vote’s “Voting
System Scorecard,” an
examination of voter
registration, voting and
civic education released in
June 2011. This low ranking
means that too many young
people in Connecticut face
major barriers to the most
basic form of political
participation: voting.17
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Voter Turnout, Presidential Elections, 1972-2008
Connecticut
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Voter Turnout, Midterm Elections, 1974-2010
Connecticut
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CT Political Engagement by Household Income, 2010
##e`^,MMM#-%#R":-3
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6.5
13.1
18.2
7.0
12.3
18.8
57.5
64.7
72.4
37.2
47.1
56.8
20.3
26.2
34.1
3.7
10.0
14.9
R-'+-00#-%#
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with Family
and Friends
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Attendance
64.4%
65.5%
46.9%
54.0%
67.2%
49.3%
63.6%
45.5%
16. 16 2011 CONNECT ICUT CIVIC HEALTH INDEX
E(-06"%#3$'#+*0*8"(1#+$(#/$%0*+*/$0"#*(#/-:*+'.#$(&#&"+*1*-(.)$4*(5#*1#0-#1"%9"#-(#)>(*+*/$:#$(&#
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+*0*8"(1#1"%9"#-(#10$0"#?-$%&1#$(&#+-))*11*-(1#06$0#3"%"#"10$?:*16"&#?'#06"#10$0"#G"5*1:$0>%"<#
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-9"%#$#3*&"#%$(5"#-;#$%"$1,#1"%9*+"1,#/%-5%$)1#$(&#$+0*9*0*"1#06$0#*)/$+0#06"#&$*:'#:*9"1#-;#10$0"#
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+-(10*0>0"#$:)-10#L`<^i#-;#06"#10$0"71#/-/>:$0*-(d#$(&#N<Li#3"%"#E;%*+$(#E)"%*+$(1#c36-#
+-(10*0>0"#F>10#-9"%#LUi#-;#06"#/-/>:$0*-(d<TU
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6*56"%#:"9":1#-;#"(5$5")"(0#?'#06"1"#5%->/1#*1#-;#1*5(*2+$(0#+-(+"%(,#$("#?$%%*"%1#0-#06"*%#
participation should be examined.
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+-))*11*-(1#1>+6#$1#?-$%&1#-;#"&>+$0*-(,#/:$((*(5#$(-(*(5#+-))*11*-(1,#"06*+1#?-$%&1,#$(&#
3"0:$(&1#$(&#"(9*%-()"(0#?-$%&1#*(#06"#10$0"71#LbM#0-3(1<#W(#)-10#+$1"1,#9-:>(0""%1#/"%;-%)#:-+$:#
5-9"%()"(0#;>(+0*-(1[%$(5*(5#;%-)#-9"%1*560,#0-#/-:*+'#&"9":-/)"(0,#0-#:*+"(1*(5#$(&#/"%)*0#$//%-9$:,#
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are available on how many individuals devote their time to this type of public service.
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"&>+$0*-(#?";-%"#5%$&>$0*-(<#=6"#:$3#$:1-#1>55"101#3$'1#0-#*(0"5%$0"#+*9*+1#*(0-#1-+*$:#10>&*"1#$(&#
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23.8%represents the difference
in voter turnout in 2010
between people ages 25
and older who never
attended college, and
those with some
college experience.
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CT Political Engagement by College Experience, Ages 18-25, 2010
7.6
10.5
29.7
53.0
16.1
24.0
11.1
18.5
R-'+-00#-%#
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with Family
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Attendance
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##LN.Tf,#E0#G"$10#A-)"#B-::"5"
<1.02.7 3.4 2.9
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CT Political Engagement by College Experience, Ages 25 and Older, 2010
6.6
20.9
7.0
19.3
59.9
76.8
39.2
63.0
21.3
35.5
6.0
15.9
R-'+-00#-%#
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with Family
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O>?:*+#g;2+*$:
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Attendance
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17. 17
06"%"#6$1#?""(#(-#0"10*(5#0-#$11"11#06"#";;"+0*9"("11#-;#+*9*+1#0"$+6*(5#*(#->%#6*56#1+6--:1<#=6"#
10$0"71#1-+*$:#10>&*"1#+>%%*+>:>)#;-%#":")"(0$%'#$(&#)*&&:"#1+6--:#*(+:>&"1#":")"(01#-;#@(*0"&#
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public schools.
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1+6--:1<#W(#$&&*0*-(,#06"#B-(("+0*+>0#R$%#E11-+*$0*-(71#=$14#Q-%+"#-(#B*9*+1#K&>+$0*-(#3*::#"P$)*("#
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%>+0>%"#-;#5-9"%()"(0<#
Access to information and current events
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06"'#6$9"#$#/"%1-($:#10$4"#*(#36$0#5-"1#-(#*(#!$16*(50-(,#$(&#$%"#1*5(*2+$(0:'#)-%"#:*4":'#0-#
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#=6$071#36'#$9$*:$?*:*0'#-;[$(&#$++"11#0-[)"&*$#
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B-(("+0*+>0#%"1*&"(01#6$9"#5%"$0#$++"11#0-#*(;-%)$0*-(#-(#+>%%"(0#($0*-($:#$(-%:&#"9"(01,#
$1#3"::#$1#:-+$:#*11>"1<#=6"'#$%"#+-(("+0"�-#06"#%"10#-;#06"#+->(0%'#$("#3-%:$(41#0-#
$#10%-(5#W(0"%("0#$(&#?%-$&?$(&#*(;%$10%>+0>%"<#W(#TULU,#B-(("+0*+>0#%$(4"&#^06#*(#06"#($-
0*-(#3*06#Nb<fi#-;#B-(("+0*+>0#%"1*&"(01#:*9*(5#*(#6->1"6-:&1#3*06#W(0"%("0#$++"11<TT
#=6"#10$0"#
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easy access to the New York Times, the Wall Street Journal and the Boston Globe. Connecticut’s
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9*&"1#*01#%"1*&"(01#3*06#;$10,#>/.0-.&$0"#("31#$(&#*(;-%)$0*-(#06%->56#)$F-%#0":"9*1*-(#$(&#%$&*-#
networks.
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%$+*$:#$>&*"(+"1#*(+:>&*(5#G$0*(-1#$(&#E;%*+$(#E)"%*+$(1<#=6"%"#$%"#$0#:"$10#;->%#)$F-%#A/$(*16.
:$(5>$5"#("31/$/"%1,#29"#+-))"%+*$:#A/$(*16.:$(5>$5"#%$&*-#10$0*-(1#$(-#A/$(*16.:$(-
5>$5"#$;2:*$0"#0":"9*1*-(#10$0*-(1<#=6"%"#$%"#$:1-#$#+->/:"#-;#("31/$/"%1#*(#W0$:*$(#$(&#O-%0>-
5>"1"<#D-10#-;#06"1"#&"9-0"#1*5(*2+$(0#("31#$(&#"&*0-%*$:#1/$+"#0-#*(;-%)*(5#06"*%#$>&*"(+"1#
$?->0#*)/-%0$(0#/>?:*+#$(&#/-:*0*+$:#*11>"1[:-+$:,#10$0"#$(&#($0*-($:["1/"+*$::'#06-1"#06$0#
affect their communities.
E++-%&*(5#0-#TUUN#@<A<#B"(1>1#B>%%"(0#O-/>:$0*-(#A>%9"'#&$0$,#B-(("+0*+>0#%"1*&"(01#1"")#0-#
?"#0$4*(5#$&9$(0$5"#-;#06"#("31#1->%+"1#$0#06"*%#&*1/-1$:#f^<]i#-;#B-(("+0*+>0#%"1*&"(01#%"$&#
("31/$/"%1#"9"%'#&$',#$(&#LN<Mi#$#;"3#0*)"1#$#3""4_#-(:'#Lb<Ti#-;#->%#%"1*&"(01#&-#(-0#%"$&#
("31/$/"%1<#C$0$#$:1-#16-3#06$0#]L<]i#3$0+6""#("31#-(#0":"9*1*-(#"9"%'#&$',#$(&#Lf<Ui#$#
;"3#0*)"1#$#3""4,#36*:"#N<Li#&*&#(-0#3$0+6#=k#("31#$0#$::<#R'#+-(0%$10,#$?->0#Tb<Ui#$++"11"&#
("31#;%-)#(-(.0%$&*0*-($:#)"&*$#1->%+"1#1>+6#$1#?:-51,#>1*(5#06"#W(0"%("0#$0#:"$10#-++$1*-($::'<#
In other words, nearly three-quarters of Connecticut residents did not rely on non-traditional
news media sources.
C-"1#+-(("+0*(5#0-#("31#$?->0#/>?:*+#*11>"1#$(&#/-:*0*+1#0%$(1:$0"#*(0-#16$%*(5#*(;-%)$0*-(#$(&#
"(5$5*(5#*(#&*1+>11*-(#-;#06"#*11>"1m#=$:4*(5#$?->0#/-:*0*+1#$("#)$F-%#*11>"1#-;#06"#&$'#*1#
$(#*)/-%0$(0#;$+0-%#*(#;-%)>:$0*(5#-/*(*-(1#$?->0#*11>"1,#+$(&*&$0"1#$(-:>0*-(1<#E#1*5(*2+$(0#
(>)?"%#-;#B-(("+0*+>0#%"1*&"(01#0$:4"&#$?->0#/-:*0*+1#TN<`i#-;#06")#c+-)/$%"*06#Tb<Ui#
($0*-($::'d#&*1+>11"&#/-:*0*+1#;%"J>"(0:',#36*:"#``<`i#c+-)/$%"*06#`b<bi#($0*-($::'d#&*&#(-0#
&*1+>11#/-:*0*+1#$0#$::<#W(#+-)/$%*1-(#3*06#-06"%#10$0"1,#B-(("+0*+>0#%$(41#L]06<#
W(#"(9*1*-(*(5#$#B-(("+0*+>0#06$0#"(F-'1#%-?>10#+*9*+#6"$:06,#3"#)>10#>0*:*8"#->%#10$0"71#*(;-%)$-
0*-(#%"1->%+"1#$(&#*(;%$10%>+0>%"#0-#%"$+6#06-1"#36-#$%"#:"11#"(5$5"&,#"1/"+*$::'#'->06#$(&#
)*(-%*0*"1<#=6"1"#9$:>$?:"#%"1->%+"1#+$(#6":/#;-10"%#$#+>:0>%"#-;#+*9*+#"(5$5")"(0<
54.7%of Connecticut’s residents
read a newspaper every day.
18. 18 2011 CONNECT ICUT CIVIC HEALTH INDEX
UNDERSTANDING THE PAST AND
PRESENT SO THAT WE CAN CREATE
A BETTER FUTURE
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look toward the future? Civic health is measured by relationships with
("*56?-%1,#/$%0*+*/$0*-(#*(#+-))>(*0'#/%-?:")#1-:9*(5,#/$%0*+*/$0*-(#*(#
/-:*0*+$:#$+0*9*0*"1#$0#$::#:"9":1,#$(&#%":$0*-(16*/1#$+%-11#("*56?-%6--&1#
$(�-3(1<#E::#$%"#10%-(5#/%"&*+0-%1#-;#1-+*$:#3"::.?"*(5#$(&#"+-(-)*+#
6"$:06<#B-(("+0*+>071#%":$0*9":'#:-3#%$(4*(5#-(#)$('#*(&*+$0-%1#%"h"+01#
06"#5$/1#*(#->%#+*9*+#6"$:06<#E1#-06"%#10>&*"1#6$9"#16-3(,T`
these
/$%0*+*/$0*-(#5$/1#$%"#(-0#06"#%"1>:0#-;#&*;;"%"(0#%$0"1#-;#+$%*(5#$?->0#
)$4*(5#$#&*;;"%"(+"<#W(10"$&,#06"'#%"h"+0#06"#Y-//-%0>(*0'#5$/1Z#06$0#
can be attributed to differences in income and education. All too
;%"J>"(0:',#06"1"#5$/1#*(#-//-%0>(*0'#$%"#:*(4"�-#%$+"#$(&#"06(*+*0',#
and they affect people very early in life.T^
W0#*1#*(10%>+0*9"#0-#9*"3#06"1"#5$/1#06%->56#06"#:"(1#-;#03-#&"+$&"1#-;#&")-5%$/6*+#+6$(5"1#
*(#B-(("+0*+>0<#E1#$#%"1>:0#-;#06"#TUUU#@<A<#B"(1>1,#36*+6#16-3":-3#/-/>:$0*-(#5%-306#
+-)/$%"*06#-06"%#10$0"1,#B-(("+0*+>0#:-10#$#1"$0#*(#B-(5%"11#c;%-)#1*P#0-#29"d#06%->56#06"#
+-(5%"11*-($:#%"$//-%0*-()"(0#/%-+"11<#a"0#?-06#06"#TUUU#$(&#TULU#@<A<#B"(1>1#16-3"$0#
/-/>:$0*-(#5%-306#-;#06"#10$0"71#G$0*(-#+-))>(*0'#;$%#->0/$+"$0#-;#!6*0"1#$(&#)-10#-06"%#
&")-5%$/6*+#5%->/1<#E++-%&*(5#0-#06"#TULU#@<A<#B"(1>1,#06"#10$0"71#G$0*(-#/-/>:$0*-(#c(-3#
L`<^i#-;#06"#-9"%$::#/-/>:$0*-(d#5%"3#?'#$:)-10#fUi#+-)/$%"*06#$#&"+%"$1"#-;#U<`i#;-%#06"#
!6*0"#/-/>:$0*-(,#$(&#->0/$+"&#-06"%#5%->/1#"P+"/0#E1*$(#E)"%*+$(1#cL<Ni#-;#06"#/-/>:$0*-(d<#
H$&#*0#(-0#?""(#;-%#06"#5%-3*(5#(>)?"%#-;#G$0*(-1,#B-(("+0*+>0#)*560#6$9"#:-10#$(-06"%#
+-(5%"11*-($:#1"$0<#
E#TUUM#%"/-%0#?'#VRB#B-(("+0*+>0#/>0#*0#06*1#3$'#Y!6"(#'->#06*(4#$?->0#B-(("+0*+>0#*(#0"(#
'"$%1,#J>*0"#/-11*?:'#06"#?*55"10#+6$(5"#3*::#?"#n36-7#*1#:*9*(5#6"%"<#G$0*(-1#)$4"#>/#06"#:$%5"10#
$(&#;$10"10#5%-3*(5#"06(*+#)*(-%*0'#5%->/#*(#->%#10$0"<#=6"#G$0*(-#/-/>:$0*-(#*1#5%-3*(5#03":9"#
0*)"1#;$10"%#06$(#06"#5"("%$:#/-/>:$0*-(<#=6*1#/-/>:$0*-(#16*;0#3*::#6$9"#$#0%")"(&->1#*)/$+0#
-(#"9"%'06*(5#;%-)#"&>+$0*-(#$(&#F-?1#0-#6->1*(5#$("$:06#+$%"<#A-)"#3->:$'#->%#;>0>%"#
:*0"%$::'#&"/"(&1#-(#*0<ZTf
@<A<#B"(1>1#&$0$#16-3#06$0#G$0*(-1#:*9"#)-10:'#*(#06"#)$F-%#+*0*"1#*(#->%#10$0",#$%"#$#'->(5"%#
/-/>:$0*-(#$($9"#:*)*0"&#$++"11#0-#5--+6--:1<Tb
#E++-%&*(5#0-#->%#%"/-%0,#06"'#$%"#:"11#
+*9*+$::'#"(5$5"$(#-06"%1#*(#1-)"#4"'#$%"$1<#W;#06*1#0%"(&#+-(0*(>"1,#*0#3->:$9"#)$F-%#
implications for the future of Connecticut’s civic health.
G$10:',#$++-%&*(5#0-#06"#@<A<#B"(1>1#&$0$#;-%#TUUf.TUUM,#$?->0#LT<Ni#-;#06"#10$0"71#/-/>:$0*-(#
*1#;-%"*5(.?-%(,T]
#$(&,#$++-%&*(5#0-#1-)"#"10*)$0"1,#$1#)$('#$1#T^i#$%%*9"*06*(#06"#:$10#
&"+$&"<#=6*1#0%"(&#)$'#$:1-#6$9"#*)/:*+$0*-(1#;-%#->%#10$0"71#+*9*+#6"$:06<
W(#:*560#-;#06"1"#&")-5%$/6*+#+6$(5"1,#0$4*(5#$+0*-(#0-#+:-1"#5$/1#*(#-//-%0>(*0'#3*::#?"#+%*0*+$:#
to the future of our state.
50%Between 2000 and 2010,
Connecticut’s Latino
population has increased
by 50% and is now 13.4%
of the state’s total
population.
12.8%of the state’s population
is foreign-born.
19. 19
CONCLUSION AND A CALL TO ACTION
=6"%"#$%"#":")"(01#-;#$#10%-(5#;->(&$0*-(#;-%#+*9*+#6"$:06#*(#B-(("+0*+>0#?>0,#$1#06*1#%"/-%0#
shows, we have some important work to do.
A-)"#/%-?:")1[*;#:";0#$:-("[3*::#&""/"(#06"#"+-(-)*+#$(-+*$:#&*9*&"1#*(#->%#10$0"<#=6"%"#
$%"#:$%5"#5$/1#*(#06"#:"9":1#$(�'/"1#-;#+*9*+#"(5$5")"(0#?"03""(#06-1"#3*06#6*56"%#*(+-)"#
$(&#"&>+$0*-(#$(-1"#3*06#:"11,#?"03""(#->%#'->(5"%#$(&#-:&"%#+*0*8"(1,#$)-(5#/"-/:"#-;#
&*;;"%"(0#%$+*$:#$(&#"06(*+#?$+45%->(&1,#$(&#?"03""(#)"(#$(-)"(<#
!"[06"#g;2+"#-;#06"#A"+%"0$%'#-;#06"#A0$0",#K9"%'&$'#C")-+%$+',#$(&#)")?"%1#-;#06"#B*9*+#
H"$:06#E&9*1-%'#S%->/[6$9"#+-))*00"&#->%1":9"1#0-#06*1#/%-F"+0#?"+$>1"#3"#?":*"9"#06$0#->%#
5%"$0#10$0"#+$(#+%"$0"#$#10%-(5#Y+*9*+#*(;%$10%>+0>%",Z#$($0#&-*(5#1-#*1#*)/-%0$(0#0-#06"#
;>0>%"#-;#B-(("+0*+>0<#=6*1#10%-(5#+*9*+#*(;%$10%>+0>%"#3->:&#"P*10#$0#+-))>(*0',#%"5*-($:#$(&#
10$0"#:"9":1<#W0#3->:&#/%-9*&"#
j Opportunities for children of all back-
grounds and income levels to see and be
a part of community problem solving.
j Hands-on civics education for all
children, in every school district, taught
in ways that show how civics connects
to daily life.
j Interesting ways for all young adults to
take part in civic and political life.
j Opportunities for baby boomers and
/.;%0+-;C.#'+#/+A&;+)-#(E-:'+#/+'%09"2%+
#(-#+E"..+G%&%A#+)%/).%+/@+-..+3%&%0-#"/&'*+
j Welcoming and culturally relevant ways
for recent immigrants to take part in civic
and political life.
j Creative ways to encourage and sustain
engagement among people who tend to
be less involved.
j Opportunities for residents to work with
%-2(+/#(%0+-&;+E"#(+)CG."2+/@A2"-.'+#/+
make a difference on local-level public
problems.
j Opportunities for residents to work with
each other—across town lines, and with
./2-.+-&;+'#-#%+)CG."2+/@A2"-.']#/+=-F%+-+
difference on regional public problems.
j Creative uses of promising practices
in engagement—face-to-face, online
and media of all kinds, including social
media.
j Ways to help people connect with family,
neighbors and friends (“bonding social
2-)"#-.R+-&;+@/0+)%/).%+#/+E/0F+-20/''+
differences, divisions and geography
P[G0";3"&3+'/2"-.+2-)"#-.R*+
j A culture of participation that strives to
create “one Connecticut” that works for
all of us.
j Ways to tell community, regional and
state-level stories about making a
difference together.
We believe it is possible–
and critical–to create
welcoming opportunities
for participation, so that
everyday people from all
walks of life can have a
voice and be part of
public solutions.
Photo: Robert Gregson, Connecticut
Commission on Culture and Tourism.
20. 20 2011 CONNECT ICUT CIVIC HEALTH INDEX
CONNECTICUT CIVIC HEALTH ADVISORY
GROUP’S RECOMMENDATIONS
=-#?"5*(#06*1#/%-+"11#-;#+*9*+#$11"11)"(0#$(&#$+0*-(,#K9"%'&$'#C")-+%$+'#$(&#A"+%"0$%'#-;#06"#A0$0"#
C"(*1"#D"%%*::#*(9*0"&#)-%"#06$(#^U#*(&*9*&>$:1#;%-)#06%->56->0#06"#10$0"[%"/%"1"(0*(5#+-))>(*0',#
9-:>(0""%#$(&#+*9*+#-%5$(*8$0*-(1_#*(10*0>0*-(1#-;#6*56"%#"&>+$0*-(_#%":*5*->1#5%->/1_#?>1*("11#5%->/1_#
/6*:$(06%-/*+#*(10*0>0*-(1_#06"#)"&*$#$(-9"%()"(0#$5"(+*"1[0-#1"%9"#-(#06"#B-(("+0*+>0#B*9*+#H"$:06#
O%-F"+0#E&9*1-%'#S%->/<#=6"'#)"0#*(#o>(",#o>:'#$(&#E>5>10#TULL#0-#%"9*"3#06"#TULU#@<A<#B"(1>1#&$0$#
/%-9*&"&#?'#06"#V$0*-($:#B-(;"%"(+"#-(#B*0*8"(16*/#cVB-Bd#$(&#=6"#B"(0"%#;-%#W(;-%)$0*-(#p#I"1"$%+6#
-(#B*9*+#G"$%(*(5#$(&#K(5$5")"(0#cBWIBGKd#-(#B-(("+0*+>071#+*9*+#6"$:06,#0-#*&"(0*;'#*11>"1,#+6$::"(5"1#
$(&#?$%%*"%1#0-#+*9*+#"(5$5")"(0#*(#B-(("+0*+>0,#$(�-#-;;"%#%"+-))"(&$0*-(1#$(
%$0"5*"1#;-%#
%")-9*(5#06-1"#?$%%*"%1<#=6"#5%->/#$:1-#/%-9*&"&#;""&?$+4#-(#06*1#%"/-%0<
!"#6-/"#06$0#06"#$&9*1-%'#5%->/#%"+-))"(&$0*-(1#:*10"&#?":-3#
3*::#1"%9"#$1#06"#?$1*1#;-%#-(5-*(5#+-(9"%1$0*-(1#$0#06"#:-+$:#
:"9":#$(%->56->0#06"#10$0"<#=6"'#3*::#$:1-#5>*&"#06"#&"9":-/-
)"(0#-;#$(#$+0*-(#/:$(#0-#*&"(0*;'#4"'#10%$0"5*"1#$(
"/1#0-#
10%"(506"(#06"#+*9*+#*(;%$10%>+0>%"#$(&#+*9*+#6"$:06#-;#->%#10$0"<#
B>%%"(0#$&9*1-%'#5%->/#)")?"%1#3*::#?"#F-*("&#?'#-06"%1#0-#1"%9"#
-(#$+0*-(#0"$)1#36*+6#3*::#*)/:")"(0#06"#/:$(<#=6"#$&9*1-%'#
5%->/#3*::#+-(0*(>"#0-#)""0#06%->56#TULL#$("#5%"$0"%#/$%0#
-;#TULT#0-#$11"11#->0+-)"1#%"1>:0*(5#;%-)#06*1#$+0*-(#/:$(<
O"-/:"#;%-)#$::#1"+0-%1#$(&#$5"#5%->/1#+$(#0$4"#/$%0#*(#06*1#9*0$:#
3-%4[$1#*(&*9*&>$:1,#$1#;$)*:*"1,#$1#)")?"%1#-;#$#("*56?-%6--&#
5%->/#-%#;$*06#+-))>(*0',#$1#/$%0#-;#$#(-(/%-20,#?>1*("11#-%#
5-9"%()"(0#$5"(+'<#!6$0#;-::-31#$%"#1-)"#%"+-))"(&$0*-(1#
06$0#3"#*(9*0"#'->#0-#0$:4#$?->0[$(�$4"#$+0*-(#-([3*06#'->%#
;$)*:'#)")?"%1,#("*56?-%1,#;%*"(&1#$(&#+-::"$5>"1#$%->("#
10$0"<#=6"1"#:*101#$%"#(-0#+-)/%"6"(1*9",#$("#*(9*0"#'->#0-#
add your own ideas.
21. 21
What each person can do:
j Reach out to neighbors and other
Connecticut residents across lines of
geography, age, gender, race and ethnicity
and education levels. Get involved in
intergenerational activities.
j Volunteer for a community project
addressing an issue that affects you
and those you care about.
j Talk with your children, other family
members and friends about how to
make a difference.
j Get in touch with local and state public
/@A2"-.'+#/+.%#+#(%=+F&/E+:/C0+2/&2%0&'+
on particular issues. Send them a letter
or an email. Or, better yet, visit them.
Bring a friend.
j Take part in community and
regional events.
j Take a young person to a public
meeting, a volunteer activity or to the
voting booth. Afterwards, talk about
the experience.
j Vote. Offer to take others to the polls.
Volunteer to work in a polling place.
j If you see a need in your community,
bring friends and neighbors together
#/+A3C0%+/C#+(/E+#/+-;;0%''+"#*
j Organize a neighborhood party.
What civic organizations and community-
based groups can do:
=6"1"#5%->/1#)$'#*(+:>&"#6*10-%*+$:#1-+*"0-
ies, arts and cultural centers, libraries, social
1"%9*+"#-%5$(*8$0*-(1,#;$*06.?$1"&#-%5$(*8$-
0*-(1#$(&#-06"%#(-(/%-20#-%5$(*8$0*-(1<
j Organize community conversations that
bring diverse groups of people together
to address common problems. Include
everyone and issue personal invitations.
Involve a wide range of community
groups in the project.
j Integrate civic participation into your
programming in ways that can enliven
your mission and impact.
j Work collaboratively—and with schools
and local universities—to create equitable
opportunities for civic engagement and
for civic careers.
j Act as a hub for collecting stories that
feature people making a difference.
^%.)+)%/).%+GC".;+#(%+2/&A;%&2%+-&;+
knowledge to speak up on critical issues.
j Examine membership criteria, dues poli-
cies and governance to make sure your
organization is welcoming to all kinds
of people—women, minorities, youth.
Engage them in meaningful projects.
Study the promising practices of other
organizations.
j Work with senior citizens’ groups and
local and state agencies to create op-
portunities for seniors to share their
experience, skills and talents.
What public officials at local, regional
and statewide levels can do:
j Work with community groups to help
convene community conversations on
public problems. Make a clear commit-
ment to listen and respond to what all
kinds of people are saying.
j Provide opportunities for all kinds of
people to take part in policymaking by
redesigning processes for public hear-
ings and town meetings. Establish clear
procedures for convening public dia-
logues and using online, social media.
j Help underrepresented groups—Latinos,
African Americans, Asian Americans and
women—gain the experience they need
to sit on state boards and commissions.
j Conduct orientations for groups in your
district to provide information about
serving on local and state boards and
commissions.
j Promote the Citizens Election Program
P!8_R+'/+#(-#+=/0%+E/=%&+-&;+="&/0"#:+
2-&;";-#%'+2-&+0C&+@/0+)CG."2+/@A2%*
j +`/'#%0+30%-#%0+9/#%0+)-0#"2")-#"/&Y+%-'%+
absentee ballot restrictions; allow
7Qa:%-0a/.;'+#/+)0%a0%3"'#%0+#/+9/#%I+
reconsider Election Day registration for
Connecticut.
j Convene neighborhood, regional and
statewide “leadership congresses” or
“summits” to engage more constituents.
j Go beyond mainstream media to reach
all kinds of people.
j Identify and remove barriers that might
inhibit citizen participation, such as lack
of transportation, childcare or language
)0/A2"%&2:*
What the media can do:
j Work with local civic groups in a
statewide media campaign that
highlights the impact ordinary citizens
are making in their communities and
across town lines.
j Use social media to engage all kinds of
people in civic programs.
j Develop a campaign to tell stories about
people—especially young people—mak-
ing a difference when they get engaged
in civic life. Feature celebrities and
everyday people.
j State media groups can offer orienta-
tions to prepare people to serve on state
and local boards and commissions.
j Local media groups, especially in
minority communities, can partner with
community leaders, organizations and
institutions to promote greater civic
participation.
What researchers can do:
j Create a database or online “map” of
civic participation projects in Connecti-
cut that shows people where they can
get involved. Include information about
how to add new projects to the list. Ana-
lyze the map to identify barriers to civic
participation that people in different
groups face.
j Evaluate civics education in Connecticut.
j Collect data on various types of political
engagement that are undocumented, such
as serving on municipal commissions.
22. 22 2011 CONNECT ICUT CIVIC HEALTH INDEX
What funders can do:
j Fund projects that aim to close gaps in
civic participation by using strategies
that work well for children and families
in communities that lack resources, for
young people in those communities and
for recent immigrants.
j Integrate civic engagement practices—
community dialogues and neighborhood
councils—into funding criteria to encourage
and support broader community partici-
pation and “stake-holding.”
What the early childhood community,
schools and school systems can do
(pre-K through 12):
j Provide leadership training and civics
education for parents, grandparents
and guardians. Reach out to those
who may not feel empowered to get
engaged. Draw from or expand
programs that work.
j Teach civics through service learning
and public engagement projects. Partner
with service providers in your community
to give young people “real life” experience
in all forms of civic participation.
j Support training for all teachers of civics.
Civic learning should be experiential,
relevant to everyday life, and fun!
j Treat civics like an essential life and job
skill—because it is! Weave it into the
curriculum and make it accessible to
all children, especially those attending
inner-city schools.
j Make community service a graduation
requirement for all Connecticut high
school students; integrate it with
classroom learning.
j +S/0F+E"#(+-0%-+&/&)0/A#'+#/+#0-"&+:/C&3+
people to facilitate public conversa-
tions; provide opportunities for those
conversations, during the school day
and/or after school.
j +S/0F+E"#(+&/&)0/A#+/03-&"$-#"/&'+#(-#+
conduct programs to increase students’
awareness of—and engagement in—
civic life.
j Offer continuing education in civics,
public participation, facilitation, and
service.
What higher education can do:
j Increase access and completion rates
@/0+./Ea"&2/=%+-&;+A0'#a3%&%0-#"/&+
students, especially students of color.
Create pathways from community
colleges to all public and private four-
year institutions in the state.
j Teach all students civic theory and
practice, the history of American
democracy and the U.S. Constitution.
j Give students experiential opportuni-
ties in public engagement and problem
solving. Support service learning that is
connected to systemic social, political
and economic change.
j Serve as sites for community and state-
wide conversations and problem solving
on public issues and local challenges.
j Offer continuing and adult education in
civic skills, leadership, organizing and
public engagement.
j Offer professional development in civic
theory and practice to teachers and
public administrators. Show teachers
how to weave civics education and skills
into the courses they already teach.
j Support research and scholarship that
aids the state.
j Create opportunities for reciprocal
learning and mentoring, so that stu-
dents and local citizens learn together.
j Focus on community colleges as key
institutions for training people in all
forms of civic engagement, especially
those that link to jobs skills.
What private businesses can do:
j Create in-house programs for employee
civic engagement. Work with local non-
)0/A#'+#/+A&;+E-:'+@/0+-..+%=)./:%%']
including lower-wage workers—to
volunteer. Encourage employees to
offer their skills pro bono.
j +</&-#%+-+)%02%&#-3%+/@+)0/A#'+#/+-;;0%''+
)CG."2+)0/G.%='*+!0%-#%+-&+/@A2%+/@+
corporate giving and social responsibility.
Offer challenge grants.
j Organize collective employee donations
of money, goods and services.
What we can do working together:
j Find ways to reduce opportunity gaps
associated with geography, class,
gender, and race and ethnicity.
j Create innovative and collaborative civic
opportunities in neighborhoods, schools
and workplaces.
j Compile a directory of promising practices
in Connecticut and other states.
j Create a civic challenge project, with
a cash award, for a group of citizens
working together to create change in
their community or region.
j Provide a range of civic engagement
opportunities—from volunteering, to
giving, to participating in an organization,
to supporting local, community-based
organizations. These can be one-time,
short-term, or more structured, long-term
opportunities.
23. 23
MEMBERS OF THE 2011 CONNECTICUT CIVIC HEALTH ADVISORY GROUP
Joe Barber
C*%"+0-%,#g;2+"#-;#B-))>(*0'#A"%9*+"#$(&#
B*9*+#K(5$5")"(0,#=%*(*0'#B-::"5"
Mark Briggs
O%-5%$)#C"9":-/)"(0#C*%"+0-%,#
G*0"%$+'#k-:>(0""%1#-;#S%"$0"%#H$%0;-%&
Luis Cabán
KP"+>0*9"#C*%"+0-%,#A->061*&"#W(10*0>0*-(1#
V"*56?-%6--&#E::*$(+"
Glenn Cassis
KP"+>0*9"#C*%"+0-%,#E;%*+$(#E)"%*+$(#
Affairs Commission
Beth Deluco
KP"+>0*9"#C*%"+0-%,#B*9*+1#Q*%10
Pat Donovan
k*+"#O%"1*&"(0,#G"$5>"#-;#!-)"(#k-0"%1#
of Connecticut
Matt Farley
E11-+*$0"#C*%"+0-%#;-%#B-))>(*0'#g>0%"$+6,#
@(*9"%1*0'#-;#B-(("+0*+>0
Robert Fishman
O%"1*&"(0,#B-(("+0*+>0#W))*5%$(0#$(&#
I";>5""#B-$:*0*-(
Karen Hobert Flynn
k*+"#O%"1*&"(0#;-%#A0$0"#g/"%$0*-(1,#
Common Cause
Bob Francis
KP"+>0*9"#C*%"+0-%,#IaEAEO
Jack Hasegawa
B6$*%,#E1*$(#O$+*2+#E)"%*+$(#E;;$*%1#
Commission
Nakul Madhav Havnurkar
G"5*1:$0*9"#E($:'10,#E1*$(#O$+*2+#E)"%*+$(#
Affairs Commission
Susan Herbst
O%"1*&"(0,#@(*9"%1*0'#-;#B-(("+0*+>0
Alex Knopp
S"("%$:#A"+%"0$%'#$(&#KP"+>0*9"#C*%"+0-%,#
C3*560#H$::#$0#a$:"
Charlene LaVoie
B-))>(*0'#G$3'"%,#g;2+"#-;#06"#
B-))>(*0'#G$3'"%
Mark S. Lyon
B->(+*:#B6$*%)$(,#B-(("+0*+>0#G*-(1#B:>?1
Martha McCoy
O%"1*&"(0#-;#=6"#O$>:#o<#E*+6"%#Q->(&$0*-(#
$(&#KP"+>0*9"#C*%"+0-%,#K9"%'&$'#C")-+-
%$+'[B-.B6$*%#-;#06"#E&9*1-%'#S%->/
The Honorable Denise Merrill
A"+%"0$%'#-;#06"#A0$0"#-;#B-(("+0*+>0[
B-.B6$*%#-;#06"#E&9*1-%'#S%->/
Lourdes Montalvo
C*%"+0-%#-;#B-))>(*0'#g>0%"$+6#$(&#
B-(10*0>"(0#A"%9*+"1,#g;2+"#-;#06"#
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David M. Nee
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Werner Oyanadel
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Commission
Stuart Parnes
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Saul Petersen
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Campus Compact
Rick Porth
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Valeriano Ramos, Jr.
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Julianne Reppenhagen
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Nancy Roberts
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Carmen Sierra
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Diane Smith
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Connecticut Network
James Spallone
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Julia Evans Starr
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Tom Swan
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Nancy Thomas
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Shannon Wegele
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Sally Whipple
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Alvin Wilson
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Teresa C. Younger
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Elaine Zimmerman
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Connecticut Commission on Children
24. 24 2011 CONNECT ICUT CIVIC HEALTH INDEX
ABOUT THIS REPORT AND TECHNICAL NOTES
=6"#TULL#Connecticut Civic Health Index Report is linked to
a national initiative of the National Conference on Citizenship
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to information and current events.
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examined the relationship between educational attainment and
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their education, unless otherwise stated.
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on the sample size and other parameters associated with a
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estimation of error rates involves many parameters that are not
publicly available.
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