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Rutgers University Bloustein School of Planning and Public Policy;
For more than a decade, states and cities across the country have served a leadership role in advancing science-informed climate policy through city, state and multi-state efforts. The rapid pace by which state climate policy is emerging is evidenced by the number of new laws, directives and policies adopted in 2018 and the first half of 2019 alone. Currently, there is an active ongoing dialogue across the U.S. regarding the intersection of climate and equity objectives with efforts targeted at addressing needs of disadvantaged communities and consumers. This climate/equity intersection is due to several factors, including recognition by many cities and states that climate change is and will continue to have a disproportionate impact on certain populations and will exacerbate existing stressors faced by disadvantaged communities and consumers. Research indicates that a greater proportion of environmental burden exists in geographic areas with majority populations of people of color, low-income residents, and/or indigenous people. It is well known that certain households (including some that are low-income, African American, Latino, multi-family and rural) spend a larger portion on their income on home energy costs. States and stakeholders are realizing that a transition to a low-carbon future by mid-century will require significantly increased participation of disadvantaged communities and households in the benefits of climate and clean energy programs.
W.K. Kellogg Foundation;
As the country becomes more diverse, schools that successfully engage all families will transform learning and leadership. This executive summary captures "takeways" from partnerships forged by the W.K. Kellogg Foundation (WKKF) to create environments where teachers, families and community members can effectively collaborate and share power.
Perrin Family Foundation;
This brief examines the role of the Perrin Family Foundation's Building Leadership and Organizing Capacity (BLOC) initiative on the youth organizing landscape in Connecticut.
In 2017, the Barr Foundation launched Engage New England (ENE), a signature initiative that provides a unique opportunity for local education agencies and nonprofits to plan for and develop innovative schools designed to serve students off track to high school graduation. School design partner Springpoint is leading three cohorts of grantees through a three-phase planning year: Understand, Design, and Build. During the Understand phase, grantees conduct research to understand the needs of their student populations. In the Design phase, the grantees design a school model to meet those needs; planning to launch that model begins in the Build phase. The first cohort of grantees received planning year grants for the 2017–18 school year and included a combination of new schools and school redesigns. During the planning year, these grantees assembled teams to lead the design work, collected and analyzed data to learn about their current or potential students and community needs and capacities, articulated design priorities, and began to plan for the launch of the new or refined school model. SRI Education, the research partner for the ENE initiative, captured the learnings from the planning process through interviews, classroom observations, and student focus groups conducted during March and April 2018. The findings in this brief are based on the reflections of the school and design leaders and staff members involved in the design process as well as Springpoint staff members who supported the design process. This brief is designed to benefit all three cohorts of ENE grantees as they plan and build their schools and to highlight key elements of planning for innovative school models.
Uconn Health Disparities Institute;
This Report Card uses national and state-level data to compare indicators disaggregated by race/ethnicity (R/E), gender, and age. Several public data sources were utilized including the CT Department of Public Health mortality data, US census data, and CDC data. Within each indicator, we report the health disparity rate (HD) defined in this report as how many more times individuals in a R/E group experience a more harmful outcome than those in the R/E reference group. The key findings are divided into nine sections: Demographics; Income, Education, Employment and Transportation; Housing; Safety and Incarceration; Fatherhood; Health Insurance, Preventative Health Screenings and Cancer Disparities; Behavioral Health; Life Expectancy; Mortality.
Issue: Managed care organizations (MCOs) are integral to Medicaid payment and delivery reform efforts. In states that expanded Medicaid eligibility under the Affordable Care Act, MCOs have experienced a surge in enrollment of adults with complex needs.
Goal: To understand MCO experiences in Medicaid expansion states and learn about innovations related to access to care, care delivery, payment, and integration of health and social services to address nonmedical needs.
Methods: Interviews with leaders of 17 MCOs in 10 states that have seen large Medicaid enrollment growth and have undertaken payment and delivery reforms.
Findings and Conclusions: MCO leaders regard their ability to enroll and serve the Medicaid expansion populations as a signal achievement. They have focused on identifying and helping high-risk populations and addressing the social determinants of health. MCOs are testing value-based payment strategies that link payment with performance and are increasingly focused on engaging patients in their care. Leaders report common challenges: setting appropriate payment rates; managing members whose needs differ from traditional Medicaid beneficiaries; ensuring access to specialty care; and effectively implementing payment reform and practice transformation. All point to the need for a stable policy environment and a strong working relationship with state Medicaid agencies.
States can do so much more to address the alarming rates of gun violence in our cities. Read the full report to learn how Massachusetts, Connecticut, and New York are transforming communities with sustained investment in evidence-based violence reduction strategies.
Carsey School of Public Policy at The University of New Hampshire;
Funding for the Children's Health Insurance Program (CHIP)—the federal program that extends health insurance coverage to low income children not eligible for traditional Medicaid—officially expired on September 30, 2017. Given that states implement CHIP in different ways, states will run out of funds at different times, with twelve states exhausting their federal allotment by the end of 2017 (see Figure 1).
Several of these states are populous, and together are home to nearly 9 million—or 30 percent—of the nation's publicly insured children, and to one in five publicly insured rural children. Lawmakers are discussing how to fund reauthorization, and in the meantime, children may become uninsured or switch to more expensive and less comprehensive alternate plans in the interim. As states begin planning for these transitions, legislators should consider both administrative costs and potential effects on family health and finances.
Connecticut Early Childhood Funder Collaborative;
This article continues to explore the partnership between the State of Connecticut, the Connecticut Early Childhood Funder Collaborative, and the Connecticut Council for Philanthropy. These three entities have been working to coordinate their efforts toward a shared goal of establishing a statewide early childhood system, reducing the fragmented array of Connecticut's existing early childhood services and supports, and improving outcomes for young children and their families across the State.
Independently and collectively, each partner continues to adopt new processes and working structures that enable the voluntary contribution of their diverse skills, expertise, and resources to create a new approach to early childhood in Connecticut. While clearly not the only constituencies working to improve outcomes for children and families throughout the state, this partnership between the public sector and the philanthropic community has resulted in important transformations within all entities involved. This paper highlights the role of the public sector within this public-private partnership, and, more specifically, the experience and perspectives of those working within state government.
Robina Institute of Criminal Law and Criminal Justice;
Connecticut shifted from indeterminate to "definite" sentencing in 1981. This means that crimes have statutory minimum and maximum penalties, and that defendants are sentenced to a term of years rather than a range of years. For a time after the 1981 reforms, there was no traditional parole in the state; however, discretionary parole release for those with sentences over two years was reestablished in 1993. In the 1980s and 1990s, there was also an increase in mandatory minimum legislation. In 1995, the legislature established truth in sentencing laws for violent offenders, requiring them to serve at least 85% of a sentence before release. In 2004, the Board of Pardons (established in 1883) and the Board of Paroles (established in 1957) were merged to form the Board of Pardons and Paroles.
Connecticut Early Childhood Funder Collaborative;
Co-creation: Viewing Partnerships through a New Lens, provided a fresh look at public private partnerships and the collective work forged by the Connecticut Council for Philanthropy (CCP), the Connecticut Early Childhood Funder Collaborative, and the State of Connecticut (Bowie, 2016). The partnership offered the opportunity to explore co-creation as a new paradigm and lens with which to design and assess collective work, particularly when trying to achieve large-scale systems change.
In employing co-creation, the partnership established new structures and adopted processes that enabled a diverse group of individuals and entities to voluntarily contribute their skills, expertise, and resources to create a state level early childhood systems approach in Connecticut. This co-creation process also resulted in important transformations within the entities involved.
For CCP, it was an opportunity to explore and test a new role and working structure in direct response to the evolving needs and desires within Connecticut's philanthropic community. Over the last 47 years, CCP has functioned as a network of various types of philanthropic organizations. CCP connects grantmakers to address issues both individually and collectively, is a resource for grantmaking where funders can access critical information and services, and is a voice for philanthropy representing the philanthropic sector to key audiences (Strategic Plan, Connecticut Council for Philanthropy, 2014).
Within the public-private partnership, CCP established a new working relationship with the Early Childhood Funder Collaborative and with state government, which ultimately shifted the role of CCP. This new role moved beyond offering the typical program management and administrative support and in doing so gained the ability to bring forth different perspectives and new strategies in order to strengthen philanthropy's contribution to systems change. This shift was also in alignment with, and furthered, the mission of the Connecticut Council for Philanthropy to promote and support effective philanthropy for the public good.
National Center on Time and Learning;
The purpose of this report is to describe how schools that have converted to longer operational days—known as"expanded-time" schools—better support the development of young children. The National Center on Time & Learning (NCTL) has chosen to document the work of these three particular schools from among its network of over 60 expanded-time schools because, over the last few years, they have demonstrated in concrete, ever-evolvingways, how time can be leveraged to optimal effect in educating young students. Though the practices they have honed are not unique, these schools show a distinctive capacity both to be creative about how best to serve their youngest students and to put in place the structures that allow these innovative approaches to flourish. Still, the educatorsin these schools are quick to admit that their classrooms and other supports for students in the early grades are works in progress. As such, the insights we draw from them are intended as guideposts along a path toward excellent education in the early grades, rather than definitive portraits of the destination.