2011 CONNECTICUT

CIVIC HEALTH INDEX

WHAT CONNEC T ICUT C AN BE :

C I V IC RENE WAL F OR AL L

CONNECTICUT SECRETARY
OF THE STATE

A BOU T T H E PA RT N ER S
NAT IONAL CONFERENCE ON C I T IZENSHIP
At the National Conference on Citizenship (NCoC), we
believe everyone has the power to make a difference in
how their community and country thrive.
!"#$%"#$#&'($)*+,#(-(./$%0*1$(#(-(/%-20#3-%4*(5#$0#06"#
forefront of our nations civic life. We continuously explore
36$0#16$/"1#0-&$'71#+*0*8"(%',#&"2("#06"#"9-:9*(5#%-:"#-;#06"#
individual in our democracy, and uncover ways to motivate
5%"$0"%#/$%0*+*/$0*-(<#=6%->56#->%#"9"(01,#%"1"$%+6#$(&#
reports, NCoC expands our nations contemporary under10$(&*(5#-;#36$0#*0#)"$(1#0-#?"#$#+*0*8"(<#!"#1""4#("3#
*&"$1#$(&#$//%-$+6"1#;-%#+%"$0*(5#5%"$0"%#+*9*+#6"$:06#
$(&#9*0$:*0'#06%->56->0#06"#@(*0"&#A0$0"1<
SECRE TARY OF THE S TAT E OF CONNEC T ICUT
A"+%"0$%'#-;#06"#A0$0"#-;#B-(("+0*+>0#C"(*1"#D"%%*::#1"%9"1#$1#
06"#10$0"71#+6*";#":"+0*-(1#-;2+*$:#$(&#?>1*("11#%"5*10%$%<#E1#$#
;-%)"%#10$0"#:"5*1:$0-%#$(&#D$F-%*0'#G"$&"%#*(#06"#A0$0"#H->1"#
-;#I"/%"1"(0$0*9"1,#A"+%"0$%'#D"%%*::#6":/"&#/$11#?*::1#1>//-%0*(5#+*9*+1#"&>+$0*-(,#+$)/$*5(#2($(+"#$(&#"06*+1#%";-%),#
"$%:'#+6*:&6--&#"&>+$0*-(,#$(&#%"J>*%")"(01#;-%#0"+6(-:-5'#*(#
06"#B-(("+0*+>0#/>?:*+#1+6--:#1'10")<#=-&$',#16"#$(&#6"%#10$;;#
continue the work to expand democratic participation, protect
"9"%'#+*0*8"(71#%*5601#$(&#/%*9*:"5"1,#$(&#"(1>%"#06$0#"9"%'#9-0"#
is counted accurately.

E VERYDAY DEMOCR AC Y
K9"%'&$'#C")-+%$+'#3$1#"10$?:*16"&#*(#LMNM#?'#=6"#O$>:#
J. Aicher Foundation, a national, nonpartisan, nonprofit
-%5$(*8$0*-(#&"&*+$0"&#0-#$&9$(+*(5#&":*?"%$0*9"#&")-+%$+'#$(&#*)/%-9*(5#06"#J>$:*0'#-;#/>?:*+#:*;"#*(#06"#@(*0"&#
A0$0"1<#=-#$+6*"9"#06*1,#K9"%'&$'#C")-+%$+'#6":/1#("*56borhoods, towns and cities develop their own capacity
0-#?%*(5#0-5"06"%#/"-/:"#-;#$::#?$+45%->(&1#$(&#9*"31#0-#
0$:4,#1-:9"#/%-?:")1,#?%*(5#$?->0#)"$1>%$?:"#+6$(5",#$(&#
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
$(&#'->06#$(&#("*56?-%6--&#+-(+"%(1<#A*(+"#->%#;->(&*(5,#
we have worked with more than 600 communities across
06"#@(*0"&#A0$0"1#-(#$#9$%*"0'#-;#/>?:*+#*11>"1<
!"#/$%0("%#3*06#10$0",#%"5*-($:#$(&#($0*-($:#5%->/1#0-#"P/$(&#
the reach and impact of the tools, stories and lessons that
+-)"#;%-)#+-))>(*0'.&%*9"(#+6$(5"#";;-%01<#A*(+"#->%#$*)#
is a democracy that includes and values everyones voice,
3"#6":/#+-))>(*0*"1#+-(("+0#3*06#-06"%1#36-#$%"#2(&*(5#
ways to involve people in public life. At the national level,
3"#6":/#?%*(5#0-5"06"%#$::#/$%01#-;#06"#&")-+%$+'#%";-%)#
)-9")"(0,#;-%#10%-(5"%#+-::"+0*9"#*)/$+0<#

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.

State Capitol Cover Photo: Robert Gregson, Connecticut Commission on Culture and Tourism

TA BL E OF C ON T EN T S
Introduction ................................................................................................................................................................................................. 4
KP"+>0*9"#A>))$%' ............................................................................................................................................................................. 6
B*9*+#H"$:06#Q*(&*(51 .......................................................................................................................................................................... 8
Social Connectedness ............................................................................................................................................................. 8
Civic Engagement ......................................................................................................................................................................... 9
Political Participation .............................................................................................................................................................14
Access to Information and Current Events.......................................................................................................17
@(&"%10$(&*(5#06"#O$10#$(&#O%"1"(0#1-#06$0#!"#B$(#B%"$0"#$#R"00"%#Q>0>%"....................... 18
Conclusion and a Call to Action ........................................................................................................................................... 19
B-(("+0*+>0#B*9*+#H"$:06#E&9*1-%'#S%->/71#I"+-))"(&$0*-(1........................................................... 20
D")?"%1#-;#06"#TULL#B-(("+0*+>0#B*9*+#H"$:06#E&9*1-%'#S%->/....................................................... 23

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
!"#"$%&'(")*+,#+-.'/+0%1%2#'+#(%+"&'"3(#'+
of a dedicated advisory group drawn
from Connecticuts 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

E?->0#06*1#I"/-%0#$(&#="+6(*+$:#V-0"1........................................................................................................................ 24

Data Analysis:
Kei Kawashima-Ginsberg, CIRCLE

E+4(-3:"&5")"(01.......................................................................................................................................................................... 25

Layout, Design & Production:

Andy Matznick, Addison Clark

B*9*+#H"$:06#W(&"P .............................................................................................................................................................................. 26

4+5677+89%0:;-:+<%=/20-2:>+#(%+?@A2%+/@+#(%+B%20%#-0:+/@+#(%+B#-#%+/@+!/&&%2#"2C#>+-&;+#(%+D-#"/&-.+!/&@%0%&2%+/&+!"#"$%&'(")*+

I N T RODUC T ION
B-(("+0*+>0#6$1#/:$'"&#$(#*)/-%0$(0#%-:"#*(#;-%5*(5#->%#($0*-(71#&")-+%$0*+#
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3$1#06"#2%10#-;#06"#+-:-(*"1#0-#$&-/0#$#+-(10*0>0*-([The Fundamental Orders
of 1639["10$?:*16*(5#$#%"/%"1"(0$0*9"#5-9"%()"(0<#O$%01#-;#06$0#&-+>)"(0#
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$?-:*0*-(*10#O%>&"(+"#B%$(&$::[->%#10$0"71#-;2+*$:#6"%-*("[;->(&"&#06"#2%10#$+$&")'#;-%#
E;%*+$(#E)"%*+$(#5*%:1#*(#V"3#K(5:$(&<

3.9

Average per capita income in

Connecticuts ten wealthiest
towns in 2009 was 3.9 times
that in the states ten
poorest cities.

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#$(&#06"#":*)*($0*-(#-;#+->(0'#5-9"%()"(0#
$(&#06"#:-+$:#*(&"/"(&"(+"#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"&#0-#`<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$0"71#0"(#/--%"10#
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/--%<#g9"%$::,#->%#/>?:*+#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#
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:-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#$1#$#
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H$%0;-%&,#V"3#H$9"(#$(&#!$0"%?>%'#$%"#$0#:"$10#03*+"#$1#6*56#$1#06"#10$0"#$9"%$5"<] While
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/"-/:"#*(#B-(("+0*+>0#*&"(0*;'#06")1":9"1#$1#Y!6*0"#(-0#H*1/$(*+Z_#?'#+-(0%$10,#H$%0;-%&#*1#-(:'#
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4 2 0 11 C O N N E C T I C U T C I V I C H E A LT H I N D E X

C*1/$%*0*"1#6$9"#3-%1"("&#&>%*(5#06"#%"+"(0#($0*-($:#%"+"11*-(<#=6"#("5$0*9"#*)/$+01#-(#:-3.
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6":&#10"$&'#;-%#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
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$%"#"11"(0*$:#0-#+%"$0*(5#$(&#)$*(0$*(*(5#$#10%-(5,#9*?%$(0#10$0"<#!6"(#06"%"#$%"#3":+-)*(5#
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/%-?:")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$:#+-))>(*0*"1,#1>++"11;>:#1+6--:1,#3-%4;-%+"#
&"9":-/)"(0,#$(&#":*)*($0*(5#*("J>*0*"1<#!"#(""&#0-#>(&"%10$(&#6-3#3"#$%"#&-*(5#-(#$#%$(5"#
-;#*(&*+$0-%1,#1-#06$0#3"#+$(#?"00"%#10%"(506"(#+*9*+#-//-%0>(*0*"1#;-%#$::#$(&#$+6*"9"#->%#;>::#
potential as a state.
K E Y T ERMS AND INDIC ATOR S
=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"#*(&*+$0-%1#16->:&#?"#"P$)*("&#0-5"06"%#0-#
create a complete picture of Connecticuts civic health.

17%

is the unemployment rate

in Hartford, according to
the Connecticut Department
of Labor.

Civic health#*1#&"0"%)*("&#?'#6-3#3"::#&*9"%1"#5%->/1#-;#+*0*8"(1#3-%4#0-5"06"%,#$(&#
3*06#5-9"%()"(0,#0-#1-:9"#/>?:*+#/%-?:")1#$(&#10%"(506"(#06"*%#+-))>(*0*"1<#c=6"#0"%)#
Y+*0*8"(c1dZ#*1#>1"&#06%->56->0#06*1#%"/-%0#*(#?%-$&,#(-(.:"5$:#0"%)1<d#
Civic engagement refers to peoples 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$0*-(1#$(&#3-%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$:4#$(&#1-: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$5")"(0<#B*0*8"(1#(""&#0-#?"#
*(;-%)"&#$(&#0-#>(&"%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"-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.
5

E X EC U T I V E S U M M A RY
=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#
$(&#5%->/#$+0*9*0*"1,#6-3#$00"(0*9"#06"'#$%"#0-#+-))>(*0'#/%-?:")#1-:9*(5#$(&#/-:*0*+1#$(&#6-3#
+-(("+0"&#06"'#$%"#0-#;$)*:',#;%*"(&1#$(&#("*56?-%1<#
=6"#&$0$#16-3#06$0,#*(#5"("%$:,#/"-/:"#36-#:*9"#*(#B-(("+0*+>0#$%"#3"::#"&>+$0"&,#*(0"%"10"&#*(#
("31#$(&#+>%%"(0#"9"(01,#$(&#0$: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"&#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-)"#/%-?:")#$%"$1#$(&#3*&"#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:

58.4%

of Connecticuts residents
donate to charities. The state
ranks 6th in the nation.

j
j
j
j
j
j

Volunteering
Voter turnout and registration
Charitable giving
Discussing politics
Internet connectedness
Belonging to organizations and groups

2. But Connecticuts 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, Connecticuts numbers are on the rise
or remain stable:
j Voter turnout for presidential elections
j Volunteerism
j Charitable giving
A Snapshot of Connecticuts Civic Health Indicators

6 2 0 11 C O N N E C T I C U T C I V I C H E A LT H I N D E X

Indicator

CT Percentage
cTULUd

Ranking

National
Average

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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.

31.1%

of Connecticuts residents
volunteer. The state ranks
15th in the nation.

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*-($:#$(&#10$0"3*&"#&*$:-5>"#$(&#$+0*-(#0-#?>*:&#>/-(#->%#10%"(5061,#$&&%"11#
3"$4("11"1#$(&#%"9"%1"#("5$0*9"#0%"(&1<#
!6"(#Q%"(+6#/-:*0*+$:#06"-%*10#$(&#6*10-%*$(#E:"P*1#&"#=-+J>"9*::"#0%$9":"&#$+%-11#E)"%*+$,#6"#
(-0"&#06"#3"$:06#-;#%":$0*-(16*/1#;-%)"&#$)-(5#$::#4*(&1#-;#/"-/:"#06%->56#)")?"%16*/1#*(#9$%*->1#-%5$(*8$0*-(1<#=6"1"#%":$0*-(16*/1#+%"$0"&#9*0$:#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$)*("#
the factors that affect peoples participation, to better ensure that everyone has access to ways
0-#?"+-)"#*(9-:9"&#$(&#6"$%&<#C"#=-+J>"9*::"71#3-%&1#+$(#$:1-#*(1/*%"#>1#6"%"\#Y=6"#5%"$0("11#
-;#E)"%*+$#:*"1#(-0#*(#?"*(5#)-%"#"(:*560"("&#06$(#$('#-06"%#($0*-(,#?>0#%$06"%#*(#6"%#$?*:*0'#0-#
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10%*9"#0-3$%&#Y$#)-%"#/"%;"+0#>(*-(Z#$(&#$#&")-+%$+'#06$0#:*9"1#>/#0-#$::#-;#*01#5%"$0#*&"$:1#$(&#
9$:>"1<#=6"'#$%",#*(&""&,#->%#+$::#0-#$+0*-(<

C I V IC H E A LT H F I N DI NGS
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#*)/$+0"&#36"(#("*56?-%6--&1#$%"#&*9*&"&#$:-(5#:*("1#-;#%$+"#$(&#
+:$11<#=6"#0$?:"#?":-3#+-)/$%"1#($0*-($:#*(&*+$0-%1#3*06#B-(("+0*+>0#&$0$<
Trend

CT Data

National
Ranking

National
Data

Trend

cTULUd

c/--:"&#B=#&$0$#
;-%#TUUN.TULUd#

(pooled
National data
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a household member

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and friends on the Internet
or via email

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Indicators of Social
Connectedness

cTULUd

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14.6%

of Connecticuts residents
exchange favors with
neighbors frequently.
The state ranks 32nd in
the nation.

j People in the lowest income bracketless than $35,000 per yearare 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+
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j !/=)-0"'/&'+G:+0-2%+-&;+%#(&"2"#:+-0%+="X%;Y+

8 2 0 11 C O N N E C T I C U T C I V I C H E A LT H I N D E X

Indicators Related to
Race/Ethnicity

Whites

African
Americans

Asian
Americans

Latinos

Total

Eat dinner with

household members

N]<Ti

Nb<Ni

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NM<^i

N]<^i

Connect with family

and friends via Internet

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3*06#("*56?-%1

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Civic Engagement
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+-)/$%*1-(1#3*06#-06"%#10$0"1,#?'#"P$)*(*(5#9$%*->1#0'/"1#-;#+*9*+#$+0*9*0*"1<#A/"+*2+$::',#3"#
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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.
VOLUNT EER ING AND WORK ING W I TH NEIGHBOR S
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Volunteering, 2002-2010
Connecticut
##@<A<

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31.1%
29.1%
27.6%

7.3%

of Connecticuts residents
work with neighbors to
solve community problems.
The state ranks 37th in
the nation.

26.3%

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Working with Neighbors, 2006-2010
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volunteer than men. And when the numbers are broken down by race, Whites are more likely to
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CT Volunteering, Neighborhood Engagement and Community Leadership by
Race and Ethnicity, 2010
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African Americans
Asian Americans
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than twice as likely to volunteer, work to solve local problems and serve on or lead committees
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CT Volunteering, Neighborhood Engagement and Community Leadership by
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take a leadership role, but people in suburban communities are most likely to work with their
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33.7

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31%

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CT Volunteering, Neighborhood Engagement and Community Leadership by
College Experience, Ages 25 and Older, 2010
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10 2 0 11 C O N N E C T I C U T C I V I C H E A LT H I N D E X

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4.4

g;2+"%#-%#D")?"%#
of Committee

CHAR I TABLE GI V ING

E++-%&*(5#0-#06"#@<A<#B"(1>1#1>%9"'#&$0$,#fN<^i#-;#B-(("+0*+>0#%"1*&"(01#&-($0"&#)-("',#$11"01#-%#/%-/"%0'#3*06#$#+-)?*("&#9$:>"#-;#)-%"#06$(#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"#-;#
$&F>10"&#5%-11#*(+-)"#5*9"(#0-#+6$%*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"-5%$/6*+#:-+$0*-(#$;;"+0"&#&-($0*(5#0-#+6$%*0'<#E#6*56"%#/"%+"(0$5"#-;#3-)"(#cbL<]id#&-($0"&,#+-)/$%"&#3*06#)"(#cf^<Nid<#W(#0"%)1#-;#%$+"#$(&#"06(*+*0',#b^<Ti#-;#!6*0"1,#+-)/$%"&#3*06#fN<Mi#-;#E1*$(#E)"%*+$(1,#f]<Li#-;#E;%*+$(#E)"%*+$(1#
$(&#fb<Mi#-;#G$0*(-1,#&-($0"&#0-#+6$%*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#&-($0"&#0-#+6$%*0',#
+-)/$%"&#3*06#fN<`i#$(&#fL<]i#-;#%>%$:#$(&#>%?$(#%"1*&"(01,#%"1/"+0*9":'<
GROUP PAR T IC IPAT ION
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-%5$(*8$0*-(#*(#06"*%#+-))>(*0'<#
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/$063$'1,#&"/"(&*(5#-(#5"(&"%,#5"-5%$/6*+#$%"$,#%$+"#$(&#"06(*+*0',#+-::"5"#"P/"%*"(+",#$(&#
income.

Trend: Giving to Charity

cC-($0*-(1#9$:>"&#$0#)-%"#06$(#eTfd

2008 c%$(4*(5#*(#/$%"(06"1"1d
62.1% (2nd)
49.7%
2009 c%$(4*(5#*(#/$%"(06"1"1d
64.0% (2nd)
50.7%
2010 c%$(4*(5#*(#/$%"(06"1"1d
58.4% (6th)
50.0%
Connecticut
# @<A<#E9"%$5"

We also consider the

states capacity for civic
engagement by looking at
how people engage in group
activities that often serve as
a foundation for civic work.

CT Group Participation by Gender, 2010

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38.6

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##D$:"
Female

30.2

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19.4

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11

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in how#/"-/:"#"(5$5"<#O"-/:"#*(#>%?$(#+-))>(*0*"1#0"(&#0-#?"#)-%"#$+0*9"#*(#1+6--:1#$(&#%":*5*->1#-%5$(*8$0*-(1_#1>?>%?$(#%"1*&"(01#/%";"%#1/-%01#$(&#%"+%"$0*-($:#$+0*9*0*"1<#W(#%>%$:#$%"$1,#
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CT Group Participation by Geography, 2010
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36.1

##@%?$(
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Rural

37.6 37.9

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22.8

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21.1%

of Connecticuts African
American residents are
involved with a church
or other religious group.

CT Group Participation by Race and Ethnicity, 2010

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32.7

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Whites
African Americans
Asian Americans
##G$0*(-1,#$('#I$+"

39.3

28.8
24.2

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17.7
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15.5
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12 2 0 11 C O N N E C T I C U T C I V I C H E A LT H I N D E X

10.2
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20.5

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*(#1+6--:#$%"#:"11#"(5$5"&#06$(#10>&"(01,#?'#$#%$0*-#-;#06%""#0-#-("<
CT Group Participation by College Experience, Ages 18-25, 2010
`Ui

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26.6

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47.5

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26.7
22.6

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of Connecticuts residents
with some college experience, between ages 18-25,
participate in groups in
their communities.

18.5

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11.5

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S%->/#
Association

12.6

6.9

6.5

fi
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of Connecticuts residents
with no college experience,
between ages 18-25,
participate in groups in
their communities.

26.6%

CT Group Participation by College Experience, Ages 25 and Older, 2010

fUi

8.3%

A+6--:,#
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or Community
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$11-+*$0*-(,#1+6--:#$11-+*$0*-(,#1/-%01#-%#%"+%"$0*-(,#-%#%":*5*->1#/$%0*+*/$0*-(["(5$5")"(0#
correlates with income.
CT Group Participation by Household Income, 2010
fUi

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45.6

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13

Political Participation
D-10#-;0"(,#36"(#3"#06*(4#-;#/-:*0*+$:#/$%0*+*/$0*-(,#3"#06*(4#-;#9-0*(5<#E++-%&*(5#0-#06"#TULU#@<A<#
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3*06#bfi#($0*-($::',#%$(4*(5#B-(("+0*+>0#TL10#*(#06"#($0*-(<#B-(("+0*+>0#*1#%$(4"&#L]06#*(#06"#($0*-(#;-%#9-0"%#0>%(->0<#g9"%#06"#/$10#06%""#/%"1*&"(0*$:#":"+0*-(1,#9-0*(5#%$0"1#6$9"#*(+%"$1"&#;%-)#
fM<fi#*(#TUUU#0-#b]<Ti#*(#TUUN<#B-(("+0*+>071#9-0"%#0>%(->0#%$0"#*(#06"#TUUN#/%"1*&"(0*$:#":"+0*-(#
3$1#b]<Ti,#%$(4*(5#*0#TU06#$)-(5#06"#fU#10$0"1,#6*56"%#06$(#06"#b`<bi#($0*-($:#9-0"%#0>%(->0<*
Voter Turnout, Presidential Elections, 1972-2008
Connecticut
##@<A<

NUi
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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.

67.2%

64.4%

65.5%
*

63.6%

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LM]T########LM]b########LMNU########LMN^########LMNN########LMMT########LMMb########TUUU########TUU^########TUUN

Voter Turnout, Midterm Elections, 1974-2010

Connecticut
##@<A<

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bUi
54.0%

48th

is Connecticuts ranking
nationally, as reported in
Rock the Votes 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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49.3%
45.5%

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CT Political Engagement by Household Income, 2010
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72.4

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56.8
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26.2
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57.5

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18.2

6.5

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with Family
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18.8
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$(&#(-#)$00"%#36$0#&*)"(1*-(#'->#+-(1*&"%,#!6*0"1#$%"#)-%"#/-:*0*+$::'#"(5$5"&#06$(#06"*%#
G$0*(-,#E;%*+$(#E)"%*+$(#$(&#E1*$(#E)"%*+$(#+->(0"%/$%01<#
CT Political Engagement by Race and Ethnicity, 2010
]Ui

Whites
African Americans
Asian Americans
##G$0*(-1,#$('#I$+"

bUi
fUi
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30.9

`Ui
TUi

22.6

LUi
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4.9

39.9

22.2 22.9

3.1

O>?:*+#D""0*(5
Attendance

50.7
45.6

28.5

12.5
3.6

52.5

26.9

13.3

50.7%

66.9

=$:4#O-:*0*+1#
with Family
and Friends

16.0

of Connecticuts white
citizens voted in 2010.

16.4
7.9

5.3

4.4

Contact or Visit
O>?:*+#g;2+*$:

6.9

4.3

2.9

R-'+-00#-%#
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CT Political Engagement by Geography, 2010

]Ui

66.7

bUi

##@%?$(
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Rural

fUi
^Ui

31.0

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LUi
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54.4
49.9
41.5
34.5

29.7

23.4

TUi

54.4

12.7 10.8

21.1

20.7
11.9

13.8

11.1

15.3

4.5

O>?:*+#D""0*(5
Attendance

=$:4#O-:*0*+1#
with Family
and Friends

Contact or Visit
O>?:*+#g;2+*$:

R-'+-00#-%#
R>'+-00

I"5*10%$0*-(
TULU

k-0"%#=>%(->0
TULU

C$0$#-(#/-:*0*+$:#/$%0*+*/$0*-(#?'#5"-5%$/6*+#:-+$0*-(#%"9"$:#*(0"%"10*(5#+-(0%$101<#A*(+"#%$+*$:#
$(&#"06(*+#&*1/$%*0*"1#*(#->%#10$0"#$%"#1-#6*56:'#+-%%":$0"&#3*06#&*1/$%*0*"1#?"03""(#5"-5%$/6*+#
%"5*-(1,#06"1"#+-(0%$101#$%"#*)/-%0$(0#0-#(-0"#$(&#0-#;$+0-%#*(0-#$+0*-(#/:$((*(5<LM
K&>+$0*-(#$:1-#)$00"%1,#$(&#$+%-11#06"#?-$%&,#B-(("+0*+>0#%"1*&"(01#3*06#$0#:"$10#1-)"#+-::"5"#
experience are more likely to involve themselves in political activities than those who never went
0-#+-::"5"<
O"%6$/1#06"#&*;;"%"(+"1#*(#/-:*0*+$:#"(5$5")"(0#?$1"&#-(#"&>+$0*-($:#$00$*()"(0#+$(#?"#
"P/:$*("&#?'#6-3#D*::"((*$:1#c$5"1#LN.Tfd#1/"(&#06"*%#0*)"<#a->(5#/"-/:"#3*06#1-)"#+-::"5"#
"P/"%*"(+"#$%"#)-%"#:*4":'#0-#9-0",#%"5*10"%#0-#9-0",#0$:4#/-:*0*+1#$(&#/%-0"10<#W0#*1#*(0"%"10*(5#0-#
(-0"#06$0#06"#10$0*10*+1#%"h"+0#06"#($%%-3"10#5$/1#*(#06"#+$0"5-%*"1#%":$0"&#0-#$00"(&*(5#/>?:*+#
)""0*(51#$(&#?-'+-00*(5#-%#?>'+-00*(5<

15

CT Political Engagement by College Experience, Ages 25 and Older, 2010

NUi

76.8

]Ui

##Tfl,#V"9"%#R""(#0-#B-::"5"
##Tfl,#E0#G"$10#A-)"#B-::"5"

bUi

63.0

59.9

fUi
^Ui
21.3

TUi
LUi
Ui

39.2

35.5

`Ui

20.9

19.3

15.9
6.0

7.0

6.6

O>?:*+#D""0*(5
Attendance

=$:4#O-:*0*+1#
with Family
and Friends

Contact or Visit
O>?:*+#g;2+*$:

R-'+-00#-%#
R>'+-00

I"5*10%$0*-(
TULU

k-0"%#=>%(->0
TULU

CT Political Engagement by College Experience, Ages 18-25, 2010

bUi

53.0

fUi

##LN.Tf,#V"9"%#R""(#0-#B-::"5"
##LN.Tf,#E0#G"$10#A-)"#B-::"5"

^Ui
`Ui

29.7

TUi
LUi
Ui

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.

18.5
11.1
2.7

3.4

O>?:*+#D""0*(5
Attendance

7.6
<1.0

=$:4#O-:*0*+1#
with Family
and Friends

24.0
16.1

10.5

2.9

Contact or Visit
O>?:*+#g;2+*$:

R-'+-00#-%#
R>'+-00

I"5*10%$0*-(
TULU

k-0"%#=>%(->0
TULU

E(-06"%#3$'#+*0*8"(1#+$(#/$%0*+*/$0"#*(#/-:*+'.#$(&#&"+*1*-(.)$4*(5#*1#0-#1"%9"#-(#)>(*+*/$:#$(&#
10$0"#?-$%&1#$(&#+-))*11*-(1,#$1#$//-*(0""1#-%#":"+0"&#)")?"%1<#D-%"#06$(#T,UUU#B-(("+0*+>0#
+*0*8"(1#1"%9"#-(#10$0"#?-$%&1#$(&#+-))*11*-(1#06$0#3"%"#"10$?:*16"&#?'#06"#10$0"#G"5*1:$0>%"<#
D-10#-;#06"1"#10$0"#/$(":1#6$9"#%"5>:$0-%',#:*+"(1*(5,#J>$1*.F>&*+*$:#$(&#/-:*+'.)$4*(5#$>06-%*0'#
-9"%#$#3*&"#%$(5"#-;#$%"$1,#1"%9*+"1,#/%-5%$)1#$(&#$+0*9*0*"1#06$0#*)/$+0#06"#&$*:'#:*9"1#-;#10$0"#
%"1*&"(01<#E//-*(0"&#?'#06"#5-9"%(-%,#:*">0"($(0#5-9"%(-%#$(&#0-/#:"5*1:$0*9"#:"$&"%1,#*(&*9*&>$:1#
1"%9*(5#-(#06"1"#?-$%&1#$(&#+-))*11*-(1#?%*(5#06"*%#"P/"%0*1"#0-#06"#1"%9*+"#-;#06"*%#;"::-3#+*0*8"(1<#
H-3"9"%,#B-(("+0*+>0#"P6*?*01#&*1/$%*0*"1#*(#06"#:"9":#-;#/$%0*+*/$0*-(#-;#3-)"(,#G$0*(-1#$(&#
E;%*+$(#E)"%*+$(1#-(#06"1"#/$(":1<#g(:'#`N<fi#-;#06-1"#1"%9*(5#3"%"#3-)"(<#=6"#&*1/$%*0*"1#
$%"#)-%"#/%-(->(+"&#$)-(5#)*(-%*0'#5%->/1\#g(:'#T<Ni#-;#06-1"#1"%9*(5#3"%"#G$0*(-1#c36-#
+-(10*0>0"#$:)-10#L`<^i#-;#06"#10$0"71#/-/>:$0*-(d#$(&#N<Li#3"%"#E;%*+$(#E)"%*+$(1#c36-#
+-(10*0>0"#F>10#-9"%#LUi#-;#06"#/-/>:$0*-(d<TU#E(&#)$('#G$0*(-1#$(&#E;%*+$(#E)"%*+$(1#1"%9*(5#
-(#06"1"#/$(":1#$%"#+-(+"(0%$0"&#*(#06"#03-#10$0"#:"5*1:$0*9"#+-))*11*-(1#06$0#$&9*1"#06"#
G"5*1:$0>%"#-(#*11>"1#$(&#+-(+"%(1#%":"9$(0#0-#06-1"#03-#+-))>(*0*"1<#A*(+"#06"1"#/$(":1#$%"#
*)/-%0$(0#/$063$'1#0-#+*9*+#/$%0*+*/$0*-(#*(#/-:*+'#$(&#-06"%#&"+*1*-(.)$4*(5#$%"$1,#06"#:$+4#-;#
6*56"%#:"9":1#-;#"(5$5")"(0#?'#06"1"#5%->/1#*1#-;#1*5(*2+$(0#+-(+"%(,#$(&#06"#?$%%*"%1#0-#06"*%#
participation should be examined.
=6->1$(&1#-;#B-(("+0*+>0#%"1*&"(01#$:1-#1"%9"#-(#$//-*(0*9"#$(&#":"+0"&#)>(*+*/$:#?-$%&1#$(&#
+-))*11*-(1#1>+6#$1#?-$%&1#-;#"&>+$0*-(,#/:$((*(5#$(&#8-(*(5#+-))*11*-(1,#"06*+1#?-$%&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#$//%-9$:,#
0-#?>&5"0#/:$((*(5#$(&#$::-+$0*-(,#$(&#0-#*)/:")"(0$0*-(#-;#10$0"#)$(&$0"1<#@(;-%0>($0":',#(-#&$0$#
are available on how many individuals devote their time to this type of public service.
Q*($::',#+*9*+1#"&>+$0*-(#*1#"11"(0*$:#;-%#?>*:&*(5#+*0*8"(16*/#$(&#06"#4(-3.6-3#0-#?"+-)"#/-:*0*+$::'#
"(5$5"&<#W(#TUUU,#06%->56#06"#";;-%01#-;#+>%%"(0#A"+%"0$%'#-;#06"#A0$0"#$(&#;-%)"%#10$0"#:"5*1:$0-%,#06"#H-(-%$?:"#C"(*1"#D"%%*::,#B-(("+0*+>0#/$11"&#$#("3#+*9*+1#"&>+$0*-(#)$(&$0"#%"J>*%*(5#
6*56#1+6--:#10>&"(01#0-#+-)/:"0"#$0#:"$10#-("#6$:;.+%"&*0#-;#+*9*+1#$(&#E)"%*+$(#5-9"%()"(0#
"&>+$0*-(#?";-%"#5%$&>$0*-(<#=6"#:$3#$:1-#1>55"101#3$'1#0-#*(0"5%$0"#+*9*+1#*(0-#1-+*$:#10>&*"1#$(&#
@<A<#6*10-%'#+->%1"1<#=6*1#)$(&$0"#0--4#";;"+0#3*06#10>&"(01#36-#5%$&>$0"&#*(#TUU^_#6-3"9"%,#

16 2 0 11 C O N N E C T I C U T C I V I C H E A LT H I N D E X

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"&#
A0$0"1#6*10-%',#+*9*+1#$(&#5-9"%()"(0,#$1#3"::#$1#1"+0*-(1#-(#36$0#*0#)"$(1#0-#?"#$(#"(5$5"&#
+*0*8"(<#R>0#06"%"#*1#(-#*(;-%)$0*-(#$?->0#6-3#3"::#06*1#+>%%*+>:>)#*1#?"*(5#*)/:")"(0"&#*(#06"#
public schools.
D-%"#%"1->%+"1#;-%#+*9*+1#"&>+$0*-(#$%"#?"*(5#&"9":-/"&#"$+6#'"$%#0-#)""0#06"#(""&1#-;#0"$+6"%1#$(&#10>&"(01<#=6"#A0$0"#C"/$%0)"(0#-;#K&>+$0*-(,#B-(("+0*+>0#V"03-%4#cB=.Vd#$(&#(-(/%-20#
-%5$(*8$0*-(1,#1>+6#$1#B*9*+1#Q*%10#$(&#06"#G"$5>"#-;#!-)"(#k-0"%1,#6$9"#&"9":-/"&#)$0"%*$:1#
$(&#%"1->%+"1,#*(+:>&*(5#06"#A0$0"#B*9*+1#=--:?-P#$(&#$#9$%*"0'#-;#+*9*+1#/%-5%$)1#$(&#+>%%*+>:$#;-%#
1+6--:1<#W(#$&&*0*-(,#06"#B-(("+0*+>0#R$%#E11-+*$0*-(71#=$14#Q-%+"#-(#B*9*+1#K&>+$0*-(#3*::#"P$)*("#
3$'1#0-#*)/%-9"#":")"(0$%'#1+6--:#+6*:&%"(71#4(-3:"&5"#-;#06"#%-:"#$(&#10%>+0>%"#-;#5-9"%()"(0<#

Access to information and current events

W(;-%)"&#+*0*8"(1#$%"#"11"(0*$:#0-#->%#+*9*+#6"$:06<#=6"'#$%"#)-%"#:*4":'#0-#/$%0*+*/$0"#*([$(&#
+-(0%*?>0"#0-[/>?:*+#:*;"<#YD-%"#*(;-%)"&#E)"%*+$(1#"(F-'#4""/*(5#>/#3*06#06"#("31,#?":*"9"#
06"'#6$9"#$#/"%1-($:#10$4"#*(#36$0#5-"1#-(#*(#!$16*(50-(,#$(&#$%"#1*5(*2+$(0:'#)-%"#:*4":'#0-#
%"5*10"%#0-#9-0"#06$(#/"-/:"#36-#4(-3#:"11<<<ZTL#=6$071#36'#$9$*:$?*:*0'#-;[$(&#$++"11#0-[)"&*$#
$(&#0"+6(-:-5'#$%"#"11"(0*$:#/$%01#-;#06"#10$0"71#+*9*+#*(;%$10%>+0>%"<#
B-(("+0*+>0#%"1*&"(01#6$9"#5%"$0#$++"11#0-#*(;-%)$0*-(#-(#+>%%"(0#($0*-($:#$(&#3-%:&#"9"(01,#
$1#3"::#$1#:-+$:#*11>"1<#=6"'#$%"#+-(("+0"&#0-#06"#%"10#-;#06"#+->(0%'#$(&#06"#3-%:&#06$(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"#
?-$101#$#1*5(*2+$(0#(>)?"%#$(&#9$%*"0'#-;#("31/$/"%1#3*06#10$0"#$(&#:-+$:#&*10%*?>0*-(#$(&#6$1#
easy access to the New York Times, the Wall Street Journal and the Boston Globe. Connecticuts
/%-P*)*0'#0-#03-#-;#06"#:$%5"10#)"&*$#)$%4"01#*(#06"#+->(0%'[V"3#a-%4#B*0'#$(&#R-10-([/%-9*&"1#*01#%"1*&"(01#3*06#;$10,#>/.0-.&$0"#("31#$(&#*(;-%)$0*-(#06%->56#)$F-%#0":"9*1*-(#$(&#%$&*-#
networks.

54.7%

of Connecticuts residents
read a newspaper every day.

E#&*9"%1"#10$0",#B-(("+0*+>0#6$1#%$&*-#$(&#0":"9*1*-(#10$0*-(1#06$0#0$%5"0#&*;;"%"(0#"06(*+#$(&#
%$+*$:#$>&*"(+"1#*(+:>&*(5#G$0*(-1#$(&#E;%*+$(#E)"%*+$(1<#=6"%"#$%"#$0#:"$10#;->%#)$F-%#A/$(*16.
:$(5>$5"#("31/$/"%1,#29"#+-))"%+*$:#A/$(*16.:$(5>$5"#%$&*-#10$0*-(1#$(&#03-#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$0+6"&#06"#("31#-(#0":"9*1*-(#"9"%'#&$',#$(&#Lf<Ui#$#
;"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#$?->0#/-:*0*+1#$(&#06"#)$F-%#*11>"1#-;#06"#&$'#*1#
$(#*)/-%0$(0#;$+0-%#*(#;-%)>:$0*(5#-/*(*-(1#$?->0#*11>"1,#+$(&*&$0"1#$(&#1-:>0*-(1<#E#1*5(*2+$(0#
(>)?"%#-;#B-(("+0*+>0#%"1*&"(01#0$:4"&#$?->0#/-:*0*+1\#TN<`i#-;#06")#c+-)/$%"&#3*06#Tb<Ui#
($0*-($::'d#&*1+>11"&#/-:*0*+1#;%"J>"(0:',#36*:"#``<`i#c+-)/$%"&#3*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<
17

U N DER S TA N DI NG T H E PA S T A N D
P R E S EN T S O T H AT W E C A N C R E AT E
A BE T T ER F U T U R E
!6'#*1#>(&"%10$(&*(5#06"#+*9*+#6"$:06#-;#B-(("+0*+>0#*)/-%0$(0#$1#3"#
look toward the future? Civic health is measured by relationships with
("*56?-%1,#/$%0*+*/$0*-(#*(#+-))>(*0'#/%-?:")#1-:9*(5,#/$%0*+*/$0*-(#*(#
/-:*0*+$:#$+0*9*0*"1#$0#$::#:"9":1,#$(&#%":$0*-(16*/1#$+%-11#("*56?-%6--&1#
$(&#0-3(1<#E::#$%"#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'#$%"#:*(4"&#0-#%$+"#$(&#"06(*+*0',#
and they affect people very early in life.T^

50%

Between 2000 and 2010,

Connecticuts Latino
population has increased
by 50% and is now 13.4%
of the states total
population.

12.8%

of the states population

is foreign-born.

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"&#1:-3#/-/>:$0*-(#5%-306#
+-)/$%"&#3*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"&#06$0#
/-/>:$0*-(#5%-306#-;#06"#10$0"71#G$0*(-#+-))>(*0'#;$%#->0/$+"&#06$0#-;#!6*0"1#$(&#)-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#+-)/$%"&#3*06#$#&"+%"$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#$(&#6"$:06#+$%"<#A-)"#3->:&#1$'#->%#;>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"%#
/-/>:$0*-(#$(&#6$9"#:*)*0"&#$++"11#0-#5--&#1+6--:1<Tb#E++-%&*(5#0-#->%#%"/-%0,#06"'#$%"#:"11#
+*9*+$::'#"(5$5"&#06$(#-06"%1#*(#1-)"#4"'#$%"$1<#W;#06*1#0%"(&#+-(0*(>"1,#*0#3->:&#6$9"#)$F-%#
implications for the future of Connecticuts 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"&#3*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.

18 2 0 11 C O N N E C T I C U T C I V I C H E A LT H I N D E X

CONC LU SION A N D A C A L L T O AC T ION

=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"#"+-(-)*+#$(&#1-+*$:#&*9*&"1#*(#->%#10$0"<#=6"%"#
$%"#:$%5"#5$/1#*(#06"#:"9":1#$(&#0'/"1#-;#+*9*+#"(5$5")"(0#?"03""(#06-1"#3*06#6*56"%#*(+-)"#
$(&#"&>+$0*-(#$(&#06-1"#3*06#:"11,#?"03""(#->%#'->(5"%#$(&#-:&"%#+*0*8"(1,#$)-(5#/"-/:"#-;#
&*;;"%"(0#%$+*$:#$(&#"06(*+#?$+45%->(&1,#$(&#?"03""(#)"(#$(&#3-)"(<#
!"[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*+#*(;%$10%>+0>%",Z#$(&#06$0#&-*(5#1-#*1#*)/-%0$(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 backgrounds 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.

We believe it is possible
and criticalto create
welcoming opportunities
for participation, so that
everyday people from all
walks of life can have a
voice and be part of
public solutions.

j Opportunities for residents to work with

each otheracross town lines, and with
./2-.+-&;+'#-#%+)CG."2+/@A2"-.']#/+=-F%+-+
difference on regional public problems.
j Creative uses of promising practices
in engagementface-to-face, online
and media of all kinds, including social
media.

j Ways to help people connect with family,

neighbors and friends (bonding social
j Opportunities for baby boomers and
2-)"#-.\R+-&;+@/0+)%/).%+#/+E/0F+-20/''+
/.;%0+-;C.#'+#/+A&;+)-#(E-:'+#/+'%09"2%+
differences, divisions and geography
#(-#+E"..+G%&%A#+)%/).%+/@+-..+3%&%0-#"/&'*+
P[G0";3"&3+'/2"-.+2-)"#-.\R*+

Photo: Robert Gregson, Connecticut

Commission on Culture and Tourism.

j Welcoming and culturally relevant ways

j A culture of participation that strives to
for recent immigrants to take part in civic
create one Connecticut that works for
and political life.
all of us.
j Creative ways to encourage and sustain
engagement among people who tend to
be less involved.

j Ways to tell community, regional and

state-level stories about making a
difference together.

j Opportunities for residents to work with

%-2(+/#(%0+-&;+E"#(+)CG."2+/@A2"-.'+#/+
make a difference on local-level public
problems.

19

CON N EC T IC U T C I V IC H E A LT H A D V IS ORY
GROU P S R ECOM M EN DAT ION S
=-#?"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"#)"&*$#$(&#5-9"%()"(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-#-;;"%#%"+-))"(&$0*-(1#$(&#10%$0"5*"1#;-%#
%")-9*(5#06-1"#?$%%*"%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":#$(&#06%->56->0#06"#10$0"<#=6"'#3*::#$:1-#5>*&"#06"#&"9":-/)"(0#-;#$(#$+0*-(#/:$(#0-#*&"(0*;'#4"'#10%$0"5*"1#$(&#10"/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#$(&#06"#5%"$0"%#/$%0#
-;#TULT#0-#$11"11#->0+-)"1#%"1>:0*(5#;%-)#06*1#$+0*-(#/:$(<

20 2 0 11 C O N N E C T I C U T C I V I C H E A LT H I N D E X

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#$?->0[$(&#0$4"#$+0*-(#-([3*06#'->%#
;$)*:'#)")?"%1,#("*56?-%1,#;%*"(&1#$(&#+-::"$5>"1#$%->(&#06"#
10$0"<#=6"1"#:*101#$%"#(-0#+-)/%"6"(1*9",#$(&#3"#*(9*0"#'->#0-#
add your own ideas.

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 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 policies and governance to make sure your
organization is welcoming to all kinds
of peoplewomen, 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 opportunities 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 commitment 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 hearings and town meetings. Establish clear
procedures for convening public dialogues and using online, social media.

What civic organizations and communitybased groups can do:

j Help underrepresented groupsLatinos,

African Americans, Asian Americans and
womengain the experience they need
to sit on state boards and commissions.

=6"1"#5%->/1#)$'#*(+:>&"#6*10-%*+$:#1-+*"0ies, 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 Conduct orientations for groups in your

district to provide information about
serving on local and state boards and
commissions.

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 Promote the Citizens Election Program

P!8_R+'/+#(-#+=/0%+E/=%&+-&;+="&/0"#:+
2-&;";-#%'+2-&+0C&+@/0+)CG."2+/@A2%*

j Organize a neighborhood party.

j Integrate civic participation into your

programming in ways that can enliven
your mission and impact.
j Work collaborativelyand with schools
and local universitiesto create equitable
opportunities for civic engagement and
for civic careers.

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 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
peopleespecially young peoplemaking a difference when they get engaged
in civic life. Feature celebrities and
everyday people.
j State media groups can offer orientations 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 Connecticut that shows people where they can
get involved. Include information about
how to add new projects to the list. Analyze 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.

j Convene neighborhood, regional and

statewide leadership congresses or
summits to engage more constituents.

21

What funders can do:

What higher education can do:

What we can do working together:

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 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 fouryear institutions in the state.

j Find ways to reduce opportunity gaps

associated with geography, class,
gender, and race and ethnicity.

j Integrate civic engagement practices

community dialogues and neighborhood
councilsinto funding criteria to encourage
and support broader community participation and stake-holding.

j Teach all students civic theory and

practice, the history of American
democracy and the U.S. Constitution.

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
skillbecause 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.
jS
+ /0F+E"#(+-0%-+&/&)0/A#'+#/+#0-"&+:/C&3+
people to facilitate public conversations provide opportunities for those
conversations, during the school day
and/or after school.
jS
+ /0F+E"#(+&/&)0/A#+/03-&"$-#"/&'+#(-#+
conduct programs to increase students
awareness ofand engagement in
civic life.
j Offer continuing education in civics,
public participation, facilitation, and
service.
22 2 0 11 C O N N E C T I C U T C I V I C H E A LT H I N D E X

j Give students experiential opportunities 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 statewide 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 students 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 workersto
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.

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
opportunitiesfrom 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.

ME MBE R S O F T HE 2 011 C O N NE C T IC U T C I V IC HE A LT H A D V I S O R Y G R O UP
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 Cabn
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

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"#
A"+%"0$%'#-;#06"#A0$0"

Julia Evans Starr

KP"+>0*9"#C*%"+0-%,#B-(("+0*+>0#
B-))*11*-(#-(#E5*(5
Tom Swan
KP"+>0*9"#C*%"+0-%,#B-(("+0*+>0#
B*0*8"(#E+0*-(#S%->/
Nancy Thomas
C*%"+0-%,#=6"#C")-+%$+'#W)/"%$0*9"
Shannon Wegele
B6*";#-;#A0$;;#0-#06"#A"+%"0$%'#-;#06"#A0$0"

David M. Nee
KP"+>0*9"#C*%"+0-%,#!*::*$)#B$1/$%#
S%$>10"*(#D")-%*$:#Q>(&

Sally Whipple
C*%"+0-%#-;#K&>+$0*-(#$(&#B-))>(*0'#
O%-5%$))*(5,#B-(("+0*+>071#g:&#
A0$0"#H->1"

Pat Donovan
k*+"#O%"1*&"(0,#G"$5>"#-;#!-)"(#k-0"%1#
of Connecticut

Werner Oyanadel
E+0*(5#KP"+>0*9"#C*%"+0-%,#B-(("+0*+>0#
G$0*(-#$(&#O>"%0-#I*+$(#E;;$*%1#
Commission

Alvin Wilson
C*%"+0-%#-;#g/"%$0*-(1,#g;2+"#-;#
06"#S-9"%(-%#

Matt Farley
E11-+*$0"#C*%"+0-%#;-%#B-))>(*0'#g>0%"$+6,#
@(*9"%1*0'#-;#B-(("+0*+>0

Stuart Parnes
KP"+>0*9"#C*%"+0-%,#B-(("+0*+>0#
H>)$(*0*"1#B->(+*:

Teresa C. Younger
KP"+>0*9"#C*%"+0-%,#O"%)$("(0#B-))*11*-(#
-(#06"#A0$0>1#-;#!-)"(

Robert Fishman
O%"1*&"(0,#B-(("+0*+>0#W))*5%$(0#$(&#
I";>5""#B-$:*0*-(

Saul Petersen
KP"+>0*9"#C*%"+0-%,#B-(("+0*+>0#
Campus Compact

Elaine Zimmerman
KP"+>0*9"#C*%"+0-%,#
Connecticut Commission on Children

Karen Hobert Flynn

k*+"#O%"1*&"(0#;-%#A0$0"#g/"%$0*-(1,#
Common Cause

Rick Porth
O%"1*&"(0,#@(*0"&#!$'#-;#B-(("+0*+>0

Bob Francis
KP"+>0*9"#C*%"+0-%,#IaEAEO

Valeriano Ramos, Jr.

C*%"+0-%#-;#A0%$0"5*+#E::*$(+"1,#
K9"%'&$'#C")-+%$+'

Jack Hasegawa
B6$*%,#E1*$(#O$+*2+#E)"%*+$(#E;;$*%1#
Commission

Julianne Reppenhagen
C*10%*+0#S-9"%(-%,#B-(("+0*+>0#I-0$%'#
W(0"%($0*-($:,#C*10%*+0#]MNU

Nakul Madhav Havnurkar

G"5*1:$0*9"#E($:'10,#E1*$(#O$+*2+#E)"%*+$(#
Affairs Commission

Nancy Roberts
O%"1*&"(0,#B-(("+0*+>0#B->(+*:#
;-%#O6*:$(06%-/'

Susan Herbst
O%"1*&"(0,#@(*9"%1*0'#-;#B-(("+0*+>0

Carmen Sierra
KP"+>0*9"#C*%"+0-%,#B-(("+0*+>0#E11-+*$0*-(#
;-%#@(*0"&#A/$(*16#E+0*-(

Beth Deluco
KP"+>0*9"#C*%"+0-%,#B*9*+1#Q*%10

Alex Knopp
S"("%$:#A"+%"0$%'#$(&#KP"+>0*9"#C*%"+0-%,#
C3*560#H$::#$0#a$:"
Charlene LaVoie
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Diane Smith
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Connecticut Network
James Spallone
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Mark S. Lyon
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23

A BOU T T H IS R EP ORT A N D T EC H N IC A L NO T E S
=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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24 2 0 11 C O N N E C T I C U T C I V I C H E A LT H I N D E X

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@<A<#+*0*8"(1#36-#$%"#LN#$(&#-:&"%#c":*5*?:"#9-0"%1d<#E('#0*)"#3"#
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
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AC K NOW L E D GEM EN T S

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provided the data analysis for the report. We also want to thank
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the National Conference on Citizenship, our national partner,
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25

C I V IC H E A LT H I N DE X
State and Local Partnerships
Americas Civic Health Index#6$1#?""(#/%-&>+"&#($0*-($::'#1*(+"#TUUb#0-#)"$1>%"#06"#:"9":#-;#+*9*+#"(5$5")"(0#$(&#6"$:06#-;#->%#
democracy. As the Civic Health Index#*1#*(+%"$1*(5:'#$#/$%0#-;#06"#&*$:-5>"#$%->(&#36*+6#/-:*+')$4"%1,#+-))>(*0*"1,#$(&#06"#)"&*$#0$:4#
$?->0#+*9*+#:*;",#06"#*(&"P#*1#*(+%"$1*(5#*(#*01#1+-/"#$(&#1/"+*2+*0'<
=-5"06"%#3*06#*01#:-+$:#/$%0("%1,#VB-B#+-(0*(>"1#0-#:"$&#$(&#*(1/*%"#$#/>?:*+#&*$:-5>"#$?->0#06"#;>0>%"#-;#+*0*8"(16*/#*(#E)"%*+$<#VB-B#
has worked in partnerships in communities across the country.
S TAT E S
Alabama
@(*9"%1*0'#-;#E:$?$)$*
C$9*&#D$06"31#B"(0"%*
E>?>%(#@(*9"%1*0'*
Arizona
Center for the Future of Arizona
California
California Forward
B-))-(#A"(1"#B$:*;-%(*$
Center for Civic Education
Center for Individual and
Institutional Renewal*
Connecticut
K9"%'&$'#C")-+%$+'*
A"+%"0$%'#-;#06"#A0$0"#-;#B-(("+0*+>0*
Florida
Florida Joint Center for Citizenship
R-?#S%$6$)#B"(0"%#;-%#O>?:*+#A"%9*+"
G->#Q%"'#W(10*0>0"#-;#O-:*0*+1#
#$(&#S-9"%()"(0#
o-6(#A<#$(&#o$)"1#G<#X(*560#Q->(&$0*-(
Illinois
Citizen Advocacy Center
D+B-%)*+4#Q->(&$0*-(
Indiana
B"(0"%#-(#B-(5%"11#$0#W(&*$($#@(*9"%1*0'*
H--1*"%#A0$0"#O%"11#E11-+*$0*-(#
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26 2 0 11 C O N N E C T I C U T C I V I C H E A LT H I N D E X

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New York
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North Carolina
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Kristen Cambell
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Doug Dobson
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Max Stier
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Jonathan Zaff
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David B. Smith
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27

CONNECTICUT SECRETARY
OF THE STATE