Download or read book Strategic Plan to Ensure Racial and Ethnic Diversity in Connecticut Public Higher Education 2006 Annual Report written by Connecticut Department of Higher Education and published by . This book was released on 2006 with total page 38 pages. Available in PDF, EPUB and Kindle. Book excerpt: Increasing the participation of minority groups at public colleges and universities is a longstanding goal of the Board of Governors for Higher Education, as first outlined in its 1983 "Strategic Plan to Ensure Racial and Ethnic Diversity in Connecticut Public Higher Education." The minority groups defined by the plan are: Hispanic/Latino, African American, Asian American and Native American--listed in order of their current proportional presence in the state's population. Subsequently, the Board's "Strategic Plan" was enacted by the state legislature, which since 1986 has provided the Board with an annual allocation to promote achievement of the plan's diversity goals. Although the plan mandates no numeric goals, it holds campuses to the ideal that the racial and ethnic make-up of their students, graduates and professional staff should reflect the diversity of the state's residents. The overall trends are: (1) In fall 2005, minorities numbered 23,537 or 24.9 percent of all undergraduate students enrolled in the state's public institutions of higher education, exceeding their proportional presence in the state's population for the eighth consecutive year; (2) During the 2004-05 academic year, minority students received 2,202 or 17.9 percent of all undergraduate degrees (associate and bachelor's degrees) conferred by the state's public colleges and universities; and (3) Among full-time professionals employed by the state's public institutions of higher education, 1,564 or 17.8 percent were minority group members at the end of 2005. This report summarizes the activities and progress achieved in 2005 to ensure that Connecticut's public colleges and universities are representative of the state's racial and ethnic diversity. Appended are: (1) Undergraduate Enrollment; (2) Undergraduate Degree Recipients; and (3) Projections. (Contains 22 tables and 6 graphs.).

Download or read book Strategic Plan to Ensure Racial and Ethnic Diversity in Connecticut Public Higher Education 2007 Annual Report written by Connecticut. Department of Higher Education and published by . This book was released on 2007 with total page 38 pages. Available in PDF, EPUB and Kindle. Book excerpt: Increasing the participation of minority groups at public colleges and universities is a longstanding goal of the Board of Governors for Higher Education, as first outlined in its 1983 "Strategic Plan to Ensure Racial and Ethnic Diversity in Connecticut Public Higher Education." The minority groups defined by the plan are: Hispanic/Latino, African American, Asian American and Native American--listed in order of their current proportional presence in the state's population. Since enactment of the "Strategic Plan", students attending and graduating from Connecticut's public colleges and universities have become more racially and ethnically diverse and 2006 continues a trend of year-to-year incremental progress. The number of minority group members among both enrolled students and degree recipients at the undergraduate level reached record levels. There has also been a steady increase in the number of minority group members employed as professionals at public institutions. The overall trends are: (1) In fall 2006, minorities numbered 24,278 or 25.3 percent of all undergraduate students enrolled in the state's public institutions of higher education, exceeding their proportional presence in the state's population for the ninth consecutive year; (2) During the 2005-06 academic year, minority students received 2,476 or 18.9 percent of all undergraduate degrees (associate and bachelor's degrees) conferred by the state's public colleges and universities; and (3) Among full-time professionals employed by the state's public institutions of higher education, 1,444 were minority group members at the end of 2006. Despite impressive growth over the course of the past 23 years, disproportional levels of achievement in minority enrollment, graduation and employment persist. Persistent areas of racial/ethnic disparity in Connecticut's public higher education include: (1) Hispanic/Latinos are the only minority group whose overall undergraduate enrollment level has not reached its proportion of the state's population; (2) Hispanic/Latino and African American students are overrepresented in their enrollment at community colleges and underrepresented at universities; (3) Disproportionate numbers of Hispanic/Latino and African American students who enroll in college fail to attain an undergraduate degree; and (4) Hispanic/Latinos are underrepresented in each of the professional occupational categories within the professional workforce of the public institutions of higher education. This report summarizes the activities and progress achieved in 2006 to ensure that Connecticut's public colleges and universities are representative of the state's racial and ethnic diversity. (Contains 25 tables and 6 graphs.).

Download or read book Strategic Plan to Ensure Racial and Ethnic Diversity in Connecticut Public Higher Education 2008 Annual Report written by Connecticut Department of Higher Education, Board of Governors for Higher Education and published by . This book was released on 2008 with total page 36 pages. Available in PDF, EPUB and Kindle. Book excerpt: Increasing the participation of minority groups at public colleges and universities is a longstanding goal of the Board of Governors for Higher Education, as first outlined in its 1983 "Strategic Plan to Ensure Racial and Ethnic Diversity in Connecticut Public Higher Education." The minority groups defined by the plan are: Hispanic/Latino, African American, Asian American and Native American--listed in order of their current proportional presence in the state's population. Subsequently, the Board's "Strategic Plan" was enacted by the state legislature, which since 1986 has provided the Board with a small, symbolic annual allocation to promote achievement of the plan's diversity goals. Although the plan mandates no numeric goals, it holds campuses to the ideal that the racial and ethnic make-up of their students, graduates and professional staff should reflect the diversity of the state's residents. Since enactment of the "Strategic Plan," students attending and graduating from Connecticut's public colleges and universities have become more racially and ethnically diverse and 2007 continues a historic trend of year-to-year incremental progress. The number of minority group members among both enrolled students and degree recipients at the undergraduate level reached record levels. There has also been a steady increase in the number of minority group members employed as professionals at public institutions. This report summarizes the activities and progress achieved in 2007 to ensure that Connecticut's public colleges and universities are representative of the state's racial and ethnic diversity. Appended are: (1) Undergraduate Enrollment; and (2) Undergraduate Degree Recipients. (Contains 6 graphs and 19 tables.) [For "Strategic Plan to Ensure Racial and Ethnic Diversity in Connecticut Public Higher Education, 2007. Annual Report," see ED516838.].

Download or read book Strategic Plan to Ensure Racial and Ethnic Diversity in Connecticut Public Higher Education 2010 Annual Report written by Connecticut. Department of Higher Education and published by . This book was released on 2010 with total page 24 pages. Available in PDF, EPUB and Kindle. Book excerpt: Increasing the participation of minority groups at public colleges and universities is a longstanding goal of the Board of Governors for Higher Education, as first outlined in its 1983 "Strategic Plan to Ensure Racial and Ethnic Diversity in Connecticut Public Higher Education". The minority groups defined by the plan are: Hispanic/Latino, African American, Asian American and Native American--listed in order of their current proportional presence in the state's population. Subsequently, the Board's "Strategic Plan" was enacted by the state legislature, which since 1986 has provided the Board with a small, symbolic annual allocation to promote achievement of the plan's diversity goals. Although the plan mandates no numeric goals, it holds campuses to the ideal that the racial and ethnic make-up of their students, graduates and professional staff should reflect the diversity of the state's residents. Since enactment of the Strategic Plan, students attending and graduating from Connecticut's public colleges and universities have become more racially and ethnically diverse and 2009 continues a historic trend of year-to-year incremental progress. The number of minority group members among both enrolled students and degree recipients at the undergraduate level reached record levels. There has also been a steady increase in the number of minority group members employed as professionals at public institutions. This report summarizes the activities and progress achieved in 2009 to ensure that Connecticut's public colleges and universities are representative of the state's racial and ethnic diversity. (Contains 9 tables.).

Download or read book Strategic Plan To Ensure Racial and Ethnic Diversity in Connecticut Public Higher Education Annual Report 2004 written by Connecticut. Department of Higher Education and published by . This book was released on 2004 with total page 32 pages. Available in PDF, EPUB and Kindle. Book excerpt: Creation of a Strategic Plan to Ensure Racial and Ethnic Diversity in Connecticut Public Higher Education was among the original statutory mandates assigned to the Board of Governors of Higher Education by its 1982 enabling legislation. The purpose of the plan is to "ensure that students, faculty, administrators and staff at each public institution are representative of the racial and ethnic diversity of the total population of the state." Adopted in 1983, the Board's Strategic Plan requires each public college and university to develop its own annual approach for expanding diversity among students based on the following goals: (1) To enroll African American, Hispanic/Latino, Asian American and Native American students in proportions that reflect each group's representation in the college's service area; (2) To retain African American, Hispanic/Latino, Asian American and Native American students in proportions equal to the rate achieved by the college's student body as a whole; and (3) To graduate African American, Hispanic/Latino, Asian American and Native American students in proportions that reflect each group's representation in the college's student population. In 1996, the Board of Governors reaffirmed these goals when it revised its original Strategic Plan following an extensive assessment of its effectiveness. As a result, each public college and university is now required to have: (1) measurable objectives consistent with diversity goals and strategies to achieve them; (2) an action plan for systemic implementation of strategies to attain goals; and (3) an evaluation plan to document progress toward meeting objectives and to inform decision making about needed alterations and new directions. Presented in the appendix to this report are tables summarizing: (1) institutions' current levels of goal attainment; and (2) projections as to goal attainment at the end of the 5-year plans.

Download or read book Strategic Plan to Ensure Racial and Ethnic Diversity in Connecticut Public Higher Education 2005 Annual Report written by Connecticut. Department of Higher Education and published by . This book was released on 2005 with total page 34 pages. Available in PDF, EPUB and Kindle. Book excerpt: Representative parity of minority groups at public colleges and universities is a longstanding goal of the Board of Governors for Higher Education, as first outlined in its 1983 Strategic Plan to Ensure Racial and Ethnic Diversity in Connecticut Public Higher Education. The minority groups defined by the plan are: Hispanic/Latino, African American, Asian American and Native American--listed in order of their current proportional presence in the state's population. Subsequently, the Board's Strategic Plan was enacted by the state legislature, which since 1986 provides the Board with an annual allocation to promote achievement of the plan's diversity goals. Although the plan mandates no numeric goals, it holds campuses to the ideal that the racial and ethnic make-up of their students, graduates and staff should reflect the diversity of the state's citizenry. Since enactment of the Strategic Plan, Connecticut's public colleges and universities have become more racially and ethnically diverse and 2004 continues a trend of year-to-year incremental progress. The overall numbers and proportions of minority group members among enrolled students and graduates at the undergraduate level reached record levels. This report summarizes the activities and progress achieved in 2004 to ensure that Connecticut's public colleges and universities are representative of the state's racial and ethnic diversity. Appended are: (1) Undergraduate Enrollment of Hispanic/Latino Students; (2) Undergraduate Enrollment of African American Students; (3) Undergraduate Enrollment of Asian American Students; (4) Undergraduate Enrollment of Native American Students; (5) Undergraduate Degree Recipients: Hispanic/Latino Students; (6) Undergraduate Degree Recipients: African American Students; (7) Undergraduate Degree Recipients: Asian American Students; and (8) Undergraduate Degree Recipients: Native American Students. (Contains 4 charts, 2 graphs and 18 tables.) [For the previous report, "Strategic Plan To Ensure Racial and Ethnic Diversity in Connecticut Public Higher Education. Annual Report 2004," see ED518622.].

Download or read book Strategic Plan to Ensure Racial and Ethnic Diversity in Connecticut Public Higher Education 2011 Annual Report written by Connecticut. Department of Higher Education and published by . This book was released on 2011 with total page 17 pages. Available in PDF, EPUB and Kindle. Book excerpt: Increasing the participation of minority groups at public colleges and universities is a longstanding goal of the Board of Governors for Higher Education, as first outlined in its 1983 "Strategic Plan to Ensure Racial and Ethnic Diversity in Connecticut Public Higher Education." The minority groups defined by the plan are: Hispanic/Latino, African American, Asian American and Native American--listed in order of their current proportional presence in the state's population. Subsequently, the Board's "Strategic Plan" was enacted by the state legislature, which since 1986 has provided the Board with an annual allocation to promote achievement of the plan's student diversity goals. Although the plan mandates no numeric goals, it holds campuses to the ideal that the racial and ethnic make-up of their students and graduates should reflect the diversity of the state's residents. Typically this report declares that since enactment of the "Strategic Plan," students attending and graduating from Connecticut's public colleges and universities have become more racially and ethnically diverse and the report period continues a historic trend of year-to-year incremental progress. However, the new racial/ethnic designations established by the U.S. Census Bureau and utilized by the state's institutions of higher education in the fall of 2010 preclude comparative analysis with previous report periods. Although the number of minority students enrolled in the state's public institutions in the fall of 2010 at 31,654 exceed the 28,483 enrolled in the fall of 2009, the differences in how students declared their racial and ethnic backgrounds does not allow for a statistically valid comparison. The public institutions actually experienced a slight decline in the number of minority students receiving undergraduate degrees (associate and bachelor's degrees) from 2,865 during the 2009-10 academic year from a record high figure of 2,907 during the 2008-09 academic year. It is undeterminable as to whether or not the changes in racial/ethnic designations had any impact upon reports regarding the conferring of undergraduate degrees for the 2009-10 academic year. In any event, the data from this report period will be utilized as baseline data for comparative analyses hereafter regarding the diversity of students enrolled and graduated from the state's public colleges and universities. This year will also be a transitional year for the Department of Higher Education's programmatic initiatives undertaken to advance attainment of the state's student diversity goals. The Connecticut College Access and Success (ConnCAS) Program, which provides performance-based grants to the public institutions in support of outreach, admission and retention activities in the implementations of their respective "Strategic Plan to Promote the College Access and Success of Underrepresented Minority Students," will be changed to two distinct grant programs to become better strategically aligned with the needs of the public universities and the state's community colleges, respectively. Adjustments in the Connecticut Collegiate Awareness and Preparation (ConnCAP) Program will allow for structural collaboration with the federally-funded GEAR UP Program which has a similar mission. (Contains 5 tables.) [For "Strategic Plan to Ensure Racial and Ethnic Diversity in Connecticut Public Higher Education, 2010. Annual Report," see ED527899.].

Download or read book Strategic Plan to Ensure Racial and Ethnic Diversity in Connecticut Public Higher Education 2009 Annual Report written by Connecticut. Department of Higher Education and published by . This book was released on 2009 with total page 28 pages. Available in PDF, EPUB and Kindle. Book excerpt: Increasing the participation of minority groups at public colleges and universities is a longstanding goal of the Board of Governors for Higher Education, as first outlined in its 1983 "Strategic Plan to Ensure Racial and Ethnic Diversity in Connecticut Public Higher Education". The minority groups defined by the plan are: Hispanic/Latino, African American, Asian American and Native American--listed in order of their current proportional presence in the state's population. Subsequently, the Board's "Strategic Plan" was enacted by the state legislature, which since 1986 has provided the Board with a small, symbolic annual allocation to promote achievement of the plan's diversity goals. Although the plan mandates no numeric goals, it holds campuses to the ideal that the racial and ethnic make-up of their students, graduates and professional staff should reflect the diversity of the state's residents. Since enactment of the "Strategic Plan", students attending and graduating from Connecticut's public colleges and universities have become more racially and ethnically diverse and 2008 continues a historic trend of year-to-year incremental progress. The number of minority group members among both enrolled students and degree recipients at the undergraduate level reached record levels. There has also been a steady increase in the number of minority group members employed as professionals at public institutions. This report summarizes the activities and progress achieved in 2008 to ensure that Connecticut's public colleges and universities are representative of the state's racial and ethnic diversity. (Contains 13 tables.).

Download or read book Strategic Plan to Ensure Racial and Ethnic Diversity in Connecticut Public Higher Education written by Connecticut. Board of Governors for Higher Education and published by . This book was released on 1985 with total page 38 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Strategic Plan to Ensure Racial and Ethnic Diversity in Connecticut Public Higher Education written by Connecticut. Board of Governors for Higher Education and published by . This book was released on 1996 with total page 21 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Strategic Plan to Ensure Racial and Ethnic Diversity in Connecticut Public Higher Education written by Connecticut. Board of Governors for Higher Education and published by . This book was released on 1990 with total page 33 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Case for Affirmative Action on Campus written by Eboni M. Zamani-Gallaher and published by Taylor & Francis. This book was released on 2023-07-03 with total page 303 pages. Available in PDF, EPUB and Kindle. Book excerpt: * Marshalls the arguments for affirmative action* Offers strategies for actionWhy is affirmative action under attack? What were the policy’s original purposes, and have they been achieved? What are the arguments being arrayed against it? And–for all stakeholders concerned about equity and diversity on campus–what’s the way forward, politically, legally, and practically?The authors explore the historical context, the philosophical and legal foundations of affirmative action, present contemporary attitudes to the issue on and off campus, and uncover the tactics and arguments of its opponents. They conclude by offering strategies to counter the erosion of affirmative action, change the basis of the discourse, and coordinate institutional support to foster inclusive college environments and multi-ethnic campus communities.This book analyzes the ideological and legal construction of colorblind legislation that has led to the de facto exclusion of people of color from institutions of higher education. It addresses the role of the courts in affecting affirmative action in higher education as a workplace and place of study. It documents the under-representation of collegians of color and presents research on student opinion on race-based policies at two- and four-year institutions. It details the pervasiveness of the affirmative action debate across educational sectors and the status of race among myriad factors considered in college admissions. Finally, it considers affirmative action as a pipeline issue and in the light of educational policy.

Download or read book Model Rules of Professional Conduct written by American Bar Association. House of Delegates and published by American Bar Association. This book was released on 2007 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Model Rules of Professional Conduct provides an up-to-date resource for information on legal ethics. Federal, state and local courts in all jurisdictions look to the Rules for guidance in solving lawyer malpractice cases, disciplinary actions, disqualification issues, sanctions questions and much more. In this volume, black-letter Rules of Professional Conduct are followed by numbered Comments that explain each Rule's purpose and provide suggestions for its practical application. The Rules will help you identify proper conduct in a variety of given situations, review those instances where discretionary action is possible, and define the nature of the relationship between you and your clients, colleagues and the courts.

Download or read book Resources in Education written by and published by . This book was released on 1996-05 with total page 380 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Report on Racial ethnic Equity and Desegregation in Connecticut s Public Schools written by Connecticut. State Department of Education. Committee on Racial Equity and published by . This book was released on 1988 with total page 32 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Diverse Issues in Higher Education written by and published by . This book was released on 2006 with total page 1022 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Communities in Action written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2017-04-27 with total page 583 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the United States, some populations suffer from far greater disparities in health than others. Those disparities are caused not only by fundamental differences in health status across segments of the population, but also because of inequities in factors that impact health status, so-called determinants of health. Only part of an individual's health status depends on his or her behavior and choice; community-wide problems like poverty, unemployment, poor education, inadequate housing, poor public transportation, interpersonal violence, and decaying neighborhoods also contribute to health inequities, as well as the historic and ongoing interplay of structures, policies, and norms that shape lives. When these factors are not optimal in a community, it does not mean they are intractable: such inequities can be mitigated by social policies that can shape health in powerful ways. Communities in Action: Pathways to Health Equity seeks to delineate the causes of and the solutions to health inequities in the United States. This report focuses on what communities can do to promote health equity, what actions are needed by the many and varied stakeholders that are part of communities or support them, as well as the root causes and structural barriers that need to be overcome.