Issue Position: Education

Issue Position

As a young boy who faced a learning disability, I understand the importance of schools in helping all students reach their potential. Because my mother refused to let that disability overtake my desire to learn, and because I was taught by caring, dedicated teachers in schools that treated me as more than a test score, I was able to overcome my disability. Then I went on to graduate from law school and become a prosecutor, before becoming Mayor of Stamford and the Democratic Party's endorsed candidate for Governor.
That's what schools can help you do. But for my parents and my teachers, I would not be a candidate for Governor today. No way. Their kind, loving attention, their patience, their determination that I would not be left behind -- all of that, taken together, changed my life. As that type of commitment has changed the lives of so many others.
On my watch, that's my dream for Connecticut's children: that they are given every chance to succeed, and that the environment in which they learn leaves the same impact on their lives that it left on mine.
One early example of my commitment to education is the selection of my running mate, Nancy Wyman. Most people know her for her record of blowing the whistle early on the state's deteriorating financial condition, and for her groundbreaking work on health care. But prior to that, Nancy made a real mark on the issue of education. She served as vice-chair of the Tolland Board of Education, and co-Chair of the Legislature's Education Committee when she was a state representative. She brings a wealth of education experience to this effort, and she'll have a strong voice and role in the education policies my Administration puts forward.
Nancy agrees with me when I say that as much as we need to focus on rebuilding our economy and getting the state's fiscal house in order, there is nothing as important as the conversation this state needs to have about how we educate our children.

Priorities

Our children depend on us. The sad truth is, we've let too many of them down, especially in our urban areas. That we are still talking about Sheff v. O'Neill more than 21 years after the lawsuit was first brought is just one indication of that reality. And let's be clear: the achievement gap that exists in Connecticut is a tragedy. We should be ashamed of it. It's the worst in the nation, and it's got to be fixed. As Mayor, I reduced it in Stamford. As Governor, I'll do the same across the state. How? By strengthening our public schools, by making sure parents, teachers, and administrators are working together, and by helping to push reforms that make sense.
So, let's talk about education reform.

Flat out, I refuse to accept the false choice that you're either "pro-reform," or "pro-teacher." I'm both, and not only do I not think that's contradictory, I think it's in perfect harmony.
I'm pro-reform, as long as it doesn't mean just bashing teachers, and I'm pro-teacher as long as that doesn't just mean maintaining the status quo.
Look, the problems we face in our schools cry out for new solutions. Often, teachers are the ones who have those solutions. The vast majority of teachers I know love their jobs; they'd lie down in the middle of the road for their students. More than anyone, they know what works in the classroom and what doesn't.
But it's also fair to say that there's been a resistance to change that, at times, has been unproductive.
I sense that things are changing. When someone like New Haven Mayor John DeStefano appoints someone like Alex Johnston to the New Haven Board of Education, and together they produce reforms that are widely embraced, you know something's in the air (disclosure: I know, like and have a lot of respect for both of these gentlemen).
Last thought on reform: we need to stop referring to "sides" in this debate. Reform advocates, teachers, administrators, parents, public officials - all of us have to be on the same side.
Our children are depending on us. As much as anyone else, our teachers know this.
In fact, there are studies that show teachers are the most important factor in whether or not a student achieves in the classroom. Like most everyone I know, I remember every teacher I had as far back as I had them. If I close my eyes, I can hear their voices and I can see them writing on their chalkboards. I can see them leading us in the Pledge of Allegiance. They were every bit as much a part of my life as my family and friends.
Teachers were an enormous presence and positive influence in my life, as they are in the lives of children today.
What can we do to help make sure our children have the best possible teachers? First, let's give teachers the resources they need in the classroom. Second, the overly burdensome requirements of the traditional routes to the profession create roadblocks that turn away too many talented, capable people who desperately want to teach. Let's change that to ensure that successful alternate certification programs can genuinely thrive and place highly competent new teachers and principals in schools that need them most. Third, let's be smart about how we evaluate teachers. A strong teacher evaluation system, like the system New Haven recently began, includes multiple measures of student progress to achieve a complete, accurate snapshot of teacher effectiveness. The New Haven system, developed collaboratively by the school district and the teachers' union, will assess teachers' performance based on multiple components, including: student performance growth and classroom observations of teacher instructional practice and professional values.
Finally, let's talk about the role parents play. I'm not one to bash parents for low student achievement. Are there parents who aren't as engaged as they should be? Sure. And to be clear: that's wrong. That's on them. But most parents I know are fully engaged, even given the pressure of having to work and support their families. I do think there is more we can do to reach out to parents, and to engage them in their children's school experiences in a positive way. Parents being involved isn't simply measured by turnout at PTA meetings, it's about being engaged in a meaningful, multi-faceted way.
In the state's recently-passed legislation designed to compete for Race to the Top money, one of the goals is to do just that: engage parents in a meaningful way. The bill establishes local school governance councils that include parents and help create a sense of community that can make schooling more relevant to kids, and kids more connected to their community. However, these councils are only required for low-achieving schools. We should not stop there.
We should think about parent-lead governance councils as a strategy in every district to enhance parental involvement. But let's be clear: they're not a silver bullet and should not be the only or most significant mechanism for parental involvement. This law also empowers these governance councils to reconstitute or reassign a school's staff. This so called "parent trigger" is a drastic, unproven measure, and if it's abused it has the potential to be very disruptive to students and the communities in which they live. My administration will work to ensure that if such steps are considered, they are considered only for persistently low-performing schools and that local boards of education and the state will be consulted.
While governance councils are one tool for improving achievement, they are still a top-down approach to decision-making that limit involvement to only a few engaged parents. My administration will create opportunities for all parents to be involved.
The most important thing we can do to harness the influence of parents in our schools is to enhance parenting. When parents are engaged in their children's education, children do better. But engagement doesn't mean sitting on a board empowered to fire the principal or close schools. Engagement means knowing what is expected of their children on a daily basis -- homework assignments, ways to reinforce lessons at home -- volunteering when possible, and participating in discussions about their children's academic program and related career interests.
In order to accomplish this, I want to propose employee release time for school-time activities (volunteering, parent conferences, etc.), and establish a parental involvement challenge grant to promote innovation and adoption of effective parental involvement strategies. And I'd like to find a way to work with local school boards to adopt policies that ensure parents can access homework assignments and their children's attendance and available grades in real time, online. Many districts are doing this already, and I think all should.
The state shouldn't, and can't, tell parents what to do. But for those parents who are involved and want to become more involved, the state can, working with local school boards, make that easier by being smart and innovate.
Funding Education
One of the biggest problems with primary and secondary education in Connecticut is the way it's funded. Put simply, the state has not kept its end of the bargain to provide 50% of the cost of local education. Many of us local officials got tired of begging the Legislature and Governor to meet the state's obligation, so we helped put together a coalition -- the Connecticut Coalition for Justice in Education Funding (CCJEF) -- to bring a lawsuit against the state.
In March, 2010, the State Supreme Court validated our claim. Though the case has been sent back to Superior Court, the state Supreme Court's ruling was clear: the state has failed to maintain a suitable and substantially equal education system. That ruling noted in a pointed fashion that, in many school districts, the state provides inadequate resources and conditions that set students up for failure.
That's got to change. That's one of the reasons I'd like to examine the feasibility of transitioning toward a new, smarter system of funding for all of our public schools where money follows children based on their needs. I'd also look to refocus state school funding by indexing foundation aid to rising costs, adding measures of essential classroom resource equalization, and weighting more for pre-school and elementary grades where the greatest educational gains can be made.
We can pay for this in part by limiting school district administrative expenditures and instead offering incentives to retain and recruit classroom teachers in the face of cutbacks and a growing teacher shortage, but that won't get us all of the way there. We're going to have to find savings in other parts of the budget, and we're going to have to tackle tax reform.
Maximizing Opportunities
As Governor, my guiding principle will be for our schools to maximize opportunities for students, while not losing the flexibility they need to help each student reach his or her potential.
Our public schools have helped make this nation great, and Connecticut has a long tradition of high quality education. But in this rapidly-changing global economy, we know that the old ways of doing things just aren't enough anymore - and it is true for education as well. The challenges that lie ahead - and the risk that if we stand still other states and countries will pass us by - demand a renewed commitment to public education, and new approaches to learning.
That's one of the reasons I'm a supporter of charter public schools, because they serve a different, very important function: they provide families with options within the public school system. During my time as Mayor, Stamford created two charter public schools. Both schools were cooperative efforts, with support from my administration, the Department of Education and a local non-profit that focuses on education. Their mission was (and continues to be) to provide an option for students who have had trouble achieving success in other schools - and the results have been overwhelmingly positive. We should seek to expand charter schools that are fully funded by the districts in which they're located.
It is shocking that the challenges facing our schools have been made all the more difficult to overcome by the Rell administration, which slashed state funding for the Education Cost Sharing grant by over $500 million and plugged the cut temporarily with one-time federal funds. The bill will come due on this in 2012, threatening municipalities with severe funding cuts if something is not done.
Creating Possibilities
As Governor, restoring education funding will be among my highest priorities and the lynchpin to reforming the property tax system that has become so unfair and unwieldy to homeowners across the state. It is also critical to continually improving our schools and the essential work taking place in our classrooms.
We know that our children today face tougher challenges than children just a generation ago. Today, Connecticut's students are no longer just competing with students from other states but with students from other countries. And in an age where our economy is rapidly changing, the jobs we had depended on for generations are giving way to "new economy" jobs that demand very different skills. The challenges faced by our schools from these changes are significant.
During my time as the Mayor of Stamford, I worked to enhance Stamford's school system, which is now routinely recognized as one of the top urban school systems in the United States. In Stamford, I established the state's first universal pre-school program for 4 year olds, invested more than $225 million in capital improvement projects, including funds to improve technology and school security. Stamford also dramatically increased the percentage of our budget dedicated to education. Taken together these actions will pay off in the long run in the form of lower achievement gaps and higher rates of employment. Investing in education and expanding opportunities for all is a commitment I lived up to as Mayor, and one I'll continue as Governor.
Initiative to Improve
As someone who has overcome a learning disability that once made school an intimidating place to be, I understand what it takes to make our schools work for all children. And, as the Mayor of a thriving city that brought in almost 5,000 new, private sector jobs during my tenure, I understand the importance of preparing children for the competitive job market. Because of my experiences, I believe "life-long learning" strategies are essential to the future prosperity and economic security of all Connecticut students. As Governor, my initiatives to enhance education across the state will be guided by these goals:
1. Focusing on Early Childhood Education
Providing an opportunity for every child to have access to early childhood education and to attend pre-Kindergarten programs is critical to Connecticut's future.

Under my administration, Stamford was the first city in Connecticut to offer universal access to pre-school. We have offered every four-year old access to pre-school and we are working hard to extend universal access to three-year olds. As Governor, I'll continue these efforts statewide. One way to address the cost factor of expanding what I did in Stamford across the state would be to take a means-tested approach as opposed to a universal approach.

Pre-schools are becoming a necessary extension of our traditional elementary schools. Studies have long shown that children who receive pre-kindergarten education are more likely to graduate from high school, less likely to repeat a grade or need special education classes, and less likely to be disruptive in the classroom and hinder teaching. The investment we make in pre-K education pay us back dramatically. Cost savings from reduced education expenditures later in life, fewer social service costs, and higher economic earning capacity are significant.1
2. Innovations in Teaching and Learning
Today, our schools are faced with the challenge of preparing students for an increasingly complex world. Overcoming this challenge will require innovation and collaboration among educational professionals. It will require us to rethink ways that our schools can meet these challenges.

As Governor, my administration will recognize the increasing pressures placed on classroom teachers and school administrators who are asked to do more with less. It would recognize the increasing concerns of parents that with too heavy an emphasis on testing (resulting from the No Child Left Behind -- NCLB -- law), we risk too many needs of our children falling through the cracks. But it would also balance those concerns with a look across the country, where high quality, standards-based assessments are an integral part of any state effort to improve schools. These tests are a means to an end, not the end itself. These test results provide crucial data without which we cannot identify achievement gaps, point to success stories, or direct resources to schools that need them and reform efforts that will work.

So the answer is not to stop using these tests to measure student achievement, but rather to start doing a whole lot of other things based on the information that these tests provide us--and that's exactly the direction that the Obama administration is seeking to go, both with the Race to the Top competition, and with their proposals for reauthorizing the Elementary and Secondary Education Act (previously known as NCLB). Closer to home, these are the principles embodied in the Hartford and New Haven district reform plans--both of which use measurement of student achievement growth as a starting point for a much more ambitious set of interventions and supports designed to genuinely help struggling schools turn things around.

Currently, the federal government is infusing states with funds to promote innovation through its Race to The Top grant. Many believe that this grant program will serve as the replacement to the No Child Left Behind law enacted 8 years ago. Connecticut failed in Round 1 to win any funding; let's hope the recently-submitted Round 2 application is better received. When I'm Governor, failure to win funding because we're not innovative enough will not happen. Period.

I believe that we should do all we can to promote innovation and to rethink the ways our schools work. I believe that we can accomplish much by ensuring collaboration among parents, teachers, administrators, and community leaders - as I was able to do when I was Mayor of Stamford.

We must also promote innovation in a way that doesn't diminish the good things that are already happening in schools across the state. As a student who faced a learning disability as a child, it was the efforts of my teachers who saw me as more than a test-score that enabled me to become who I am today. We must not sacrifice the art of teaching, an art that made a big difference in my life, for the next generation of children.
3. Connecting Students to College and the Workplace
With the expansion of the global economy, our world has changed. We must change the way we prepare young adults for the world if they are to be able to thrive in it. Connecticut can enhance educational opportunities by strengthening connections between high schools and colleges. And we can complete the connection by broadening opportunities for high school students to gain valuable work experience as well.

With young adults in New Britain competing for the same jobs as young adults in New Delhi, our students face greater challenges than ever before. They will need literacy earlier in order to master higher levels of math, science and technology by graduation. Simply put, every year students will have more to accomplish by the end of 12th grade than the students before them.

It was not all that long ago when a high school diploma was the gateway to a decent job and a good way of life; that's no longer the case. As a parent, I know that in today's demanding global job-market most students will need to continue their education well beyond high school. Today the gateway to prosperity is a college degree. The difference in wages between those who graduate from college and those who do not is staggering: adult workers with a Bachelor's degree earn about $1 million more over a lifetime than those with only a high school diploma.

Here in Connecticut, while the times and the demands of the economy have changed, our State's level of college attainment has not kept pace: in 1990, Connecticut was tied with Massachusetts for first in the nation in college attainment - since then our state has slipped to 7th in the nation, as other states have passed us by. 2

Connecticut must act now or forever play catch-up.

Overall we need to better prepare all students for the demands of early adulthood - whether they choose to go to community college, enter the workplace, or attend full-time higher education. My goal is to provide more opportunities for high school students to participate in apprenticeship training, earn community-college credit, or gain real workplace experience.

As Governor, I will work to build better connections between high schools and colleges to ensure more opportunities for students to transition into higher education.
4. A Smarter Higher Education Agenda
Education creates great opportunities for each of us as individuals, family members and participants in the Connecticut economy. For many Americans during the 20th century, the high school diploma was the ticket to the American dream of home ownership and saving for retirement and education. For the 21st century, success in postsecondary education has become the essential credential whether it is the traditional four year or two year degree, a career-oriented certificate program, or graduate degrees.

A just released national study shows that Connecticut is one of the most "higher education dependent" states in the nation.3 By 2018, over 65% of all jobs will require an associate's degree or beyond which places us 10th among the 50 states, ahead of regional competitor states such as New York, New Jersey, New Hampshire. This is both an opportunity -- these jobs pay the best -- and a challenge -- our track record of leading the nation in terms of educational attainment is slipping.

If we want to succeed economically, we must make increasing our state's postsecondary educational attainment level the foundation of Connecticut's economic development strategy. And we need a Governor who will aggressively lead our state's schools and colleges in facing this challenge. Here is what we must do:

# Understand that increasing the number of college graduates is important for all

If the global economy demands greater educational attainment, we all need to understand that increasing the number of college graduates is essential. The old "sink or swim" mentality about college won't work. Higher education institutions must fight their dropout challenge with the same commitment that we expect from our high schools in reducing the high school dropout rate. Students must recognize that education is challenging and requires a lot of work outside the classroom, but it offers great rewards to those who succeed. Families must support their children's college-going plans starting in middle school and assure that their children succeed in the courses that get a high school graduate ready for college on day one. Employers also have an important role in encouraging their employees to join the increasing ranks of adults returning to higher education later in life.

# Build regional partnerships to increase student success

The predominant path to higher education in Connecticut is a local one. Almost 40% of CT public high school graduates enroll two months later in a nearby community college or the Connecticut State University system.4 Unfortunately, the vast majority5 will arrive not ready for college level math or English and must take remedial courses. Even worse, fewer than half will earn a college degree by 24 years of age.6

That's why I am proposing a voluntary testing program which high school students could choose to participate in during their junior year, which would ascertain how prepared they are for basic college level math and English. Where needed, the student's 12th grade curriculum would be adjusted to help them better prepare for their freshman year of college.

We know that graduating from a community college or CSU campus pays off for the individual and our economy. Almost 80% of these graduates are working in CT nine months after graduation and many are in high paying jobs, especially in the fields of health care, manufacturing, utilities, finance and insurance.7 There is a definite pay off for graduates and our economy if we increase the number of graduates every year.

I will annually convene the education, community and business leaders in each region of the state to report on our progress and develop local plans for increasing the number of graduates. We need our high schools and local colleges to actively partner for student success in the same way that high performing school districts expect elementary, middle and high schools to actively work together to prepare students for the next level.

# Increase the commitment in our teacher education programs to meeting the needs of our local pre-K through 12 schools

Many of our local school teachers are prepared for their teaching careers in Connecticut colleges and universities. Higher education leaders and faculty must recognize their obligation to help local school systems meet the educational challenge in the classroom. This requires engaged partnerships between school systems and teacher education programs so that colleges understand the challenges facing classroom teachers in the school systems where their graduates are headed. Colleges must be more active in helping to meet teacher shortage areas such as math, science and world languages.8

# Maintain our commitment to financial aid

Our state budget includes a major commitment to scholarships for students in public and private CT colleges who cannot afford full tuition.9 Our budget also supports public colleges which results in significantly lower tuition. If higher education success is a fundamental plank in our state's economic development strategy, we must maintain this commitment even in difficult budget times or we run the risk of eating away at our long term economic and fiscal strength.

# Focus higher education spending on students and learning

National studies have shown that administrative costs in higher education have been increasing faster than the investment in instruction.10 We must insist that our public colleges make students our top priority. The Maryland public university system is a leader in promoting efficient management of campuses11 and other states have joined a national initiative12 to address this challenge. Connecticut should be at the forefront of these national initiatives.

# Build a world class research and development sector

Two factors shaped the wide difference in family incomes that developed across the 50 states in the second half of the 20th century: the postsecondary education attainment level of the adult population and the number of patents issued to state residents and businesses.13 World class research and development in fields that can drive employment and other economic activity is an essential building block for our economy. Connecticut's R&D activities have historically been centered in business, not higher education. We must support R&D in both sectors, but higher education based research is both the fastest growing sector worldwide14 and the area where state policy can have the most impact.

We need UCONN's graduate programs in sciences, technology and business to be globally recognized as centers of excellence. We must partner with Yale and other private institutions to leverage their investment in research. We can also assist research faculty and students in smaller institutions to collaborate across campuses in priority areas such as nanotechnology, energy conservation and engineering.

# Enhancing Workforce Development and Job Training

As part of Connecticut's support for life-long learning, we must recognize that in this new economy workers will need opportunities to learn new skills long after they graduate. While a generation ago a worker might have stayed in one job for their entire working life, today changing jobs and careers has become a fact of life. Today the average American will have had 10 jobs between the ages of 18 and 38 alone!

Job training under the Rell and Rowland administrations has been haphazard and inconsistent. That just won't do. I will work to create a more responsive and integrated customized job training program to give Connecticut a real edge over our competitors worldwide.

During this recession, many have experienced the horror of losing their job, while others fear that their job will be the next to go. In times like this, it is essential that the state be prepared to offer support and a path to reemployment. As Governor, I will work to create a more responsive and integrated rapid reemployment and job training infrastructure that focuses on emergency services for displaced workers.

I will also enhance economic security by expanding customized and incumbent-worker job training to help workers enhance their skills and better protect against more jobs being lured from our state. As Mayor of Stamford, I negotiated incentives to provide life-long learning opportunities to city employees. I also worked to expand educational opportunities in key sectors by working to open and then expend the Stamford branch of the University of Connecticut. Educational opportunity was a key principle of my leadership as Mayor and it is an even more critical component of my vision for Connecticut.
Conclusion
I put a lot of time and thought into this proposal, and I sought input from a lot of smart people. As much as jobs and the economy and the state's horrible fiscal condition have rightfully been the focus of this campaign, I cannot imagine a more important issue than the education of our children.
Executive Summary
Early Childhood Education
# Expand access to pre-Kindergarten programs across Connecticut, the goal being to make it universal within 4 years

Primary and Secondary Education
# Innovate in learning

* Encourage local school districts to restore a broader and deeper curriculum for all students that include hands-on science, history, civics, foreign languages and arts

* Allow districts to self-fund new charter schools

* End the "seat time" later years of high school by allowing successful seniors to graduate early for higher education

* Better fund adult education for those unlikely ever to graduate

* Create a community college "grade 13" option for those not quite prepared for college level education.

* Promote high-quality, standard-based assessments

# Innovate in teaching

* Expand access to alternative teaching programs

* Enhance teacher evaluation systems

# Involve parents

* Champion employee release time for school-time activities (volunteering, parent conferences, etc.)

* Establish a parental involvement challenge grant to promote innovation and adoption of effective parental involvement strategies.

* Require local school boards to adopt policies that ensure parents can access homework assignments and their children's attendance and available grades in real time. Many districts are doing this already, all should.

# Funding

* Examine feasibility of transitioning toward a new, smarter system of funding for all of our public schools where money follows children based on their needs

* Refocus state school funding by indexing foundation aid to rising costs, adding measures of essential classroom resource equalization, and weighting more for pre-school and elementary grades where the greatest educational gains can be made

* Limit school district administrative expenditures and instead offering incentives to retain and recruit classroom teachers in the face of cutbacks and a growing teacher shortage

Higher Education
# Move some of the existing community colleges to four year degree granting programs
# Build regional partnerships to increase student success
# Allow optional testing in high school to gauge college preparedness levels in math and English, and tailor senior year curriculum accordingly
# Maintain our commitment to financial aid
# Focus higher education spending on students and learning, not administration
# Build a world class research and development sector

Workforce Development & Job training
# Provide more opportunities for high school students to participate in apprenticeship training, earn community-college credit, or gain real workplace experience
# Increase the commitment in our teacher education programs to meeting the needs of our local K-12 schools
# Create a more responsive and integrated rapid reemployment and job training infrastructure that focuses on emergency services for displaced workers
# Enhance economic security by expanding customized and incumbent-worker job training to help workers enhance their skills and better protect against more jobs being lured from our state
References:

1 High/Scope Perry Research Study; Barnes; and commentary in Christian Science Monitor, 3/27/06.
2"National and State Perspectives on Educational Attainment: A Research Brief Prepared by Alissa DeJonge, Economist," Connecticut Economic Research Center, Inc., February, 2006.
3Help Wanted: Projections of Jobs and Education Requirements through 2018, Carnevale, Smith and Stroll, Georgetown University Center on Education and the Workforce, http://cew.georgetown.edu/
4Collaboration Across Educational Systems, Presentation to P-20 Council, April 28, 2009, http://www.ctdhe.org/P20/default.htm
5Ibid.
6Higher Education Counts: Achieving Results 2010, CT Department of Higher Education, http://ctdhe.org/info/pdfs/2010/2010Accountability.pdf
7Higher Education: Building Connecticut's Workforce, April 2009, CT Department of Labor and CT Department of Higher Education, http://ctdhe.org/CTWorkforce/Files/2009/HigherEdReport_2006-07grads.pdf
8Teacher Shortage Areas, 2009-10 School Year, CT Department of Education, http://www.sde.ct.gov/sde/lib/sde/pdf/circ/circ08-09/c11.pdf
9CT Aid for Public College Students and CT Independent College Student Grant Program, http://www.ctdhe.org/SFA/default.htm
10Trends in College Spending, Delta Project on Postsecondary Education Costs, Productivity and Accountability, January 2009, http://deltacostproject.org/analyses/delta_reports.asp
11How Maryland universities were able to cut costs and keep college tuitions down, The Hechinger Report, April 2010, http://hechingerreport.org/content/how-maryland-kept-tuition-costs-down-and-still-saved-money_2065/
12Lumina Foundation's College Productivity Initiative, http://www.jff.org/projects/current/education/making-opportunity-affordable/144
13State Growth Empirics: The Long-run Determinants of State Income Growth, Bauer, Schweitzer and Shane, Federal Reserve Bank of Cleveland, May 2006, http://www.clevelandfed.org/research/Workpaper/2006/wp0606.pdf
142010 Global R&D Funding Forecast: An Overview, Grueber and Studt, December 22, 2009, http://www.rdmag.com/Featured-Articles/2009/12/Policy-and-Industry-2010-Global-R-D-Funding-Forecast-An-Overview/

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