December 19, 2023
‍
FOR IMMEDIATE RELEASE
‍Courtney Daniel, Chief of Communications and External Affairs
courtney@prichardcommittee.org

‍

Analysis of Governor Beshear's Budget Proposals: Progress and Questions on the Big Bold Ask

‍

LEXINGTON, Ky. – Last night, Governor Beshear presented his budget recommendations for the next two fiscal years. The Prichard Committee has conducted a comprehensive analysis of these proposals, focusing on their alignment with the Big Bold Ask—a six-year investment plan aimed at strengthening Kentucky’s investment in education for the greatest return. A notable highlight in the budget is the substantial $257 million allocation for preschool education, surpassing the ambitious targets set by the Big Bold Ask.

“As we applaud the governor’s proposal, we remain vigilant about the critical need for sustained and increased investment in child care as part of Kentucky’s early childhood infrastructure,” said Brigitte Blom, president/CEO of the Prichard Committee. “Access to child care and innovative approaches that help increase the supply of high-quality child care are critical to supporting readiness for kindergarten and workforce participation that will help break cycles of poverty.”

‍

Key Highlights of Governor Beshear’s Budget Proposals:

• Child Care Assistance Program (CCAP): The governor’s budget proposes $29 million, a step toward meeting the Big Bold Ask but raising questions about its adequacy in sustaining current CCAP support levels.
• Education Investments: The budget exceeds the Big Bold Ask in areas like preschool, all-day kindergarten, and school transportation, indicating a strong commitment to early and primary education.
• Postsecondary Education: Close alignment with the Big Bold Ask in funding public universities and the Kentucky Community and Technical College System (KCTCS), with significant investments in the College Assistance Program.

‍

Areas of Concern:
Despite these positive strides, our analysis reveals areas that require further attention:

• Teaching Excellence Funding: The budget falls short of the proposed investment, raising concerns about retaining and attracting quality educators.
• CCAP Funding and Scope: Critical questions remain about the sufficiency of the budget to continue supporting all children currently under CCAP, and the implications of potential copayment changes for families.

‍

The budget focuses on enhancing Kentucky’s educational framework, with significant increases in educator pay, health care, retirement benefits, instructional resources, and facilities funding. However, it is crucial that the finer details of these proposals, particularly in child care and teaching excellence, are examined to ensure they meet the growing needs of Kentucky’s children and educators.

As the Kentucky House and Senate deliberate on these proposals, our team will continue to monitor developments and provide insights. We invite the public to review the governor’s full budget bill and our detailed summaries for early childhood, K-12, and postsecondary education, available on our website.

Read the analysis here.

‍

###

The Prichard Committee for Academic Excellence is an independent, nonpartisan, citizen-led organization working to improve education in Kentucky – early childhood through postsecondary.

‍

December 18, 2023
‍
FOR IMMEDIATE RELEASE
‍Courtney Daniel, Chief of Communications and External Affairs
courtney@prichardcommittee.org

‍

Prichard Committee's Statement on Governor Beshear's 2024 Budget

‍

LEXINGTON, Ky. – Governor Beshear’s budget released tonight focuses on key investments in education. Notably, the budget included proposals for preschool expansion, child care, full funding for school transportation and kindergarten, as well as additional investments in postsecondary education. The governor also included an 11% pay increase for public school employees. These can all positively influence Kentucky’s education outcomes and the state’s workforce and economy.

Early childhood is the one area of the Big Bold Ask where we have not made significant headway in the past four years. While the governor’s proposal for preschool is exceptional, we are concerned that the budgeted investment in the Child Care Assistance Program is not enough to maintain coverage of the currently 37,000 children relying on the support of child care. We’ll be working to better understand the governor’s proposal for the interconnection between preschool and child care, and to work through the budget session on this issue, which is critical to Kentucky’s families.

As we enter the initial phase of the 2024 Legislative Session, this budget serves as a first step in the process. We are committed to keeping Kentuckians informed and will release a full analysis of the governor’s proposed budget tomorrow and provide detailed context and insights at each stage of the legislative process.

###

The Prichard Committee for Academic Excellence is an independent, nonpartisan, citizen-led organization working to improve education in Kentucky – early childhood through postsecondary.

December 7, 2023

FOR IMMEDIATE RELEASE
‍Courtney Daniel, Chief of Communications and External Affairs
courtney@prichardcommittee.org

‍

The Prichard Committee Releases Survey Data on Appalachian Education Challenges

‍

LEXINGTON, Ky. — The Prichard Committee for Academic Excellence released a report today that provides valuable insights into the opportunities and challenges faced by teachers in Appalachian classrooms. The survey funded by The Steele-Reese Foundation and conducted by the Prichard Committee, in collaboration with a dedicated team of educators, indicates the profound impact of generational poverty.

“Understanding and addressing the unique educational challenges in the Appalachian region is crucial for the future of Kentucky’s students. This survey shines a light on the resilience and dedication of educators who are striving to overcome barriers and improve outcomes,” said Brigitte Blom, President/CEO of the Prichard Committee. “As we move forward, it is essential that we work with communities to implement hyper-local responses to issues they face.”

This initiative began in April 2023 and received responses from 1,031 educators. The objective was to better understand the experiences of those working closely with students and families across the 54 Kentucky counties served by the federal Appalachian Regional Commission.

According to the data obtained from Appalachian teachers, economic underdevelopment contributes to declining enrollments, reduced student motivation, and a scarcity of community partnerships, with instability becoming a notable consequence.

Teachers also noted the challenges of preparing students for non-existent jobs amid economic uncertainties, emphasizing the intertwined dynamics of poverty, drug dependency and family trauma—all persistent and evolving issues in the region.

“There is a lot going on for our students outside of the classroom,” a Hazard teacher said. “Flooding, fires, drugs—they are overwhelmed. School is the last thing they are worried about.”

The survey outlined teachers’ ideas for solutions and their perspectives on broader initiatives to boost education outcomes in the region. The proposed solutions include additional staffing—which encompasses a range from bus drivers to mental health professionals—enhancing infrastructure, bolstering community support, and increasing funding to address specific local needs.

Meaningful change for schools and students in Appalachia will require a collaborative effort, with leaders and local communities working together to address the complex challenges at hand. As stated by one veteran teacher in the survey, “We need to be listened to more and fix this from the inside out.”
‍

###

The Prichard Committee for Academic Excellence is an independent, nonpartisan, citizen-led organization working to improve education in Kentucky – early childhood through postsecondary.

‍

December 4, 2023
‍
FOR IMMEDIATE RELEASE
‍Courtney Daniel, Director of Communications and External Affairs
‍courtney@prichardcommittee.org

‍

New Research Shows Crises Facing Rural Students in Kentucky

‍

LEXINGTON, Ky. – The newly released ‘Why Rural Matters 2023’ report examines the needs and inequities affecting 9.5 million students attending public schools in rural areas – more than one in five students nationally. The report shows that in Kentucky, the challenges faced by rural students in education are highlighted by significant disparities in both academic performance and resource allocation.

“The findings of this report underscore the need to bridge the resource and opportunity gaps that rural students face, particularly in areas of poverty, education funding, transportation and access to technology,” said Brigitte Blom, President/CEO of the Prichard Committee. “We must implement solutions that recognize the unique needs of rural communities, ensuring every student in Kentucky has the resources and support needed to thrive.”

The ‘Why Rural Matters 2023′ report sheds light on the significant transportation challenges facing rural communities in Kentucky. These challenges necessitate that a greater portion of rural schools’ budgets be allocated to transportation, thereby diverting essential funds away from other critical education needs.

“The Prichard Committee’s ‘Big Bold Ask’ calls for the legislature to fully fund education transportation, enabling local districts to allocate their funds towards other education priorities identified by communities and school boards,” said Blom. “For each dollar our schools spend on transportation, they can only spend about $9 on instruction. Nationwide, schools can spend about $11 on instruction for every dollar on getting students to school.”

The report also highlights Kentucky’s weakness in access to broadband internet. Here, 16.1% of households lack that access. This lack of connectivity hinders educational enrichment and communication, and it can interrupt continuity of schooling, especially in areas where transportation is challenging due to the topography.

“The ‘Why Rural Matters 2023’ report highlights the urgent need for Kentucky to focus on the needs of rural students, schools, and communities,” said Rob Stafford, Ed.D., President of the Kentucky Rural Education Association. “Although great things are happening in our schools, we need to address the factors that are negatively impacting our rural communities and provide more academic and career opportunities for students.”

The ‘Why Rural Matters 2023’ report provides a detailed analysis of Kentucky’s rural education system across five key categories, where the state’s ratings are cause for concern:

1. The importance of focusing on rural education: Kentucky is categorized as ‘crucial’, the highest level of concern.
2. Student and family diversity: The state is rated as ‘urgent’, reflecting the high percentage of rural school-aged children living in poverty.
3. Educational policy context: Rated as ‘very important’, this aspect looks at the ratio of instructional to transportation expenditures.
4. Educational outcomes: Kentucky falls into the ‘critical’ category, focusing on the high school graduation rate for rural students.
5. Access to supports for learning and development: Also rated as ‘critical’, this category assesses household broadband access.

‘Why Rural Matters 2023’ was published by the National Rural Education Association (NREA) and its partners to examine how educational supports and resources for student well-being are being distributed, casting light on which rural children are most in need of additional support.

“The ‘Why Rural Matters’ report arms NREA state leaders, legislators, and communities with the information and data needed to take action in their state capitals, advocating for the needs of rural students and highlighting strengths in rural schools,” said Allen Pratt, Executive Director, National Rural Education Association (NREA).

For the complete report, including data on the condition of rural education in each state, visit the NREA website.

###

The Prichard Committee for Academic Excellence is an independent, nonpartisan, citizen-led organization working to improve education in Kentucky – early childhood through postsecondary.

It’s time for a new look at Kentucky postsecondary developments.

‍

The 2023 Progress report recently released by CPE (the Council for Postsecondary Education) shows:

• A 4% increase in attainment for workforce-age Kentuckians, on track for Kentucky’s 60×30 attainment goal
• An 11% decrease in undergraduate enrollment, threatening continued attainment growth
• A 10% gain in undergraduate credentials awarded by KCTCS (the Kentucky Community and Technical College System)
• A 3% loss in undergraduate degrees awarded Kentucky’s public universities
• Rising enrollment and attainment for students from underrepresented minority groups
• Falling enrollment and attainment for low-income students

The discussion that follows will add detail on each of these trends.

‍

Rising Attainment

In 2021, 54.3% of Kentucky residents ages 25-64 held postsecondary credentials, including certificates, certifications, associates and bachelor degrees, and graduate/professional degrees. That puts us on a good track for CPE’s ambitious goal: 60% postsecondary attainment among Kentuckians ages 25-64 by the year 2030. This is a bright spot to celebrate.

‍

‍

Declining Enrollment

Fall 2021 undergraduate enrollment in Kentucky public universities and KCTCS was 11% lower than Fall 2016. That’s a major storm cloud threatening our ability to keep up the attainment progress noted above. It’s a trend to see, study, and work to change.

‍

‍

Growing KCTCS Undergraduate Degrees & Credentials

The Kentucky Community and Technical College system has delivered important growth over the last five years. Notice that the extra attainment during the peak years of the pandemic. Continuing this trend can be a very good thing for our commonwealth.

‍

‍

Declining University Undergraduate Degrees

Public universities matching the KCTCS growth, with 2021-22 degrees and credentials clearly below 2016-2017 levels. Kentucky will need to recognize, study, and change this pattern.

‍

‍

Good and Bad News on Serving All Students

In Kentucky’s efforts to build postsecondary programs that welcome and empower all our residents, we’re seeing progress for underrepresented minority students and pretty much the opposite for low-income students.

‍

‍

‍

A Concluding Note

A big bold future for Kentucky will require a skilled workforce and well-prepared citizens, including rising numbers with degrees and credentials beyond the high school. Looking right at these trends, celebrating the good news and confronting the challenges is the right path forward.

In Kentucky public postsecondary education, male students are far behind their classmates in enrollment, bachelor attainment, and associate attainment.

‍

They only match female learners in earning undergraduate certificates. Higher education has a history of making female students less welcome and moving them to lower levels of attainment, but the wheel has turned. Looking at data from the Council on Postsecondary Education, male students are the ones being served less well, and the differences are big enough to warrant real attention. Plus, most differences are getting worse. Here comes the evidence.

‍

Enrollment Begins the Concern

Here’s a six-year comparison of who enrolled as undergraduates at Kentucky public institutions, vividly showing lower male enrollment. There are declines for both groups, but the male decline was 21% of enrollment and 12,699 students. The female loss was 11% and 9,538 students. Male students' share of enrollment dropped from from 42% in 2016-17 to 40% in 2021-22. For me, the chart warrants some questions about whether male students are being offered full welcome and empowerment.

‍

‍

Bachelor Degrees Add Concern

At the baccalaureate completion level, male recipients have also dropped: a decline of 791 graduates and 10% from public universities. Female recipients rose by 63 degree-earners and 0.6%. Male students were 43% of all recipients in 2016-17 and 40% in 2021-22. Once again, the chart suggests real issues about how our institutions work for male learners.

‍

‍

Associate Degree Also Warrant Concern

Across the years, shown, male students also earned fewer associate degrees. The decline was smaller, with losses of about 4% and 132 graduates. The female trend was very small growth, increasing 0.3% and 16 recipients. Male students received 36% of the 2021-2022 associates, down from 27% in 2016-17. One more time: the differences here don't look like full empowerment and welcome for students of both genders.

‍

‍

Other Credentials Look Better

Kentucky has put important effort into supporting other undergraduate credentials that students can earn more quickly, often designed to qualify students for immediate work opportunities. There, the pattern is very different, with credential-earning from Kentucky public institutions rising for both groups, rising faster for male students, and looking proportionate to Kentucky’s total population both at beginning and end. Over the five year span, male recipients rose 2,356 and 49%, compared to 1,924 growth and 39% for female recipients. The change moved male students from being 49% of degree earners to 50.4%. This chart comes closer to looking like approaches that work for all.

‍

‍

Addressing the Concerns?

When I look at data on K-12 education or on early childhood, I know I’ve done some study. I’ve listened to folks close to the work at some length, and I’ve read thoughts from others who have done systematic study. I don't have all the answers, but I've done enough due diligence to have starting ideas on strategies that can help.

When I look at this postsecondary puzzle, I don’t bring that background. Accordingly, my starting ideas for this challenge are all about learning more, including:

• Gathering perspectives from students in college now and students considering college now
• Gathering thoughts from educators working with those students
• Finding and studying expert analysis and recommendations

‍

I’ll try hard not to rush to conclusions about roots of this problem or solution steps that could be effective.

The part that's already clear to me is simply that this issue deserves attention and effort. Male Kentuckians are not gaining as much as female students from our postsecondary institutions, and both the gaps and the trends are big enough that many of us should be concerned. Let’s think together about this.

Postsecondary learning is increasingly important to economic prosperity, both for individual Kentuckians and for the commonwealth as a whole. Are young residents moving toward the degrees and other credentials that can set them up for that success?

‍

Here, I’ll offer an approximate look at the “pipeline” from starting high school to undergraduate attainment, I'll begin with this quick graphic, suggesting that of 100 students who entered our public high schools in the fall of 2012 as few as 40 may have earned a degree or credential from a public institution by the spring of 2022.

‍

‍

How was this approximation built?

The first two numbers reflect four-year graduation data from KDE (the Kentucky Department of Education) and its School Report Card data. Those reports are based on the number of students in an entering public high school cohort and then the number who graduate within four years. The cohort count is adjusted for students who move in and out of the school system. The 2016 four year graduation rate translates directly as 89 of 100 entering students graduated within four years.

The third number starts with the college-going rate from High School Feedback Reports issued by KyStats (the Kentucky Center for Statistics). Those Feedback Reports include the percent of graduates from each public school district who enroll in KCTCS, public universities, or AIKCU institutions (AIKCU is the Association of Independent Kentucky Colleges and Universities). I multiplied that KyStats college-going rate by KDE’s graduate count, and then converted to the per 100 scale.

The final number begins with CPE (Council on Postsecondary Education) reports of students earning undergraduate certificates and degrees, and then narrowed that count to show only graduates ages 18-24 with Kentucky origins. As a further adjustment, I reduced that number by 12% to roughly factor out graduates of Kentucky private high schools—and then converted to the per 100 scale.

For a fuller look at the data, download this one-pager showing the statistics and the sources.

‍

What are the weaknesses in this method?

Again, this is a first approximation, working with incomplete data. Here are three important limitations:

1. The college-going count is limited to public and AIKCU institutions, meaning it does not show out-of-state enrollment or students who choose proprietary schools.
2. The college-going count is also based on enrollment within one year of leaving high school, so students who work for a year or more before taking next steps are not included.
3. The credential and degree count is based on the sixth year after high school graduation, but we know that many students finish certificates, associate degrees, and even baccalaureate degrees in much less than six years. I paired 2016 high school counts and 2022 postsecondary counts to stay roughly in line with the common practice of reporting six-year graduation rates from four-year programs. That’s definitely an incomplete approximation, even though it’s the best one could produce from the published data.

‍

What Matters Here?

40 of 100 students entering grade 9 achieve a credential within 10 years? Even as an approximation, that should make us blink. It isn't a good sign for our efforts to reach a statewide goal. 60% attainment for Kentuckians aged 25-64. Of course, we can make part of that progress through older Kentuckians returning to school, Kentuckians studying out-of-state coming home, new folks bringing their talents into our community, and the contributions of those proprietary institutions. But if our most direct pipeline is only working for 40 of 100, that's a sign that we need to improve that pipeline as well.

Seeing student group versions of the same approximation should add to our concern. Below, I’ll share versions for male, female, African American, Hispanic or Latino, and white students. Only 33 male students of 100, compared to 47 female students? Only 19 of 100 African American students? To build our big bold future, we need to knit together strategies and cultures that welcome and empower many more young adults of every background.

Finally, these approximations should raise our interest in more precise studies. We can use longitudinal data to track students by anonymous unique identifiers as they move from system to system, and a big promise of the KyStats data system is that it can allow us to follow learners from the KDE records to those maintained by CPE. This limited attempt suggests that 40 of 100 ninth-graders make it to a credential in ten years, but we have the data to check that approximation and see our challenges more clearly. Let’s study, inform, and advocate for the higher attainment we need.

‍

‍

‍

‍

‍

‍

November 13, 2023
‍
FOR IMMEDIATE RELEASE
‍Contact: Courtney Daniel, Director of Communications and External Affairs
courtney@prichardcommittee.org

‍

The Prichard Committee for Academic Excellence Kicks Off Family Engagement in Education Week with Proclamation at the Capitol

‍

LEXINGTON, Ky. — The Prichard Committee for Academic Excellence celebrated the kickoff of Family Engagement in Education Week today at the Capitol Rotunda with a proclamation signed by the governor. Representatives from 52 schools and early learning centers across Kentucky were present to be recognized for being family-friendly certified.

“The Prichard Committee has long recognized the integral role of family engagement in advancing educational excellence. Today, we are not just acknowledging efforts but celebrating a culture that embraces family as a cornerstone of education,” said Brigitte Blom, President/CEO of the Prichard Committee. “Our vision is to see every school in Kentucky embrace the power of engaged families. Today, we are one step closer to that reality.”

The event featured testimonials from education leaders and partners, including Dr. Felicia Cummings Smith, President of the National Center for Families Learning; Tracey Rowe, Vice President of Programs at Learning Grove; and Dr. Channell Barbour, Chief of Staff at Partners for Rural Impact; who shared insights into their collaborative efforts.

Legislators including Rep. Derrick Graham, Rep. DJ Johnson, Sen. Amanda Mays Bledsoe and Sen. David Yates spoke as well, sharing their experiences with family engagement in education and the importance of schools and communities coming together to support students.

“As a former educator, I have witnessed the transformative effect of family engagement on student achievement. When families are involved, schools thrive. This week is a celebration of that essential partnership,” Rep. Graham said. “I want to commend all the schools recognized here today for their commitment to working with parents and bringing them into the education process.”

Research shows family engagement in education correlates with higher academic achievements and more consistent school attendance, among other benefits like teacher support and stronger community relationships.

Sen. Bledsoe also noted the importance of community and family ties in educational success. “The strength of a school’s academic program is greatly enhanced by the active participation of its families,” Sen. Bledsoe said. “It is encouraging to see such a strong turnout from schools that have fostered this connection, leading to improved student success and stronger communities.”

This event marked the third annual Family Engagement in Education Week and precedes a week of activities aimed to encourage connections between families and schools. For more information about family engagement activities and resources, visit prichardcommittee.org/week-at-a-glance or contact Laura Beard at laura.beard@prichardcommittee.org.

‍

2023 Family Friendly Certified Schools:

• Lincoln Elementary, Dayton Independent School District
• Ludlow High, Ludlow Independent Schools District
• Mary A. Goetz, Ludlow Independent Schools District
• Erlanger/Elsmere Early Learning Center, Learning Grove
• SCAPA, Fayette County Public Schools
• Lafayette High School, Fayette County Public Schools
• *Breckinridge Elementary, Fayette County Public Schools
• Brenda Cowan Elementary, Fayette County Public Schools
• May Valley Elementary, Floyd County Public Schools
• Berea Community Elementary, Berea Community School
• East Bernstadt Independent, East Bernstadt Independent Schools
• Floyd County Early Childhood, Floyd County Public Schools
• Floyd Central High, Floyd County Public Schools
• Duff-Allen Central Elementary, Floyd County Public Schools
• Betsy Layne Elementary, Floyd County Public Schools
• Betsy Layne High, Floyd County Public Schools
• John M. Stumbo, Floyd County Public Schools
• Jenkins Independent, Jenkins Independent School District
• *Harlan Elementary, Harlan Independent School District
• *Harlan Middle/High, Harlan Independent School District
• Grace James Academy, Jefferson County Public Schools
• *Kenwood, Jefferson County Public Schools
• Washington County High, Washington County Public Schools
• Washington County Middle, Washington County Public Schools
• Washington County Elementary, Washington County Public Schools
• North Washington County Elementary, Washington County Public Schools
• North Washington Early Childhood, Washington County Public Schools
• Washington County Early Childhood, Washington County Public Schools
• Whitesville Elementary, Daviess County Public Schools
• Heritage Park High, Daviess County Public Schools
• Country Heights Elementary, Daviess County Public Schools
• Highland Elementary, Daviess County Public Schools
• Burns Elementary, Daviess County Public Schools
• Southern Oaks Elementary, Daviess County Public Schools
• Deer Park Elementary, Daviess County Public Schools
• Trigg Tots Center, Trigg County Public Schools
• *Barbourville Independent, Barbourville Independent Schools
• Growing Together Preschool, Lexington
• Clearfield Elementary, Rowan County Public Schools
• Rodburn Elementary, Rowan County Public Schools
• Rowan County Senior High, Rowan County Public Schools
• *Reidland Elementary, McCracken County Public Schools
• Conkwright Elementary, Clark County Public Schools
• Baker Intermediate, Clark County Public Schools
• Menifee Central Menifee, County Public Schools
• Niagara Elementary, Henderson County Public Schools
• Frankfort High, Frankfort Independent School District
• Second Street School, Frankfort Independent School District
• Shelby East Middle, Shelby County Public Schools
• *Northside Early Childhood Center, Shelby County Public Schools
• Jackson Independent School, Jackson Independent School District
• Whitley City Elementary

*Indicates certification at Gold Level

###

Join the Celebration: Family Engagement in Education Week

‍Kentucky Schools and Families Unite to Forge a Path to Student Success

‍

Kentucky Family Engagement in Education Week is November 13th-17th. Year after year, I get excited about this week because it’s an opportunity to highlight the wonderful ways that families, schools, and communities across the state work together to support student success.

Normally, this behind-the-scenes work involves schools creating systems and processes to ensure that every student has a team of adults, from inside and outside the school, working to launch them to success. It rarely makes the front page of newspapers, but it is the vital work of creating the conditions for success in Kentucky schools.

As the Family Friendly Schools Director with the Prichard Committee for Academic Excellence, I have the pleasure of reading about the great things happening across our state through accounts from family-school teams that are working to improve the systems for family-school partnerships. I read about how schools are engaging families of multilingual learners and families of students with special needs, ensuring that every family has multiple opportunities to talk regularly with their child’s teachers, and ensuring that teachers and school staff are getting the support they need to effectively collaborate with families.

All these efforts are based on research that stretches back decades, and new research continues to support that families and communities are crucial elements in student success. A recent book, Everyone Wins: The Evidence for Family-School Partnerships & Implications for Practice, outlines how everyone—not just students—wins when families and schools work together. These practices have led to better staff retention in schools, help families feel more confident in their ability to support their child, and have the potential to positively transform the schools and districts using them.

While there is a part we can all play in supporting Kentucky schools, school leaders across the state have a unique opportunity to work with staff, families, and community partners to create the conditions for effective engagement. While this work has long been established as important, it has sometimes been challenging for schools to evaluate where they are in the process and to develop a plan to improve. I’m proud to support schools through such a process with the Family Friendly School certification. You can find more information about this certification at prichardcommittee.org/familyengagement.

No matter who you are, I hope you will join us in celebrating Kentucky Family Engagement in Education Week by learning more about what your local school is doing to support family-school partnerships, sharing social media posts from schools and organizations this week, and reflecting on how your own family supported your education.

November 8, 2023
‍
‍FOR IMMEDIATE RELEASE

‍For more information, contact:
Courtney Daniel, Director of Communications and External Affairs
courtney@prichardcommittee.org

‍

Focusing on Education Progress Post-Election

Statement From The Prichard Committee for Academic Excellence

‍
‍LEXINGTON, Ky. — The Prichard Committee for Academic Excellence congratulates Gov. Andy Beshear and Lt. Gov. Jacqueline Coleman on their election yesterday. We look forward to seeing the administration's policies in their second term, with an eye toward advancing education outcomes and ensuring a thriving future for all Kentuckians.  

This election comes at a critical recovery period from the impacts of the global pandemic. Recent data reveal concerning statistics. As an example, only 46% of Kentucky's third-graders achieved reading proficiency in 2023. At the current rate of progress, achieving full proficiency for all students could take over half a century. Clearly, there is significant work to be done to not only return to pre-2019 levels but to propel Kentucky beyond those benchmarks.

We envision a commonwealth where every family has access to employment that pays a family-sustaining wage, where there is a thriving early childhood sector that supports working families and little learners, and there is access to a world-class public education that ensures a meaningful high school diploma, equipping each student with the knowledge and skills they need for the future.

The time is now for all of us to come together and realize the Big Bold Future we know we can achieve.

###

The Prichard Committee for Academic Excellence is an independent, nonpartisan, citizen-led organization working to improve education in Kentucky – early childhood through postsecondary.

How has Kentucky done recently at welcoming and empowering all Kentucky’s K-12 learners? This week, after Brigitte Blom’s call to action, I’ve summarized 2023 overall test scores and shared a snapshot of those results by group. Here, I want to share other kinds of evidence about how well we have been supporting students of varied backgrounds on the path to a large life.

History tells us our schools were once designed to exclude children of color and children with disabilities, channel children from low-income families into low-income futures, and provide sharply different opportunities based on gender.

Have we broken all that down and reshaped schools to value and develop all children’s capacities fully? No, we have not. That work is unfinished, and those differences cast shadows over our hopes for a big bold future.

Here, I’ll support that claim with seven kinds of evidence from the recently released 2023 Kentucky School Report Card. I’ll use charts to show patterns by race and share a downloadable table showing the related patterns based on English learner status, disability identification, economic disadvantage, and gender. I’m giving race first attention because many people find those issues the most uncomfortable to engage, but I invite every reader to puzzle over the full set of patterns.

‍

1. Chronic Absenteeism

Student absences count as chronic when they miss seventeen days of school or more in one year. In addition to obvious learning impacts, that level of absence warrants concerns that students may not be connecting fully as class members.

30% of Kentucky students had chronic absences last year. That warrants big concern for our learners. The rates varied considerably by student group, with African American students having a 35% chronic rate.

‍

‍

2. Classroom Removals

When students are removed from their classrooms for disciplinary reasons, that surely affects their sense of belonging and engagement. Last year, Kentucky schools had 27 removals for every 100 students. I’ve calculated that by adding up reported expulsions, suspensions, and in-school removals and then dividing by enrollment. Those removals aren’t distributed anything like evenly: African American students experienced 64 removals per 100 students. That’s notably better than their experience before the pandemic, but it’s still grounds for great concern.

‍

‍

3. Identification of Gifted and Talented Students

Kentucky has committed to providing distinctive learning opportunities and individual education plans for exceptional students. Last year, 22% of students were recognized as gifted and talented learners ready for those supports, but there were sharp differences in identification by group. African American students, Hispanic or Latino students, and Native Hawaiian or Pacific Islander students received far fewer opportunities than students of other backgrounds.

‍

‍

4. Identification of Students with Disabilities

Kentucky students with identified disabilities should receive accommodations and supports to strengthen their learning opportunities.

Over-identification has sometimes been used to push marginalized groups to one side. It’s good news that the chart below shows very similar identification rates for African America and white students.

Under-identification can also be harmful: students who could benefit from individualized learning approaches may not be offered those opportunities. The chart below invites concern about whether Asian students, Hispanic or Latino Students, and Native Hawaiian or Pacific Islander students are being fully served.

‍

‍

5 and 6. Dual Credit Enrollment and Success Rates

Inviting students to try college-level work in high school is now a major Kentucky strategy for adding rigor to current learning and encouraging future postsecondary study.

Dual-credit courses allow a student to meet high school requirements in classes that can also count toward a postsecondary degree or credential. The charts below look at two aspects of these opportunities: who is included in the classes and who receives grades that qualify for dual credit. The first shows quite low inclusion for African American students, Hispanic or Latino students, and Native Hawaiian or Pacific Islander students. The second shows extra-low rates of receiving grades that qualify for college credit.

Advanced Placement work, where students prepare for tests that can qualify for college credit, warrants at least as much concern. That kind of coursework is now less common than dual credit, but I’ve included those comparisons in the summary table.

‍

‍

‍

7. Kindergarten to Grade 3 Reading

My final chart links fall kindergarten readiness data to spring reading proficiency levels four years later. When the Prichard team shared similar charts before the pandemic, most groups showed third grade results higher than their readiness rates. This time, the Kentucky School Report Card shows most groups reading less well than we would have expected based on their earlier readiness levels.

For Hispanic or Latino students, the upward movement stands out. That seems important enough to celebrate and explore, though that group’s reading proficiency remains lower than many other groups.

For African American students, the downward movement was sharper than for any other group. Starting kindergarten, there was an 8 point gap between those students and their white classmates. Near the end of grade 3, the gap had ballooned to 25 points.

‍

‍

This isn’t a new pattern. African American students experienced a drop in the past versions that showed a rise for pretty much every other group we track.

It isn’t new, but it is disturbing. Something happens for African American children that doesn’t happen for others, and it happens after they start school. I don’t want the explanation to be that what happens is school. I don’t want the explanation to be that those children aren’t as welcome in our schools as others. I really don’t. After seeing this pattern for repeat over many years, the thing is that I don’t have any other explanation. This worries me, and it should worry us all.

‍

Welcome for Other Groups?

Across these seven kinds of evidence, there are signs of lesser welcome and support for English learners, students with disabilities, and students from economically disadvantaged homes. There are high classroom removals for male students and low identification of disabilities for female students. The 2023 data on these seven issues for all groups can be seen in this one-page summary.

‍

A Concluding Note

Our schools should provide robust opportunities and support for each and every child. The path to a larger life should be wide open for us all. We haven’t yet created that part of our big bold future yet, and I hope that looking straight at this evidence can be one important step in rising to the important challenge of welcoming and empowering all Kentucky learners.

November 7, 2023
‍
FOR IMMEDIATE RELEASE
‍Courtney Daniel, Director of Communications and External Affairs
‍courtney@prichardcommittee.org

‍

Post-Election: A Call for Unity to Advance Educational Excellence in Kentucky

A Statement From President/CEO Brigitte Blom

‍

LEXINGTON, Ky. — As the electoral polls close in Kentucky, the Prichard Committee for Academic Excellence extends its congratulations to the citizens of Kentucky for participating in the essential act of voting, which forms the cornerstone of our democratic process.

The time is now to seize the momentum that this election season has created for early childhood development and education. We will continue to beat the drum for the educational advancement that candidate Daniel Cameron and incumbent Governor Andy Beshear both championed in their campaigns.

Education is the foundation upon which Kentucky will build a larger, more prosperous life for all its citizens, fostering economic well-being and community resilience. It is critical that we maintain a commitment to improving educational outcomes as a strategic investment in the economic health and growth of our commonwealth.

We are eager to engage with the leaders chosen by Kentuckians to advance policies aimed at recovering learning losses, narrowing achievement gaps, and guaranteeing that every child has the opportunity for a high-quality early education, setting them on a path to lifelong success.

Only through a collective effort and bipartisan support can we build a larger life for all within the commonwealth.

###

The Prichard Committee for Academic Excellence is an independent, nonpartisan, citizen-led organization working to improve education in Kentucky – early childhood through postsecondary.