The Kentucky School Report Card data was released this week, once again providing a wealth of information on outcomes, including KSA (Kentucky State Assessment) results for all students and for many student groups. For folks who want to see the patterns of similarities and differences by groups, I want to share a 2022-23 Snapshot approach that summarizes the KSA data in just three pages.The report is available for download now and shows:

• The statewide percent of students who scored proficient or distinguished in reading, mathematics, science, social studies, and writing on the 2023 KSA.
• Results for all students, for students who are and are not identified as English learners, for students with and without identified disabilities, for students with and without economic disadvantage, for students in seven groups by race and ethnicity, and for female and male students.
• A single page display for elementary school results, for middle school, and for high school.

‍

Unsurprisingly, the report shows differences in how well we are serving students with different backgrounds and needs. If we look straight at those differences, we can use that knowledge to work on knitting together ways to make all Kentucky learners feel welcome, respected, and empowered in our schools and to ensure that everyone in our rising generation is equipped to play a full role in Kentucky’s Big Bold Future. I hope you’ll take a look at our new Snapshot approach.

‍

‍The Kentucky School Report Card, created each year by the Kentucky Department of Education, offers data on every Kentucky public school and district, as well as statewide reporting. Do check out its new information your local schools.

Earlier today, Brigitte Blom’s statement on the 2023 Kentucky School Report Card noted progress on five of seven key measures, from kindergarten readiness to postsecondary readiness, along with a lack of growth in eighth grade reading and math. That’s a powerful starting snapshot of Kentucky’s K-12 challenges.

This post widens the lens, checking all tested subjects and grades. Overall, elementary grades showed growth with some results showing a big rise and others moving more slowly. The middle grades had far less change, and high school grades showed important losses in testing results along with a big step up in postsecondary readiness.

First, here’s a table of elementary results. The most impressive upward movement came in grade 5 science and writing (6 points each) with grade 3 math and grade 5 social studies also strong (5 points each). Only English mechanics stayed at 2022 levels. That said, even with this growth, Kentucky is currently below 50% on in the number of students meeting our benchmarks on every statewide elementary assessment. We have a lot of work ahead.

‍

‍

The middle school table shows less progress. There was exciting growth in writing, but math results were flat or declining in all three assessed grades, and grade 8 math results were also unchanged. Again, results were below 50% proficient on all measures.

‍

‍

In high school, there were some major disappointments, with four-point drops in both math and science. Social studies and writing had important improvement. As in the lower grades, all assessments showed proficiency below 50%.

‍

‍

Two more high school indicators deserve attention. The four-year graduation rate rose slightly, while the postsecondary readiness level rose by an important 7 points. In the coming days, it will definitely be worth puzzling over how the rising readiness number works with the declining math and science scores noted above.

‍

‍

Overall, this year’s results show us big statewide challenges.

I’m not surprised by that. Schools, students, and families have been hard by waves of disruptions, including changes wrought by digital access and social media, repeated shifts of public policy, declining buying power for public dollars, and all the challenges of a global pandemic.

The work of public education is about building our shared future. That work looks harder now than it did even a few years ago.

The work ahead will many minds and multiple strategies, and I certainly don’t have all the answers. That said, I do think I can name four elements that will be important:

1. Kentucky’s new reading investments and teacher supports are based on robust science and the changes promise to add strength to that single most important skill. Kentucky should keep the effort up, support the educators doing direct work with learners, and resisting the urge to pile on competing initiatives that drain strength from this big effort.
2. It’s time for fresh effort to keep students in our classrooms, including strategies to reduce our high rates of chronic absences and our high rates of removing students from classrooms through in school removals, out of school suspensions, and expulsions.
3. It’s time for new K-12 dollars. That should start by sustaining full-day kindergarten, fully funding transportation, and building a fund for teaching excellence: the parts of the Big Bold Ask that focus on elementary and secondary education. Kentucky also needs to listen to the rising voices pointing out how inflation has ravaged teacher compensation and SEEK purchasing power. We can’t keep asking for more bricks with less straw.
4. It’s time for deeper respect and concern for one another. Is that too soft to be a policy recommendation? I don’t think so. If we want huge things from our students, so our schools need to work both for and with them. Since we know parents can make a mighty difference for their children’s learning, our systems need to work both for and with them, top. And we can see our educators are burning all their candles at both ends to respond to their students after so many rapid changes and dislocations: all Kentuckians need to be figuring out how to make public education work for and with those who teach and serve our children.

It’s going to take lots of us, for lots of years, to build the commonwealth we want for our rising generation. It’s going to be hard work, and it can be the best work of our lives. With a big enough groundswell of shared commitment, we can build our Big Bold Future.

The Kentucky School Report Card provides data on schools and districts and information on students, staff, discipline, course offerings, and other aspects of K-12 learning.  To explore your local results, visit kyschoolreportcard.com.

‍

October 31, 2023
‍
‍FOR IMMEDIATE RELEASE
‍For more information, contact:
Courtney Daniel, Director of Communications and External Affairs
courtney@prichardcommittee.org

‍

2023 Kentucky School Report Cards

A Statement from Brigitte Blom

‍

LEXINGTON, Ky. — The Kentucky Department of Education released new data on public school learning results today. While there is valuable growth since last year, it is clear we have major work ahead to not only regain 2019 achievements, but to lift Kentucky to higher levels.

The Prichard Committee recognizes the efforts of Kentucky students, families and educators on the hard work reflected in the updated data, and urges the entire commonwealth to unite to support improvements in future outcomes. It will take all of us working together to make that a reality.

The good news in today’s reporting includes improvement across five of the seven measures that we track the most closely. Compared to 2022, the statewide 2023 school report card shows:

• A 2% increase in the kindergarten readiness of students entering school last fall
• A 1% increase in grade 3 students scoring proficient or above in reading
• A 5% increase in grade 3 mathematics proficiency
• A 1% increase in the four-year high school graduation rate
• A 7% increase in postsecondary readiness

‍

The tough news is that two middle school measures showed no improvement, with statewide results showing:

• An 0% increase in grade 8 reading proficiency
• An 0% increase in grade 8 mathematics proficiency

‍

Additionally, even these improvements remain far from Kentucky’s long-term goals. Only 46% of 2023 third-grade students were proficient. If we continue improving at a pace of 1% each year, it could take 54 years to get all Kentucky students to the proficient level.

These aren’t the only indicators of how a school is serving students. Now is the time for school and district leaders to clearly communicate and engage with families and their communities around strategies to serve students holistically and to support student academic growth. Ownership of what school-communities are doing well and areas for laser-like focus in the year ahead will support continued confidence in Kentucky’s public schools.

We urge Kentuckians in every community to come together to review these data and unite around new efforts to make sure all learners receive the full opportunities and supports they need to flourish, and we are dedicated to being a partner in that work with you.

As a commonwealth, we need to invest in education to increase our pace of improvement so Kentucky learners are on track to compete in a rapidly changing economy. By investing in our education today, we are laying down the foundation for a brighter, more prosperous Kentucky tomorrow.

‍

‍

###

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

A Fragile Ecosystem V – Kentucky Voters Demand Action on the Child Care Crisis

This report, A Fragile Ecosystem V: Kentucky Voters Demand Action on the Child Care Crisis, demonstrates broad public consensus on the need for Kentucky’s General Assembly to deliver key investment and policy changes required to sustain gains in access and quality and grow access to quality early education for more of Kentucky’s 3 and 4-year old population. A Fragile Ecosystem V demonstrates the importance of child care, Kentucky’s workforce behind the workforce, to developing an early childhood sector reflective of the need to keep parents in the workforce by providing children with the strong start required for success in school, career, and life.

Download the report

After working for years on supporting early childhood improvements, including the Big Bold Ask’s $331 million in annual added investment, I realized early in 2023 that I hadn’t understood the scale of our challenges. I hadn’t taken in how we are from child care capacity reaching all our under-fives, from state child care assistance reaching all our low-income under fives, or from state preschool serving all the children who qualify for it.

In this post, I’ll share the newest version of the numbers that startled me. Readers who know this field well will find this information familiar, of course. For others, this post is a chance to join me in surprise and (I hope) new energy for strengthening support for the youngest Kentuckians.

‍

Big Round Numbers

Kentucky has roughly:

• 265,000 children under 5
• 125,000 children 5 and in low-income households

That’s based on American Community Survey’s 2021 five-year estimates, the most recent available that will also let us look at county level age data.

To support those kids, Kentucky has about:

• 163,000 child care openings
• 26,000 CCAP (Child Care Assistance Program) recipients
• 22,000 preschool participants

Those figures come from 2023 Early Childhood Profiles recently released by the Kentucky Center for Statistics. Each is better than the equivalent number reported in 2022, but still weak. Head Start numbers deserve equal consideration here, but this year’s Profiles do not include that data.

These numbers don’t match up as I hoped they would because:

• 165,000 child care slots misses a lot of those 265,000 young children.
• 26,000 CCAP beneficiaries leaves a lot of those 125,000 with lower incomes unassisted.
• 22,000 in state funded preschool leaves out a lot of eligible children. Even though I don’t have a precise source, I think we might have around 39,000 children who meet the eligibility rules.

Coming next, some added detail on the programs, improved numbers after early pandemic lows, and a look at how these challenges map out over Kentucky’s 120 counties.

‍

Young Children with Low Incomes

47% of Kentucky’s youngest children have household incomes below 200% of the poverty level. That’s about 125,000 of the 265,000 under 5.

The challenge of low family incomes isn’t spread evenly across the state, though. Here’s a map showing county-level differences.

More than 80% of young children in Lee, McCreary, and Wolfe live in low-income houses, spotlighted in darker orange. In a set of lighter orange counties, located mainly east of I-75, more than 60% of children face that economic disadvantage. In contrast, the counties in green –where less than 40% face that challenge– are mostly in the northcentral part of the state. Do note that Jefferson and Fayette (our two largest counties) have rates of 44% and 43%, only a little better off than the statewide 47%.

Because these numbers are five-year estimates, they combine American Community Survey data from 2017 to 2021. They combine pre-pandemic and early pandemic rates. New estimates that add in 2022 data and first recovery-impacts will be available this December.

‍

‍

Child Care Capacity

Kentucky’s childcare capacity can serve about 61% of our children under five. The new Early Childhood Profiles show 2021-22 capacity to serve roughly 163,000 children. In last year’s report, we had only 151,000 seats, so there’s some nice growth there. Even so, we’re well short of enough seats for our 265,000 children too young for kindergarten. Importantly, those seats aren’t evenly distributed, as shown in the next map.

Here, every county shown in yellow, light orange, and darker orange is below that 61% statewide level. In nearly every eastern county, families face higher challenges finding care. Families in and near Jefferson, Fayette, Warren and Northern Kentucky may find it at least a little easier.

‍

‍

Child Care Assistance

In 2021-22, about 21,000 children benefited from CCAP, the program designed to support care for low-income children and workforce participation for their parents. That’s out out of more than 125,000 chlidren with incomes below 200% of poverty. It’s an important improvement over 21,000 a year earlier, but it’s still alarmingly low. Roughly, about 21% of Kentucky’s low-income children benefit from CCAP.

The low state figures convert to a pretty grim map at the county level, one that pretty much only shows low assistance levels. Jefferson, Fayette, Northern Kentucky, and some places nearby have better rates than most of the state, even though no place has rates that count as high or very high.

‍

‍

State Preschool

Since 1990, Kentucky has offered state-funded preschool for four-year-olds from low-income households and for threes and fours with identified disabilities or developmental delays. The Early Childhood profiles show that program serving about 22,000 kids in 2021-22, up from around 18,000 a year earlier.

That’s about 9% of children under five, or about 26,000 kids. Very loosely, another 13,000 might be eligible: that’s my estimate based on about 18,000 eligible based on income, 17,000 based on disabilities/delays, and 4,000 eligible under both criteria.

Mapping by counties, Jefferson, Fayette, Northern Kentucky, and nearby areas have lower preschool rates than most counties shown, and the strongest participation levels are mostly to the south. Their child care strength and preschool weakness may be connected., perhaps because many parents are choosing year-round care over school-year-only preschool. However, Eastern Kentucky stands out with many of the lowest preschool participation rates clustered in that region.

‍

‍

Moving Forward

For Kentucky to build a Big Bold Future, our youngest children must flourish, and their parents must be active contributors to our workforce and our communities. As I said at the outset, my head nearly exploded when I realized how far our key supports for those kids and families are from meeting their needs. These numbers illustrate again the need for new investments, including the $331 million in annual upgrades for early childhood called in the Big Bold Ask.

‍

‍

One more note: these weaknesses will get sharply worse in the coming months if Kentucky does not commit to added investment. As federal pandemic dollars end, there will be too few dollars to sustain even current child care supports. Without added preschool funding, rates per child are dropping, and that program may also become unsustainable. Learn more about this fragile ecosystem here.

October 12, 2023
‍
FOR IMMEDIATE RELEASE
‍Courtney Daniel, Director of Communications and External Affairs
courtney@prichardcommittee.org

‍

Prichard Committee for Academic Excellence Announces 16 School District Awardees for the Kentucky Community Schools Initiative

The Prichard Committee will channel nearly $1.5 million to each district over five years

‍

LLEXINGTON, Ky. — The Prichard Committee for Academic Excellence announced today 16 school districts that will join the transformative Kentucky Community Schools Initiative, bringing the total to 20 participating districts statewide.

The Prichard Committee was awarded a $47 million grant from the U.S. Department of Education last year, and it will channel $30 million of the grant directly into the Kentucky education system through the implementation of full-service community schools, known as the Kentucky Community School Initiative.

“This is a pivotal moment for education in Kentucky. Our expansion to include new districts in the Kentucky Community Schools Initiative underscores our commitment to improving student futures through community-driven solutions,” said Brigitte Blom, President/CEO of the Prichard Committee. “Each selected district shows promise and shares our vision. We are eager to see the positive change that unfolds in these communities.”

The Kentucky Community Schools Initiative champions community-led educational solutions tailored specifically for Kentucky students and their families. When implemented effectively, the community schools model has been proven to boost student outcomes, increase college enrollments, and contribute to the overall well-being of students, especially in high-poverty schools.

The 20 districts included in this initiative are:

• Bracken County
• Carter County
• Christian County
• Clark County
• Covington Independent
• Danville Independent
• Daviess County*
• Dayton Independent
• Fayette County
• Hopkins County
• Jefferson County*
• McCracken County
• Owensboro Independent*
• Paducah Independent
• Rockcastle County
• Rowan County*
• Scott County
• Shelby County
• Warren County
• Washington County

* Pilot Districts

With the joint efforts of these districts and the resources provided through the grant, the Prichard Committee is supporting a community-centered approach to education, tailored to the unique needs of each district.

This work will be supported by a state steering committee and the University of Kentucky College of Education Center for Evaluation.

###

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

Igniting a Literacy Renaissance in Kentucky with the Read to Succeed Act

‍

Reading was always essential in my growing up. My dad read all the time and, as a very young child, I wanted to learn to read more than anything. Prestonsburg first grade was a great experience with Miss Elsie, but I was taught only to guess and memorize words. That did not give me the basis for higher reading levels, but I made it — even though I had to work harder than others at Randolph-Macon Women’s College to succeed!

As a young parent, I saw that my young first born was not learning to read, even though he was obviously very intelligent. It was imperative that our three sons be good readers, so I, along with other Knott County parents, founded the dyslexia program at the Hindman Settlement School forty years ago. We stumbled on the Orton-Gillingham instructional method and learned that reading can be taught systematically, using multisensory, explicit, structured techniques. In current terms, it is the Science of Reading.

For years, we struggled to find ways to inject the Orton-Gillingham approach into our public schools to help dyslexic students who were not learning to read. Now we are learning that Science of Reading helps not only dyslexic students, but many others who are not dyslexic.

Kentucky’s students deserve to be taught reading using Science of Reading, which incorporates methods that activate the auditory system in the brain. Current neuroscience validates using evidence-based programs to stimulate the brain’s reading pathways. In simple words, this involves teaching kids how to decode new words to access word recognition and comprehension.

Recently, our commitment to advancing literacy reached a new milestone here in Knott County with the initiation of the Honor Cadre’s Professional Development program, a collaboration between the Knott County Educational Endowment Trust Fund and Hindman Settlement School. This cadre, including administrators, teachers, and a special ed instructor are participating in the Language Essentials for Teachers of Reading and Spelling (LETRS) program to learn the Science of Reading, as many others across the state are doing so as well.

With the passing of the Read to Succeed Act (Senate Bill 9) in 2022, the Legislature equipped the Kentucky Department of Education with, among several policy shifts, tools to offer additional instruction for teachers and administrators via LETRS professional learning, which is offered at no cost, to ensure teachers have access to the current research of reading instruction.

Encouragingly, over 1,800 Kentucky educators across the commonwealth were registered for Kentucky Reading Academies in cohort 1 of the professional learning in 2022-23. Currently, over 2,600 educators have registered for cohort 2, beginning in October 2023.

‍

‍

The work began as soon as the bill passed. In the 2022-2023 school year, colleges and universities that offer teacher preparation programs for interdisciplinary early childhood education or elementary regular education, began including evidenced-based reading instructional programming. This includes the areas of phonemic awareness, phonics, fluency, vocabulary decoding and comprehension.

Senate Bill 9 also outlined the timeline for setting up universal reading screeners for K-3, which begins with this school year. The screener will be given in the first 45 days of the school year for all kindergarten students and in the first 30 days of the school year for grades 1-3. If the screener shows that a student may fall behind in reading, measures and supports to students will be provided.

Mississippi already embarked on this path, making big investments in Science of Reading instruction, and it’s paying off in steadily rising reading scores. For example, on the National Assessment of Education Progress (NAEP), Mississippi has created a 9-point improvement in percent proficient from 2011 to 2022. Over the same years, Kentucky saw a 4-point proficiency drop.

Kentucky doesn’t need to be last in reading. Our educational institutions can give teachers the tools to change, and our school districts can offer their students reading approaches that work. Kentucky kids shouldn’t have to work harder than their peers to succeed in life, like I once did. We now have the research and the policy to ensure every young learner can READ to SUCCEED, and be prepared for success in school and in life.

‍

Lois Combs Weinberg, an Eastern Kentucky native, has a M.A. from Harvard University in Education and has worked teaching dyslexic students to read for forty years. Weinberg has served on the University of Kentucky Board of Trustees, the Kentucky Council on Postsecondary Education, and the Kentucky Prichard Committee for Academic Excellence.

Will my application be rejected if a FRYSC coordinator is shared between two or more schools?
No, this is a recommendation; not a requirement. Applicants will have an opportunity to provide rationale in narrative sections.

‍

When is the District Director expected to begin?
Dec. 1st 2023

‍

How can the grant funds be spent?
– Up to $150,000 per year is allocated for a Community Schools District Director position salary and fringe
– Up to $150,000 is allocated for 2 school budgets ( $75,000 for each of the two schools).
– School budgets will be determined by community and school needs assessments and data.

‍

Can a district apply if the district is made up of only one school?
Yes

‍

Can an early childhood center be included as a “school” in a district?
No, but early childhood can be mentioned throughout the narrative portions of the application and program funding can be allocated to these services since this qualifies as one or more pipeline services.

‍

If my district is already receiving funding from a Full-Service Community Schools grant, should we apply?
Not at this time.

‍

If my district applied for the 2023/4 Full-Service Community Schools grant (recipients will be notified in Dec. 2023), should we apply?
Yes. If you are selected as a Prichard Committee District in September and then awarded by USED in December we will evaluate next steps at that time.

‍

Do the two schools that are chosen have to be feeder schools or a particular grade level?
No

‍

Does the Prichard Committee hire the District Director?
No, Prichard Committee provides a template for the job description and funding for this cabinet-level position to be hired at the district-level. This person is accountable to grant deliverables, data requirements, and routine check-ins with Prichard Committee staff but reports to the District Superintendent.

‍

What support will the Prichard Committee be providing?
See MOA in application

‍

If you have other questions, please see the MOA in the application or reach out to Travis Marcum, Sr Director of Community Schools with the Prichard Committee at: travis@prichardcommittee.org

July 27, 2023
FOR IMMEDIATE RELEASE‍

‍

The Prichard Committee Calls on Cabinet to Stabilize Child Care Now

Certainty crucial for little learners and working families‍‍

‍

LEXINGTON, Ky. — Early care and education programs play a vital role in supporting Kentucky’s workforce, allowing parents to work while providing children with safe, enriching learning environments. However, Kentucky’s child care system is facing a significant challenge as the funding to stabilize child care businesses from the American Rescue Plan Act is scheduled to end on September 30.

The early child care community has been working to raise awareness about the potential impact of this approaching deadline, and it is concerning that the Cabinet for Health and Family Services has not yet committed to a plan to address this issue, as mentioned in a meeting of the Interim Committee on Families and Children this week. We’ve discussed our concern previously with the cabinet and have yet to see a plan publicized, leaving child care providers in a state of extreme uncertainty.

We strongly urge the cabinet to prioritize Kentucky’s child care providers and take immediate action by issuing an additional stabilization payment before the deadline. Timely and transparent communication with child care business owners and working families is of utmost importance, enabling them to make well-informed decisions that contribute to the well-being of Kentucky’s children and overall economic stability.

Without this necessary support, providers could face closures, layoffs and disruptions that ultimately jeopardize the safety and well-being of children, as well as Kentucky’s economy. Child care business owners and working families need action and answers now to navigate this challenging situation effectively.

‍

Contact:
Courtney Daniel, Director of Communications and External Affairs
courtney@prichardcommittee.org

What are Durable Skills, and why do Kentuckian learners need them?

Tim Taylor, Co-Founder & President, America Succeeds

‍

You have an important presentation to give at 11 AM today. As you are driving on the freeway into work, your car breaks down, and you jump into action to ensure that your colleague is prepared to present in your absence. You email them your slide deck, complete with talking points, so they can present without you, and contact the partners of your organization to apologize for the inconvenience.

The actions taken to mitigate your absence help the presentation continue without interrupting too many schedules, and you follow up later to the group with action steps, jumping right back into your rhythm and responsibilities.

In this scenario, you are demonstrating a range of valuable “Durable Skills,” encompassing problem-solving, tenacity, adaptability, accountability, coordination, and collaboration, among others. While you likely highlighted these skills during your job interview, the reality is that many recent high school and college graduates lack them, hindering their entry into the workforce and the start of their careers.

At America Succeeds, we are committed to changing that.

‍

‍

In today’s economy, the key to achieving financial freedom lies in developing a combination of sought-after technical and soft skills essential for jobs of the future. Astonishingly, there are 11.4 million open job positions, yet 80% of HR leaders struggle to find suitable candidates. As employers increasingly embrace skills-based hiring to establish a broader and fairer talent pool, they often face challenges in recognizing “high-quality” non-degree paths, deciphering and translating skills, and assessing applicant readiness for the workforce.

Our goal is to ensure that every student in America not only possesses durable skills but can articulate and leverage them effectively. This commitment is backed by concrete evidence—Lightcast’s extensive database of 80 million employer job postings from the past two years reveals that 7 out of the 10 most requested skills by employers are durable skills.

‍

‍

The need for inclusive, durable skills-based education and hiring was apparent long before the pandemic, but COVID-19 has significantly accelerated these existing trends. As we strive for economic recovery and address the exacerbated inequities of the past years, it becomes increasingly critical to equip individuals with the durable skills necessary for long-term success in the workforce. By prioritizing common competencies over diverse technical requirements, we can empower a wider and more diverse group of learners and workers to advance along successful career pathways, benefiting both employees and employers.

Currently, America Succeeds is collaborating with CompTIA to develop a rubric that measures the acquisition of durable skills through various educational pathways. This rubric will encompass classroom-based learning for future workers and employee training for individuals already in the workforce, ensuring their preparedness for successful careers and contributions to their communities.

‍

“We believe helping students better develop their innate durable skills at an early age will help them compete, contribute, and thrive in their careers,” – Todd Thibodeaux, President and CEO of CompTIA

‍

There is widespread alignment among employers, parents, educators, and state leaders, all sharing the desire to equip students with the knowledge and skills necessary for their success. We invite you to join them and support the Durable Skills movement today.

June 13, 2023
FOR IMMEDIATE RELEASE‍

‍

Media Advisory: The Prichard Committee Hosts Annual Groundswell Summit

More than 250 stakeholders will be in attendance

‍

‍‍Lexington, KY - The Prichard Committee for Academic Excellence is holding its annual Groundswell Summit in Floyd County on June 14-15. The summit will bring together more than 250 education leaders, stakeholders, educators and families from across the state to discuss key challenges and opportunities in education.The summit will feature a lineup of educational speakers, panel discussions, workshops and networking opportunities. Attendees will have the chance to engage in thought-provoking conversations, share innovative ideas and explore collaborative strategies in education.We invite members of the media to attend and cover the Groundswell Summit on June 15. This is an excellent opportunity to learn about the latest trends and initiatives in education.

‍

Highlights:

• The Great Schools Showcase: 9:30-11:30 a.m.
• Hometown Achievers Spotlight: 12:45-1:30 p.m.
• 2023 Statewide Groundswell Awards 1:30-2:15 p.m.
• National Education Speakers: 2:30-3:30 p.m.

‍

Media Opportunities:

• Listen to education experts and thought leaders discuss pressing educational challenges.
• Capture visuals and footage of education professionals engaging in workshops and networking sessions.
• Interviews available upon request.

‍

Event Details:

• Date: June 15
• Time: 8 a.m. – 5 p.m.
• Location: Floyd Central High School

‍

RSVP

‍To RSVP, please contact Courtney Daniel at courtney@prichardcommittee.org or 859-338-358.For more information about the Groundswell Summit, please visit www.prichardcommittee.org.

May 16, 2023
FOR IMMEDIATE RELEASE

‍

Statement from Prichard Committee President on the Kentucky gubernatorial primary election

‍

“The Kentucky primary election for governor tonight serves as a reminder of the urgent need to address our declining education outcomes and to halt the divisive partisan rhetoric surrounding this critical issue. As both candidates for governor clearly prioritize education, it is crucial that the plans they put forth focus on returning Kentucky’s education outcomes to a state of progress.

Since 2015, the Prichard Committee has reported continual declining outcomes nationally. Our state, once ranked 8th in 4th-grade reading, has dropped to 29th. In 8th-grade mathematics, our ranking has never exceeded 33rd and currently places us at 41st. While we are ranked 3rd in the nation for high school graduation rates, the diploma carries little weight in the labor market – or as indication of likely success in college. Despite reaching 6th place in the nation for 2-year degrees, Kentucky’s college-going rate is declining, and the state has persistently ranked near the bottom in national poverty rankings for decades. The future is not bright.

Further, our young people and the workforce are suffering for lack of early childhood opportunities that support working families and prepare our youngest Kentuckians for success in school.

Yet, even with these stark statistics, there are bright spots to be found in schools and communities across the state, working diligently to improve education outcomes and reverse learning loss. Educators are working quietly to deepen meaningful learning in classrooms, ensuring students not only excel in reading and mathematics but also develop durable skills that align with the demands of today’s and tomorrow’s economy. Effective political plans for progress, will be built upon these promising approaches.

Gubernatorial education platforms must prioritize evidenced-based strategies and innovations that enable the state to return to its rightful place leading the nation – as we did in the 1990s and early 2000s.

Investing in our education system – early childhood through postsecondary – is an imperative for individuals, families, communities and our state as a whole. As each candidate expressed tonight, there is nothing more important to drive economic growth and ensure the economic well-being of Kentuckians all across our state. We urge each candidate to put forth a solid plan to achieve this goal.”

‍

Contact:
Courtney Daniel, Director of Communications and External Affairs
courtney@prichardcommittee.org