7. How can charter schools be closed if they do not deliver?
Written by
Susan Perkins Weston
Published on
May 11, 2022
Kentucky charter schools will have five-year contracts and be able to seek renewal for additional years.Charter authorizer will be able to refuse to renew a charter school’s contract if the school:
Fails to “meet or make significant progress toward” performance expectations
Persistently fails to correct violations of its contract, the charter school law, or financial management standards
Substantially violates material provisions of laws that apply to the charter school.
There will be a formal process for hearing evidence for and against renewal, and renewal decisions will be subject to appeal to the Kentucky Board of Education.Before the five-year renewal decision, the charter authorizer will be able to revoke a charter school’s contract immediately if a violation threatens student health and safety.That is a very narrow rule for revocation before the renewal date . It’s possible to imagine a charter school that provides health, safety, and instruction that is very brief or very weak or very far out of line with state standards or very different from what was promised in the application and the charter contract. Under Kentucky’s charter school law, there isn’t an explicit provision that allows the authorizer to close a school that is operating with that kind of problem.There may be other ways to address severe problem. The authorizer (or any other concerned anyone) can call on the charter school to fix the weakness, and the charter school may respond seriously. If that does not work, the authorizer may be able to sue under the breached contract. Or parents may be able to go to court. Federal procedures may help, particularly if the problems affect the rights of students with disabilities. State accountability procedures may also kick in if the school’s scores are especially weak or its assessment implementation doesn’t follow state requirements.Even so, charter schools will have some important insulation from their critics, because voters cannot vote out a charter’s board and because only that board can evaluate or fire charter school leaders.That narrow provision for revocation means that best time to check that a charter school is going to be able to good work is at the beginning, in the application phase. Authorizers should be looking for charters led by people with relevant knowledge and skill, instructional designs that show deep understanding, and operation plans that allow robust implementation. Rejecting applications that don’t show those things will also be an important step in making sure each charter school has the capacity to contribute excellence and equity to Kentucky’s system of common schools.
Family-Friendly Early Care and Education Programs:
Parents as First Teachers, Education Partners for Life
Get acquainted with any learning community, and you will likely find that the early childhood educators are authentically engaging families as respected partners in raising healthy, well-rounded young learners. That’s because early care and education providers recognize that families are the experts when it comes to understanding what makes early learners shine – what their strengths, interests and potential are. Family Friendly Certification for early childhood education programs validates and celebrates the strong family engagement practices that are already rooted in early childhood settings. The certification process is also an opportunity to deepen those trust relationships between educators and families, and to sow seeds for parent engagement and leadership that will last through students’ school years.
In 2024, twelve Early Care and Education (ECE) programs achieved Family Friendly Certification and were honored at a reception at the Kentucky State Capitol on Monday, Nov. 18, during Governor Andy Beshear’s proclamation of Nov. 18-22 as Family Engagement in Education Week in Kentucky.
Growing Together Preschool in Lexington always works to improve communication with families. This certification process aligned with the overarching program goals and was a good fit for the work that was already being done to meaningfully engage families. Listening to family feedback from their annual surveys, the staff discussed how they could help families know more about what their child is doing and learning during their time at the preschool. Dr. Elizabeth McLaren provided parent training on developmental milestones. Because play-based learning is one of the bedrocks of early childhood education, the preschool team also planned a fall festival with learning stations that modeled for families how to initiate and sustain play-based learning with their children. Families shared that they were appreciative of the opportunities and were planning to replicate the activities at home.
Executive Director Denise Menhouse shared that both the lengthier initial certification in 2023, and the recertification in 2024 were worth the time and energy because the process brought awareness to improving practices in the program, enhanced levels of communication with families, and greater trust.
“The staff and families are more knowledgeable and able to help others understand why family engagement is so important to the success of our work,” Menhouse said.
Northern Kentucky Community Action Commission Head Start serves 333 children ages 3-5 and 80 children ages 6 weeks to 3 years in Boone, Campbell, Kenton and Pendleton counties. It now holds the distinction of attaining Family Friendly Certification for six Head Start programs in Northern Kentucky – Boone County Center, Alexandria Center, Elsmere Center, Eastside Child Development Center, Newport Center and Falmouth Center. Head Start program standards require a comprehensive approach to meeting the needs of both the young learners and their families.
According to Marie McDine, Family and Community Partnership Coordinator, the Family Friendly Certification process highlighted the great educational, family service and parent engagement work in all of their centers.
“The process strengthens the partnerships with our families by promoting open communication, trust and a shared commitment to supporting each child’s development, “ McDine said. “The families feel supported, heard and engaged in their child’s positive growth and development.”
Once a month, Friday Family Field Trips are held at NKCAC Head Start programs. “Our families have raved about it!” McDine shared. A parent declared, “I think this year has been the best year of family involvement. The field trips and activities have been great!” Recent Friday Family Field Trips included Neltner’s Farm, bowling, Newport Aquarium, Cincinnati Zoo and Children’s Museum.
For other early childhood programs considering this certification process, McDine advises that they start collecting data and evidence immediately and reach out for support from the Prichard Committee and certified programs like hers. McDine believes that the Family Friendly Certification process showcases their centers’ hard work and commitment to family engagement and to their relationships with families, and makes their Head Start program stand out!
Floyd County Schools Early Childhood Program pursued Family Friendly Certification to strengthen their commitment to family engagement in their blended Head Start/preschool program and to recognize their staff’s dedication to families and students. Inspired by insights from the Early Childhood Institute and the two Family Friendly Certified schools in their school district, Chief Early Childhood Officer Kim Grubb began with a self-assessment, then expanded it to a small team of two staff and a parent from their policy committee. After gathering the initial data from these self-assessments, a diverse team across seven schools was assembled to complete modules, gather data and utilize the digital playbook for ideas to enhance current family engagement practices.
The Family-Friendly Certification process demonstrates how much the Floyd County Early Childhood Program values the parents’ role in their child’s education. The process has fostered open communication between staff and families, allowing them to work together to overcome barriers, improve attendance, and increase parent involvement/engagement. Over the past three months, this commitment has helped the Early Childhood program to achieve the highest volunteer and/or parent meeting attendance in the Big Sandy Head Start Region. As a result, the program now provides a more supportive environment that helps children and families from the start.
“For those applying for Family-Friendly Certification, remember—you’re likely already doing much of the work, especially if you’re in Head Start or preschool!” Grubb says. “The key is to document your efforts. Setting up Google folders where staff can add examples and documentation of family engagement activities was incredibly helpful for us. This approach streamlined our process, kept everything organized, and made it easy to showcase our ongoing support for families, as well as any areas where we were going above and beyond.”
The Family-Friendly Certification has helped the program build stronger connections with families. It encouraged staff to use different ways to communicate and reach out more often. Grubb states, “For many families, this is their first experience leaving their little ones with us, and the certification reassures them that we are committed to a welcoming, family-centered environment. This recognition has built trust, making families feel more comfortable and involved in their child’s learning. As a result, we’ve seen increased attendance, better enrollment rate, more volunteers, and higher parent meeting participation.”
New Report Shows Impact of Family Engagement in Kentucky Schools
LEXINGTON, Ky -- When schools implement intentional strategies to create a culture of family engagement, families’ knowledge of the education system improves and teachers’ job satisfaction improves. Further, with support and encouragement, families feel prepared to partner with schools and help them develop authentic family engagement activities. These are among the key findings in a recent report released by the Prichard Committee for Academic Excellence and conducted by the Center for Policy, Research, and Evaluation at the NYU Metro Center.
“These initial findings validate the strength of the family engagement work happening in schools across Kentucky,” said Brigitte Blom, President & CEO of the Prichard Committee. “When schools and families partner, student outcomes improve; it’s that simple. We’re excited by the research findings that show small, intentional steps to engage families can have big, positive impacts.”
The Kentucky Collaborative for Families and Schools Research and Evaluation Findings 2020-2023 provides an overview of findings from the 5-year startup of the Prichard Committee’s Collaborative for Families and Schools, which benefitted from funding for Statewide Family Engagement Centers through a US Department of Education grant. The work resulted in the development of the Family Friendly Schools Certification process and built upon the proven 26-year legacy of the Commonwealth Institute for Parent Leadership. In addition, the Prichard Committee worked deeply with four regional partners: Learning Grove, Partners for Rural Impact, The National Center for Families Learning, and Daviess County Public Schools. The work is anchored in the Dual Capacity-Building Framework, which is the widely accepted research-based framework for building effective partnerships.
"Rather than focusing on scaling up a specific family engagement program, the Kentucky Collaborative supported schools and communities statewide to combine evidence-based practices with local wisdom, leadership, and relationships. This approach was not only more effective, but also more sustainable," said Dr. Joanna Geller, NYU’s director of policy, research, and evaluation and the study’s principal investigator.
Findings include:
For teachers, the most improved family engagement actions included:
Increase in school outreach to families
Teachers sending communications about what children learn in class
Schools encouraging parents to reach out to other parents
Staff applying knowledge of parents’ various cultural backgrounds when collaborating with them
Schools becoming more linguistically responsive
Families reported an increase in the following actions:
Ever attending family events (+25%) and volunteering (+22%)
Believing teachers regularly communicate about how to help their children learn and encourage parent feedback (each +12% change in strongly agreeing)
Perceiving stronger climate for family leadership in all areas (+10-11% change in strongly agreeing)
Knowing special programs available at the school to help their child (+10% change in strongly agreeing)
In addition, educators who participated in training were almost twice as likely to report a great deal of confidence with family engagement, and participating in training appears to have increased their satisfaction with their job.
“When districts prioritize family partnerships and schools create authentic spaces for connection, the ripple effect is powerful,” said Brooke Gill, vice president and director of the Prichard Committee’s Kentucky Collaborative for Families and Schools. “These findings should be used across the state to encourage more schools to create time and space for families and educators to build authentic connections.”
The report also found some important differences in how families are supported broadly. Namely, families of color and with less affluence reported less outreach to them by schools and a less welcoming environment for families. As Kentucky schools continue to support effective family engagement, reflecting on and implementing strategies that engage all families through a strengths-based lens will be important.
“While this initial report shows important leading indicators that family engagement efforts have a positive effect, in the years ahead, we are eager to show the direct impact effective family engagement can have on outcomes for all students as we work to expand Family Friendly Schools Certification and Fellows of the Commonwealth Institute for Parent Leadership,” said Blom.
Contact: Lisa McKinney, Communications Director, The Prichard Committee
(cell) 859-475-7202
lisa@prichardcommittee.org
New Survey Reveals Kentucky Families’ Perceptions of Education Opportunities
Parents report strong satisfaction with mental health services while identifying need for expanded learning opportunities and deeper family engagement
LEXINGTON, Ky -- The Prichard Committee for Academic Excellence released findings from a new study examining how Kentucky parents view educational opportunities in their communities. "The State of Educational Opportunity in Kentucky" captures the experiences of more than 400 parents and guardians of school-aged children in the commonwealth, providing valuable insights into how families identify both the strengths of our public education system, as well as areas for improvement.
"The overwhelming show of support for public education at the ballot box with the recent defeat of Amendment II presents a critical opportunity for Kentuckians to engage deeply in a conversation about ways to continue to improve our state's education outcomes," said Brigitte Blom, president & CEO of the Prichard Committee. "This survey is an important first step toward identifying what we are doing well and finding solutions for areas that need improvement."
Parents report higher satisfaction than most states in two key areas:
Parents give Kentucky schools high marks for mental health support. Kentucky has the highest percentage of families in the nation who are very satisfied with how their school supports their child's mental health needs at 45%, compared to the national average of 37%.
Kentucky families express strong confidence in college and career preparation, with parents across all income brackets reporting higher confidence in workforce preparedness than the national average. However, there is an 11- to 13-percentage point difference between families with low- and mid-high-incomes, suggesting lower-income families feel less confident about their child's preparation for success.
Parents report several areas where they face challenges accessing educational opportunities:
Families report limited access to summer learning programs. Only 31% of Kentucky parents surveyed say their children participate in these programs, compared to the national average of 41%. More concerning, parents' responses reveal a 14-point gap between income groups: while 38% of students from mid-high-income families participate in summer programs, only 24% of students who come from low-income families do.
Few parents report their children receive tutoring services. Only 14% of parents say their children receive tutoring, below the national average of 19%. Again, we see a significant income-based disparity in reported access, with a 12-point gap between students who come from low-income and mid-high-income families.
Parents describe low levels of engagement with their schools. While parents report being aware of their school's academic performance, they indicate much less familiarity with school operations and governance. Only 20% of respondents say they have attended meetings held by parent organizations at their schools, 5 percentage points below the national average. Only 16% of parents say they are familiar with how school budget decisions are made, placing Kentucky near the bottom quarter of states nationally on these measures.
"Research consistently shows that extended learning opportunities, such as tutoring and summer programs, and strong family engagement are two critical components for student success," said Todd Baldwin, vice president and director of the Center for Best Practice and Innovation at the Prichard Committee. "Over the coming year, we'll be working to identify and elevate promising practices from Kentucky communities that are finding innovative ways to expand learning opportunities and strengthen family partnerships. We know these solutions exist in our communities - our goal is to help share these examples so other school-communities can learn from and build upon their success."
The Kentucky survey was part of "The State of Educational Opportunity in America: A survey of 20,000 Parents," produced by 50CAN and Edge Research, one of the largest studies of parent perceptions of education in the United States in the past decade. The Kentucky sample of 404 parents and guardians represents diverse backgrounds across geographic regions, income levels, and school types.
"A great school is one that sits at the center of an engaged and supportive community," said Blom. "When the school and community collaborate to leverage assets in support of expanded educational opportunity, students benefit, families express increased satisfaction, and educators can focus on high-quality instruction."
For more information about the survey or access to the full Kentucky report, visit the Prichard Committee website. For more information about the national survey, and to access the full data set, visit 50can.org.
About the Prichard Committee
We believe in the power and promise of public education – early childhood through college - to ensure Kentuckians’ economic and social well-being. We are a citizen-led, bipartisan, solutions-focused nonprofit, established in 1983 with a singular mission of realizing a path to a larger life for Kentuckians with education at the core.
About 50CAN
50CAN: The 50-State Campaign for Achievement Now is a locally led, nationally supported nonprofit education advocacy organization committed to a high-quality education for all kids, regardless of their address.
About Edge Research
A woman-owned marketing research company and trusted partner, Edge Research tells data-driven stories that make our clients’ programs, products, and brands successful, because we believe in conducting purposeful and impactful work. Our goal is to blend wisdom, experience, creativity, and innovation to drive change. One of Edge’s key verticals is education, which ranges from early childhood development to K-12 and postsecondary education, to lifelong learning.
