Adequate and Equitable
5 min read

Celebration of Hispanic Families at YMCA Camp Ernst (en Español)

Celebration of Hispanic Families at YMCA Camp Ernst (en Español)
Written by
The Prichard Committee
Published on
March 23, 2023

Es un placer para mi compartir lo mucho que hemos aprendido junto a padres y maestros en nuestra comunidad Hispana.

Mi nombre es Ana Reid, de origen hondureño, casada, también soy mama de 3 niñas y 1 niño

Participe de muchos programas en las escuelas de mis hijos. Comprendí la importancia de trabajar en equipo. Cabe resaltar que también soy madre de un hijo con autismo. lo que en su momento fue duro para aceptarlo. Pero agradezco a Dios y al sistema que atreves de estos programas nos ayudan a luchar en pro de lo mejor para nuestros niños.  me comprometí cada vez más y aproveché cada oportunidad que llegaba a mí. aunque a veces con temores, pero seguí firme y enfocada en ayudar a mi familia y servir a mi comunidad.

Aquí ¡Nacen las oportunidades para mí de ser un facilitador del programa Family Service Learning, y dije hagámoslo!

comenzamos con 12 familias, tomamos una lluvia de ideas para realizar un proyecto en nuestra comunidad de habla hispana, y ahí es donde nace la idea de un día de Campamento al que nombramos “CAMPAMENTO CELEBRANDO FAMILIAS HISPANAS” 2022.

¿Por qué este proyecto era una oportunidad importante para nuestra comunidad hispana?

La idea de todos estos programas tiene un solo fin. Buscar lo mejor para que todas las familias y niños tengan el mejor desempeño posible. ¡Partiendo de esto!

Lo normal en la cultura americana es que los padres conocen sobre los campamentos de verano por que verano significa el fin del curso escolar y el inicio de dos meses por delante, donde el ocio y el tiempo libre son los protagonistas para los pequeños de la casa. Ante tantas horas para pasarlo bien y sin obligaciones, muchos padres optan por apuntar a sus hijos a una escuela o campamento de verano, por los múltiples beneficios que ello aporta al niño tanto a nivel físico como emocional.


La cultura hispana desconocía formalmente la experiencia de lo que significa un campamento de verano y sus beneficios. Y tomaban opciones como:

  • muchas familias envíen a sus hijos para que visiten a sus tíos, abuelos y primos en los países de origen.
  • si no hay presupuesto para este viaje, pasan horas día y noche frente a un video juego.
  • También debo reconocer que los padres hispanos son muy celosos y desconfiados por esta razón les asusta enviar a sus hijos con desconocidos.
  • Para la mayoría de las familias que emigran a Estados Unidos es para trabajar y llevar lo mejor a casa y ayudar a los quedaron en su país. Por esta razón son muy contadas las familias que disponen de un presupuesto para ir de vacaciones aun que sea 1 vez al año. Entonces esta deja de ser una opción para sacar a sus hijos de la Rutina.

Basándonos en esta breve explicación. Pensamos en tener un día de campamento padres e hijos para que pudieran experimentar y confiar a donde llevar a sus hijos y que también los niños crearan altas expectativas lo divertido que esto podía ser con otros chicos de sus mismas edades. Y que puedan prepararse con tiempo suficiente para poder cubrir de una manera más organizada estos costos del campamento.

Nuestra meta era que conocieran las alternativas para que luego dependiera únicamente de ellos ayudar a sus hijos. ¡Por que aprendimos que cuando se quiere hacer algo! Buscamos con Pasión. ¡Y encontramos!

Un gran problema fue todos estos campamentos eran muy caros para brindar esta experiencia de un día a padres e hijos. Y nosotros no teníamos los medios para crearlo nosotros mismo, ni las instalaciones. recuerdo que se tocaron las puertas de YMCA CAMP EARNST y nos dijo a la primera que si a nuestro proyecto y cuando se hablaron de costos era una maravilla porque era simbólico 1$ por persona s.  Y ahí comenzó la segunda parte de la aventura. Necesitábamos comida y una iglesia la dono. Luego YMCA nos llamó y dijo que ese dólar que iba a cobrar por persona también lo donaría a nuestro proyecto lo que aprovechamos para comprar algunas cosas que necesitaríamos ese día. Luego pensamos que debíamos juntar las familias para ir en un bus y vivir la experiencia de principio a fin. Tal y como llegan los chicos a un campamento. la escuela R.A. Jones nos colaboró con varios buses. Eran grandes logros por todos estos padres organizando tal evento. Ellos descubrieron capacidades que no sabían que tenían y sintieron ese orgullo de ser parte de este proyecto. Cuando revisamos las inscripciones teníamos 150 personas para nuestro día de campamento. Era increíble.

Recuerdo que la emoción aumento y prepararon pasarelas con trajes típicos de sus países, días previos al campamento elaboraron piñatas de las que disfrutaron romper ese día Hicimos arco y flecha, paseos en poni y ccaballo, caminatas, manualidades, juegos al aire libre y deportes, paseamos e canoas y deslizamos entre túneles.Tuvimos las más hermosas experiencias al lado de nuestros hijos, ver esas sonrisas en sus rostros y saber que eran momentos de calidad a nuestras familias para abrir sus ojos y hacer provisión de seguir dándoles lo mejor a sus hijos a nivel emocional y físico. En esos tiempos de vacaciones ayudándolos a canalizar de una mejor manera sus pequeñas vidas. Para crear hombres y mujeres que aporten a su entorno con cada habilidad que posean.

Un día fue muy corto, pero les sembramos esa semilla que se sostiene en el saber de cómo pueden ayudar a sus hijos de aquí en adelante y pasar la voz de esa hermosa experiencia. Gracias a todas esas personas que colaboraron a nuestra gran familia hispana.

¡LA SEMILLA ESTA PLANTADA!  VEREMOS SUS FRUTOS PRONTO.

Ana Reid

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Recent posts

Kentucky Test Scores Show Slight Improvement
5 min read

Kentucky Test Scores Show Slight Improvement

Kentucky has seen improvement in four of the measures that the Prichard Committee most closely tracks.

Oct. 3, 2024

FOR IMMEDIATE RELEASE

Contact: Lisa McKinney

lisa@prichardcommittee.org

(cell) 859-475-7202

Kentucky Test Scores Show Slight Improvement

Community Accountability Necessary to Quicken the Pace

A statement from Brigitte Blom, President and CEO

LEXINGTON, Ky -- In the new public school learning results data released today by the Kentucky Department of Education, Kentucky has seen improvement in four of the measures that the Prichard Committee most closely tracks. Compared to 2023, the new data release 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 1% increase in grade 8 mathematics proficiency
  • A 1% increase in the four-year high school graduation rate

There was no progress on two other priority measures:

  • No increase in grade 3 mathematics proficiency
  • A 3% decline in grade 8 reading proficiency

Even the measures that have improved remain far from Kentucky’s long-term goals. For example, only 47% of 2024 third-grade students were proficient or above in reading. If we continue improving at a pace of 1% each year, it could take 53 years to get all Kentucky students to the proficient level in that foundational subject.The results released today also confirm the urgency of Kentucky’s work to ensure that students of all backgrounds thrive in our schools:

  • Even as grade 3 reading proficiency rose overall, it declined for English learners and for students with disabilities and showed no improvement for economically disadvantaged students and Hispanic or Latino students.  
  • Grade 8 math results also rose overall, but showed no improvement for African American, Hispanic or Latino students and English learners. In slightly better news, economically disadvantaged students and students with disabilities did see grade 8 mathematics improvement that was a bit stronger than that of their classmates.
  • The other indicators provide similar evidence that we have not yet moved beyond our historic failures in closing achievement gaps.

The Prichard Committee will be doing further analysis on postsecondary readiness. It is difficult to compare this year’s 81% readiness rate directly to last year’s 79% rate, because this is the first year that readiness includes students who have been successful in work-based learning. While including that data going forward is beneficial, our analysis will need to consider how it affects year-to-year comparisons. We are also concerned to see that the percent of students reaching ACT benchmarks has declined and look forward to studying those patterns in more depth. If graduation rates remain steady or increase while postsecondary readiness measures decrease, that raises questions about how meaningful Kentucky’s high school diplomas are for preparing students for post-graduation life.

In response to today’s new data, the Prichard Committee urges Kentuckians in every community to review the results and develop new local efforts to ensure that our public schools offer all learners the full opportunities and supports they need to flourish. As a starting point, communities can work together on active family and community engagement, expanded and enriched learning times, integrated supports, and collaborative leadership and practices to support high-quality teaching.

The Prichard Committee also urges stronger state-level policy efforts and financial investments in our public schools. The new LETRS (Read to Succeed) program is off to a promising start, and added funding for kindergarten and school transportation are important starting points, but we need to do more as a commonwealth. Kentucky must deepen our efforts on teaching quality, working conditions, and shortages, and we must strengthen state SEEK funding, including meeting full transportation costs. Now is the time to invest appropriately in public education and ensure public dollars are not being diverted from the public schools that educate the vast majority of Kentucky students.

Overall, Kentucky’s future demands renewed and strengthened commitment to public schools that can equip each and every graduate has the durable skills and the depth of knowledge to succeed as adult learners, as workforce participants, and as contributors to our communities. It is every community members’ responsibility to help build a Big, Bold Future for the commonwealth with education at its core. Let’s get to work.

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2024 SNAPSHOTS OF KENTUCKY K-12 RESULTS

This morning, the Kentucky Department of Education released important Kentucky State Assessment (KSA) results...

This morning, the Kentucky Department of Education released important Kentucky State Assessment (KSA) results and other indicators that matter for our public schools. As an added way to see some of the major patterns in that data, the Prichard Committee has created a 2023-24 Snapshot approach to statewide elementary school, middle school, and high school data and showing:

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Unsurprisingly, the results shows that we have important work ahead to reach 100% proficiency and readiness, and they continue to show differences in how well we are serving students with different backgrounds and needs. For example, here’s a quick look at elementary school reading results, combining grades 3,4, and 5.

If we engage this data with candor and concern, it can strengthen our work to ensure that all Kentucky learners are welcome, respected, and empowered in our public schools.

As communities and as a commonwealth, we need public schools to equip every student in our rising generation to play a full role in Kentucky’s Big Bold Future.

Please do take a look at the new Snapshot data for each level.

The Prichard Committee releases analysis of ‘school choice’ Amendment 2
5 min read

The Prichard Committee releases analysis of ‘school choice’ Amendment 2

The Prichard Committee for Academic Excellence today released an analysis of Amendment 2

FOR IMMEDIATE RELEASE

Aug. 20, 2024

Contact: Lisa McKinney

(cell) 859-475-7202

lisa@prichardcommittee.org

The Prichard Committee releases analysis of ‘school choice’ Amendment 2

Committee issues statement of opposition to the amendment

(LEXINGTON, Ky) --The Prichard Committee for Academic Excellence today released an analysis of Amendment 2, a proposed amendment to Kentucky’s Constitution that would allow the allocation of public funds to school choice options beyond traditional public schools. The analysis, which outlines the potential financial and education outcomes of the amendment, found that funding private K12 educational institutions is not an appropriate or effective use of public funds.  

Amendment 2 will appear on ballots in November.  

“An amendment to Kentucky’s constitution that opens the door to private school choice with public dollars is likely to have significantly negative consequences for Kentucky’s long-standing march to improve education outcomes,” said Prichard Committee President/CEO Brigitte Blom. “Diverting public dollars to private school choice options creates the conditions for an unregulated market with no accountability to the taxpayers who fund it, and no durable research that warrants such an investment.”

The amendment's passage would allow the legislature to direct public funds to support private schools (including parochial schools), homeschooling, and charter schools through various financial mechanisms like vouchers, tax credits and education savings accounts.

Diverting funds to private schools is shown to spread scarce resources across more providers, thereby reducing overall access and improvement to quality in education, especially in areas where there is population decline. This will certainly be true in rural areas of the state and could likely be true for the state as a whole with population decline forecasted in the years to come.  

Additionally, Amendment 2 would open the door to the state investing in education options that create barriers for accountability. Public schools are held to accountability standards of which private and parochial schools, as well as homeschools, are currently exempt.    

Research shows that in states with high participation in school choice programs, a significant portion of funds frequently benefit wealthier families, leaving low- and middle-income families with less funding for the public schools these families rely on. Ensuring public funds stay within the public education system supports a fair distribution of resources to help ensure better outcomes for all students, the analysis found.  

Additionally, public schools are required to serve all students, including those with disabilities and the need for additional support. Many private schools are not required to guarantee the same level of support for students with learning differences, and the requirement to serve all children falls back to the public system, with fewer resources.

“Investing state dollars in what works is critical, and even more so in a state like Kentucky where we've risen from the bottom of the national rankings since the 1990s to roughly the middle today,” said Blom. “While there is clearly more work to be done to continue to improve education outcomes - and parents can and must demand that improvement - now is not the time to spend shared public dollars on strategies with no durable outcomes at best - and negative outcomes at worst.”  

Read the Prichard Committee’s full analysis here.