Press Release
5 min read

Prichard Committee Releases Meaningful Diploma Series

Prichard Committee Releases Meaningful Diploma Series
Written by
The Prichard Committee
Published on
May 11, 2023

May 11, 2023
FOR IMMEDIATE RELEASE

Prichard Committee Releases Meaningful Diploma Series

Reinforces Importance of Durable Skills in Education

Lexington, KY – The Prichard Committee for Academic Excellence announced the release of its illuminating Meaningful Diploma Series today. This follows the earlier release of its report, The High Demand for Durable Skills. Together, these publications provide a comprehensive roadmap for enhancing education in Kentucky by focusing on the development of durable skills and fostering deeper learning.

“We are excited to elevate the important work educators are doing now to give their students the best possible start in life,” said Prichard Committee President Brigitte Blom. “While educational rankings can give us one piece of the puzzle, it is clear that the true measure of success lies in the combination of content mastery and real-life skills, like communication, leadership, critical thinking, and collaboration.”

The Meaningful Diploma Series consists of four reports that examine how durable skills — attributes that set students up for achievement in the workforce — are being incorporated into classrooms across the state and what that means for long-term success.

Examples of classrooms across Kentucky developing durable skills are not hard to find. At Tilden Hogge Elementary in Morehead, fifth-graders explored the various uses of public spaces in their community, with a special focus on ways to enhance their own school playground. Meanwhile, at Rowan County Senior High, chemistry students conducted lab experiments to test the properties of water and other substances as part of a project centered on the essential ingredients for supporting life. Over at Allen County Intermediate, fourth-graders explored the necessary community services to restore after a natural disaster strikes. And students at Belfry High delved into a project aimed at transforming manure and food scraps into nutrient-rich fertilizer.

“As the former president of the Kentucky Community and Technical College System (KCTCS), I saw firsthand the transformative power of education when it’s coupled with the development of durable skills,” said Dr. Jay Box, former KCTCS president and member of the Prichard Committee Board of Directors. “Integrating durable skills can help ensure our students are not just academically proficient but also equipped with the critical skills needed to navigate and excel in our ever-evolving economy.”

Despite the positive steps being taken in Kentucky, significant challenges remain in breaking the status quo, including disparities in educational attainment, persistent achievement gaps between students of color and their white peers, and ongoing teacher shortages in critical subject areas.

“While we know foundational literacy and numeracy skills remain important for our students’ future success, they alone are not enough to ensure our economic prosperity and quality of life in the fast-moving economy that our children will inherit,” said Kentucky Education Commissioner Jason E. Glass. “If we can count on anything, it is that the forces shaping commerce right now are only going to accelerate in the years to come. This calls on us to reimagine education and create deeper and richer learning experiences for our students that prepare them for the world that awaits them. The Prichard Committee’s efforts around Meaningful Diplomas and bringing authentic and deep learning experiences to our students are important as we work to redesign education at scale in Kentucky, and prepare our students for their futures.”

The Prichard Committee collaborated with America Succeeds, a national nonprofit that aims to involve business leaders in enhancing access and opportunity in education, to produce a Kentucky-specific report. The study analyzed nearly 900,000 job postings from the past two years in 20 different industries and found that at least one durable skill is required in 74 percent of Kentucky jobs.

“The collaboration with the Prichard Committee has allowed us to further delve into the pressing need for durable skills in today’s ever-changing job market,” said Tim Taylor, Co-Founder and President of America Succeeds. “Our findings nationwide have revealed a significant demand for these skills, emphasizing the urgent need to integrate them into our education system.”

For more information on the Durable Skills Report and our Meaningful Diploma series, visit the Prichard Committee’s website at www.prichardcommittee.org.

###

The Meaningful Diploma Series was authored by journalist Lonnie Harp who has covered education issues for the Courier Journal and the Lexington Herald-Leader in Kentucky, and as a reporter and editor at Education Week in Washington, D.C.

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

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Kentucky Test Scores Show Slight Improvement
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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

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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:

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  • A 1% increase in grade 8 mathematics proficiency
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There was no progress on two other priority measures:

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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.
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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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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.

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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.