Every year, thousands of high school students throughout Kentucky walk across graduation stages, diplomas in hand. It's a proud moment for families, educators, and communities. But what does that diploma really mean for the futures of these graduates?  

Today, the Prichard Committee released findings from our 2024 Meaningful Diploma Employer Survey, offering key insights into how Kentucky's business community views high school graduates’ preparation. The survey, gathering perspectives from more than 600 employers and industry representatives across 20+ industries, comes at a critical moment as Kentucky business and education leaders examine what a Kentucky high school diploma should mean and what standards matter most.

This was the question that drove us to reach out to Kentucky's business community. We wanted to hear directly from the people who are hiring our graduates, working alongside them, and depending on their skills to drive our state's economy forward.  

More than 600 employers across Kentucky shared their insights with us, and their message was clear: while we're getting many things right, there's work to be done to ensure a Kentucky high school diploma opens doors to real opportunities and equips graduates with the credentials and skills they need to succeed.

The World Our Graduates Are Entering

The postsecondary transition and workforce landscape has shifted dramatically. Today's high school graduates are making different choices than their predecessors did just a few years ago. More are heading straight into the workforce or combining work with further education. This makes it more important than ever that a high school diploma represents real preparation for success, whether a graduate's next step is college, career, or both.

What We're Hearing from Employers

The feedback from Kentucky’s business community is both concerning and hopeful: only about 1 in 8 employers feel strongly confident in our recent graduates' workplace readiness. As one manufacturing leader put it, "We see plenty of diplomas, but we're seeing gaps in both academic preparation and workplace readiness skills. Our graduates need stronger foundations in both areas to be truly prepared for success.”

Employers say they're seeing gaps in crucial areas like communication, critical thinking, and workplace etiquette – the kinds of skills that can make or break someone's career success.

The Good News: Employers Want to Help

Here's what's encouraging: Kentucky's business community isn't just pointing out concerns – they're eager to be part of the solution. In addition to the 21.8% of employers that say they already offer work-based learning opportunities like internships and apprenticeships, more than half of employers who aren't currently offering these experiences say they are very willing to. As one healthcare industry executive shared, "We see tremendous opportunity to partner with schools and help prepare students for real-world success. We just need better frameworks for making these connections.”

Building Partnerships That Matter

The enthusiasm is there – 83.7% of employers believe partnerships with schools are crucial for developing talent. But right now, fewer than 1 in 5 report having regular communication with local schools. As one regional business leader noted, "There's often a disconnect between how we measure success in education and what makes someone successful in the workplace.”

What This Means for Kentucky's Future

When we talk about making diplomas more meaningful, we're really talking about fundamental questions of economic opportunity and creating upward economic mobility. We're talking about the diploma serving as Kentucky's promise that every graduate is equipped to earn a living wage, support a family, and contribute to their community. We're talking about breaking cycles of poverty and building generational wealth. We're talking about strengthening our state's talent pipeline and making Kentucky more attractive to new businesses and industries. A Kentucky high school diploma must be a reliable signal that students have mastered not only academic subjects but have developed the durable skills and transferable knowledge needed to thrive in our rapidly evolving world.

Moving Forward Together

The full Meaningful Diploma Employer Survey Report provides actionable insights for strengthening the connection between education and workforce success in Kentucky; And solving it requires all of us: educators connecting classroom learning to real-world success, employers providing authentic learning experiences, policymakers removing barriers to collaboration, and communities supporting meaningful change.

While public education remains a critical public trust, careful calibration to meet today's challenges is required. As Kentucky education and business leaders work together to strengthen the meaning of a high school diploma, we must ensure our accountability systems and measures of success align with what employers value most – including durable skills, real-world application of learning, and authentic work experiences. Getting this alignment right means transforming Kentucky's high school diploma from a credential of completion into a trusted signal of genuine preparation.

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Report shows employers value durable skills such as critical thinking and collaboration  

LEXINGTON, Ky -- The Prichard Committee for Academic Excellence today released results of the 2024 Meaningful Diploma Employer Survey, offering critical insights into the workforce readiness of Kentucky’s high school graduates. Based on responses from over 600 employers across more than 20 industries in the state, the report provides a detailed examination of employers' confidence in graduate preparedness, the value of durable skills, and opportunities to strengthen school-business partnerships.

"Kentucky's high school diploma must be evidence that Kentucky’s high school students are prepared for post-high school success," said Prichard Committee President and CEO Brigitte Blom. "While we celebrate Kentucky’s high graduation rate, the reality is that too many students leave high school without the academic knowledge, career preparation, and durable skills needed to succeed in college and the workforce. Ensuring Kentucky’s high school diploma is meaningful is about giving every Kentucky student genuine opportunities for economic mobility, strengthening our talent pipeline, and ensuring our state's future prosperity. This work is essential not just for individual student success, but for breaking cycles of poverty, building generational wealth in our communities, and positioning Kentucky as a leader in both postsecondary attainment and workforce participation."

The findings shed light on gaps in workforce readiness while outlining opportunities for education and business leaders to collaborate on solutions that ensure graduates are equipped for post-secondary success—whether pursuing higher education or entering the workforce.

Key Findings from the Report:

• Employer Confidence in Graduate Preparedness
  While 56% of Kentucky employers report moderate to high confidence in the preparedness of recent high school graduates, only 12% express strong confidence, with 14% reporting none. Employers identified significant gaps in essential workplace competencies, such as professionalism, critical thinking, and communication, with less than 10% rating graduates as well-prepared in these areas.

• The Importance of Durable Skills
  Durable skills, including professionalism, work ethic, interpersonal skills, and emotional intelligence, are viewed as critical for success by 78.5% of employers. The findings underscore the importance of integrating these skills into K-12 education to better prepare students for life beyond high school.

• Untapped Potential in Work-Based Learning
  Practical work experience is highly valued by employers, yet only 21.4% currently offer these opportunities. Encouragingly, over 54% of employers expressed a willingness to provide work-based learning, signaling significant potential to expand real-world learning opportunities for students.

• School-Business Partnerships
  Collaboration between schools and businesses is viewed as essential by 83.7% of employers surveyed. However, only half of respondents have engaged with K-12 schools, and less than 20% report frequent interactions. Employers showed strong interest in partnering on curriculum development (55%) and supporting career preparation initiatives (65%), highlighting the need for stronger communication and coordination.

• Barriers to Workforce Readiness Programs
  The report identifies key challenges in implementing workforce readiness programs, including a lack of qualified instructors or mentors (50%), student engagement challenges (45.8%), and scheduling coordination difficulties (45.1%).

“The postsecondary transition and workforce landscape has shifted dramatically,” said Delaney Stephens, Prichard Committee Director of Policy for Meaningful Diplomas. “Today's high school graduates are making different choices than their predecessors did just a few years ago. More are heading straight into the workforce or combining work with further education. This makes it more important than ever that a high school diploma represents real preparation for success, whether a graduate's next step is college, career, or both.”

The 2024 Meaningful Diploma Employer Survey reveals a clear need for stronger alignment between Kentucky’s education system and workforce demands. By addressing gaps in graduate preparedness, expanding work-based learning opportunities, and fostering robust school-business partnerships, Kentucky can ensure all graduates are equipped to thrive in the modern workforce.

"The findings of this survey highlight both the challenges and opportunities before us," said Blom. "It’s a call to action for educators, policymakers, and the business community to come together and develop innovative strategies that will prepare every student for a successful post-high school pathway."

The full report is available for download here.  

For more information on how employers and schools are working toward creating meaningful and relevant educational experiences in Kentucky communities, visit the Prichard Committee’s Meaningful Diploma Spotlight series here.

Dear Kentucky Citizens,

We, the Appalachia Educator Alliance, write to you with a sense of urgency and commitment to share insights from our recent report, Shaping the Future of Education in Appalachia Kentucky: Insights and Action Report 2024. Our findings highlight the unique challenges and pressing needs that define the educational landscape in Kentucky’s Appalachian region. It is our collective responsibility to address these issues and ensure that every child in our state has access to quality education and a brighter future.

To be an educator, one must also be open to continual learning. Kentucky teachers are lifelong learners dedicated to understanding student needs, developing new ideas, and implementing innovative classroom practices. This often means accepting that what happens in the classroom reflects the life, culture, and beliefs of the surrounding district, community, and region.

In 2023, our team, supported by the Steele-Reese Foundation and The Prichard Committee for Academic Excellence, developed a survey for the 54 counties served by the Appalachia Regional Commission. The goal was to understand the opportunities and challenges educators in the region face. The results highlighted three key areas of concern: generational poverty, the drug epidemic, and the lack of resources and opportunities in the region.

While this initial survey provided valuable insights into the needs of teachers in the Appalachian region, the Appalachia Educator Alliance team was tasked by the Steele-Reese Foundation to delve deeper. In 2023, 93% of survey respondents agreed that the education system in Kentucky’s Appalachia has unique circumstances not always seen or understood in other regions of the state. In Spring 2024, our team asked the teachers in those same counties to further explain how the three key areas impact the region differently than they do in other parts of the state.

Generational Poverty: Generational poverty remains one of the most significant barriers to education in Appalachia, Kentucky according to almost82% of respondents. Defined as the persistence of poverty across multiple generations, it traps families in a cycle of economic hardship and limited opportunities. Over 30% of families in this region live below the federal poverty line, with many relying on government assistance. Children are born into poverty and often the expectation is that they remain part of the family unit. They are encouraged to “not get above their raisin’”—this phrase is often meant to encourage young people to stay humble and true to their roots; however, it can also be taken to mean don’t try to rise above your station in life.  As educators, we witness firsthand the daily struggles of our students, who often lack basic necessities such as food, clothing, and stable housing. One middle school teacher shared, “The systems in place basically trap families in a cycle of poverty that is passed down through generations. Probably its biggest impact in my classroom relates to Maslow’s hierarchy of needs. It’s really hard for kids to learn [at school]when their basic needs aren’t being met at home, if they don’t feel safe, or if their responsibilities to their families are seen as more important than school.”

Drug Epidemic: The drug epidemic continues to ravage many communities across Kentucky, with a profound impact on our students in Appalachia. Over 71% of teachers surveyed in Kentucky’s Appalachian region reported that their school lacks adequate systems to address the drug epidemic's impact on student learning, with 82% stating that drugs directly impact their classroom. While state school report cards show that only 14% of Kentucky's students were involved in a drug-related incident last school year, our survey reveals a deeper issue. The discrepancy arises because the report cards focus solely on student-related drug incidents, whereas our survey captured the broader impact of family and community drug use on education in the Appalachian region. One teacher emphasized, “A high average of students are being raised by grandparents, aunts, and uncles, or are in the foster care system due to their parents’ drug use or the death of a parent to drugs. Many parents are in jail and/or rehab. Students are tired from being up all night with parents who are high, fearing an overdose, or working to help pay the bills. A rising number of students are dealing with learning deficits due toothier parents’ drug use during pregnancy.” While drugs are an issue statewide, in Appalachia the issue is more prevalent due to the lack of jobs, opportunities, and resources. Drugs become both a source of income and a path to remaining in poverty.

Lack of Resources and Opportunities: Our schools in Appalachia, Kentucky, are often underfunded and lack essential resources. Many schools struggle to provide up-to-date textbooks, technology, and extracurricular activities. Inadequate infrastructure, overcrowded classrooms, and outdated facilities are common issues. A high school teacher noted, "Internet services are also not up to par to support what is necessary to be successful in a 21st-century classroom." These resource gaps significantly hinder our students' ability to compete on a level playing field with their peers from more affluent areas. Lack of training to deal with trauma due to drugs, poverty, and natural disasters like the recent historical flooding also impact teachers’ ability to address issues impacting learning in the classroom, according to almost 56% of respondents. Add the existence of various inequities and very little economic growth or job opportunities, education becomes more necessary than ever, but also the least important thing for families. “It’s hard to say you can be anything in the world - their world is so small,” stated a teacher in 2023. Teachers surveyed in 2024, further explained that students who lack worldview and experiences outside the region have little hope and few aspirations for a successful career or even steady employment.

Despite these challenges, our students can exhibit remarkable resilience and determination. To address these issues and foster a supportive educational environment, we recommend the following actions:

1. Increased Funding: Allocate more state and federal funds to schools in Appalachia to ensure they have the necessary resources and personnel to support students.
2. Advocacy: Develop actions or activities through collaboration between teachers and decision-makers, both within and outside the school/district, that lead to improvements and solutions.
3. Enhanced Drug Prevention and Treatment: Invest in comprehensive drug prevention and treatment programs within our public schools to mitigate the impact of the drug epidemic on     our communities.
4. Professional Development: Offer ongoing professional development for teachers to equip them with the skills to address the unique challenges faced by their students.
5. Infrastructure Improvements: Upgrade school facilities and provide modern technology as well as materials, supplies, curriculums, etc., that enhance the learning environment.
6. Career Pathways and Exposure: Increase opportunities for students to explore various career paths and gain exposure to experiences beyond their immediate community.

Our report also highlights the importance of involving families and communities in the educational process. Building trust and relationships with families is crucial to changing the mindset around the value of education. Schools need to work collaboratively with families to create a supportive environment that prioritizes education and development of students.

In conclusion, the future of Kentucky is in the hands of our children. By addressing these critical issues, we can create an environment where all students have the opportunity to succeed, regardless of their background. We urge you, the citizens of Kentucky, to join us in advocating for these necessary changes. Together, we can make a difference and ensure a brighter future for our students.

Thank you for your attention and support.

Sincerely,

The Appalachia Educator Alliance, Teachers of Kentucky

Dr. Emmanuel Anama-Green, Luke Glaser, Brison Harvey, Tiffany Perkins, and Allison Slone

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READ THE REPORT HERE

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Most Americans make a difference in their communities by supporting nonprofit organizations as both volunteers and donors. And let’s be honest—most of us also love a great deal! Right now, those of you who care about improving education for all Kentuckians have an opportunity to do both: Double Your Difference with a gift to the Prichard Committee for Academic Excellence.

Did Alexis de Tocqueville Invent Giving Tuesday?

Well, no. But since publishing Democracy in America in 1835, the United States has been an example for other nations for the central and distinctive role philanthropy can play in creating a better society. Since its launch in 2012, millions of Americans have demonstrated the same spirit that captured de Tocqueville’s attention through their participation in Giving Tuesday.  

In 2023 alone, Americans donated over $3.1 billion to nonprofit organizations on Giving Tuesday, the philanthropic equivalent of Black Friday or Cyber Monday. Giving Tuesday always falls on the Tuesday following Thanksgiving, which is December 3^rd, this year.

By participating, you can join a groundswell of donors who share the Prichard Committee’s belief that a world-class education should be available to every student, ensuring economic prosperity for all Kentuckians. While we are grateful for gifts made any day of the year, on Giving Tuesday, you can be confident that you are joining a community of other like-minded donors to make a collective difference.

What Does It Mean to Double My Difference?

A small group of generous donors are making it possible for you to double the impact of your gift through the Double Your Difference Challenge. Here’s how it works:

• If you gave in 2023 and increase your donation in 2024, the Challenge will match the difference.

• For example, if you gave $100 in 2023 and give $250 in 2024, your $150 increase will be matched, making your total impact $400.

• If you didn’t give in 2023, your entire 2024 gift will be matched—doubling your impact!

The Challenge will match gifts up to a cumulative total of $50,000, so don't miss this opportunity to amplify your generosity.

How to Make Your Gift

Can I make my gift before or after Giving Tuesday?

Of course! The Double Your Difference Challenge is in effect through December 31, 2024.  

I don’t know how much I gave in 2023. How can I find out?

You can email Shawn Lyons, Vice President and Director of Philanthropy for the Prichard Committee, at shawn@prichardcommittee.org or call him at 859-227-0987 to check on your giving history.  

OK, I’m excited, how do I make my gift?

You have several options!  

• Visit the Prichard Committee’s giving page to make your gift.  

• Set up automatic monthly gifts using a credit card or bank account.

• Explore non-cash options that might have favorable tax benefits—such as appreciated stock, cryptocurrency, a Qualified Charitable Distribution from your IRA, a gift from a Donor-Advised Fund, etc.

• Mail a check payable to the Prichard Committee to: The Prichard Committee, 2285 Executive Drive, Suite 120, Lexington, KY 40505.  

• Any gift dated December 3 will count toward Giving Tuesday totals.

• All gifts postmarked by December 31 will be eligible for the Double Your Difference Challenge.

Can I direct my gift to something important to me?

Yes, you can! On our giving page, you can choose to support a specific initiative or let your gift be used where it’s most needed. You can also make your gift in memory or honor of someone.  

Is there anything else I should know?

Every gift matters, and we are profoundly grateful for your support. To demonstrate our gratitude for gifts of all sizes, we have a series of donor recognition societies that recognize all individual donors in our annual report.  

If you’re considering a lasting impact, we also invite you to explore including the Prichard Committee in your estate plans.

How Do I Know My Gift Will Have a Real Impact?

Perhaps the best way to demonstrate the impact your gift will have is to examine what the Prichard Committee has already been able to do in 2024 thanks to earlier gifts.  Here is just a partial list:

• We released an analysis of the 2026 budget proposals by the Governor and by the House and their impact on education, as well as an analysis of the final 2026 Kentucky State Budget, showing progress in several areas, but a decided lack of progress in early childhood education.

• Along with others, the Prichard Committee provided information to the legislature’s Interim Joint Committee on Education about the importance of expanding access to advanced coursework for Kentucky students.

• In August, the Prichard Committee released an in-depth analysis of the potential impact of Amendment 2 and participated in many panel conversations across the state hosted by a variety of news and educational outlets throughout the fall.  

• We highlighted innovative strategies used in seven counties to teach the durable skills that employers have repeatedly identified as critical work skills, such as communication, teamwork and collaboration.  

• We certified 83 schools and early childhood learning centers across the Commonwealth as Family Friendly Schools.

• We released findings in a report titled The State of Educational Opportunity in Kentucky examining the views of parents and guardians about educational opportunities in their communities compared to similar data from across the nation.

• We shared a report that important leading indicators show that family engagement efforts in schools across Kentucky that engaged in deep conversations with families and community members are having a positive impact.  The Kentucky Collaborative for Families and Schools, consisting of the Prichard Committee and four other partners, is leading that work.

A Final Note of Thanks  

This Giving Tuesday, join us in creating a brighter future for all Kentucky learners. Together, we can make a difference that lasts a lifetime. Thank you and happy Giving Tuesday!

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Family-Friendly Early Care and Education Programs:‍

‍Parents as First Teachers, Education Partners for Life

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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.”

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Nov. 20, 2024

Contact: Lisa McKinney, Communications Director, The Prichard Committee

(cell) 859-475-7202

lisa@prichardcommittee.org

New Report Shows Impact of Family Engagement in Kentucky Schools  

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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.

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Nov. 19, 2024

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.

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Nov. 18, 2024

Contact: Lisa McKinney, Communications Director, The Prichard Committee

(cell) 859-475-7202

lisa@prichardcommittee.org

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More than 50 Kentucky Schools Certified as 'Family Friendly'

The Prichard Committee Honored Family Friendly Schools and Early Care Centers during Family Engagement in Education Week

LEXINGTON, Ky -- The Prichard Committee for Academic Excellence kicked off Family Engagement in Education Week at the State Capitol on Monday by honoring the 54 Kentucky schools and early care centers that earned Family Friendly Schools Certification in 2024.  

"Schools receiving this certification have shown a strong commitment to actively involving families in education," said Brigitte Blom, President and CEO of the Prichard Committee. "These schools have taken creative steps to make families essential partners in the educational experience. These relationships have long-term benefits for families, students, educators, and the community more broadly. We’re gratified these schools have pursued this certification as a reflection of their dedication to students and the whole community."

Gov. Andy Beshear signed a proclamation at the event declaring Nov. 18-22 Family Engagement in Education Week in the commonwealth. The Prichard Committee will be holding educational events all week to help families, community members and schools learn how to build meaningful partnerships.  

The Family Friendly Certification process involves a multidisciplinary team of families, teachers and administrators using a self-assessment tool to evaluate the school's efforts toward increasing family engagement. This team evaluates the school's practices, identifies key areas for improvement, and integrates new practices designed to elevate its family-friendly rating.  

The certification is awarded by the Prichard Committee after applications are reviewed and scored by a working group of families, educators and community organizations. The group is focused on increasing open communication, learning opportunities and shared decision-making power across the Kentucky education system.  

The Kentucky Department of Education includes the Family Friendly Schools Certification in its school report card as evidence of effective family engagement.  

“The Family Friendly Schools Certification demonstrates how schools across the commonwealth are going above and beyond to ensure families are a welcome and active part of the school community,” said Dr. Felicia Cumings Smith, Prichard Committee Board Chair. “Giving families the opportunity to partner with educators to have a voice in their child’s education and lend their support where needed, will make learning experiences more meaningful and attainable.”

For more details on the Family Friendly Schools Certification, visit prichardcommittee.org/familyengagement.  

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2024 Family Friendly Schools Certification Awardees  

• Campbell Ridge Elementary School, Campbell County Public Schools  

• Crossroads Elementary School, Campbell County Public Schools  

• John W. Reiley Elementary School, Campbell County Public Schools  

• Campbell County High School, Campbell County Public Schools  

• Campbell County Middle School, Campbell County Public Schools  

• Donald E. Cline Elementary School, Campbell County Public Schools  

• Grant's Lick Elementary School, Campbell County Public Schools  

• Tygart Creek Elementary School, Carter County Public Schools  

• Baker Intermediate School, Clark County Public Schools  

• Burns Elementary School, Daviess County Public Schools  

• Heritage Park High School, Daviess County Public Schools  

• Lincoln Elementary School, Dayton Independent Public Schools  

• East Bernstadt Independent School, East Bernstadt Independent Public Schools  

• Lansdowne Elementary School, Fayette County Public Schools  

• Picadome Elementary School, Fayette County Public Schools  

• Yates Elementary School, Fayette County Public Schools  

• Brenda Cowan Elementary School, Fayette County Public Schools  

• Breckinridge Elementary School, Fayette County Public Schools  

• School for the Creative and Performing Arts, Fayette County Public Schools  

• Growing Together Preschool, Inc., Fayette County  

• Floyd County Early Childhood, Floyd County Public Schools  

• May Valley Elementary School, Floyd County Public Schools  

• Second Street School, Frankfort Independent Public Schools  

• Frankfort High School, Frankfort Independent Public Schools  

• Greysbranch Elementary School, Greenup County Public Schools  

• Wurtland Middle School, Greenup County Public Schools  

• McKell Middle School, Greenup County Public Schools  

• Harlan Elementary School, Harlan Independent Public Schools  

• Niagara Elementary School, Henderson County Public Schools  

• Jackson Independent School, Jackson Independent Public Schools  

• Grace James Academy of Excellence, Jefferson County Public Schools  

• Jenkins Independent School, Jenkins Independent Public Schools  

• Eastside Child Development Center, Northern Kentucky Community Action Commission

• NKCAC Head Start- Elsmere Center, Northern Kentucky Community Action Commission  

• NKCAC Head Start- Boone County Center, Northern Kentucky Community Action Commission

• NKCAC Head Start -Alexandria Center, Northern Kentucky Community Action Commission

• NKCAC Head Start- Newport Center, Northern Kentucky Community Action Commission  

• NKCAC Head Start- Falmouth Center, Northern Kentucky Community Action Commission

• Calvert City Elementary School, Marshall County Public Schools  

• Reidland Elementary School, McCracken County Public Schools  

• Menifee Central School, Menifee County Public Schools

• Murray Elementary School, Murray Independent Public Schools  

• Rowan County Preschool Center, Rowan County Public Schools  

• Clearfield Elementary School, Rowan County Public Schools  

• Rowan County Senior High School, Rowan County Public Schools  

• Rodburn Elementary School, Rowan County Public Schools  

• Northside Early Childhood Center, Shelby County Public Schools  

• Shelby East Middle School, Shelby County Public Schools  

• Washington Co Elem Early Childhood, Washington County Public Schools  

• North Washington Elem Early Childhood, Washington County Public Schools  

• Washington County Elementary School, Washington County Public Schools

• North Washington Elementary and Middle School, Washington County Public Schools

• Washington County Middle School, Washington County Public Schools  

• Washington County High School, Washington County Public Schools

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November 5, 2024

FOR IMMEDIATE RELEASE

Contact: Lisa McKinney

‍lisa@prichardcommittee.org

(cell) 859-475-7202

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A Statement from Brigitte Blom on Amendment 2

Kentuckian Louis Brandeis famously reminded citizens that the most important political office is that of the voter. Today, Kentucky citizens decided the fate of Kentucky’s system of education. Passionate citizens on both sides of this issue made their case, and voters had the final say.  

The failure of Amendment 2 at the polls is an expression of Kentuckians' commitment to the promise of public education as the great equalizer and a public good—one every Kentucky child should have access to and benefit from.  

Kentucky legislators rightly took this issue, which has significant future implications for the commonwealth, directly to the voters. Now that the citizens have spoken, it is the responsibility of state and community leaders to ensure the direction forward is one that supports our common goal to continuously improve outcomes in education and quality of life that rival any state in our nation. The Prichard Committee remains committed to supporting them in achieving that shared goal.

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Brigitte Blom

President/CEO

The Prichard Committee for Academic Excellence

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On Election Day, Kentucky voters will be asked if they approve amendments to the commonwealth’s Constitution in no less than seven areas. If voters approve Amendment 2, which would allow public tax dollars to be directed to private and parochial schools, the Constitution would no longer provide protections for the separation of church and state, would no longer provide protections for tax payer dollars to be used only for public purposes, and would remove the protection that the General Assembly be prohibited from targeting specific areas of the state with legislation.  Passing Amendment 2 will result in significant changes to Kentucky’s long-standing, foundational documents, and have far-reaching, likely negative, implications.  

Regarding education specifically, voucher programs, which could be funded under Amendment 2 and are referred to nationally as “school choice,” have consistently failed to demonstrate significant improvements in student test scores. Worse, as states have moved from targeted “school choice” programs to more universal state approaches, outcomes for students have declined. Kentucky cannot afford investment strategies that show not only no positive return – but, in fact, show a negative return.  

Further, Kentucky’s public schools operate under uniform accountability standards, ensuring that all students receive measurable, data-backed educational improvements. While public education has a way to go to ensure strong outcomes for all students, private schools offer no accountability for the public dollar – leaving taxpayers in the dark about educational quality and outcomes – and the return for our shared investment.  

Should Amendment 2 pass, it poses a significant financial threat to the state and to public education. As seen in other states like Arizona and Florida, voucher programs lead to ballooning state costs and divert crucial funds away from public schools. In Arizona, voucher spending soared by 270% over 11 years, resulting in cuts to critical public services such as water infrastructure and community colleges. It’s important to also note that the overwhelming majority of vouchers – 65-90% – go to families currently sending their children to a private school or planning to do so. What this suggests is that “school choice” is little more than a transfer payment – out of the General Fund - to the wealthiest in our state.

With the current landscape of private schools, Amendment 2 threatens to deepen the rural-urban divide. Over half of the state’s private schools are concentrated in just three counties—Jefferson, Fayette, and Kenton—while many rural areas have no private school options at all. As a result, legislation passed, following a constitutional amendment, could create an unregulated market for privatized education, with little more than a profit motive.  Research shows that such schools heavily market to families and then 25% close within five years, with a full 50% closing within 15 years. And since most voucher programs are set up to only cover a portion of tuition, families struggle to pay the balance out-of-pocket and are often left returning to their public school. Again, vouchers often act more like a wealth transfer to high-income families than a way to give more families more choices.

To illustrate the point above, I offer a quick back of the envelope calculation: There are 604,000 Kentucky students in public K-12 and 76,000 in private K-12. The total state spending per pupil for public education is roughly $6,000 a year. If families of 50,000 current private school students (two-thirds) access a voucher in the amount of $6,000, that’s $300 million dollars out of the General Fund - with no change in the delivery of education, no expected improved outcomes as a state, and increased spending by the state that has to come from somewhere – likely a combination of decreased funding for public education and increased taxes down the road.  

Amendment 2 presents a false promise of improved education outcomes and instead would prove to erode Kentucky’s commitment to education as a public good – instead, converting education to a private good with winners and losers. Instead of improving outcomes for all students, it risks destabilizing the state’s progress in education, deepening the divide between “haves and have nots”, and placing an unsustainable financial burden on taxpayers.  

Amendment 2 is a race to the bottom, brokered by national interests and not the interests of Kentuckians. It’s a race Kentucky should refuse to submit to.  

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Brigitte Blom

President & CEO

The Prichard Committee for Academic Excellence

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Oct. 3, 2024

FOR IMMEDIATE RELEASE

Contact: Lisa McKinney

‍lisa@prichardcommittee.org

(cell) 859-475-7202

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‍Kentucky Test Scores Show Slight Improvement

Community Accountability Necessary to Quicken the Pace

A statement from Brigitte Blom, President and CEO

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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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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:

• 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 and for middle school results
• A two page display for high school results, with one page for KSA and another for ACT results, graduation rate, and postsecondary readiness rate

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.

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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.