Earlier this week in Frankfort, Senator Danny Carroll filed Senate Bill 203, also dubbed the Horizon Act.

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With it comes a proposed Senate budget request of $150 million per year, or $300 million for the biennium. This is the most significant proposed state investment in early childhood education to date and brings us closer to the Prichard Committee’s Big Bold Ask for the early care and education sector. The Horizon Act’s provisions are partly aimed at addressing the projected further destabilization of an already Fragile Ecosystem of early care and education because of the funding cliff upon the expiration of pandemic-era federal Child Care Development Block Grant (CCDBG) dollars. But they do so much more.

Senator Carroll’s bill is premised on three key ideas:

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1. Education begins at birth.

The Horizon Act seeks to establish a Foundations for Early Learning Fund ($73.125 million per year) that will provide a modest per-student allocation to licensed and certified early care and education providers who apply, based on their enrollment. Providers must participate in the Kentucky ALL STARS Quality Improvement Rating System to be eligible for these funds, which can be used for personnel or fixed expenses.  With this proposal, the bill sponsor makes a strong statement about early childhood education as encompassing the critical first years of a birth-to-12 education system.

SB 203 also proposes an appropriation of close to $72 million per year for child care investments, including CCAP (Child Care Assistance Program) subsidies for families at 85% of State Median Income (SMI), provider reimbursement at 80th percentile of the Market Rate Survey, provider payments for enrollment versus attendance, the continuation of income exclusion benefits for children of child care providers, support for working families transitioning out of CCAP eligibility,  and to cover the cost of federal background checks. SB 203 continues support for early childhood education professional scholarships and the Employee Child Care Assistance Partnership (ECCAP) program. SB 203 also proposes start-up grants for home-based and center-based providers to generate new early childhood education slots. These proposed early childhood policy and investment improvements are a major step forward on the Prichard Committee’s Big Bold Ask priorities.

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2. The early childhood education profession is critical to secure and grow Kentucky’s workforce.

SB 203 proposes to rename the Division of Child Care as the Division of Early Childhood Education, and the Division of Regulated Child Care as the Division of Regulated Early Childhood Education. These changes pave the way towards a future where the words ‘daycare’ and ‘childcare’ are no longer the norm, and a unified governance structure oversees and supports the entire early childhood education ecosystem.

SB 203 also proposes the establishment of an associate degree in Interdisciplinary Early Childhood Education (IECE) Entrepreneurship within the KCTCS (Kentucky Community and Technical College System) system, which bolsters the early childhood education professional pathway as a stackable component along with the Commonwealth Child Care Credential, the Child Development Associate (CDA) certificate, the Early Childhood Director Credential, the Infant and Toddler Credential, the School-Age Credential, and the bachelor’s degree in IECE.

The Horizon Act also proposes the inclusion of Early Childhood Education in the Work Ready Kentucky Scholarship Program and does not disqualify early childhood professionals with an associate or higher degree from eligibility to participate.

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3. Early childhood education partnerships are key to the early childhood sector’s future.

A creative component of SB 203 is the proposed establishment of the Innovations in Early Childhood Education Delivery Fund ($5 million per year) to provide matching funds (up to $100,000 per year) to eligible applicants interested in increasing the availability and/or expanding the duration of early childhood education services in their communities. The goal of this fund is to entice entities outside of traditional private early care and education providers, such as for-profit and non-profit entities, public schools, local governments, and higher education institutions, to engage in innovative delivery models. It also incentivizes public-private partnerships with matching funds up to $125,000 a year.

In a press conference on Tuesday, Senator Carroll indicated that every child in the Commonwealth deserves access to high quality care and education. The Horizon Act moves our state in the direction of an early childhood system that includes all possible delivery models, and more than just the public schools as proposed in Governor Beshear’s budget.

The Prichard Committee has long been an advocate for early childhood education partnerships between privately and publicly funded entities as a key component of high-quality early care and education. We applaud Senator Carroll’s leadership in forging a path towards this end.

Jennifer Washburn, Strong Start Kentucky Coalition and Prichard Committee member and owner/director of the NAEYC-accredited 5-Star iKids Childhood Enrichment Center in Benton, Kentucky, spoke about what the Horizon Act will mean for early education providers such as herself, and for Kentucky’s working families and their children, who are faced with higher tuition rates, lack of early childhood educators due to teacher pay cuts, and worsening of the child care desert status of communities due to the closing of centers. “The Horizon Act is an exceptional starting point to address the needs of a broken system. The Horizon Act gives hope that real change is on the horizon for Kentucky’s youngest citizens and their families.”

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For Kentucky K-12 education, one question comes first when analyzing state budget proposals: How will the plan affect Kentucky’s biggest funding program, known as SEEK (short for Support Education Excellence in Kentucky)? On February 1, the House approved a committee substitute version of House Bill 6, and this explainer takes on that first K-12 question.

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Here’s the twist: the one question can be answered four ways. Comparing current FY 2024 resources to what HB6 offers for FY 2026, one can say:

1. The SEEK base guarantee per student will rise $255.
2. State SEEK base funding dollars will drop by more than $119 million.
3. Total flexible SEEK funding will decline about $6 million (combining base SEEK, SEEK transportation, and Tier 1).
4. Grand total SEEK funding will rise a bit more than $26 million (combining the flexible dollars, retirement contribution, facilities funding, and other earmarked resources).

Here, I’ll explain each answer in turn. Clarity on these four ways to address the SEEK question can contribute to shared understanding of the budget debates that will now move to the Senate for next action steps.

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1. The SEEK base guarantee per student will rise $255

The guarantee per student will increase from the current $4,200 to $4,455. That’s the amount that districts are guaranteed for each student in ADA (adjusted average daily attendance).

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2. State SEEK base funding will decline by more than $119 million

Feel free to blink a few times at per student rising while the total declines.

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The simplest explanation is the state doesn’t pay the whole per student amount: it only guarantees that districts will end up with those dollars. The heart of the formula is three steps:

• Districts are guaranteed base funding, calculated by multiplying the per-student amount by district ADA.
• Districts pay part of the guaranteed base funding, with their share defined as 30¢ per $100 of the assessed value of their taxable property.
• The state pays the rest of the guaranteed base funding, with the state portion being the guaranteed amount minus the district 30¢ revenue.

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The process has a powerful effect on equity in our schools: districts contribute according to their local assets, but the formula guarantees them the same base amount per student whether their resources are lower than state average, close to average, or above average. This formula approach was one of the most important innovations of the Kentucky Education Reform Act of 1990.

This process also means that in step 1, declining ADA can lower district totals, and in step 2 rising property values can increase the local share. Both changes can result in the state share declining even when the per pupil guarantee is rising.

Both of those other changes are happening. ADA has declined both because Kentucky has fewer school-aged children and because of increasing student absence rates. And property values have increased substantially. Working together, the two trends explain how HB 6 can have a lower total appropriation for base SEEK with an increasing base guarantee per student.

This explanation needs one further element. The SEEK base appropriation also funds add-on amounts based on students with added needs: those eligible for free meals, with identified disabilities, learning English, and receiving home and hospital services. The amount for each student with those needs is tied to the guarantee per student, rising when the guarantee rises. The add-on portion further strengthens equity by adjusting for factors that can result in added student learning costs.

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3. SEEK funding with flexibility will decline about $6 million

SEEK can also be understood as more than just the base portion. When I speak of SEEK as Kentucky’s main program for funding K-12 education, I’m thinking of the three line items that provide districts with completely flexible resources. On that understanding, SEEK funding includes:

• The base discussed above, including the add-ons.
• Transportation funding, based on a separate calculation that uses student rider counts, distances traveled and other cost factors.
• A Tier I optional element: districts can voluntarily raise revenue above the 30¢ per $100 and qualify for state equalization that gives them up to 15% more revenue.

In Kentucky law, school districts can use any part of those resources to pay any part of their costs for teaching, learning, and operations. Or, to say it another way, these three flexible parts do not come with “earmarks” requiring districts to account for how each dollar was used to provide a required service. In contrast, other parts of the state education budget do come with strings attached, requiring those dollars to be spent on reading interventions, preschool services, facilities, and other specifics.

Taking the three parts together, total SEEK funding with flexibility will also decline from FY 2024 to FY 2026 under the current HB 6.

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The increased transportation funding is a very positive thing. In FY 2026, the appropriation will cover full cost of school transportation for the first time in many years. Resuming full funding is an important element of the Big Bold Ask. It’s a stand-out improvement proposed in the current HB 6.

The transportation increase will balance out some of the decline in SEEK base and Tier 1, but not all of it. Looking at the three lines together, districts stand to receive fewer flexible SEEK dollars in FY 2026 than they are getting in current FY 2024.

These flexible SEEK dollars matter because they are available for any school need. For example, these are the only three state budget line items that can be used to improve districtwide salary scales, recruit new staff, and financially reward current hard-working educators for the extraordinarily challenging work we ask them to take on.

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4. Grand total SEEK funding will rise a bit more than $26 million

There’s one more way to talk about SEEK. In state budget bills, the Department of Education has three numbered sections, starting with “1. Support Education Excellence Kentucky.” That section includes the flexible line items just discussed, and it also includes funding that is legally committed to teachers’ retirement, school facilities, and a few smaller items. Here’s a table showing them all.

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The grand total will increase by $26.4 million, meaning that the state will spend more in this budget section in FY 2026 than it is planning to spend in the current FY 2024.

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A Concluding Note

One question – How will HB 6 affect SEEK? – has four possible answers. Under the House Committee Substitute, the guarantee per student will rise, base dollars will decline, total flexible funding will decline, and the grand total budget section will increase.

Ideally, this explainer will lead readers to ask follow-up questions about what this budget will make possible for Kentucky’s students.

Some of the follow-up questions can be about whether these dollars enable adjustments to the salaries paid to teachers and other education staff. With the flexible dollars are going down, it’s hard to say the bill provides state funding to strengthen those payrolls. That can be true even while we are celebrating the transportation boost and being glad to see the increases for retirement and facilities.

There can be many other questions, and then there should be one essential question beneath all the others: how well will these dollars, in concert with local and federal funds, help Kentucky build a big bold future, both for individual students and for the entire commonwealth? That’s the right puzzle for all of us to consider.

RICHMOND, Ky. — In a course about teaching elementary social studies, a room of mostly juniors at Eastern Kentucky University discusses how to make sure children understand basics like civics, rights, laws, and personal responsibilities.

Throughout their teacher education program, students cover academic content, classroom management, education systems, teaching methods, cognitive development, assessment systems, and more. Even so, many education students leave college concerned about areas where they still feel unprepared and inexperienced.

They expect to stand a good chance against social studies. Winning over parents and families, however, often feels like a treacherous unknown.

“It’s what I’m most nervous about,” said Emily Dennis, a junior from Estill County. “If I hadn’t worked at a child care center, I’d be even more nervous. Thinking about being new going into this career, not knowing how to deal with adults and how they are going to react to you is probably the scariest part.”

Brooke Hall, a junior from Union in northern Kentucky, agreed. “When people ask what I’m nervous about, that is my No. 1 thing. Our classes cover content and classroom management, but not so much about how you take initiative or have difficult conversations with parents when some may be very nonchalant and others are always bringing up things.”

Teacher education professors and administrators at Eastern Kentucky and Morehead State universities last year jumped at a more active approach to equipping new teachers to productively connect with families.

Through a grant from the National Association for Family, School, and Community Engagement, the Prichard Committee’s Kentucky Collaborative for Families and Schools began working with college programs to bolster family partnership coursework and field experiences. EKU and Morehead State were the first to join the effort.

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“This is a major weakness in our programs across Kentucky and probably across the country. We realized we have to do something different,” said Rebecca Roach, an assistant professor of education at Morehead State. “The importance of family involvement comes up over and over, but what you often hear is that it is awkward and uncomfortable, and largely informed by horror stories.”

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The NAFSCE grant and Kentucky program emphasize ways that new educators can

• build respect for the role of parents and families in education,
• establish two-way trusting connections with families to boost student learning, and
• collaborate with families to improve classroom and school achievement.

The national group, based outside Washington, D.C., published a report citing research and case studies to inform teacher education program changes. In Kentucky, the program works with colleges to build family engagement within the current teacher-prep curriculum rather than becoming an add-on. Prichard also worked with school districts near the two colleges last year to create family and teacher panel discussions, surveys, interviews, and monthly learning circles to shape effective strategies.

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“It’s made me cognizant of weaving families into everything I’m teaching, and showing students how this can happen with brief, informal conversations and collegial language with positive messages,” Roach said. The new strategies should give young teachers confidence in reaching out as a natural extension of their classroom work, she added.

The Prichard effort was the focus of a panel discussion about family engagement at the summer conference of the Kentucky Association of Colleges for Teacher Education. The audience saw short videos made last year by EKU student teachers providing parents questions or topics to discuss at home to reinforce classroom learning.

Emily McCreary of Boyd County, a student at Morehead State, explained how family engagement was included in a reading methods course last year. She said the experience built her confidence in partnering with parents and even experienced teaching colleagues.

“I saw that parent engagement doesn’t have to be scary, and that you don’t have to be a parent to engage them or to be inspiring,” McCreary said. She is eager to put the learning to the test in her student teaching assignment this fall.

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“We tell our students that this is an opportunity for them to be young teacher leaders,” noted Sonja Yow, an associate professor of education at EKU who teaches the social studies education class. “These collaborative interactions can start at the very beginning of a career, and it’s very positive,” she added.

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Proponents of the family engagement training expect that it will give their students an edge in the job market and, most important, support academic gains.

“We are totally into it now,” Connie Hodge, an associate professor at EKU said at the teacher education conference in Louisville this summer. “You see the students’ presentations and know that it motivates them and gives them confidence.”

“It just meets a need,” noted Elizabeth Dinkins, dean of the School of Education at Bellarmine University in Louisville and president of KACTE. “Everyone knows we need to prepare future teachers to work with families in today’s world and be intentional.

Amiya Griffin-Taylor of Lexington, a junior at EKU, said she is eager for all the strategies and advice available to know how to reach students once she becomes a teacher.

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“No one really prepares you for the real thing, and a big part of that is building relationships with students and parents,” she said. “I’m going to be an elementary teacher because I want to make an impact on someone else’s life. I had teachers who didn’t care that much and others who really supported me — sending e-mails, making phone calls, even coming to my graduation. I saw what that means, and I’m all about connections.”

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The House of Representatives has released House Bill 6, its initial budget proposal for the next two fiscal years. Here, I’ll summarize the major education elements, including action on the Big Bold Ask and some continuing questions about how the limited step up for child care will work for children and the workforce. Readers can also download our more detailed looks at three parts of HB 6, one each for early childhood, P-12 learning, and postsecondary education.The two-year budget being constructed now will include 2026 spending and tell us how far Kentucky has moved on the seven elements of the Big Bold Ask. As always, the Kentucky House and Senate can be expected to amend the current bill, but here’s how the current edition addresses those issues for the 2026 fiscal year.In postsecondary education, HB 6 exceed the Big Bold Ask’s call to invest in CAP need-based financial aid, and it comes quite close to the call for added investment in public higher education institutions.In K-12 education, HB 6 fully funds all-day kindergarten and come close to fully funding school transportation costs. The added investment in teaching excellence is valuable, though not close to the Big Bold Ask recommendation.Early childhood, however, receives very little new investment. HB 6 will increase the state contribution to the Child Care Assistance Program by $52 million, or about one-fifth of the Big Bold Ask, and state preschool will receive no increase at all compared to FY 2020 funding.The child care proposal also leaves important questions about how the program will work as federal pandemic funding comes to an end. HB 6 earmarks most of the new dollars as being to keep recently improved rates per child, but that leaves other questions unanswered. The Prichard team will be working to learn more about the plan, starting with two major puzzles:

• In July 2023, 37,635 children received CCAP support, according to a briefing offered by the Division of Child Care to an interim legislative committee. Does HB 6 provide enough money to continue serving all those children? If not, how far will participation drop, and how will that affect their parents’ workforce participation?
• In past years, CCAP parents were required to make income-based copayments, covering part of the cost of their children’s care. More recently, federal recovery dollars freed families from those copayments. Is HB 6 based on a return of the old copayment schedule, a lower copayment schedule, or no copayments at all?

For further details, check out our summaries for early childhood,P-12, and postsecondary. You can also review the full text of House Bill 6 to see further detail and planned investments in other fields.

January 17, 2024

FOR IMMEDIATE RELEASE
‍Courtney Daniel, Chief of Communications and External Affairs
courtney@prichardcommittee.org

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The Prichard Committee Releases Analysis of Kentucky House Budget

More Robust Investment Needed in Education

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LEXINGTON, Ky. – Analysis from the Prichard Committee for Academic Excellence finds that the Kentucky House budget released yesterday made strides in certain areas, but it does not achieve the significant advancements required in the early childhood sector

“We applaud the steps taken in this budget to secure all-day kindergarten and shore up higher education, but the lack of investment in early childhood is of great concern,” said Brigitte Blom, President/CEO of the Prichard Committee for Academic Excellence. “Even with the historical investment in CCAP of $52 million, we are far from our projected need of $251 million to ensure Kentucky’s youngest learners and their families have access to affordable, high-quality early care and learning programs.”

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Key Highlights and Concerns:

1. Insufficient Progress in Early Childhood Education: While HB 6 proposes as increase in the state’s contribution to the Child Care Assistance Program (CCAP) at $52 million, this is a fraction of the target set in the Prichard Committee’s Big Bold Ask—a six-year investment plan aimed at strengthening Kentucky’s investment in education. Additionally, state preschool funding sees no increase compared to FY 2020.

2. K-12 Education: The bill fully funds all-day kindergarten and nearly covers school transportation costs. However, the investment in teaching excellence, while notable, falls short of the Big Bold Ask’s recommendations.

3. Postsecondary Education Sees Notable Advances: The budget makes significant strides in postsecondary education. HB 6 exceeds expectations for allocations to the College Access Program (CAP), a need-based financial aid program, and nearly meets the investment goals for public higher education institutions.

“The budget’s lack of progress in early childhood funding is a missed opportunity to lead transformative change for Kentucky’s youngest learners and their families,” Blom said. “We urge lawmakers to drive forward a comprehensive and integrated plan to address the early childhood crisis that will meet the growing needs of Kentucky’s workforce.”

One policy example of this is the mixed delivery model that integrates child care and preschool, strengthening the child care business model and providing more affordable, high-quality care for kids and working families.

Click here for a detailed analysis of the Kentucky House budget.

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

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Governor Beshear offered his budget recommendations for the next two fiscal years last night, addressing the commonwealth in a recorded address and releasing a draft budget bill for public consideration. Here, I’ll summarize his proposals, including important steps forward on the Big Bold Ask and some continuing questions about how the smaller step up for child care will work for children and the workforce. As in past years, readers can also download more detailed looks at three parts of the budget plan, one each for early childhood, P-12 learning, and postsecondary education.

The two-year budget being constructed now will include 2026 spending and tell us how far Kentucky has moved on the seven elements of the Big Bold Ask. As always, the Kentucky House and Senate will have their own say on these issues, but here’s where the governor’s plan wants to go on those issues for the 2026 fiscal year.

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For four of the seven BBA elements, the governor’s plan meets or exceeds the Big Bold Ask’s call for increased annual investment: preschool, kindergarten, school transportation, and needs-based CAP grants.

And the governor calls for postsecondary institutional funding close to the Big Bold Ask level.

The governor’s budget is not as strong in the other two areas, with less than half of the teaching excellence investment and less than one-eighth of the requested CCAP step up in child care support.

The CCAP proposal also leaves important questions. The proposed $29 million in state funding is listed in the governor’s bill draft as meant to “retain the average $37 per day provider reimbursement rate for the Child Care Assistance Program (CCAP).” That’s clear on rates, but doesn’t spell out the other parts of the needed equation. The Prichard team will be working to learn more about the plan, starting with these two major puzzles:

• In July 2023, 37,635 children received CCAP support, according to a briefing offered by the Division of Child Care to an interim legislative committee. Does the governor’s budget plan provide enough money to continue serving all those children? If not, how far will participation drop, and how will that affect their parents’ workforce participation.
• In past years, CCAP parents were required to make income-based copayments, covering part of the cost of their children’s care. More recently, federal recovery dollars freed families from those copayments. Is the governor’s budget plan based on a return of the old copayment schedule, a lower copayment schedule, or no copayments at all?

The governor’s proposal also includes big investments in educator pay, health care, and retirement, along with steps up in funding for instructional resources, facilities, and Kentucky’s other financial aid programs for postsecondary students. For further details, check out our summaries for early childhood, P-12, and postsecondary. You can also review the governor’s draft budget bill and official summary. to get the very fullest sense of his proposals.

December 19, 2023
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FOR IMMEDIATE RELEASE
‍Courtney Daniel, Chief of Communications and External Affairs
courtney@prichardcommittee.org

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Analysis of Governor Beshear's Budget Proposals: Progress and Questions on the Big Bold Ask

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LEXINGTON, Ky. – Last night, Governor Beshear presented his budget recommendations for the next two fiscal years. The Prichard Committee has conducted a comprehensive analysis of these proposals, focusing on their alignment with the Big Bold Ask—a six-year investment plan aimed at strengthening Kentucky’s investment in education for the greatest return. A notable highlight in the budget is the substantial $257 million allocation for preschool education, surpassing the ambitious targets set by the Big Bold Ask.

“As we applaud the governor’s proposal, we remain vigilant about the critical need for sustained and increased investment in child care as part of Kentucky’s early childhood infrastructure,” said Brigitte Blom, president/CEO of the Prichard Committee. “Access to child care and innovative approaches that help increase the supply of high-quality child care are critical to supporting readiness for kindergarten and workforce participation that will help break cycles of poverty.”

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Key Highlights of Governor Beshear’s Budget Proposals:

• Child Care Assistance Program (CCAP): The governor’s budget proposes $29 million, a step toward meeting the Big Bold Ask but raising questions about its adequacy in sustaining current CCAP support levels.
• Education Investments: The budget exceeds the Big Bold Ask in areas like preschool, all-day kindergarten, and school transportation, indicating a strong commitment to early and primary education.
• Postsecondary Education: Close alignment with the Big Bold Ask in funding public universities and the Kentucky Community and Technical College System (KCTCS), with significant investments in the College Assistance Program.

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Areas of Concern:
Despite these positive strides, our analysis reveals areas that require further attention:

• Teaching Excellence Funding: The budget falls short of the proposed investment, raising concerns about retaining and attracting quality educators.
• CCAP Funding and Scope: Critical questions remain about the sufficiency of the budget to continue supporting all children currently under CCAP, and the implications of potential copayment changes for families.

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The budget focuses on enhancing Kentucky’s educational framework, with significant increases in educator pay, health care, retirement benefits, instructional resources, and facilities funding. However, it is crucial that the finer details of these proposals, particularly in child care and teaching excellence, are examined to ensure they meet the growing needs of Kentucky’s children and educators.

As the Kentucky House and Senate deliberate on these proposals, our team will continue to monitor developments and provide insights. We invite the public to review the governor’s full budget bill and our detailed summaries for early childhood, K-12, and postsecondary education, available on our website.

Read the analysis here.

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

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December 18, 2023
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FOR IMMEDIATE RELEASE
‍Courtney Daniel, Chief of Communications and External Affairs
courtney@prichardcommittee.org

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Prichard Committee's Statement on Governor Beshear's 2024 Budget

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LEXINGTON, Ky. – Governor Beshear’s budget released tonight focuses on key investments in education. Notably, the budget included proposals for preschool expansion, child care, full funding for school transportation and kindergarten, as well as additional investments in postsecondary education. The governor also included an 11% pay increase for public school employees. These can all positively influence Kentucky’s education outcomes and the state’s workforce and economy.

Early childhood is the one area of the Big Bold Ask where we have not made significant headway in the past four years. While the governor’s proposal for preschool is exceptional, we are concerned that the budgeted investment in the Child Care Assistance Program is not enough to maintain coverage of the currently 37,000 children relying on the support of child care. We’ll be working to better understand the governor’s proposal for the interconnection between preschool and child care, and to work through the budget session on this issue, which is critical to Kentucky’s families.

As we enter the initial phase of the 2024 Legislative Session, this budget serves as a first step in the process. We are committed to keeping Kentuckians informed and will release a full analysis of the governor’s proposed budget tomorrow and provide detailed context and insights at each stage of the legislative process.

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

December 7, 2023

FOR IMMEDIATE RELEASE
‍Courtney Daniel, Chief of Communications and External Affairs
courtney@prichardcommittee.org

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The Prichard Committee Releases Survey Data on Appalachian Education Challenges

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LEXINGTON, Ky. — The Prichard Committee for Academic Excellence released a report today that provides valuable insights into the opportunities and challenges faced by teachers in Appalachian classrooms. The survey funded by The Steele-Reese Foundation and conducted by the Prichard Committee, in collaboration with a dedicated team of educators, indicates the profound impact of generational poverty.

“Understanding and addressing the unique educational challenges in the Appalachian region is crucial for the future of Kentucky’s students. This survey shines a light on the resilience and dedication of educators who are striving to overcome barriers and improve outcomes,” said Brigitte Blom, President/CEO of the Prichard Committee. “As we move forward, it is essential that we work with communities to implement hyper-local responses to issues they face.”

This initiative began in April 2023 and received responses from 1,031 educators. The objective was to better understand the experiences of those working closely with students and families across the 54 Kentucky counties served by the federal Appalachian Regional Commission.

According to the data obtained from Appalachian teachers, economic underdevelopment contributes to declining enrollments, reduced student motivation, and a scarcity of community partnerships, with instability becoming a notable consequence.

Teachers also noted the challenges of preparing students for non-existent jobs amid economic uncertainties, emphasizing the intertwined dynamics of poverty, drug dependency and family trauma—all persistent and evolving issues in the region.

“There is a lot going on for our students outside of the classroom,” a Hazard teacher said. “Flooding, fires, drugs—they are overwhelmed. School is the last thing they are worried about.”

The survey outlined teachers’ ideas for solutions and their perspectives on broader initiatives to boost education outcomes in the region. The proposed solutions include additional staffing—which encompasses a range from bus drivers to mental health professionals—enhancing infrastructure, bolstering community support, and increasing funding to address specific local needs.

Meaningful change for schools and students in Appalachia will require a collaborative effort, with leaders and local communities working together to address the complex challenges at hand. As stated by one veteran teacher in the survey, “We need to be listened to more and fix this from the inside out.”
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The Prichard Committee for Academic Excellence is an independent, nonpartisan, citizen-led organization working to improve education in Kentucky – early childhood through postsecondary.

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December 4, 2023
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FOR IMMEDIATE RELEASE
‍Courtney Daniel, Director of Communications and External Affairs
‍courtney@prichardcommittee.org

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New Research Shows Crises Facing Rural Students in Kentucky

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LEXINGTON, Ky. – The newly released ‘Why Rural Matters 2023’ report examines the needs and inequities affecting 9.5 million students attending public schools in rural areas – more than one in five students nationally. The report shows that in Kentucky, the challenges faced by rural students in education are highlighted by significant disparities in both academic performance and resource allocation.

“The findings of this report underscore the need to bridge the resource and opportunity gaps that rural students face, particularly in areas of poverty, education funding, transportation and access to technology,” said Brigitte Blom, President/CEO of the Prichard Committee. “We must implement solutions that recognize the unique needs of rural communities, ensuring every student in Kentucky has the resources and support needed to thrive.”

The ‘Why Rural Matters 2023′ report sheds light on the significant transportation challenges facing rural communities in Kentucky. These challenges necessitate that a greater portion of rural schools’ budgets be allocated to transportation, thereby diverting essential funds away from other critical education needs.

“The Prichard Committee’s ‘Big Bold Ask’ calls for the legislature to fully fund education transportation, enabling local districts to allocate their funds towards other education priorities identified by communities and school boards,” said Blom. “For each dollar our schools spend on transportation, they can only spend about $9 on instruction. Nationwide, schools can spend about $11 on instruction for every dollar on getting students to school.”

The report also highlights Kentucky’s weakness in access to broadband internet. Here, 16.1% of households lack that access. This lack of connectivity hinders educational enrichment and communication, and it can interrupt continuity of schooling, especially in areas where transportation is challenging due to the topography.

“The ‘Why Rural Matters 2023’ report highlights the urgent need for Kentucky to focus on the needs of rural students, schools, and communities,” said Rob Stafford, Ed.D., President of the Kentucky Rural Education Association. “Although great things are happening in our schools, we need to address the factors that are negatively impacting our rural communities and provide more academic and career opportunities for students.”

The ‘Why Rural Matters 2023’ report provides a detailed analysis of Kentucky’s rural education system across five key categories, where the state’s ratings are cause for concern:

1. The importance of focusing on rural education: Kentucky is categorized as ‘crucial’, the highest level of concern.
2. Student and family diversity: The state is rated as ‘urgent’, reflecting the high percentage of rural school-aged children living in poverty.
3. Educational policy context: Rated as ‘very important’, this aspect looks at the ratio of instructional to transportation expenditures.
4. Educational outcomes: Kentucky falls into the ‘critical’ category, focusing on the high school graduation rate for rural students.
5. Access to supports for learning and development: Also rated as ‘critical’, this category assesses household broadband access.

‘Why Rural Matters 2023’ was published by the National Rural Education Association (NREA) and its partners to examine how educational supports and resources for student well-being are being distributed, casting light on which rural children are most in need of additional support.

“The ‘Why Rural Matters’ report arms NREA state leaders, legislators, and communities with the information and data needed to take action in their state capitals, advocating for the needs of rural students and highlighting strengths in rural schools,” said Allen Pratt, Executive Director, National Rural Education Association (NREA).

For the complete report, including data on the condition of rural education in each state, visit the NREA website.

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

It’s time for a new look at Kentucky postsecondary developments.

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The 2023 Progress report recently released by CPE (the Council for Postsecondary Education) shows:

• A 4% increase in attainment for workforce-age Kentuckians, on track for Kentucky’s 60×30 attainment goal
• An 11% decrease in undergraduate enrollment, threatening continued attainment growth
• A 10% gain in undergraduate credentials awarded by KCTCS (the Kentucky Community and Technical College System)
• A 3% loss in undergraduate degrees awarded Kentucky’s public universities
• Rising enrollment and attainment for students from underrepresented minority groups
• Falling enrollment and attainment for low-income students

The discussion that follows will add detail on each of these trends.

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Rising Attainment

In 2021, 54.3% of Kentucky residents ages 25-64 held postsecondary credentials, including certificates, certifications, associates and bachelor degrees, and graduate/professional degrees. That puts us on a good track for CPE’s ambitious goal: 60% postsecondary attainment among Kentuckians ages 25-64 by the year 2030. This is a bright spot to celebrate.

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Declining Enrollment

Fall 2021 undergraduate enrollment in Kentucky public universities and KCTCS was 11% lower than Fall 2016. That’s a major storm cloud threatening our ability to keep up the attainment progress noted above. It’s a trend to see, study, and work to change.

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Growing KCTCS Undergraduate Degrees & Credentials

The Kentucky Community and Technical College system has delivered important growth over the last five years. Notice that the extra attainment during the peak years of the pandemic. Continuing this trend can be a very good thing for our commonwealth.

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Declining University Undergraduate Degrees

Public universities matching the KCTCS growth, with 2021-22 degrees and credentials clearly below 2016-2017 levels. Kentucky will need to recognize, study, and change this pattern.

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Good and Bad News on Serving All Students

In Kentucky’s efforts to build postsecondary programs that welcome and empower all our residents, we’re seeing progress for underrepresented minority students and pretty much the opposite for low-income students.

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A Concluding Note

A big bold future for Kentucky will require a skilled workforce and well-prepared citizens, including rising numbers with degrees and credentials beyond the high school. Looking right at these trends, celebrating the good news and confronting the challenges is the right path forward.

In Kentucky public postsecondary education, male students are far behind their classmates in enrollment, bachelor attainment, and associate attainment.

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They only match female learners in earning undergraduate certificates. Higher education has a history of making female students less welcome and moving them to lower levels of attainment, but the wheel has turned. Looking at data from the Council on Postsecondary Education, male students are the ones being served less well, and the differences are big enough to warrant real attention. Plus, most differences are getting worse. Here comes the evidence.

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Enrollment Begins the Concern

Here’s a six-year comparison of who enrolled as undergraduates at Kentucky public institutions, vividly showing lower male enrollment. There are declines for both groups, but the male decline was 21% of enrollment and 12,699 students. The female loss was 11% and 9,538 students. Male students' share of enrollment dropped from from 42% in 2016-17 to 40% in 2021-22. For me, the chart warrants some questions about whether male students are being offered full welcome and empowerment.

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Bachelor Degrees Add Concern

At the baccalaureate completion level, male recipients have also dropped: a decline of 791 graduates and 10% from public universities. Female recipients rose by 63 degree-earners and 0.6%. Male students were 43% of all recipients in 2016-17 and 40% in 2021-22. Once again, the chart suggests real issues about how our institutions work for male learners.

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Associate Degree Also Warrant Concern

Across the years, shown, male students also earned fewer associate degrees. The decline was smaller, with losses of about 4% and 132 graduates. The female trend was very small growth, increasing 0.3% and 16 recipients. Male students received 36% of the 2021-2022 associates, down from 27% in 2016-17. One more time: the differences here don't look like full empowerment and welcome for students of both genders.

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Other Credentials Look Better

Kentucky has put important effort into supporting other undergraduate credentials that students can earn more quickly, often designed to qualify students for immediate work opportunities. There, the pattern is very different, with credential-earning from Kentucky public institutions rising for both groups, rising faster for male students, and looking proportionate to Kentucky’s total population both at beginning and end. Over the five year span, male recipients rose 2,356 and 49%, compared to 1,924 growth and 39% for female recipients. The change moved male students from being 49% of degree earners to 50.4%. This chart comes closer to looking like approaches that work for all.

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Addressing the Concerns?

When I look at data on K-12 education or on early childhood, I know I’ve done some study. I’ve listened to folks close to the work at some length, and I’ve read thoughts from others who have done systematic study. I don't have all the answers, but I've done enough due diligence to have starting ideas on strategies that can help.

When I look at this postsecondary puzzle, I don’t bring that background. Accordingly, my starting ideas for this challenge are all about learning more, including:

• Gathering perspectives from students in college now and students considering college now
• Gathering thoughts from educators working with those students
• Finding and studying expert analysis and recommendations

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I’ll try hard not to rush to conclusions about roots of this problem or solution steps that could be effective.

The part that's already clear to me is simply that this issue deserves attention and effort. Male Kentuckians are not gaining as much as female students from our postsecondary institutions, and both the gaps and the trends are big enough that many of us should be concerned. Let’s think together about this.