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Crafting meaningful legislation that positively impacts schools is a process that requires patience, collaboration, and oftentimes, multiple legislative sessions. Thoughtful policy development ensures that changes are not only effective but also supported by the key stakeholders who will be most affected and in charge of implementing the legislation and the local school and district level. Why Time Matters in Legislation Rushing legislation can lead to unintended consequences, lack of stakeholder input, and policies that fail to address the complexities of the education system. By allowing time for discussion, revision, and stakeholder involvement, lawmakers can craft policies that truly serve Kentucky’s students and educators. Legislation is step one in the change process. In order for change to truly occur, local schools and school districts must adequately implement this change in a way that’s consistent with their local community needs and in a proactive, rather than a compliant mindset. Stakeholder Involvement: A Key to Success One of the most effective ways to ensure the success of new legislation is by incorporating input from those directly impacted. When superintendents, educators, parents, and policymakers work together, the result is legislation that is both practical and widely supported. This collaborative approach builds trust in the legislative process and ensures better outcomes for Kentucky’s students. This approach also provides legislators with valuable real-world insights that can shape more effective policies. Education leaders understand the day-to-day realities of schools, from budgeting constraints to curriculum implementation. When their voices are included, policies become more responsive and actionable, rather than top-down mandates that may not fit the realities of Kentucky’s diverse school districts. Slower Legislation, Better Outcomes Taking time to develop legislation allows: Thorough research and analysis of potential impacts Inclusion of a diverse range of perspectives Development of policies that are sustainable and adaptable Greater buy-in from schools and communities When legislators take a deliberate and measured approach, they ensure that education policy is not only well-intentioned but also effective in practice. Legislation that is rushed through often leads to unintended gaps that require additional amendments later, creating inefficiencies and confusion for school leaders. Thoughtful legislation ensures clarity, proper funding, and smoother implementation. Learning from Past Legislative Successes Past legislative successes in Kentucky serve as a blueprint for future policymaking. The School Safety and Resiliency Act (2019) is a prime example of how careful deliberation led to comprehensive safety measures that are both enforceable and effective. Likewise, the Read to Succeed Act and Numeracy Counts Act demonstrate how bipartisan support and research-backed strategies can improve student outcomes in fundamental subjects. A particularly notable case is the Shared Responsibility pension reform of 2010, which tackled the complex issue of funding educator pensions. By taking the time to study the financial implications and consult with various stakeholders, Kentucky was able to implement a solution that balanced the needs of retirees while ensuring the long-term sustainability of the system. The Path Forward: Thoughtful Policy for the Future As Kentucky continues to refine its education policies, maintaining a deliberate and collaborative approach will be key. Looking ahead, issues such as school funding, teacher recruitment, and student support services require long-term strategic planning. Legislators should view the policymaking process as a marathon rather than a sprint, focusing on building frameworks that will endure beyond election cycles and immediate pressures. At the Kentucky Association of School Superintendents (KASS), we believe that the best policies are those that prioritize the needs of students and educators while taking the necessary time to get them right. By advocating for well-researched, stakeholder-supported legislation, we help create a stronger foundation for Kentucky’s education system. We encourage policymakers to continue prioritizing thoughtful, well-paced legislative processes that ultimately benefit Kentucky’s schools and students. Thoughtful legislation isn’t just about passing laws—it’s about shaping the future of education in a way that ensures lasting success for generations to come.

Kentucky’s public education system thrives because of visionary leadership. This happens in our classrooms, in our schools, and across our districts. For many years, Kentucky superintendents have led this work and work tirelessly to overcome complex challenges, shape policy, and drive long-term improvements that benefit every student. In this blog, we explore the multifaceted roles of KY superintendents and why competitive compensation and robust support are essential for the future of our schools. The Expansive Role of Kentucky Superintendents Kentucky superintendents carry a heavy responsibility. Their role goes far beyond traditional management and with each year and increasing mandates, the role continues to expand. In addition to being the educational leader for their local districts, school superintendents must also: Ensure compliance with state and federal mandates that have only increased over the years and include a substantial number of regulations. Oversee a large number of employees. Local school districts are often the largest employer in many counties. Secure and manage hundreds of thousands of square feet of building space, including construction, routine upkeep, and the usage by the school community. Ensure the safety and well-being of every student and employee in their care. Steward a significant budget and be prudent with taxpayer dollars. Optimize efficiency in major operations including transportation and food services This is just a sampling of the vast responsibilities of today’s superintendent. To be successful, the role demands an exceptional breadth of expertise. Superintendents must be: Educational visionaries who can implement research-based strategies to improve student outcomes Financial managers who can navigate complex state funding formulas and maintain fiscal responsibility Political liaisons who work effectively with school boards, community stakeholders, and state officials Crisis managers who handle everything from weather emergencies to public health challenges Human resource executives who attract and retain quality educators in a competitive market Facilities managers who oversee maintenance and construction of physical infrastructure Public relations professionals who maintain transparent communication with diverse constituencies Undercompensation in a Demanding Field In the private sector, executives managing organizations of similar scale and complexity routinely command significantly higher salaries, often complemented by substantial bonuses and stock options that superintendents don't receive. When making a comparison to this group, it is clear that when comparing executive leadership roles across industries, Kentucky superintendents lag behind their counterparts in the private sector. The compensation package for Kentucky superintendents, while substantial, typically falls well below what private sector executives earn for managing organizations of comparable size and complexity. A CEO of a mid-sized company with similar budget and personnel responsibilities often earns two to three times more than a superintendent, not including equity compensation and performance bonuses. Furthermore, the stakes in education leadership are arguably higher than in many private sector roles. Superintendents' decisions directly impact community development, social mobility, and the future workforce. Their success or failure affects not just quarterly profits but the life trajectories of thousands of students and the long-term economic health of their communities. Consider also the demanding nature of the position. Superintendents regularly work 60+ hour weeks, attend numerous evening events, and must be available 24/7 for emergencies. They operate under intense public scrutiny, with their decisions and actions constantly subject to community oversight and media attention. Unlike private sector executives, they must conduct all business in the public eye, adhering to strict transparency requirements and open meetings laws. The qualifications required for the position further justify the compensation. Kentucky superintendents must possess advanced degrees, specialized certification, and extensive experience in education leadership. Many hold doctoral degrees and have invested significantly in their professional development. Their compensation should reflect this substantial investment in expertise and credentials. When comparing superintendent salaries to other public sector leadership positions, the compensation appears even more reasonable. University presidents, hospital administrators, and other public agency executives often earn comparable or higher salaries while managing smaller budgets and fewer employees. Looking at the return on investment, effective superintendents create value that far exceeds their compensation. Through strategic leadership, they can: Improve student achievement metrics that enhance property values Secure grants and alternative funding sources Implement efficiency measures that save taxpayer dollars Drive economic development by producing well-prepared graduates Build community partnerships that leverage additional resources Finally, the Kentucky Superintendency operates in four year contracts. Unlike other educational professionals or those in leadership positions, superintendents have no guarantee of tenure or continuing employment status. Much like their private sector counterparts, they are on a specified contract, determined by an elected board of education, every 4 years. A Future Built on Informed Investment The success of Kentucky’s public education system hinges on the strength and stability of its leadership. By recognizing the full scope of a superintendent’s role—from strategic vision and daily operations to overcoming budgetary and contractual challenges—we see that the compensation for superintendent salaries are best set when locally elected boards of education, held accountable by elections from their community, work with key stakeholders to hire, evaluate, and extend contracts to superintendents, without state directive or outside influence. When we invest in our superintendents, we invest in the future of every student and impact every community in the Commonwealth. Kentucky superintendents are more than administrators—they are visionary leaders dedicated to creating thriving, future-ready schools. Through the combined efforts of our superintendents, school leaders, educators, and our committed stakeholders, we will continue pave the way for a brighter educational landscape in Kentucky.

Kentucky’s public schools face a growing teacher shortage, threatening student success. The Kentucky Association of School Superintendents (KASS) is leading the charge through the Kids First KY Legislative Agenda, advocating for increased funding, fair accountability systems, and stronger community engagement to recruit and retain high-quality educators. Learn how funding, accountability reform, and local leadership can help address this crisis and ensure every child has a great teacher.

Kentucky’s public schools are filled with potential, but our current system of accountability does not fully capture the breadth of student learning and success. At the Kentucky Association of School Superintendents (KASS), we believe it’s time to rethink how we measure student progress and school effectiveness. The current system, overly reliant on single-test measures and largely based on federal and state standards, fails to paint a complete picture of what’s happening inside Kentucky’s classrooms. It’s time for a change—one that puts students first, fosters innovation, and supports educators in meaningful ways. The promise of the Kentucky Education Reform Act (KERA) was remarkable, outlining capacities to ensure that students possessed the knowledge, skills, and dispositions across a whole host of areas to be successful in life. Initially, the KIRIS system sought to measure these capacities in very forward thinking ways. Unfortunately, the advent of No Child Left Behind and other factors has left Kentucky’s accountability framework largely defined by standardized test scores. While assessments play a role in measuring student achievement, they often fail to capture the full learning experience. Schools and districts should not be evaluated solely based on a one-size-fits-all approach. Instead, accountability should be flexible, allowing communities to emphasize the values that matter most to them while maintaining high standards. Kentucky is a complex and diverse place - our accountability system should reflect that. Some of the key concerns with the current system include: Limited Measures of Success : A single test score cannot fully represent a student’s knowledge, skills, or growth over time. Can a science teacher make instructional decisions when a student takes a singular test one time every 3 years? Lack of Real-Time Feedback : Many assessments do not provide timely or useful feedback to students or teachers, making it difficult to adjust instruction effectively. Students take these assessments in May and it’s September before any relevant data is available. Overburdening Educators : Kentucky has exceeded federal testing requirements, adding layers of bureaucracy that do not necessarily improve student learning outcomes. A more effective system would provide school districts with greater flexibility while maintaining high standards for all students. By shifting toward an accountability model that prioritizes growth and multiple measures of success, we can create a system that truly reflects student learning and progress. Aligning Accountability with Workforce Readiness As noted in the Prichard Committee’s recent article, “Making Kentucky High School Diplomas Matter,” employers are looking for graduates who can think critically, communicate clearly, and adapt to new challenges. Thirty five years ago, these were similar skills that KERA promised Kentucky students. These skills are not captured by traditional test-based metrics, but they are cultivated through personalized and innovative educational approaches. School districts across Kentucky have developed a Portrait of a Learner/Graduate that represents a transformational approach to education. Instead of focusing solely on standardized test scores, this framework emphasizes the development of durable skills such as: Critical thinking Collaboration Communication Creativity Adaptability Employers consistently identify these competencies as essential for success in today’s rapidly evolving job market. A graduate who can adapt to challenges, communicate effectively, and work collaboratively is far more prepared to contribute meaningfully to their community and the workforce than one whose education was defined solely by test scores. The Vision for a New Accountability Framework Kentucky’s United We Learn Initiative presents a unique opportunity to rethink how we assess student success. This framework balances traditional education priorities around reading, math, transition readiness, and graduation rates with a local component that’s more agile when the local context changes. By designing an accountability system that aligns with these values, we can ensure that education in Kentucky is meaningful and impactful. A more effective system would: Prioritize Student Growth : Rather than comparing one group of students to a different group of students, we should measure student learning progress over time. Offer Multiple Ways to Demonstrate Learning : Students should be able to show proficiency in various ways, such as projects, presentations, and portfolio assessments, rather than relying solely on standardized tests. Reduce Unnecessary Mandates: Schools should be free from excessive testing requirements that do not add value to the learning experience. Embed Workforce-Ready Skills : Ensure accountability includes measures for critical thinking, collaboration, and adaptability to align with employer expectations. This shift will not only benefit students but also support teachers by fostering a culture of innovation and adaptability in the classroom. Accountability That Works for Everyone A well-designed accountability system benefits both students and educators. For students, it means access to diverse learning opportunities and assessments that truly reflect their strengths and abilities. For teachers, it means a system that values their work and encourages creativity in instruction. By moving beyond test-driven accountability, Kentucky can: Provide a more accurate representation of student achievement. Help recruit and retain passionate educators by creating a system that supports and empowers them. Foster community-driven education, ensuring that schools align with local values and needs. Strengthen workforce connections, ensuring graduates are prepared for meaningful careers. The future of Kentucky’s education system depends on our willingness to embrace change. By advocating for a new, more effective accountability system, we can ensure that every student has the opportunity to succeed in a way that reflects their unique strengths and potential. Legislative leaders and education policymakers must work together to develop an accountability system that puts students first and supports educators. Kentucky’s children deserve an education system that measures what truly matters. Let’s work together to build a brighter future for all students.

In 1989, the Kentucky Supreme Court, in Rose vs. the Council for Better Education (commonly referred to as the Rose decision), declared the entire state system of public education unconstitutional. The court found that Kentucky’s public education system failed to meet the requirements of Section 183 of the state constitution, which mandates an "efficient system of common schools throughout the state." This lawsuit was prompted by major deficiencies in both the adequacy of public school funding and the equity of that funding in districts across the state. From this decision, the Kentucky legislature passed the Kentucky Education Reform Act, which, among many overhauls, included a new funding formula known as the Support Education Excellence in Kentucky (SEEK). The Kentucky Association of School Superintendents commends the legislature for passing an education budget that moves us closer to adequate funding. Currently, however, a funding shortfall exists and it’s imperative this gap is closed in order for the budget to work and be made whole. Inadequate funding harms the entire budget process. How is SEEK Calculated? Every two years, Kentucky lawmakers set a per-student base funding amount multiplied by the district’s average daily attendance from the previous year. This is just a starting point, however, and not a guaranteed amount per student. Next, add-ons adjust funding based on student needs: At-risk students (free lunch eligible) = number of students x 15% of the base funding per student. Home-hospital students = previous year’s average daily attendance x the base amount minus $100. Exceptional children = funding varies by need level and the number of students (low, moderate, or high incidence). Limited English proficiency students = number of students x 9.6% of the base funding per student. Transportation funding is based on distance, frequency, and type of travel. After calculating adjusted base funding, local effort is subtracted. Districts must contribute 30 cents per $100 of assessed property value , reducing the amount provided by the state. Wealthier districts receive less state aid, while poorer districts receive more to promote fairness. Districts can raise local taxes beyond the required amount: Tier One : Up to 17.5% more, with state equalization for poorer districts. Tier Two : Up to 30% more (requires voter approval) but gets no state equalization. A hold harmless provision ensures no district receives less than it did in 1992. In short, SEEK funding aims to balance resources so all students, regardless of their district’s wealth, have access to similar educational opportunities. Why do we have a funding gap? Funding gaps are not new. When developing the budget for SEEK, estimates must occur as legislators are projecting two years out. Based on any number of factors within the formula, a surplus or shortfall will almost always happen. Over the past 15 years, shortfalls have occurred 4 times. But during the last fiscal year, there was a $156.3 million SURPLUS in SEEK funds that were swept to the state general fund. Factors that impact SEEK include changes in: Enrollment Average Daily Attendance At-risk students Students w/disabilities and category of that disability Students utlizing home-hospital services Students with limited English proficiency Transportation patterns within the district Increase or decrease in property values Local district tax rates Since 2022, total enrollment has increased by almost 4,000 students across the state. In that same time frame, Kentucky public schools have seen an increase of over 10,000 at-risk students, 12,000 students with limited English proficiency, and 9,000 students with a disability. The shifts in these groups combined with a large variance in local property values across the state make the SEEK estimate an imperfect science. And yet, the shortfall is less than 1.5% of the total SEEK budget. Why can’t local districts just pick up the cost? A common argument is that local school districts have contingencies to cover just this sort of thing. In Kentucky, 2% of a local school district’s budget is REQUIRED to be in contingency, while at least 5% is recommended. In fact, many accountants recommend at least 3 months of operating costs in reserve. Much like people who try to save a portion of their income, school districts do the same. The average school district in Kentucky has around 2200 students. When you are dealing with thousands of people (students and staff) being transported, fed, utilizing hundreds of thousands of square feet of buildings, ensuring their safety, and supporting the educational efforts of the next generation, there are many expenses. The roof has leaks, the heating unit stops working, an extra teacher is provided for a program needed for students, the bus breaks down - these costs are why a district has a contingency. In many districts, the contingency is developed because of expected large future expenses like a building project, staff raises, or expanded programs. What must happen now? It is crucial the Kentucky Legislature close this shortfall. The money is there. Last year, over $156 million from the SEEK fund lapsed back to the general fund. To close this year’s gap, 25% of that money is needed - a small drop in the bucket. School districts utilize expected SEEK dollars to create their budgets for the next year. Not closing the gap will lead to budget shortfalls locally, which could impact jobs, whether or not districts can give raises, and uncertainty in the budgeting process moving forward. This budget was a good education budget. It should not be short changed because of the SEEK shortfall. The Kentucky Association of School Superintendents encourages every superintendent to reach out to their local legislators to discuss more specific talking points and how this shortfall could affect your district and your long-term plans. Now is the time to act to ensure we continue to focus on Kentucky public education funding.

This week's blog post highlights the work of our partnership with the Kentucky Legislature over the past few years while identifying key areas of focus for the remainder of this legislative session. KASS will continue to advocate on behalf of superintendents and all Kentucky students to ensure our public schools remain at the forefront of the legislative process.

It might surprise you to know that Kentucky school districts often are the largest employers in their communities, manage the largest food service and transportation operations, have the largest physical plants and include a wide array of staff members including teachers, teacher’s aides, food service workers, mechanics, bus drivers, nurses, safety resource officers, principals, school secretaries, guidance counselors and many others. The post Support the business of educating our most precious resource – Kentucky children appeared first on KidsFirstKY.

We’ve all heard the old saying about robbing Peter to pay Paul. Unfortunately, many Kentucky teachers and staff are either working second jobs or may find themselves in that very position - making tough decisions between paying the rent or buying food. The post Kentucky legislators – make teacher and school staff salaries competitive and put KIDS First appeared first on KidsFirstKY.

Our state has the money; let’s fund public education and put KIDS First. Kentucky is enjoying one of the most economically prosperous eras in its history. The post Encourage lawmakers to use Kentucky’s prosperous financial position to benefit children, teachers and school staff across the Commonwealth appeared first on KidsFirstKY.

It’s the time of year when we gather with those we love to celebrate the holiday season. We’ll fill our plates with the foods we grew up with and conversations often will turn to fond memories of yesteryear. The post This holiday season, lawmakers need to prioritize the gift of ensuring Kentucky kids and teacher can be at their best appeared first on KidsFirstKY.

Education continued to be a key topic throughout this year’s legislative session, as educators, families and community members raised issues with legislators that are crucial to student achievement. Delivering for Public Schools: Lawmakers Pass Bills to Give Educators, Students Tools They Need to Succeed appeared first on KidsFirstKY.

Two bills that would make school boards and city councils partisan offices, with partisan primary elections, are being considered by the Kentucky General Assembly. The impact of HB50 & SB50 would have harmful effects on local school boards, and the students and districts they serve We Need Less Political Influence in Public Education – Not More appeared first on KidsFirstKY.

A key issue facing Kentucky public schools is so well-known by now it’s almost cliché: our schools are suffering from long-term, persistent underfunding. It’s a problem made even worse by the pandemic, which has disrupted learning for hundreds of thousands of students across our state, and required more resources from our schools and staff than ever before. Urging Lawmakers to Make Adjustments to Laws Now to Avert Catastrophic Funding Cliff appeared first on KidsFirstKY.

Ask any parent or guardian who had to guide their child through online classes and virtual schoolwork, and they’ll tell you: teaching is a heroic profession. The post Kentucky Teachers and School Staff Leaving the Profession in Record Numbers appeared first on KidsFirstKY.

As educators, administrators, employers and parents ourselves, we commend – and continue to appreciate – the move to direct long-overdue funds to our public schools. Building on 2022 Momentum | The Work Continues appeared first on KidsFirstKY.

Expanding Career Opportunities Through State Funding For over 219 years, Elizabethtown Independent Schools (EIS) has been a pillar of academic excellence in Kentucky. However, prior to 2022, the district faced a significant challenge—a lack of state funding for Career and Technical Education (CTE). This funding gap limited the opportunities available to students, preventing them from gaining hands-on experience in high-demand fields. Thanks to LAVEC and Supplemental CTE funding, EIS has now transformed its CTE programs, creating new career pathways, upgrading learning environments, and forming strategic industry partnerships to ensure students graduate career-ready. The Power of Legislative Support in Education With newly allocated state funding, EIS was able to: ✔ Introduce Three High-Demand Career Pathways – The district launched Health Science, Education, and JROTC pathways to meet student interest and workforce demands. ✔ Enhance Engineering and Business Pathways – Investments in state-of-the-art equipment have elevated hands-on learning experiences. ✔ Establish a School-Based Enterprise – A student-run business within the business pathway is providing real-world entrepreneurial training, with plans for expansion next year. Measurable Impact: Student Success on the Rise The impact of these initiatives is already visible: Increased Enrollment in Career Pathways – More students are choosing CTE programs, preparing them for high-paying, in-demand careers. Stronger Transition Readiness – EIS is seeing a rise in students graduating with job-ready skills and industry certifications. Project-Based Learning Expansion – Hands-on learning is now embedded across all schools, preparing students for real-world problem-solving before high school. “This funding has completely changed what we can offer our students. They now have access to career pathways that were previously unavailable, setting them up for success beyond graduation.” – Paul Mullins, Superintendent The Role of Community Partnerships in Student Success One of the key drivers of EIS’s CTE expansion has been strong community and industry partnerships. These collaborations have provided resources, mentorship, and job training opportunities that directly benefit students. Baptist Health – A critical partner in launching the Health Science Pathway, providing medical equipment and supplies to support student training. By working with local businesses and organizations, EIS is ensuring that students gain hands-on experience and industry exposure, making them highly competitive in the job market. Looking Ahead: What’s Next for Career and Technical Education at EIS? The transformation of career and technical education at Elizabethtown Independent Schools is only just beginning. Looking ahead, the district is focused on: ✔ Expanding the School-Based Enterprise – Giving students even more opportunities to develop entrepreneurial skills. ✔ Growing Industry Partnerships – Strengthening ties with local businesses, healthcare providers, and educational institutions to enhance learning experiences. ✔ Exploring Additional Career Pathways – Identifying new programs that align with workforce needs and student interests. With continued support from legislators, industry leaders, and the community, EIS is shaping the future of career and technical education, ensuring that every student has the skills, knowledge, and experience needed to thrive in college, careers, and beyond. Join the Movement: Supporting the Future of CTE The success of Elizabethtown Independent Schools demonstrates the power of legislative funding in transforming education. By investing in career pathways, workforce training, and hands-on learning, districts across Kentucky can prepare students for real-world success. Want to learn more about how EIS is leading the way in career education? Visit their WEBSITE for more details.

Investing in the Future: Legislative Support Strengthens Bourbon County Schools Bourbon County Schools is making critical investments in students, staff, and school safety thanks to increased SEEK funding and an adjusted Tier I rate . These additional resources have allowed the district to make meaningful improvements that benefit both education and operations , ensuring that every student has a safe and enriching learning environment. Investing in Our Educators & Staff A strong school system starts with strong educators and staff , and Bourbon County prioritized competitive salaries to attract and retain top talent. With $900,000 allocated for staff raises , the district was able to increase bus driver wages by up to $8 per hour —a much-needed step in addressing Kentucky’s ongoing driver shortages and ensuring reliable transportation for students. Enhancing Student Learning Environments With additional SEEK funding, Bourbon County Schools made substantial investments in new K-12 curriculum , ensuring that students have access to high-quality, modern learning materials . Additionally, the district upgraded classroom and cafeteria furniture , creating more comfortable and engaging environments that support both academic success and student well-being. Prioritizing School Safety & Transportation School safety remains a top priority , and Bourbon County took bold steps to enhance security measures district-wide. Investments included: 🔹 Audio Enhancement Epic System – A new system that interfaces directly with 911 , improving emergency response times and communication. 🔹 New Bus Fleet & Safety Features – The district purchased five new buses and equipped the entire fleet with real-time GPS tracking and stop-arm cameras to increase student safety on the road . These upgrades ensure that Bourbon County students not only have a safe learning environment but also a secure and reliable way to get to and from school each day . A Shared Commitment to Student Success The progress made in Bourbon County would not have been possible without strong legislative support. The district extends its gratitude to Representative Matt Koch and Senator Steve West for advocating for critical education funding that directly benefits students, staff, and families. With continued investment in staff, curriculum, and safety , Bourbon County Schools remains committed to providing a high-quality education for every student while ensuring that the district remains a safe, supportive, and forward-thinking place to learn . 💡 Learn more about how legislative support is shaping Kentucky’s schools: kysupts.org/success-stories  📲 Follow Bourbon County Schools for updates: 🔹 Facebook: @BourbonCountySchools

Investing in the Future: Legislative Support Strengthens Career and Technical Education in Woodford County In Woodford County, a strong foundation in Career and Technical Education (CTE) is preparing students for success beyond the classroom. Thanks to legislative support and targeted funding, Woodford County Public Schools has been able to expand opportunities in robotics, healthcare, culinary arts, agriculture, and business —all critical fields for Kentucky’s workforce and economic growth. Building a Skilled Workforce The additional CTE funding has allowed Woodford County to upgrade equipment, expand industry certifications, and develop partnerships that ensure students graduate ready to enter competitive job markets. Whether they pursue advanced manufacturing through robotics, medical careers in healthcare, entrepreneurship in business, or sustainability in agriculture , students now have access to the tools and experiences necessary for success. With continued investment in CTE , Woodford County is not only providing hands-on learning but also creating pathways for economic mobility and helping to meet the workforce demands of Kentucky’s top industries . Programs like these ensure that our students are career-ready while keeping Kentucky at the forefront of innovation and economic development . Strengthening Industry Partnerships One of the most significant outcomes of this funding has been the ability to form stronger partnerships with industry leaders . These collaborations bridge the gap between education and real-world careers, ensuring that students have mentorship, internships, and direct pathways to employment after graduation. A Shared Commitment to Student Success This progress would not have been possible without the partnership between legislators and education leaders . Representatives Dan Fister and Senator Amanda Mays Bledsoe have played a key role in advocating for CTE funding , ensuring that schools have the resources needed to keep students competitive in an evolving job market. At Woodford County Public Schools , we believe that investing in Career and Technical Education is an investment in Kentucky’s future . With continued legislative support, we can expand these opportunities, empower students with real-world skills, and strengthen our local economy for generations to come. Read the full story here

Rockcastle County High School’s new Culinary Arts Pathway is giving students hands-on experience in the culinary field, thanks to SEEK funding and strong legislative support. With modern equipment, industry-grade training, and career-ready skills, this program is preparing students for success in both college and the workforce

Dear Senator, We urge the Senate to NOT move HB694 during the short session and allow a collaborative process with public education stakeholders during the interim. This will honor the collaborative process that made HB540 of 2010 a success by ensuring all stakeholders have adequate time to review, understand, and provide feedback on the proposed changes before any vote occurs on HB694. The strength of the original legislation came from its inclusive approach—let's maintain that proven tradition of shared responsibility. Our Position We respectfully request the Kentucky General Assembly provide stakeholder feedback and input prior to final passage on HB694 that proposes changes to the Teacher Retirement System Medical Insurance Trust Fund (MITF) and the “Shared Responsibility” Plan approved in HB540 of 2010. We believe this will be best discussed during the interim since the MITF is several years from full funding. Background: A Legacy of Successful Collaboration The 2010 House Bill 540, known as "Shared Responsibility for Retiree Health Insurance," stands as a model of effective legislative collaboration. This landmark legislation succeeded precisely because it brought together all affected parties—legislators, school districts, and certified employees—to develop a sustainable solution. According to TRS projections, the MITF is only 3-4 years away from reaching 100% funding—clear evidence that the original collaborative approach is working as designed. This funding status provides ample time for thorough stakeholder review of any proposed changes. Our Concern: The current proposal makes significant departures from the original shared responsibility framework of HB540 of 2010, yet affected stakeholders have had minimal opportunity to: Fully understand the financial implications of the proposed changes Provide informed feedback on potential unintended consequences Suggest possible refinements that maintain the collaborative spirit of the original legislation Request for Action We ask that the General Assembly: Pause consideration of HB694. Convene meetings with all stakeholder groups who participated in the 2010 solution. Provide detailed analysis of how the proposed changes would affect the long-term stability of the fund and those groups contributing to its funding and any possible legal implications for shifting district funding from the MITF to the TRS Pension. Allow a reasonable comment period for affected parties to respond. Consider clarification that the normal costs to maintain the MITF will be continued upon achieving full funding (100%) which is currently 2.01%. Consider reducing employee contributions to 2.01 upon full funding to the MITF which would result in a reduction of 1.74% from the current level of 3.75%. As an example, a teacher making $50,000 per year would get $870 back into their salary adding another step in improving the earnings of our educators to help recruit and retain high quality professionals working with and around our students. We believe that we are better when we work together to find common solutions to these issues and are better able to serve our students, teachers, school districts, and the Commonwealth with an approach like this.

Dr. Nick Carter, Superintendent of Breckinridge County Schools, has been named the 2025 Kentucky Superintendent of the Year by the Kentucky Association of School Administrators (KASA). This prestigious honor recognizes his exemplary leadership, commitment to public education, and dedication to the Breckinridge County community . As Kentucky’s honoree, Dr. Carter will represent the state in the competition for the 2025 AASA National Superintendent of the Year . Since 2017, Dr. Carter has led Breckinridge County Schools with a strategic vision focused on student success, staff development, and community engagement . His leadership is deeply rooted in servant leadership principles , consistently prioritizing the needs of students and staff. Under his guidance, the district has flourished, earning recognition as one of Kentucky’s top school systems. Recognized for his ability to foster collaboration, communicate effectively, and solve complex challenges , Dr. Carter is widely respected among his peers. His leadership extends beyond Breckinridge County, as he has served on the KASA Board of Directors and is one of only two Kentucky superintendents on the AASA Governing Board . “Dr. Carter is a beacon of leadership in our public education community, from Breckinridge County to Washington, D.C.,” said KASA Chief Executive Officer Dr. Rhonda Caldwell. “His core values shine through in his work and his dedication to Kentucky educators. His commitment to students, advocacy for public schools, and exemplary service embody the spirit of KASA’s 2025 theme: Live Well, Lead Well, Serve Well. Congratulations, Dr. Nick Carter, on being selected as the 2025 Superintendent of the Year !” A Career Dedicated to Education Dr. Carter’s career spans teaching, coaching, and leadership roles at the elementary, high school, and district levels . Before becoming superintendent, he served as: Principal of Breckinridge County High School for seven years Elementary Assistant Principal High School Social Studies Teacher and Coach at John Hardin High School and Breckinridge County High School He earned his bachelor’s, master’s, and Rank I certifications from Western Kentucky University before completing his doctorate at Morehead State University in 2018 . Since 2022, he has also taught as an Adjunct Instructor in Morehead State’s Superintendent Certification Program . Dr. Carter has been actively involved in professional organizations, joining KASS in 2017 and KASA in 2008 . He completed a three-year term on the KASA Board of Directors and currently serves as Past President of KASA . A Commitment to Public Education Dr. Carter’s leadership is driven by his belief in the transformative power of public schools . He remains committed to ensuring that every student has the resources, support, and opportunities they need to thrive . He resides in Irvington, Kentucky , with his wife, Robin , and their two daughters, Hannah and Chesney .