Closing the Funding Gap: Ensuring Kentucky’s Education Budget Delivers

Building the Workforce Kentucky’s Students Deserve Across the Commonwealth, superintendents are confronting the same challenge: how to attract and keep the high-quality educators and staff every student deserves. Compensation matters, but as Kentucky’s education leaders know, it is not sufficient on its own. Building a durable education workforce requires clearing certification bottlenecks, aligning professional learning to the real work of teaching, reducing outdated mandates, and empowering local accountability grounded in United We Learn . KASS’s 2026 priorities point the way forward: recruit and retain high-quality teachers and staff, study and remove outdated mandates, and build momentum for an accountability system aligned to United We Learn, a model that supports innovation and meaningful measures of student learning. The Workforce Reality: Vacancies, Turnover, and Competition for Talent Recent data from the Kentucky Department of Education’s 2023–24 Educator Shortage Report show that 13 percent of all posted vacancies remained unfilled for the entire school year, and districts reported 1,766 classified support staff vacancies as of September 1. These positions are vital to student learning and daily operations. Turnover is equally costly. According to the Learning Policy Institute , teacher turnover, which includes costs for separation, recruitment, and onboarding, averages between $12,000 and $25,000 per teacher depending on district size. High turnover drains resources that could otherwise support classrooms and is linked to lower student achievement. Kentucky cannot simply hire its way out of the challenge. The state must compete for talent by making it easier for educators to enter, remain, and grow in the profession. Certification Reform: Widening the Gate Without Lowering the Bar One of the most significant barriers to building Kentucky’s teacher workforce lies in certification. For decades, certification structures have been rigid, with limited flexibility for individuals who bring valuable experience into the classroom. Kentucky has taken meaningful steps to address this issue. In June 2025, the Education Professional Standards Board (EPSB) reviewed recommendations from its Certification Structure Workgroup to modernize grade bands and expand flexible pathways. These proposals include multiple ways to demonstrate competency, broader grade-band options such as K–8 or 6–12, and smoother entry routes for experienced professionals, particularly in high-need secondary and career and technical education fields. There are particular high needs areas in Kentucky. Almost every district across the state has experienced certification issues related to secondary math and science positions. Recommendations like general science certifications for 6-12 can help attract potential educators and free up certification quandaries at the secondary level. Currently, unlike say English, where a teacher could teach any of the grade levels in that content, science has highly specific degrees that require not just a science credential, but biology, or chemistry, or physics. The legislature can ensure all stakeholders are brought together to address these types of challenges. Reforming certification does not mean lowering standards. It means removing barriers that keep capable people out while maintaining high expectations that protect students and the profession. Professional Learning That Works: Job-Embedded, Ongoing, and Focused Recruitment without retention is a revolving door. Research shows that sustained, job-embedded professional learning improves both teaching practice and student outcomes. KASS’s 2026 priorities call for aligning professional development requirements with educator contracts to emphasize personalized, job-embedded learning. That alignment shows respect for educators’ time and ensures that professional learning translates into stronger instruction. Many districts have created wonderful models of this by taking advantage of flexible calendars, instructional coaches, and federal funding. We must ensure those are highlighted and we continue to create these opportunities for teachers across the commonwealth. When our schools dedicate time for coaching, professional learning communities, and curriculum-aligned professional development, we treat teacher learning as essential infrastructure, not a compliance task. By giving them a voice in this learning, we help retain teachers in the profession. Local Accountability and Local Empowerment Accountability frameworks shape how educators experience their work. When accountability emphasizes growth, authenticity, and community goals, teachers are more likely to stay and thrive. Kentucky’s United We Learn Council is developing a new accountability framework to present to legislators in 2026. The framework aims to capture the full breadth of student learning and opportunity, reflecting goals defined by local communities. Educators come to work everyday hoping to make a difference for students. This means ensuring essential learning goals but when this happens, what this looks like, and how we go about achieving it are nuanced. Local accountability gives us the opportunity to have a more holistic view of a student as well as the tireless work our educators do each day. This focus on local empowerment is central to KASS’s vision. Local accountability allows districts to design systems of growth rather than systems of punishment. As we continue building momentum for a unified accountability model that empowers districts to innovate for student success while maintaining clarity and comparability, we will attract and retain teachers to the profession. Strengthening the Pipeline: From Middle School to Master Teacher To compete for talent, Kentucky must inspire the next generation of educators long before they reach college. KASS supports expanding Educators Rising chapters in every middle and high school so students can explore teaching as a meaningful career path. Because most annual teacher demand results from attrition rather than new positions, retention is the most powerful workforce strategy. When early pipeline programs are paired with strong mentoring, induction, and leadership development, educators see a clear and lasting future within Kentucky schools. Cut the Red Tape: Let Educators Focus on Students Finally, superintendents across Kentucky report that overlapping mandates and reporting requirements create unnecessary burdens. Legislative and research briefings, including findings from the Kentucky Legislative Research Commission , have highlighted the need for modernization. Simplifying and streamlining these processes would return valuable time to teaching and leadership. KASS applauds recent legislative progress and supports continued collaboration with policymakers to ensure that reforms are practical, measurable, and sustainable. The Red Tape Reduction Act was a valuable first step in streamlining evaluation requirements and professional learning. There is still much work to do, however, particularly with legislative unfunded mandates, departmental interpretation of existing laws and regulations, and unleashing technology to allow schools to spend more time on student achievement and less time on burdensome bureaucratic initiatives. KASS is ready to work with our legislative partners to identify more opportunities to continue to cut red tape. A Call to Action KASS stands ready to partner with lawmakers, the EPSB, the Kentucky Department of Education, higher education, and local communities to recruit, retain, and elevate Kentucky’s education workforce. Together, we can ensure that every student learns from teachers and staff who are well-prepared, well-supported, and proud to call Kentucky home.

Nestled in the heart of Mercer County, Burgin Independent School stands as a model of what small schools can achieve when every student is known, valued, and empowered to lead. Serving approximately 530 students from preschool through 12th grade, the district continues a long legacy of community-driven education that dates back to its founding alongside the town of Burgin in the late 1800s. Under the leadership of Superintendent Chris LeMonds, Burgin Independent has embraced the power of connection—both within the classroom and across generations. One shining example is Burgin Family Day, a monthly, schoolwide initiative that brings together students from every grade level to build relationships, foster leadership, and strengthen the school’s family-like culture. Each month, a new theme—such as kindness, respect, or teamwork—guides activities that pair older and younger students for mentorship, collaborative learning, and fun. The results speak volumes. Since the program’s launch, 100% of students have participated each month, disciplinary referrals have declined, and teachers report stronger classroom relationships and improved morale. Parents echo that sentiment, often calling Burgin’s approach “a small school with a big heart.” One 10th grader shared, “I like Family Day because I get to spend time with younger kids and help them feel welcome,” while a second grader reflected, “The older students make me feel special because they spend time with me.” Legislative support has also played a key role in helping Burgin continue its mission. Through the recent increase in SEEK funding, the district is now hiring a full-time School Resource Officer (SRO)—a long-held priority that ensures every student learns in a safe and supportive environment. As Burgin Independent looks ahead, the district aims to expand Family Day to include community partnerships, parent engagement, and cross-curricular connections, continuing to model the power of unity and empathy in education.

Fleming County Schools has emerged as a national leader in redefining what accountability means for public education in Kentucky. Their journey, driven by local voices, bold leadership, and a relentless focus on students, offers a living example of how districts can shape systems that honor both rigorous standards and community values. The story did not happen overnight. Fleming County’s “moonshot” began with a simple but powerful question: how can we measure success in ways that reflect the growth, readiness, and creativity of every student? Instead of relying solely on one-day test scores, the district committed to building an accountability system that tells a richer story. Through years of iteration, Fleming County created its Measures of Quality (MoQs) framework. This model balances academic growth with durable skills, real-world application, and readiness for life beyond school. Students are invited to demonstrate mastery through projects, presentations, and authentic work that reflects their unique talents and aspirations. Dr. Brian Creasman, Superintendent of Fleming County Schools, describes this approach as being “inches from landing.” For him, accountability is not about compliance, but about community. “When families, teachers, and students see themselves in the story of success, accountability becomes a shared promise, not a bureaucratic burden,” he explained. The district’s progress is visible not only in dashboards and reports, but in the confidence of its culture. Teachers feel empowered to innovate. Students see purpose in their learning. Families trust that their schools are preparing children for both college and careers. This cultural shift is what makes Fleming County’s work so significant. Artifacts of the journey tell the story best. Students presenting their portfolios to community panels. Teachers collaborating on new performance assessments. Families giving input on what readiness means for their children. These moments showcase accountability not as a policy, but as a practice lived out every day in classrooms and communities. For superintendents across the Commonwealth, Fleming County provides an inspiring example. Local accountability can be bold, human, and effective. It can honor state expectations while elevating what matters most to communities. Most importantly, it can keep Kids First by ensuring every child is seen, supported, and celebrated for who they are becoming.

Nestled in the scenic hills of Eastern Kentucky, Lawrence County Schools has a long legacy of educational excellence and resilience. Once home to more than 100 one-room schoolhouses, the district has evolved into a thriving school system that now offers a blend of tradition and innovation. With programs ranging from Gifted and Talented education to Advanced Placement, dual credit opportunities, and an expanding Career and Technical Education (CTE) portfolio, the district ensures every student has a pathway to success. Superintendent Katie Webb and her team are committed to tailoring learning experiences that inspire, challenge, and empower each student. With a focus on both academic rigor and extracurricular engagement, Lawrence County nurtures school spirit, family involvement, and community pride—values that are central to the district’s mission. A transformational moment for the district came in 2021 when state leaders approved funding for a new Local Area Vocational Education Center (LAVEC). This investment provided Lawrence County High School with expanded facilities, including a state-of-the-art greenhouse. As agriculture instructor Melissa Blackburn explained, “The new greenhouse is an incredible enhancement to our program. It exposes students to cutting-edge technology they’ll encounter in industry settings, from advanced irrigation to electrical and industrial maintenance”. The LAVEC has since become a hub of opportunity. Through programs like Building America Apprenticeship (ABA2), students are gaining real-world skills and workforce readiness. Internships and apprenticeships are expanding in collaboration with community partners, while achievements in agriculture, JROTC, FFA, and HOSA showcase how students are excelling on both local and national stages. Partnerships are central to Lawrence County’s success. Organizations like Three Rivers Medical Center, The Jordan Center, Joe Young Insurance, and Dr. Lester’s Pre-Dentistry Program provide students with internships and job-shadowing experiences that prepare them for high-demand careers. These connections ensure students can stay in their community while pursuing meaningful, future-ready work. Looking ahead, Lawrence County Schools will continue to expand opportunities for all learners—bridging academics, workforce development, and community collaboration. With the support of their legislative partners and the commitment of district leadership, Lawrence County is demonstrating how rural schools can unlock student potential and strengthen Kentucky’s future.

Any accountability system begins with a simple truth: in order for schools to deliver on their promises to students, adequate and equitable funding must exist. Each Kentucky district faces its own realities: urban and rural, large and small, county and independent, property-rich and property-poor. Yet all 171 school districts share the same responsibility: meet the educational needs for every child in the Commonwealth. This was the promise of the Kentucky Education Reform Act (KERA). It took courage to not only paint a picture of what Kentucky schools should be, but also fund those initiatives. The SEEK formula was designed with this balance in mind. Its founding vision recognized that every community has unique assets and challenges, and that state support is necessary to ensure fairness across the Commonwealth. This is what makes the formula powerful: it allows all districts, regardless of size, wealth, or demographics, to provide the foundational opportunities every child deserves and that’s required by Kentucky statute. When schools are properly funded, vibrant learning becomes possible. Resources extend beyond textbooks and technology; they include the ability to hire and retain strong teachers, offer diverse programs for every learner, and provide meaningful experiences that prepare students for life. Whether it is advanced coursework, career and technical pathways, robust arts programs, or gifted and talented classes, funding makes these opportunities a reality. And for Kentucky School Districts, the promise of KERA was that the state would shoulder the largest burden. This promise has not been upheld since 2008. Local accountability means communities have a voice in shaping how dollars are used to hold their local districts accountable. Superintendents and boards must be able to deploy funds where they are needed most, reflecting the values and priorities of local families. Adequate SEEK funding, paired with flexibility, ensures that schools can adapt to the specific needs of their students while remaining aligned with state goals. As we expand accountability to the local community, the call to action is clear: to achieve the goals our community desires, we must have state funding to turn these aspirations into a reality. Districts are committed to transparency, innovation, and results, but they must have the fiscal foundation to succeed. A statewide approach that strengthens SEEK and honors local context is essential to sustaining meaningful learning opportunities in every Kentucky community for every Kentucky student. Funding is not just about numbers - It is about what those numbers mean in classrooms, in hallways, and in the lives of children. When we fund our schools equitably and responsibly, we build a system of accountability that truly reflects the values of Kentucky: fairness, opportunity, and schools that put Kids First.