Kids First Kentucky: Addressing the Teacher Shortage Through Funding and Accountability

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

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.

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

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.