Education Reform: What is a Chief to Do?

This week I had the opportunity to welcome participants to the International Symposium on Education Reform (ISER) that was hosted by Lars Bjork, Ph.D. and the University of Kentucky. It was great to see representatives from across the globe coming to Kentucky to discuss education reform. I offered a “chief’s” perspective on education reform. I divide the education reform issue into basically two camps – the reformers and the defenders.

Education reformers across the U.S. seem to have a few commonalities. The key tenet of the reformers is that public schools are failing as evidenced by national and international ranks in testing. The reformers claim that in order to “fix” public schools, we must have greater emphasis on assessment and accountability; choice options (charters and vouchers); improving teacher and principal evaluation systems; improving teacher preparation programs; addressing contract issues such as LIFO (last in, first out), tenure, pension and health care; data-driven decision making; and standardized teaching and learning.

The defenders blame poverty and changing demographics for the low performance of our public schools on national and international assessments. They say our top-performing schools are as good as any in the world, and most of these top-performing U.S. schools have very low poverty rates. In order to “fix” our public schools, they look to Finland for the answer. Finland focuses on elevating teaching as a profession and does not have annual standardized tests; teachers focus on assessment to improve instruction and learning; teacher preparation was reformed; teachers are seen as action researchers; and the social welfare system helps alleviate problems around poverty and demographics.

As a chief state school officer, my job is to balance the reformers and the defenders as we seek to help more students graduate college- and career-ready. The key strategies I use are to honor the terrific work that our educators have done in Kentucky for the last 20 years. Focus the conversation on the challenges of increased poverty and changing demographics, do not blame any group. Encourage collaboration and professional dialogue with all stakeholders about the education changes necessary to help more students succeed. Build relations with all stakeholder groups so there is some level of trust and mutual respect. And finally, communicating through as many channels as possible.

These are indeed difficult times in our nation as the need to improve education and improve the economy are inextricably linked; however, I know that Kentucky educators and key policy makers will continue to lead the way in making the right decisions about education reform as we ensure a brighter future for children.

“Quality Counts” and Tough Fiscal Realities

Gov. Steve Beshear’s budget proposal for the next two fiscal years contains both bright spots and harsh realities for Kentucky’s public schools. The primary source of state funding – SEEK – would not be cut, but it also will not increase to parallel enrollment growth. The governor’s proposal calls for expanding preschool funding, but school systems would see decreases in other program-area funding.


You can see Gov. Beshear’s budget proposal at http://www.osbd.ky.gov/.

As we steel ourselves for probable funding cuts and shortfalls, it was incredibly heartening last week to receive some positive news in the form of Education Week’s “Quality Counts” issue.

The annual report, which grades all states on key education indicators, showed Kentucky making its highest overall score in the past five years, earning a C+ with 78.6 points (U.S. average, 76.3) and making a dramatic jump in ranking from 24th to 14th overall. Access the full report here.

Education Week uses six indicators to rate a state’s education performance: Chance for Success; K-12 Achievement; Standards/Assessments and Accountability; Transitions and Alignment; Teaching Profession; and School Finance.

As the following highlights show, Kentucky fared well in four out of the six areas, with letter grades above or near the national average:

• A- (ranked 20) for standards, assessments and accountability, compared with the average state score of B
• B- (ranked 5th) for teaching profession, compared with the average state score of C
• B- (ranked 14th) for transitions and alignment, compared with the average state score of C+
• In K-12 achievement, Kentucky scored on par with the average state score of C-, ranking 13th.

The grades and rankings are a testament to our hard-working teachers, administrators, community members and elected officials. But a great deal of the credit also is due to 2009’s Senate Bill 1 (SB 1), which led us to undertake an overhaul of our standards, assessment and accountability system and increase our focus on college/career readiness for ALL Kentucky students.

This legislation set Kentucky on a course to become a leader nationwide, and with the support of Gov. Steve Beshear, legislators, teachers, administrators and parents, Kentucky’s work in school accountability, teacher training, college/career readiness and stronger academic standards is moving us in the right direction.

Certainly, this report validates that. I know as we fully implement our new standards and assessment system, we will see even more positive changes in our schools and for our students.

Are we done yet? No. Not by a long shot.

As the “Quality Counts” shows, Kentucky lags behind when it comes to chances for success for Kentucky students. The state ranks 36th in that area. We recognize that is not where we need to be; it is the exact opposite of what SB 1 mandates – that ALL Kentucky children be prepared to succeed in college or careers.

As I reviewed the 2012 report, I saw some key areas that need improvement, so that in 2013 or 2014 we can celebrate placement in the top ten of all states on the “Quality Counts” report.

For example, Kentucky must improve its 8th-grade NAEP mathematics scores, its high school graduation rate and its Advanced Placement scores. We must reduce achievement gaps for low-income students. We must improve our teacher evaluation system, provide more rigorous training and offer incentives and resources to our classroom teachers. And, we must strengthen our per-pupil funding so that it is within 90 percent of the national average.

That is why it is critical that we move forward implementing the new standards and measures that have grown out of SB 1. Implementing these changes and having them take hold will take time, but we must continue to stay the course if we are to reverse historical underachievement.

I know implementing the requirements of SB 1 will be difficult at a time when we are seeing dwindling resources for instructional materials, Family Resource/Youth Services Centers (FRYSCs), extended school services, professional development and jobs. That is why I have been advocating at three-pronged approach that looks at productivity and efficiency; redirection of dollars; and a call for additional sources of revenue. Kentucky must implement strategies related to these items so that we can improve our standing nationwide.

At the same time, however, I do not want to lose sight of the gains we have made. We should take the time to note and celebrate them. It validates our decisions and work, and it gives us the strength as we move ahead to take on even greater challenges.