Jeff Hoover on Teacher Pensions

House Republican Floor Leader Jeff Hoover attempts to use teacher pension reform as an argument in favor of electing a GOP majority to the Kentucky House.

In an article for the Courier-Journal, he points out:

The Comprehensive Annual Financial Report issued by KTRS this past December shows the system had approximately 75,000 active and 47,000 retired members. The report states the funding level this past year was 51.9 percent, with $13.85 billion in unfunded liabilities. According to data released by the Kentucky Chamber of Commerce this past week, a key reason for this underfunding is actual employer contributions to the system have been significantly less than the amount required to sustain financial obligations.

Hoover is right to note that the teacher pension system may soon face problems. Not being able to pay benefits promised and owed would be devastating.

And, in his article, he’s simply calling for the creation of a task force to examine the issue and make recommendations.

That, too, seems reasonable.

Fixing the pension problem won’t be easy and it will take political courage.

But, let’s be clear: Teachers are not the ones who failed to properly fund the pension system for years and years. Teachers did not make promises they couldn’t meet. Teachers should not bear the brunt of any proposed pension reform. The budget in Kentucky should not be balanced on the backs of Kentucky’s teachers.

Comprehensive reform that ensures the teacher pension fund is able to meet future obligations must include proper funding of those obligations. That will mean that new revenue must go to the fund OR that other programs are cut to make room in the budget for teacher pensions.

Kentucky made a promise to its teachers. Kentucky’s political leadership should keep that promise.

For more on Kentucky education politics and policy, follow @KYEdReport

 

 

School Facilities and Student Learning

The Prichard Blog has a story today on what has happened to school facilities in Kentucky since the Rose case.  That’s the case that determined that Kentucky’s school funding was inadequate and mandated a new formula. It’s what led up to KERA and the SEEK funding formula.

The study, by Caroline Wilson, details the impact on student learning of school facilities.

Specifically, Wilson notes:

The findings suggest that the additional facilities funding since the Rose decision created a teaching and learning environment that supported the tenets of an adequate education that previously had not been realized.

That is to say that the Rose decision had a positive impact on the facilities available for student learning and that this, in turn, positively impacted student learning.

Wilson examined 5 building features to determine first, if they had improved and then, if the improvement had impacted student learning.

The features included:

Five features were selected for examination: security, technological readiness, lighting, thermal comfort and air quality.

The full study details exactly how the Rose decision impacted facility funding in Kentucky and how it specifically impacted the student learning environment under study.

The bottom line is this: The study suggests that the funding formula changes after the Rose decision have improved the learning environment for Kentucky kids.  Kentucky has continued to fund education reform and it appears to be paying off in terms of improved facilities and better outcomes for students.

For more on Kentucky education policy and politics, follow @KYEdReport

 

Community Outreach and Common Core Success

The Center for American Progress has a new report out: Roadmap for a Successful Transition to the Common Core in States and Districts in which recommendations for transitioning to the Common Core State Standards are made.

The report highlights states and districts getting things right about Common Core implementation. Specifically, the report mentions Kentucky’s efforts around community engagement and the Common Core State Standards.

Noteworthy is the mention of the aggressive communication efforts by the Kentucky Department of Education in conjunction with the Chamber of Commerce and the Prichard Committee for Academic Excellence.

Regarding the success of these efforts, the report notes:

The expansive outreach campaign has helped the vast majority of teachers feel comfortable and ready to teach the Common Core standards. Last November and December, the Kentucky Department of Education conducted an anonymous, voluntary survey to gauge educator attitudes about the state’s new standards. According to survey findings, 86 percent of respondents believe that they are prepared to teach the standards, and 90 percent believe that the new standards are more rigorous than the previous standards.

Kentucky was the first state to adopt the Common Core State Standards and the state has consistently communicated expectations to both teachers and the larger community.  The coordinated communication effort appears to be paying off in a successful implementation of the standards.

For more on education politics and policy in Kentucky, follow @KYEdReport

Building Partnerships for School Readiness

OVEC CEO Dr. Leon Mooneyhan has some thoughts on building partnerships for school readiness over at the Prichard Blog.

Here are some highlights:

Research by Nobel Prize-winning economist James Heckman  shows that quality preschool experiences impact character development that leads to increases in monthly income and the probability of employment and decreases in lifetime arrests, felony arrests, violent crimes, teen pregnancy and tobacco use.

Keeping Heckman’s research in mind, the Hardin County Schools begin their work at birth. The district’s “Books for Babies” project provides every baby born at Hardin Memorial Hospital a copy of “Read to Your Bunny” by Rosemary Wells

Mooneyhan notes that the partnerships involve the entire community, including childcare providers, medical providers, and educators.  It’s a team effort to get kids off to the right start.  And in Hardin County, Kentucky it’s making a difference.

Read more

 

Education Advocacy in Kentucky

Oldham County High School Spanish Teacher Kip Hottman offers his take on advocacy in Kentucky.

Here’s a brief excerpt:

Last, but not least, I have had the pleasure of witnessing what Kentucky teachers are implementing in their classrooms. I am absolutely amazed at the passion and best practice that happens daily in classrooms all over our state, and I think that the students are blessed to be part of classroom environments in which they participate.

I love teaching and want to continue to advocate for my students, but I have learned that to be an educator I should advocate for all students, not just those that I see daily. My eyes are now open. My world has changed and I have to show some much needed respect to all of these organizations and to the wonderful educators in our state. So, I end this blog by addressing all those who advocate for our students by saying a simple, “Thank you Kentucky! Thank you for all that you do!”

The article breaks down the key education advocacy groups in Kentucky — though it leaves out Kentucky Association of School Administrators and the Kentucky School Boards Association.  Of course, Hottman’s piece is focused primarily on those who advocate on behalf of teachers.

For more on education politics and policy in Kentucky, follow @KYEdReport

 

Kentucky’s Impressive AP Gains

This graph tells an impressive story — and it is happening in Kentucky.

 

ky-ap2

How did they make it happen?

A few key takeaways from this article on Kentucky’s success:

Teachers receive extra training in the AP course content in the summer, the support of a mentor during the school year and $500 for being an AP teacher participating in training and a $100 bonus for each of their students who receives a qualifying score. This past summer, more than 1,000 teachers participated in AP and pre-AP training sessions at four locations in Kentucky.

Focusing on teacher training and support is a critical element of this program’s success.  Teachers are trained, they are paid extra, and they are supported over the course of the year.  This type of model would seem to hold promise for overall education improvements.  Provide teachers with targeted training, offer them the support of a trained mentor, and provide them with improved pay.

High standards alone are not enough.  Teachers must also be trained, supported, and adequately paid.  The Kentucky AP experience shows what can happen when ALL of those elements are included in a plan to improve student achievement.

For more on Kentucky education politics and policy, follow @KYEdReport

 

KY Ed Report Interviews Andrew Brennen

Andrew Brennen serves as the student member of the Prichard Committee on Academic Excellence.  He graciously agreed to an interview with Kentucky Education Report. You can follow him on Twitter @aebrennen

Andrew Brennen is a high school senior at Paul Laurence Dunbar High School in Lexington, Kentucky.  He and his partner were state champions in public forum debate this season.

Here are his answers to our questions:

1. Tell us about your role with the Prichard Committee? How were you selected? What do you do with the Committee?

I have two roles within the Prichard Committee for Academic excellence.  I serve as the first full voting student member of the Prichard Committee.  This role came about after 13 other Central Kentucky students and I worked with adult allies for the better part of the school year to make the case to Prichard Committee members at their spring meetings that students could and should be education policy partners.We premised the argument on the idea that the Prichard Committee has been a national leader in mobilizing stakeholders in the education system but in 30 years of work they never fully integrated students in that effort.  This represented a necessary change.

The second role I play is as a co-designer and active member of the Prichard Committee Student Voice Team, the initiative that came out of the original presentation last June. If last year was our think-tank stage, this year is a very active pilot phase in which we’re hoping to serve as a national model for student integration in substantive education policy work.  I have leveraged an independent study from my high school and been able to devote an unusual amount of time to helping to direct the group with a team of adults and other students   We have been prototyping ideas all year long and are constantly refining and innovating both our infrastructure and activities. Here’s more on the Student Voice Team.

 How did you become engaged with education advocacy?

My interest in Education Advocacy arose initially from my involvement with the Kentucky YMCA’s KYA and KUNA programs.  The mock/experiential government programs in many ways served to help me identify and strengthen my interests and by my junior year, it was clear to me that civic engagement and education policy were my twin passions.  The Prichard Committee and the Student Voice team serve as a way for me to practice those passions moving from the practice-for-the-real-world policy making at KYA to the real-world policy making with the Prichard Committee

3.  What do you see as the most pressing need facing Kentucky schools?

 There are two.

  Adequate Funding for Kentucky Public Schools and inequality of funding.  The current level of funding for Kentucky public schools is not adequate to accomplish the goal of bringing every student to the level of efficient.  Many national standards will tell you that though Kentucky does very well with what we have if you compare our funding levels to other states, we rank extremely low in our absolute per pupil spending and students from Whitesburg to Bowling Green are feeling the pinch.

 Lack of Student Voice in decision-making.  Why do we not engage students–particularly those in middle school and older–in the challenging issues that face our schools? Why not teach students to think critically about testing, the debate around the Common Core, discrepancies in funding across and within school districts, the achievement gap between races, socio-economic classes and students with disabilities and supporting effective teaching?  Why not engage students in helping to find solutions to the very problems they face every day in the classroom?  Why not support students to practice democracy instead of just learning about it?

4. Do you think Gov. Beshear’s budget goes far enough, or can more be done to improve education in the Commonwealth?

Gov. Beshear’s budget takes an excellent step toward the direction of adequate funding.  Encouraging the state legislature to pass the budget as is one of our top priorities; however, when it comes to improving the quality of education in the Commonwealth, funding isn’t the only issue.  The Prichard Committee’s Team on Teacher Effectiveness recently produced a report outlining some steps Kentucky can take to increase the quality of teaching in the state which is arguably the most immediate indicator of student achievement.  Additionally, work having to do with increased internet access and early childhood education needs to be prioritized as both affect significantly quality of education here in Kentucky.

5. What would you say to policymakers unwilling to make schools a top budget priority?

I would remind these legislators that funding K-12 education is more than just an expenditure in the now.  The return on investment as a result of a higher quality of education is significant.  Legislators can either make the choice now to invest more in those students who supposedly mean the most to Kentucky or avoid making the hard choice only to face the repercussions in the future.  Kentucky has made huge strides in education since the passing of KERA, however, the rocket we have been riding on is losing fuel. We need to reinvest before our plan takes a nose dive.

6.  What would you tell other students who want to get involved with education advocacy?

Do it. If you are interested in getting involved with the work being done with the Prichard Committee do not hesitate to contact us at studentvoiceteam@prichardcommittee.org.   As far as being involved with other work education-related or not, just remember that you are only limited by your imagination and passion.  In school, we spend hours learning what democracy is and looks like, But I would encourage all students to go out on their own or with a team and discover how they can apply democratic values themselves.  We live in a society that seems to suggest that your responsibility toward civic engagement only begins on your 18th birthday.  But it’s not true, and our communities need you.  Your responsibility begins now.

7. Where will you be going to college? Why’d you make that choice?

If you ask me again in 20 days I will probably have an answer for you.  I am still waiting to hear back from some schools and scholarships before I make a final decision.  What I do know is that I want to study public policy and business while in college, and most of the schools I am considering have strong programs in both.

8.  Will we see Andrew Brennen for Governor signs in the future? Do you have political aspirations?

I prefer to think of my future in terms of the goals I hope to have accomplished and not necessarily in terms of specific titles.  I want to be following my beliefs and passions.  I want to support the right to an education and the right to speech. I want to be happy with what I do in life and help serve as a microphone for those whose voices are often stifled. If I end up running for some political office to help accomplish those goals, it will be mainly because I find it the best vehicle to help me do just that.

 Will Kentucky or Louisville win the national title in basketball this year?

University of Kentucky signs my father’s paycheck so my allegiance is secured.

For more on Kentucky education policy and politics, follow @KYEdReport

 

Kentucky Teachers Talk Education Funding

The Prichard Blog features two teachers talking about the importance of a legislative commitment to education funding.

First up is Kim Delaney, a first grade teacher in Boone County.

Here is the central portion of her argument:

First grade has changed a lot since you and I were in a classroom. The days of Dick and Jane basal readers have passed. I have the responsibility to teach    24 students, and sometimes more, to read. First grade students are required to read 67 words per minute in fiction as well as non-fiction texts by the end    of first grade. We expect our children to be equipped and prepared to be college- and career-ready to compete in a global society. Despite the    responsibility I have for those 24 students, I am given 11 reading textbooks to use with them. This is a tragedy. Children learn to read by holding a book    in their hands, tracking print, looking at pictures and more. My children must have the tools they need to read in order to learn to think critically and    to become accomplished readers and writers.

 Standards require my students to be able to research and utilize technology, yet I have three desktop computers for 24 students to share.

 We can accept no further cuts to education for our children and grandchildren.

Next, Michelle Rynbrandt-Hendricks, currently a 4th grade teacher in Bullitt County, offers her thoughts.  She talks about what it’s like being a high school special education teacher, a job she previously held.

Here’s what she has to say:

The reality is that teachers will do what it takes to make things happen for kids. Teachers will buy Kyle a new pair of shoes when his are so full of holes    and won’t stay on his feet, they will pitch in to pay a plumber to fix the toilet for the family who can’t flush theirs, they will beg for someone to give  Andy a haircut; get the heat turned on where Morgan lives and make sure Jamie and her 3-year-old little brother have presents from Santa.

  Teachers always have been and always will be givers. They are fiercely protective of their charges. Just because teachers and other school employees will    move mountains in order to get what their kids need, doesn’t mean they should have to move mountains.

  Fully funding education means that the above situations don’t have to be so common. Safe and functional spaces for kids to learn, fair compensation and a    protected retirement for teachers, adequate support for professional development and training so that teachers can be prepared for the subjects they   teach–these things should not be the exception. Fully funding education should be the rule.

Kentucky teachers are speaking out about the needs of their students — and their own very real needs.  Teachers, as Michelle notes, deserve professional compensation and a secure retirement. Students deserve safe spaces to learn and adequate learning materials (textbooks, technology, classroom supplies).

Kentucky is in danger of falling behind after years of making great gains.  As these teachers note, Kentucky students deserve better — and they can’t wait for the legislature to put it off until a more comfortable budget year.  Leadership requires tough choices.  The question is: Will Kentucky’s legislators lead, or will they allow Kentucky to fall behind?

 

For more on Kentucky education politics and policy, follow @KYEdReport

 

 

Investing in the Power of Education

Daviess County educator Jana Bryant offers her take on the need for investing in Kentucky’s schools:

Kentucky is making great progress increasing college- and career-readiness, but this progress cannot continue by failing to fund needs like textbooks and technology, necessary teacher training to implement the Common Core, and support services that increase opportunities to uplift underperforming and underrepresented students suffering from academic defeat and under realized potential.

Jana is the latest in a chorus of teacher voices singing out in the name of improved funding for Kentucky’s schools.  The song is the same:  We’ve done well, but that progress will stop unless Kentucky commits to continued investment in its public schools.

For more on Kentucky education politics and policy, follow @KYEdReport

The “War” for Teaching Talent

Stu Silberman from the Prichard Committee turns over his blog at EdWeek to Ellen Behrstock-Sherratt who discussed the need for a War for Talent in Teaching.

Sheratt argues that baby-boomer retirements and a growing focus on the importance of teacher quality mean states and districts must do more to improve the teaching field, including improving HR practices.

Here are a few key takeaways:

Teaching must    both be and be perceived to be an exciting career for college students with many other options – including in law, business, and other    high-paying fields that are aggressively recruiting the next generation of talent.

How to do this? Better pay, paid professional development, targeted marketing that highlights the strengths of the profession.

I’ve written before about the importance of improving teacher pay.

And that is very important.  Governor Beshear has made a commitment to at least giving Kentucky teachers a well-deserved raise.

It’s also important to increase the respect afforded teachers.  Paid professional development is a part of that.  A marketing campaign highlighting the amazing things teachers do every day can help, too.

But, it’s frustrating to hear again and again about how important teacher quality is and not to hear about realistic, focused plans to improve compensation and the professional environment for teachers.

States can make investments in improving pay and support for teachers, but they choose not to. While many states have changed teacher evaluation and added some use of test scores to evaluate teachers, those same states have not placed a similar focus on improving pay.

While 2% for Kentucky teachers this year is a good start, it’s not the move toward winning the “talent war” Kentucky or other states need.

Choosing investments in schools, including better pay and support for teachers, is critical to improving education outcomes.  It requires difficult choices and the prioritization of education over other budget items.  That means leadership.  The lack of which will mean we’ll continue reading stories about America’s struggling education system for years to come.

For more on Kentucky education politics and policy, follow @KYEdReport