Case Study Kentucky's General Assembly

Whether on the scale of a school district, a state, or the nation, achievement gaps exist. Wealth seems to be the deciding factor, with race coming in at a close second, but these do not (and should not) be deciding factors. The State of Texas has developed The P-16 Initiative which seeks to close theses performance gaps between the poor and wealthy. Our textbook reads: “The P-16 is an effort to work with stakeholders collaboratively to foster a more integrated education system, while addressing issues of college readiness standards, teacher education, and educational

Education is an integral part of society, School helps children learn social norms as well as teach them to be successful adults. The school systems in United States, however are failing their students. In the world as a whole, the United States is quickly falling behind other countries in important math and reading scores. The United States ranked thirtieth in math on a global scale and twentieth in literacy. This is even more true in more urban, lower socio-economic areas in the United States. In West Trenton Central High School was only 83% proficiency in literacy and only 49% of the students were proficient in math. These school have lower test scores and high dropout rates. Many of these students come from minority backgrounds and are often form low income families. There are many issues surrounding these urban schools. There is a severe lack of proper funding in these districts, and much of the money they do receive is sanctioned for non-crucial things. Schools also need a certain level of individualization with their students, and in many urban classes, this simply does not happen. While there are many factors affecting the low performance of urban schools, the lack of proper funding and distribution of funds, the cultural divide between teachers and students in urban districts, along with the lack of individualization in urban classrooms are crucial factors to explain the poor performance in these districts. Through a process of teacher lead budget committees and

Title 1 and non-Title I schools in the present Districts and States have their pros and cons, the states today will foster Non-Title I schools first compared to Title 1 schools as these schools most often are in a better neighborhood and are also backed by perennial Property Tax Dollars and hence have experienced teachers. Department of Education proposal would mean that the funds to be distributed based on weighted formula, staffing, and supplies. The Republicans and Senate are concerned that these options would result in first transfer of teachers in order to equalize personal expenditure. Appending State and Local education funding and collective bargaining agreements in many states can bring about plethora of Law

School funding is a mix of different funding sources like federal, state, and local. About ninety percent of funding for education comes from state and local community. K-12 education has failed to keep up with high enrollment. Schools must spend to counter effects of poverty while many European countries alleviate these conditions through government spending. Currently more than forty percent of low income school get an extremely unfair share of state and local funds. Low income school are receiving inadequate funds for their school, whereas other schools in the United States are unfairly distributing their state and local funds. That is unfair to the low income schools because those schools really need the money for school books, field trips, etc. Funding for public schools has been quite unequal for years, but even though Americans are fully aware of this issue no one does anything to solve it. Researchers are trying to show them both sides of this unequal funding issue in public schools in order to help balance the distribution of educational funding.

Facts: The issue is whether or not the Kentucky General Assembly has fulfilled its constitutional mandate to provide an efficient system of common schools throughout the state. The appellants rather than criticizing the assembly for their work, they wanted to fulfill their constitutional duty to declare that when they consider the evidence in the file and when they apply the constitutional requirement of article 183 to that evidence, it is confirmed that the Assembly General failed on its duty, in other words, the General Assembly of Kentucky is deficient.

“Shrinking state and local education budgets matched with the added pressure of the No Child Left Behind Act of 2001, which sets rigid standards in reading and math that schools must achieve in order to receive federal funding, have created a new challenge for districts” (Van Harken).

Thomas Jefferson and James Madison both made the Kentucky and Virginia Resolutions when the government started to gain power that they did not have constitutionally. They argued that the Constitution was a compact among the states. The federal government had no right to exercise powers not specifically delegated to it. If the federal government assumed such powers, its acts could be declared unconstitutional. Both Jefferson and Madison agreed that the states should not be succumbed to the abuse of power that the government was inflicting upon them. They agreed that the States should have an important decision in how the government is run, Jefferson and Madison did have some differences though; including, the power that the states had themselves.Jefferson declared that the states should have enough power to

EDUC 512 Issue 1.5 Should Public Schooling be Redefined? Issue 2.6 Are Local School Boards Obsolete?

The election of Governor in the state of Kentucky had two polarized potential outcomes. If the candidate for the Democrats, Jack Conway the political standpoint, and route of the state looked like it could have stayed similar to the times when Governor Steve Beshear held office. Due to the law regulating amount of terms that a Governor can be elected into office, this election would be one without an incumbent in the mix. You were the republican candidate up for the political seat as Governor. The independent within this race was Drew Curtis. Yourself, and Curtis were predicted to bring great change, and a new path for the state of Kentucky. The new change could shake up the fact that “have held the governor’s mansion for all but four of the

Mr. Katz failed to recognize the importance of Indiana Content Standard for District Level Educators 5.5: “Ensuring all students full and equitable access to educational programs, curricula, and available supports,” as he has proposed to transfer Title 1 dollars to the Katz Program. The Katz Program focuses on students in Kindergarten who have not been identified as needing additional accommodations through the child find process. This neglects to fulfill the corporation’s responsibility to use federal dollars to ensure all children meet state academic standards and in no way lends itself to meeting the learning needs of those most in need of additional supports.

Urban school districts are defined as education facilities that provide education to students who live in metropolitan areas. Urban school districts exist within areas with a large population of students living in the area. Urban school districts tends to lack funds needed to create a successful work environment for the students. “Poverty rates among children are higher in urban locations than in the surrounding suburban or rural areas, which translates into higher concentrations of poor students in urban public schools ().” This means that a high percentage of students attending an urban elementary school come from a family who are poor and typically receives benefited from the government such as Medicaid, Food Stamps and or housing assistance. In a study of 57 urban school districts in 35 states, the Council of the Great City Schools has found that test scores are

This book is about a group of parents and community members from Kentucky who became frustrated with the representatives of their state. This group felt a lack of urgency on the part of the politicians to improve the quality of education. They formed a non-profit group that consisted of 30 community members in 1980 and was formalized in 1983. The committee was led by Edward F. Prichard and now recognized as the Prichard Committee. The diligent work of this group paved the way for the Kentucky Education Reform Act in 1990.

With this research came numerous articles, documents, literature, etc. to analyze and critique. This was all in efforts to bring a paradigm forward to present that a school district’s socioeconomic status can affect a student’s educational and academic achievement level. There were then 3 processes that had to be conducted, they are labeled as A, B, and C.

Researchers have examined the relationship of student behaviors and the negative impact it has on a school environment. Teresa Capra (2009) examined the effect of poverty and its hindrance on any attempts at educational reform. Since its inception in 2001, the No Child Left Behind Act of 2001 has created an educational climate obsessed with teacher quality that is tightly correlated with student achievement in pursuit of closing the achievement gap. As a result, there is an overwhelming increase of teacher turnover; especially in impoverish communities (Capra, 2009). The findings argue that No Child Left Behind should “shift from the increased testing, impossible restrictions, cycles of curriculum change, and repackaged legislation to the treatment and the true acknowledgement of the poor” (p. 77). Legislators must recognize must admit to the economic disparities and its impact on society (Copra, 2009).

Schools and teachers are expected to educate students of all learning abilities and cultural backgrounds. Many states, including Pennsylvania, are focused not only on the academic achievement of every student, but also their academic growth. Pennsylvania school performance ratings and teacher evaluations are based on several metrics including the percentage of students scoring proficient or advanced on end-of-course standardized tests and the percentage of students who demonstrated a year’s worth of academic growth for each year in school (Rules and