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From YouTube: Commission on Race & Access to Opportunity (10-20-21)
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A
We
will
go
ahead
and
call
this
meeting
to
order.
Welcome
to
the
fourth
meeting
on
the
commission
on
race
and
access
to
opportunity.
Thank
you
for
joining
us
today
on
wednesday
october
20th
at
3
p.m.
We'll
go
ahead
and
call
to
order
and
get
roll
call.
A
B
A
We
will
need
to.
Can
I
get
a
motion
for
approval
of
the
september
22nd
2021
minutes.
Excuse
me
center
neal
as
president
in
the
district.
B
A
Okay,
all
in
favor,
say
aye
aye
opposed
all
right
minutes
are
approved,
so
we'll
go
ahead
and
get
started
on
our
agenda.
The
first
item
on
the
agenda
is
a
report
from
the
task
force
on
racial
inequality.
F
I'm
ray
daniels
president
ceo
of
equity
solutions,
group,
member
of
kentucky
chamber
and
member
of
lexington
chamber
of
commerce.
E
E
E
We
have
to
do
something
about
this.
The
business
community
of
kentucky
are
leaders,
they're
ones,
to
figure
out
solutions,
and
how
can
we
be
part
of
this
solution
not
only
in
the
state
but
across
the
nation,
and
so
we
pulled
together
a
group
of
individuals,
many
who
actually
are
in
this
room
right
now,
including
o.j
olega,
to
discuss
what
can
the
business
community
do
to
really
move
this?
This
issue
forward
and
make
sure
we're
part
of
the
solution-
and
you
all
know
the
kentucky
chamber
and
how
we
come
about
our
policy
solutions.
E
It's
through
fact-based
research
and
data,
and
so
we
pulled
a
group
of
together
of
of
leaders
all
across
kentucky
who
had
been
doing
this
work
for
many
years
and
said
thinking
about
the
chamber
and
really
our
sphere
of
influence,
because
I
know
you
all
have
been
hearing
testimony
for
many
months
now,
and
this
problem
is
so
massive.
But
the
chamber
wants
to
be
part
of
the
solution
and
what
is
our
sphere
of
influence
where
we
can
actually
tackle
that
and
we
discussed
three
different
areas.
E
We
discussed
education,
which
is
kind
of
the
central
primary
advocacy
goal
of
the
kentucky
chamber.
We
discussed
criminal
justice
reform,
which
we've
been
very
active
in
in
many
years
for
many
years,
and
we
also
discussed
economic
empowerment.
Of
course.
How
do
we
make
sure
that
we
are
empowering
our
people
here
in
kentucky
economically?
And
so?
E
That's
not
what
we
do
at
the
chamber
and
so
for
every
single
pillar
that
we
discuss.
We
do
lay
out
policy
suggestions.
We
know
that
these
cannot
be
tackled
and
fixed
overnight.
So
there's
some
short-term
solutions,
there's
long-term
solutions,
but
really
some
pretty
aggressive
movement.
I
think
that
will
really
help
move
the
needle
on
this
issue,
and
so
today
I'm
going
to
go
through
a
couple
of
those
issues
along
with
ray
I
did
want
you
to
see.
E
E
E
It's
really
been
20
years
in
the
making
and
it's
going
to
take
many
steps
and
to
really
kind
of
figure
out
how
we
get
ourselves
out
of
this
issue
that
we've
seen
so
we
will
be
discussing
this
workforce
report
kind
of
the
overall
trend
of
it
is
that
yes,
workforce
is
dropping
all
across
the
nation,
but
here
in
kentucky
it's
definitely
worse
and
right.
Now
here
in
kentucky,
we
only
have
a
little
bit
more
than
half
of
the
of
the
working
age
population
actually
in
the
workforce.
F
Thank
you
ashley,
and,
thank
you
sorry
thank
you,
ashley,
and
thank
you
guys
for
having
me
thank
you
chair.
It's
much
appreciated.
Focus
on
education
is
fairly
simple
and
very
disparate,
as
ashley
has
talked
about.
F
As
ashley
said,
we
never
want
to
be
one
to
raise
the
alarm
about
the
drastic
trends
that
we
see
without
providing
solutions,
and
here
are
some
of
the
solutions
and
actually
spoke
to
this
already
improved
analysis.
We
need
better
data
and
we
need
to
get
the
data
in
front
of
everybody
as
often
as
we
can.
F
We
need
to
have
better
awareness
of
the
racial
gaps
in
achievement
and
performance
and
the
ratio
in
the
gaps
in
educational
opportunity,
especially
among
our
policy
makers
and
decision
makers.
We
need
to
do
a
better
job
of
providing
you
guys
with
better
data
to
analyze,
look
at
and
track
and
and
to
bring
an
overall
awareness
to
the
problem.
We
need
diversity
in
our
teaching
workforce.
F
We
need
increased
efforts
to
get
underrepresented
students
in
advance
and
preparatory
coursework,
such
as
advanced
placement
courses.
We
need
to
expand
dual
credit
through
increased
outreach,
improving
the
accessibility
of
courses
and
more
financial
assistance
to
families
who
need
it.
We
need
increased
awareness
of
racial
disparities
in
disciplinary
measures,
school
disciplinary
measures,
disproportionately
impact
black
students
which
harms
achievement
and
performance,
improved
policy
and
practices
are
needed
to
rescue,
to
reduce
racial
bias
and
avoid
removing
students
from
the
classroom.
F
F
One
of
the
other
solutions
that
this
is
me
speaking
and
not
from
the
kentucky
chamber
and
reptimini
will
attest
to
this.
We
have
to
do
an
incredible
job
or
a
better
job
at
educating
parents
to
all
of
the
above,
we're
not
captivating
the
minds
of
the
parents
when
it
comes
to
how
to
best
handle
their
students.
F
When,
especially
when
it
comes
to
ap
placement
courses,
there
are
students
who
have
achieved
enough
to
be
placed
in
those
courses,
but
if
you
do
not
request
those
classes,
you
would
not
be
placed
in
those
ap
courses,
so
we
have
to
do
a
better
job.
Educating
parents
on
to
the
next
slide
post-secondary
attainment
secondary
attainment
is
a
key
focal
point
of
both
our
achievement
equity
report.
F
F
So
many
of
our
students
in
kentucky
are
severe
disadvantage
when
it
comes
to
employment
and
earning
prospects
solutions
when
it
comes
to
attainment.
Once
again,
it's
going
to
come
back
to
data
and
tracking.
We
need
enhanced
tracking
and
reporting
to
study,
post-secondary
attainment
disparities
and
raise
awareness.
F
We
need
to
make
fafsa
a
requirement
of
high
school.
Graduation
has
been
discussed
many
times
in
the
last
few
years.
Post-Secondary
affordability
is
a
major
barrier
for
many
students,
but
too
few
realize
there
are
options
to
help
them
afford
it.
Every
year,
kentucky
high
school
graduates
leave
30
million
in
pell
grants
on
the
table.
Once
again
that
gets
to
my
point.
In
reptimini,
I've
heard
him
speak
of
this
many
times.
E
Thank
you
ray,
and
I
think
I'm
going
to
talk
a
little
bit
now
about
criminal
justice
and
criminal
justice
reform
in
terms
of
racial
equity,
and
I
think
this
is
one
of
the
areas
that
we
always
hear
about
when
we
talk
about
this
topic
and
the
chamber
for
many
years
has
really
been
a
leader
on
criminal
justice
reform,
and
this
is
just
another
aspect
of
that.
I
think
we
all
know
that
criminal
justice
affects
all
racial
groups
here
in
kentucky,
but
it
has
and
has
historically
had
a
disproportionate
amount
of
negative
impact
on
black
kentuckians.
E
This
chart
shows
that
black
kentuckians
have
often
made
up
more
than
20
percent
of
the
state's
prison
population,
despite
only
representing
8.5
percent
of
our
overall
population.
So
I'm
going
to
repeat
that
one
more
time
it's
20
black
kentuckians
are
20
percent
of
the
prison
population
when
they
only
represent
about
8.5
percent
of
kentucky's
overall
population.
E
There
are
a
host
of
solutions
when
it
comes
to
criminal
justice
reform,
and
I
just
want
to
thank
you
all
from
the
legislative
aspect
of
really
taking
this
issue
and
proposing
solutions.
The
last
couple
of
years,
and
here
in
kentucky
we've
made
great
reforms
that
really
have
helped
not
only
our
workforce,
but
our
state
budget
and
really
get
kentuckians
to
be
able
to
have
that
second
chance.
E
They
need
and
get
back
on
their
feet,
but
we
do
think
moving
forward
that
the
legislature
should
require
racial
impact
statements
for
legislation
and
regulatory
proposals
that
affect
the
criminal
justice
system.
With
data
like
this,
I
think
it's
important
that
we
all
see
the
numbers
when
passing
these
pieces
of
legislation.
E
We
also
think
the
chamber
has
been
a
big
proponent
for
many
years
to
reform
our
bail
system.
Many
states
have
figured
this
out
and
I
think
we've
had
a
lot
of
great
discussions
among
many
various
groups
and
hopefully
we're.
We
are
kind
of
moving
the
trend
on
that,
but
we
do
think
we
need
to
to
reform
kentucky's
bail
system.
E
We
also
want
to
reclassify
minor
drug
possession
charges
as
misdemeanors,
and
I
know
this
can
seem
somewhat
controversial,
especially
coming
from
the
kentucky
chamber.
But
if
you
look
at
the
number
of
arrests,
I
really
do
think
when
you
look
at
the
data
and
the
numbers.
This
is
something
that
the
general
assembly
should
take
a
look
at
and
then
lastly,
you
know.
Overall,
we
want
to
improve
the
chances
of
successful
re-entry
for
individuals
exiting
incarceration
by
expanding
access
to
expungement.
E
We
were
one
of
the
leaders
on
the
felony
expungement
bill
several
years
ago,
and
I
do
think
there
are
improvements
to
that
system
that
we
could
continue
to
make.
We
want
to
ensure
all
individuals
leaving
jail
or
prison
have
a
photo
id
and
I'm
proud
to
say
that
in
the
last
few
months
we
have
partnered
with
many
partners,
along
with
the
state
of
kentucky,
to
start
providing
these
for
inmates,
as
they're
released
before
very
recently.
E
It's
really
not
putting
you
know
your
best
foot
forward
for
a
chance
of
success,
and
so
we've
been
able
to
secure
some
private
funding,
along
with
some
public
funding
for
a
great
public-private
partnership
with
the
state
that
hopefully
will
be
providing
these
to
all
inmates
in
the
near
future.
So
we
also
do
support
allowing
felons
or
ex-felons
to
use
keys
money.
This
is
something
that
has
been
a
topic
of
conversation
and
a
bill
that
has
passed.
E
Here's
another
chart,
sorry
about
the
racial
composition
of
kentucky
state
prisoners,
and
this
is
about
a
four-year
snapshot,
and
you
can
see
that
the
statistics
are
pretty
startling
when
you
look
at
that
about
8.5
of
kentuckians
are
black
kentuckians
those
numbers,
even
in
2014,
that
are
almost
24
we've
lowered
them.
A
little
bit
to
21
are
very
disproportionate.
F
F
Black
kentuckians
on
average
have
higher
unemployment
rates
and
higher
rates
of
poverty
than
white
kentuckians,
and,
as
you
can
see
by
this
chart,
despite
various
movements
in
the
economy
and
unemployment
fluctuating
among
white
kentuckians,
you
see
that
average
unemployment
rate
staying
about
the
same
for
black
I
mean
fluctuating
for
black
kentucky.
I
said
that
in
reverse.
I
apologize,
so
the
rate
stays
the
same
for
why
kentuckians,
roughly
and
the
rate
goes
up
and
down
for
black
kentuckians.
F
A
lot
of
people
think
that
some
of
the
keys
to
solving
some
of
the
disparities
that
we
have
across
all
of
our
social
services,
whether
that
be
health
or
education
or
economic
starting
and
end
with
dealing
with
the
economic
disparity
number
one.
So
solutions
kentucky
took
an
important
step
forward
in
identifying
ways
to
improve
economic
opportunity
for
black
kentuckians
with
passage
of
legislation,
as
ashley
spoke
of
in
the
recent
legislation
to
create
west
end
opportunity
partnership.
F
I
think
we
all
learn
quite
a
bit
by
some
of
the
grant
processes
that
started
in
lexington
and
louisville
for
minority
businesses
that
have
been
very
successful.
They
have
been.
They
have
not
only
supplied
those
businesses
with
needed
capital
capital
that
they
could
not
get
from
banks
and
other
places,
but
it
also
allowed
them
to
come
from
out
of
the
dark
into
the
light
and
professionalize
their
companies
and
their
businesses,
which
is
just
as
important.
F
It
forced
them
to
have
to
have
accounting
services,
hr
services
and
all
the
services
that
you
need
to
have
a
successful
business.
Long
term,
government
agencies
and
post-secondary
institutions
should
be
directed
by
regulation
or
statute
to
regularly
collect
and
publish
data
on
the
race
of
public
contract
holders.
F
In
our
final
slide
are
conclusions.
It
is
not
solely
up
to
policymakers
to
solve
these
problems,
as
stated
of
why
we
are
here
and
why
ashley
and
her
team
have
done
such
a
fabulous
job.
In
other
members
of
the
kentucky
chamber,
the
business
community
has
to
step
up
as
well.
The
kentucky
chamber
foundation
is
starting
a
new
diversity,
equity
and
inclusion
center
to
advance
racial
equity
in
kentucky's
business
community,
we're
in
the
process
of
hiring
executive
director
of
the
center,
but
we
have
high
expectations
for
the
important
work
that
will
come
from
it.
F
We
also
have
endorsed
the
equality
of
opportunity
agenda
produced
by
the
u.s
chamber
of
commerce.
This
agenda
includes
business-focused
action
items
such
as
improving
diversity
and
corporate
leadership,
using
better
data
relative
to
the
locations
to
improve
workforce
diversity
and
analysis
and
analyze
their
performance
compared
to
their
businesses,
expand
the
talent
pipeline
management
program
to
help
underserved
communities
create
more
pathways.
F
Such
as
internships
and
apprenticeships
for
minorities,
focusing
on
diversity
and
supply
chains,
using
a
data-driven
approach
and
more
addressing
kentucky's
racial
inequalities
and
achieving
equity
are
good
things
across
the
board
for
the
commonwealth,
reduced
poverty,
stronger
workforce,
broader
tax
base
and
more
prosperity
for
all.
There
is
no
silver
bullet
or
singular
solution.
F
Rather,
business
leaders
and
policy
makers
will
need
to
partner
and
work
together
to
overcome
these
challenges.
I
would
just
state
by
our
brief
time
that
we
have
spent
together.
We
have
hit
on
several
things
that
have
kind
of
come
to
the
forefront
a
lot
of
that
being.
We
have
to
be
very
intentional
in
what
we
do.
We
have
to
be
very
transparent.
We
have
to
supply
data
behind
what
we
do
and
that
data
needs
to
be
to
the
forefront
of
our
communication
and
our
policy
making
going
forward.
F
The
data
should
drive
us,
the
data
is
readily
available
and
we
just
need
to
bring
better
awareness
around
those
data
points.
So
I
want
to
thank
you
thank
ashley
for
having
me
today.
I
want
to
thank
you
for
having
me
as
well.
A
B
Thank
you,
madam
chair,
and
thank
you
all
for
the
presentation,
ashley
I've
said
this
obviously
to
you
before.
Thank
you
for
doing
this
important
work.
The
chamber
didn't
have
to
do
this,
not
every
chamber
across
the
country
did,
but
you
made
the
decision
to
do
so.
I
think
that
speaks
a
lot
to
your
leadership,
also,
the
support
of
the
board
and
the
folks
on
the
task
force
as
well,
but
everybody
who
is
committed
to
the
work
one
thing
a
a
couple
thoughts.
B
First,
I
think
it's
important
for
the
commission
of
folks
in
the
room
to
understand.
There
is
a
direct
through
line
for
what
this
report.
Does
you
look
at
the
numbers
in
education?
You
see
the
disparities
there
that
immediately
translates
into
whether
or
not
you
go
into
gainful
employment
or
if
you
do
something
illegal,
to
try
to
go
eat
which
then
puts
you
into
the
criminal
justice
system.
B
If
we
could
look
at
those
in
more
detail,
my
my
question
would
be:
how
would
you
rank,
which
ones
are
most
important
in
order
to
make
sure
that,
if,
if
there's
something
to
take
away
from
this
group
for
the
general
assembly
for
the
kentucky
department
of
education,
how
would
you
rank
the
importance
of
some
of
those.
E
Thank
you,
dr
olik
olicken.
Thank
you
for
those
kind
words,
and
I
do
agree
with
you.
I
think
that's
why.
At
the
beginning,
when
I
said
the
top
strategic
initiative
of
the
kentucky
chamber
is
education
because
that's
where
it
all
starts,
and
so
when
we
started
diving
into
this
data,
it
obviously
is
very
cyclical.
If
you
have,
you
know
a
not
great
experience
in
your
education
career
and
then
you
decide,
you
know
whether
you
can
get
gainful
employment
or
you
have
to
go.
You
know
you
go
in
the
criminal
justice
system.
E
It
really
very
much
is
a
stair
step.
You
can
see
how
one
thing
completely
funnels
into
the
next,
and
so
I
do
think
starting
with
education
and
trying
to
get
it
before
it
goes
down
to
the
criminal
justice
system
is
really
an
important
step.
So
I
think,
knowing
that
data,
one
of
the
shocking
things
that
we
didn't
point
out
in
this
presentation,
but
is
in
this
report
and
this
report.
I
hope
you
have
some
minutes
to
look
through
it.
E
I
think
education
really
is
a
platform
and
as
kind
of
the
foundation
is
really
where
we
need
to
start.
But
this
is
obviously
there
are
many
many
solutions
that
are
not
going
to
be
fixed
overnight,
but
I
do
want
to
also
say
there's
a
lot
of
policy
recommendations
in
there
and
from
the
chamber's
perspective,
we
did
not
just
want
to
print
a
nice
report
and
point
out
all
of
the
disparities
going
on
and
feel
like.
E
We
did
something
in
this
moment
in
time,
and
so
that's
why
we're
hiring
an
executive
director
to
really
live
and
breathe
this
work
from
going
out.
You
know
moving
forward
from
here
on
out,
so
know
that,
though
this
is
one
report
from
us,
we
will
be
continuing
this
work
and
hope
to
work
with
you
guys
with
you
all
through
these
policy
solutions.
Moving
forward.
F
And
doctor
look,
if
I,
if
I
may,
I
would
say
two
things:
disciplinary
thing
is
huge:
victory
is
in
the
classroom.
F
They
are
a
distraction,
but
there's
usually
a
reason,
and
we
have
to
be
more
patient
in
trying
to
figure
out
that
reason.
That'd
be
number
one
and
I
think
the
the
second
thing
would
be.
We
have
to
be
more
creative
and
provide
more
funds
to
figure
out
how
to
overcome
these
gaps
earlier.
C
Yes
and
I
apologize
for
that,
senator
gibbons-
I
heard
your
comment
last
meeting
and
I
I
sincerely
apologize
for
not
being
there
in
person,
but
I
had
back-to-back
meetings.
I
had
a
couple
of
questions
and
a
comment.
First,
I
wanted
to
thank
you
ashley
and
ray
for
your
presentation
and
applaud
you
for
your
data
driven
approach.
I
think
what
we
need
is
data,
no
matter
what
issue
we're
talking
about,
and
I
think
that's
that's
super
important
and
we
can
see
it
clearly
on
the
graphs
that
you've
shown
us.
C
I
I
had
a
couple
of
points
first
about
encouraging
and
educating
parents
about
fafsa.
I
think
we
need
to
be
mindful
also
of
things
like
mixed
status,
families
where
some
parents
may
have
social,
some
parents
don't
and
bring
in
kentucky
standards
in
line
with
the
federal
that
are
more
open
to
that
type
of
application,
and
I
think
we
just
need
to
make
sure
that
we're
mindful
of
families
where
it's
not
just
the
standard
kind
of
information
being
given
and
reaching
out
to
also
folks
that
are
non-native
english
speakers
on
that
front.
C
I
did
also
want
to
applaud
you
on
on
your
movement
and
and
movement
forward.
I
guess
in
in
terms
of
low-level
drug
possession
offenses.
This
is
something
that
I've
been
working
on
and
we'll
contact
you
more
about
it
offline,
but
also
specifically
with
ray.
I
think
you
had
mentioned
state
contracts
and
access
to
capital.
I
think
this
is
something
that
clearly
is
an
issue
and
that
folks
really
struggle
with,
because
they
don't
know
where
to
turn
so.
C
I
have,
for
instance,
a
lot
of
folks
in
my
district
that
maybe
you
want
to
start
small
businesses
that
have
no
idea
kind
of
where
to
start
you
know
registering
with
the
secretary
of
state
and
and
definitely
don't
have
necessarily
the
access
to
capital,
which
is
which
is
crucial
to
making
that
business
a
reality.
So
I
wanted
to
ask
you
all
what
specific
policies
or
what
we
can
do
as
legislators
to
address
those
two
points.
Specifically.
E
Thank
you,
representative
call
carney,
and
I
do
think
there
are
solutions.
I
think
a
lot
of
them.
You
know
there's
already
statutes
on
the
books
kind
of
dealing
with
the
contracting
issue
and
I
think
working
more
closely
with
the
finance
cabinet
and
economic
development,
making
sure
we're
all
aligned
would
be
kind
of
an
important
first
step.
One
thing
that
we
kept
hearing
through
the
last
18
months
and
ray
and
our
friends
at
commerce
lexington,
have
kind
of
helped
tackle
this.
E
A
little
bit
is
a
lot
of
people
say
we
want
we,
you
know
we
would
love
a
minority
contractor,
but
we
don't
know
where
to
find
them
and
so
kind
of
putting
together.
Databases
is
one
important
thing
which
is
really
programmatic,
not
policy,
and
so
that's
one
thing
I
think
once
we
get
our
center
for
dee
and
I
up
and
running
at
the
chamber
here
in
the
next
couple
of
weeks.
Hopefully,
that
is
gonna
be
one
of
the
first
things.
E
Hopefully
we
can
tackle
is
making
sure
that
if
people
you
know,
if
you
want
to
use
contractors,
obviously
you
know
where
to
find
them
make
sure
that's
accessible,
but
really
helping
those
contractors
as
well
kind
of
navigate.
You
know
the
world
of
government
contracting
and
the
various
laws
making
sure
they
kind
of
understand.
They
have
someone
that
will
help
navigate.
That.
F
Yeah
and
that's
a
great
point,
the
only
thing
I
could
add
to
that
we
found
during
the
height
of
covet.
We
thought
we
had
108
minority
companies
in
lexington
and
we
found
because
they
could
not
get
ppp.
We
had
to
provide
a
grant
and
the
grant
had
to
force
them
to,
as
you
said,
register
with
the
secretary
of
state
and
do
the
other
things
we
had
300
plus.
F
So
a
database
is
hugely
important,
but
how
you
also
have
to
we
have
an
accelerator
program
and
I
think
they
have
one
in
louisville.
I
know
there's
a
very
successful
one
in
cincinnati,
that's
been
going
on
for
a
while,
you
have
to
have
access,
and
what
we
have
done
is
the
large
procurement
spend
players
in
lexington.
F
We
have
asked
them
to
supply
a
procurement
officer
to
a
regular
meeting
where
they
can
highlight
potential,
rfps
and
opportunities
in
their
in
on
uk's
campus,
with
the
city
with
fayette,
county
schools
and
those
opportunities
and
allow
these
companies
to
have
more
time
to
gear
up
and
prepare
for
them
financially
and
give
them
more
time
to
create
strategic
alliances
where
they
could
partner
with
other
companies.
F
So
they
can
go
after
things
that
are
a
little
bit
larger
and
so,
but
that's
hard
to
do
without
a
partner
like
the
chamber
or
commerce
lexington,
to
provide
some
man-hours
and
manpower
to
kind
of
give
some
guidance
to
that.
So
that's
what
that
is
what
we
have
focused
on
in
lexington,
but
the
transparent
nature
of
that
needs
to.
We
need
to
have
more
transparency,
and
that
would
help
tremendously
we
need
to.
We
need
to
the
letter
of
the
law
is
good
faith
in
good
faith.
G
Thank
you,
chairwoman,
hevron
and
I'm
sorry.
I
walked
in
a
little
late.
I
was
at
another
meeting.
I
think
the
data
that
you
all
presented
is
amazing,
and
I
promise
you
what
I
haven't
already
read.
G
I
will
be
reading
in
depth
and-
and
I
agree
wholeheartedly
in
my
mind-
education
and
equal
access
to
good
quality
education
is
the
great
equalizer
that
to
me,
that's
what
gives
everybody
the
chance,
but
you
know
I
I
represent
portions
of
jefferson
county
and
then
the
entirety
of
oldham,
county
and
and
what
we're
seeing
in
our
community
is.
You
know
a
tremendous
rise
in
in
gun.
G
Violence
in
the
urban
areas
among
youth
and
the
majority
of
these
are
african-american
children
who
have
access
to
guns
that
they
should
not
have
access
to,
and
unfortunately,
during
this
pandemic
in
particular,
have
learned
how
to
use
them.
Is
anybody
in
this
whole?
You
know
we
don't
talk
about
this.
G
I've
never
heard
anybody
talk
about
the
fact
that
it's
hard
to
educate
children
when
they're
literally
scared
to
walk
down
the
street
and
pick
up
milk
for
mom,
because
the
street
is
not
safe
and-
and
you
know
I
work
in
downtown
louisville
and
I
work
with
a
lot
of
people
who
who
live
in
these
neighborhoods.
I
have
grown
men
come
up
to
me
and
say:
I'm
scared
to
take
a
walk
in
my
neighborhood
anymore.
E
I'm
sure
some
groups
have
we
at
the
chamber
have
not
really
taken
a
deep
dive
into
that
particular
issue.
We'd
be
happy
to
kind
of
look
into
it.
I
know
many
many
groups
are
working
kind
of
in
this
space
right
now
and
there's
fear
of
influence.
So
I'm
sure
some
groups
are
but
from
the
chambers
perspective.
At
this
point
we
have
not
but
we'd
be
happy
to
talk
with
you
more
and
kind
of
dive
into
that
issue
ray.
I
don't
know
from
the
fayette
county
public
school
board.
If
you
have
any
thoughts.
F
F
There's
a
chance
to
do
a
lot
of
things
in
the
the
input
of
the
school
district
needs
to
hold
some
sway
with
how
some
of
those
dollars
are
spent.
But
I
think
what
we'll
find
is
the
districts
are
are
very
aware
that
they
have
the
students
for
seven
eight
hours
a
day,
but
yet
they're
being
held
accountable
for
the
other
17
hours,
and
so
they
have
a
lot
of
ideas
around
how
they
can
partner
with
their
city
partners
to
do
things
with
their
students
when
they're
not
in
school.
G
I've
seen
a
tremendous
reticence
in
frankfurt
to
even
discuss
just
to
even
broach
this
subject
and
to
me
it's
like
one
of
the
big
elephants
in
the
room.
You
know
if
you
don't,
if
you're,
not
living
in
a
safe
environment,
and
you
don't
have
adequate
health
care
and
food
you're
not
going
to
be
able
to
take
advantage
of
the
best
quality
education
that
we
can
offer
you
as
a
state.
I
mean
it's.
G
D
Thank
you,
chairwoman,
and
I
guess
some
some
comments
more
over
than
necessarily
questions
house
bill.
25
last
session
was
the
restoration
of
keys
money
and
I
will
be
carrying
that
again.
We.
D
Thank
you
shameless
plug
for
me
on
that
one
just
a
couple
of
thoughts.
Obviously
the
two
things
I
feel
very
passionately
about
obviously
are
education
and
how
that
translates
into
economically
successful
individuals,
and
you
know
20,
plus
years
in
in
public
education.
You
know
I've
seen
kids
all
across
the
spectrum
from
economic
backgrounds.
To
you
know
any
number
of
topics
or
categories,
I
think,
is,
I
think,
educationally
we
are
we
operate
in
silos
and
I
think
that
the
silos
are
on
separate
farms.
We
need
to
bring
those
silos
closer
together.
D
D
I
don't
know
middle
school
kids,
I
don't
know.
Well,
it's
there's
no
rush.
You
don't
need
to
know
right
now
what
you
want
to
be
when
you
grow
up,
but
let's
talk
about
your
plan
and
how
that
how
that's
going
to
work,
you
know
I.
I
had
a
lot
of
students,
no
surprise.
You
know
a
lot
of
students,
particularly
male
struggle
with
math.
D
My
conversation
is
not
about
math
and
algebra,
my
my
conversation's
about
money.
If
you
don't
understand
math,
then
you
don't
understand
money,
and
in
my
world
I'm
in
charge
of
my
money
in
your
world.
You
need
to
be
in
charge
of
your
money
and
the
only
way
you're
going
to
be
able
to
do.
That
is
if
you
understand
math,
and
it's
making
those
connections,
you
know
bringing
bringing
those
conversations
together.
I
think
that
that's
really
important
and
and
mr
daniels,
this
goes
along
your
point.
Educating
our
families,
you
know
having
those
conversations
at
house.
D
What
does
success
mean?
Okay
and
what
does
what
you're
doing
in
school
today
as
a
fourth
grader?
What's
that's
going
to
mean
for
success,
big
picture?
Those
are
the
conversations
that
must
be.
We
must
be
having
we've
got
kids,
who
are
focused
on
their
reading
lexile,
but
they
don't
understand
what
that's
going
to
mean
to
them
and
that's
where
we
need
to
be
intentional
in
really
laying
out
the
pathway
and
the
business
community
is
going
to
be
such
a
huge
advocate
and
such
a
huge
help.
D
You
know
one
of
the
schools
I
worked
at
I
you
know
I
had
to
we
hired
a
lot
of
teachers
and-
and
I
reached
out
to
every
state,
university
and
college
that
we
had
in
kentucky
and
even
ventured
out
into
some
surrounding
states.
Just
to
you
know,
stress
the
importance
that
we're
we're
looking
at
emphasizing
diversity
in
our
in
our
teaching
force.
We
have
x
number
of
positions
that
are
going
to
be
coming
open.
I
felt
like
an
hr
director
as
a
principal,
but
you
got
to
do
what
you
got
to
do
right.
D
I
think
that
there's
a
lot
of
work
that
we
can
do
with
the
pipeline
of
paraeducators
to
teachers.
I
think
we,
I
think
that
there's
there's
a
lot
of
potential
there
and
I
think
we
need
to
continue
to
explore
that.
D
You
know
there's
huge
numbers
of
incredibly
qualified
teaching,
para
educators
that
are
in
classrooms
right
now
who,
if
we
could
work
with
some
licensure
boards,
and
you
know,
work
with
some-
we
can
get
them
in
the
classroom
and
really
increase
our
diversity
there.
I
think
there's
a
lot
of
promise
with
that
one
and
last
but
not
least,
I
I
still
think
that
every
penny
that
we
put
into
educating
our
families
in
this
whole
big
picture.
D
Bringing
families
back
into
the
process
of
making
sure
that
their
kids
are
successful
and
making
sure
it's
valuable,
like
those
experiences
need
to
be
valuable
when
they
come
to
school,
they
need
to
know
exactly.
This
is
the
hard
line.
This
is
not
fluff.
This
is
the
hard
line.
This
is
what
this
is
going
to
mean
big
picture.
D
H
H
I
want
to
spend
a
few
moments
back,
dr
olaka,
on
the
question
of
education
and
I'm
directly
pointing
to
in
in
my
book
page
three
of
the
report,
the
graph
there
and
the
concerns
around
educational
equity,
and
I
want
to
talk
about
those
for
just
a
moment,
but
something
you
said
a
moment
ago
reminded
me
of
a
story,
and
I
love
telling
stories
so
you've
got
to
indulge
me
for
just
a
second,
the
ap
registration
process
and
I'm
hopeful.
H
The
conversation
we
have
here
influences
the
next
presenters,
because
the
education
focus
of
where
I
want
to
go
with
this.
This
discussion
is,
is
intriguing
to
me,
but
the
ap
registration
process
in
rural
kentucky
at
one
of
our
high
schools
some
years
ago
had
a
new
principal
that
came
in,
and
I
got
to
know
him
and
in
my
senate
district
really
enjoyed
getting
to
know
him
and
the
work
and
his
passion
for
students
and
for
ap
education
and
he
flipped
the
question
on
its
head.
He
started
registering
every
student
for
an
ap
class.
H
Turning
the
question
on
its
head,
so
continuing
that
conversation
with
him
about
a
year
and
a
half
later
I
was
there
at
a
high
school
basketball
game
and
went
into
the
men's
restroom
and
over
every
urinal
is
an
ap
question
and
on
the
back
of
every
stall
door,
was
an
ap
question
and
it's
this
culture
of
success.
Excellence
is
normal,
we're
driving
you
there.
H
If
you
choose
to
walk
into
the
building
with
your
parents
and
say
I'm
not
worthy,
I'm
not
capable.
I
need
to
withdraw
from
chasing
excellence.
You
can
do
it
we're
sad
you're
doing
it,
but
you
can
do
it.
So
I
thought
that
was
an
intriguing
mindset.
Now
this
really
concerns
me.
Educational
equity
and
I
had
the
chance
recently
to
talk
with
my
son
and
some
of
his
friends
at
a
little
presentation.
H
They
wanted
me
to
do
on
self-fulfilling
prophecy,
and
I'm
I'm
a
big
believer
that
if
we
think
we
can't
do
something,
we
probably
can't
do
it
if
we
think
we
have
prepared
and
worked
and
set
ourselves
up,
we
likely
can
achieve
it,
but
even
if
we've
done
those
things,
if
we
don't
think
we
can
achieve
it,
we
can't
this
really
concerns
me
that
we
see
in
1962,
83
of
americans
overall
thought.
Black
and
white
children
had
equal
chances
in
2020.
64
percent
thought
that
there
was
equal
access
to
education,
opportunity.
H
E
I
think
one
good
point
that
representative
timothy
brought
up
was
the
number
of
black
educators
because
you're
exactly
right,
senator
gibbons,
if
you
don't
believe
you
can
be
something
or
if
you
don't
see
it
in
front
of
you,
it's
hard
for
you
to
dream
that
that
could
happen,
and
so,
when
you
look
at
less
than
five
percent
of
our
education,
population
is
black.
But
yet
eight
point.
Five
percent
of
all
kentuckians
are
that's
a
really
good
starting
point.
E
I
think
that's
one
of
I
don't
want
to
say
the
low-hanging
fruits,
but
I
do
think
that
there
is
something
there
that
we
could
make
that
easier.
For
you
know
even
some
of
our
students
at
our
hbcus
at
simmons
and
at
k-state,
instead
of
them
leaving
the
state
which
they
do.
How
can
we
attract
them
to
stay
here
in
kentucky?
How
can
we
make
kentucky
the
welcoming
place
that
we
want
it
to
be
where
people
want
to
have
a
career
and
raise
their
family
and
pay
taxes
and
be
part
of
the
community?
E
So
I
actually
think
that's
one
of
the
first
things
that
we
could
probably
tackle,
or
at
least
try
to
get
some
pipelines
like
representatives
said
because
I
do
think
to
your
point.
If
you
don't
see
it
in
front
of
you,
you
don't
think
it
could
ever
happen,
and
so,
if
you
don't
see
professionals
that
look
like
you,
you
may
never
think
that
you
could
be
a
professional
yourself.
A
B
Thank
you,
madam
chair.
I
think
it
really
is
important
to
point
that
out.
The
student
obviously
has
to
believe
in
themselves,
but
the
teachers
also
have
to
believe
in
the
student.
I
think
it's
really
important.
If
we're
talking
about
accountability
within
the
education
system,
if
more
principals
and
more
school
leaders
were
like
the
ones
that
chairman
gibbons
mentioned
pushing
students
to
be
successful,
I
think
you
would
see
a
lot
of
these
gaps
close.
I
use
myself
as
an
example.
B
If
they
decided
that,
because
I
was
black
I
could
not
succeed,
then
I
wouldn't
have
not
because
I
didn't
believe
in
myself,
but
because
they
would
have
created
barriers
as
the
leaders
and
the
educators
in
the
room
and
in
the
building.
Thankfully,
I
had
a
lot
of
great
teachers.
I
bring
this
point
up
to
say:
we've
we've
got
to
figure
out.
I
think
a
way
to
hold
the
teachers
accountable,
who
just
don't
believe
that
black
kids
can
learn.
I've
been
a
teacher.
I
know
those
teachers
exist.
B
H
H
We
can't
change
this
trajectory
without
changing
the
outcomes
of
education
in
jefferson,
county
go
to
curator
journal
website
and
scroll
through
the
magnet
school
documentary.
That's
online
right
now.
We
can't
change
the
outcomes
of
our
black
fellow
kentuckians
without
changing
outcomes
in
jefferson,
county
and
we've
talked
about
it.
H
F
F
I
think
we
become
we're
at
a
point
in
time
where
you've
got
to
see
reality
and
take
action,
and
we
have
to
give
superintendents
the
the
power
and
the
ability
to
take
action,
and
I
think
what
we
have
found
in
fayette
county
is
probably
the
same
in
jefferson
county
is
the
superintendent
needs
to
have
the
ability
to
create
and
move
principles
around
as
needed
needs
to
have
the
ability
to
create
curriculum
as
needed,
and
you
know
those
those
are
things
that,
as
of
in
our
current
system,
they
really
can't
do
part
of
the
problem
with
curriculum.
F
F
I
have
to
go
to
another
school.
I
get
transferred
to
another
school
because
my
parents
have
to
keep
moving
locations
to
find
rent
and
housing,
and
so
on
and
so
forth,
and
every
time
I
go
to
another
school,
I
am
starting
over
with
potentially
a
new
curriculum
and
I'm
already
a
student
who
is
borderline
as
far
as
interacting
with
my
teachers.
F
F
It
at
least
allowed
us
to
have
the
students
that
we
knew
in
a
large
portion
of
our
students
that
were
bouncing
between
schools
have
the
reliability
of
having
the
same
curriculum
wherever
they
landed.
So
I
think
curriculum
is
one
superintendent.
Flexibility
to
move
principles
around
is
is
pertinent.
You
cannot
continue
to
have
a
poor
leader,
a
known
poor
leader
in
a
school
and
I'm
not
trying
to
bash
any
situational
person.
F
You
cannot
continue
to
have
a
poor
leader
in
a
school
and
expect
that
school
with
those
students
to
be
to
accomplish
their
goals,
and
we
we
move
way
too
slow.
We
move
the
ship
way
too
slow
on
those
types
of
known
situations
we're
not
talking
about.
I
can.
I
can
give
you
sight
and
point
of
school
turnarounds
and
the
turnarounds
is
just
the
leadership
at
the
top
and
we
just
waited
too
long.
E
E
When
you
look
at
the
data,
you
can't
argue
with
it
and
it's
the
same
reason
why
we
thought
the
testing
should
be
done
last
year
during
covid
for
students,
because
we
didn't
want
to
punish
anyone
over
it,
but
we
at
least
need
to
know
where
we're
starting,
because
we
can't
get
to
where
we
want
to
go.
If
we
don't
know
where
we're
starting
and
so
one
thing-
and
I
know
this
has
been
a
topic-
obviously
for
many
years
here
at
the
legislature,
the
legislature
and
the
legislative
process
is
charter
schools.
E
That's
one
of
the
main
reasons.
The
chamber,
I
think
supported
it
for
many
years,
and
you
look
at
other
states,
and
you
see
these
charter
schools
that
have
been
established.
They
have
more
wraparound
services
and
they
have
different
hours
and
they
have
different
things.
That
kind
of
could
help
a
population
that
particularly
is
struggling,
and
so
I
do
think
there
are
policy
initiatives
that
you
know
have
sometimes
been
divisive.
H
Thank
you
both,
I
think
a
theme
we've
heard
run
throughout.
All
of
our
conversations
in
this
commission
has
been
this
data
theme
and,
and
we've
got
to
get
better
at
collecting
the
data.
We've
got
to
get
better
at
letting
the
data
be
shared
among
the
silos,
because,
once
it's
collected,
we've
got
to
see
how
it
correlates
and
touches
other
data
points,
but
then,
once
we've
got
the
data
and
we've
got
the
data
talking
to
each
other,
and
we
know
the
problem
failing
to
act
on
the
data.
Is
our
fault?
H
That's
just
as
plain
as
it
can
be.
So
yes,
I
I
want
to
see
us
get
the
data,
but
we
may
we
may
wish
we
never
got
it
because
we
may
fail
to
act
and
that
would
be
on
us.
So
last
quick
thought
I
want
to.
I
want
to
jump
off
of
what
you
said,
because
I've
got
a
colleague
and
I
won't
name
his
name,
but
he's
working
really
hard
on
the
legislation.
H
You
will
see
a
bill
filed
early
in
the
session.
That's
going
to
give
the
superintendents
exactly
what
you're
talking
about
curriculum
oversight,
principle,
hiring
and
firing
abilities,
but
we're
going
to
need
support
from
lots
of
people
to
get
that
done,
and
I
would
welcome
your
feedback
on
it.
Catch
me
offline.
We
can
talk
about
it,
I'm
so
glad
you
brought
it
up.
A
I
would
like
to
wrap
it
up
with
just
a
few
thoughts.
First
off
representation
matters.
I
love
that
that's
been
a
common
theme
throughout
this
conversation,
the
other
night
I
had
dinner
with
my
mom
and
she
had
seen
something
on
social
media
asking
when
was
the
first
time
in
your
education
career
that
you
had
a
black
male
teacher
and
she
was
talking
about
how
she
thought
it
was
when
she
I
was
in
when
she
started
community
college,
and
I
had
to
look
at
her
and
say
I
didn't
think
I
ever
had
one.
A
I
remember
my
first
female
black
teacher.
I
was
in
college,
you
know
coming
from
a
rural
community-
that's
not
surprising,
but
I
hate
that
that's
a
question
that
we
have
to
talk
about
at
the
dinner
table
to,
but
it
acknowledges
a
problem
and
representation
matters
on
so
many
levels
and
I
think
a
lot
of
it
comes
from
just
having
conversations
like
this
and
encouraging
that
we
don't
want
that
to
be
a
normal,
and
so
I
appreciate
you
all
you
all
talking
about
that.
A
I
love
the
focus
on
data,
my
goodness,
I
have
no
idea
why
we
are
scared
of
data.
What
are
we
going
to
find
out
that
we're
doing
things
wrong
we're
on
the
positions
to
lead
on
this
and
to
make
a
change,
because
unless
we
acknowledge
there's
an
issue
and
decide
to
deliberately
make
a
change,
it's
not
going
to
change,
and
so
I
echo
my
co-chairs
comments
on
data.
Let's
get
the
data.
A
A
Just
because
it
doesn't
affect
their
district,
doesn't
mean
it's
not
real.
I
think
many
members
would
be
surprised
of
how
much
of
this
does
affect
their
district,
and
so
I,
my
ask
to
you
all,
is
to
actually
make
sure
to
be
sharing
this
data.
Have
you
know
in
your
meetings?
Talk
about
it,
but
sharing
it
with
your
local
chambers
too,
having
the
opportunity
to
talk
about
communities
and
and
share
that.
A
Is
this
a
local
level,
because
I
think
a
big
part
of
our
jobs
as
state
representatives
obviously
is
to
pass
laws,
but
it's
also
to
educate
our
community
members
and
letting
them
know
what's
going
on,
and
so
I
think
that's
something
that
we
need
to
remember
just
kind
of
the
philosophy.
One
thing
I
do
want
to
mention
before
we
move
on
to
our
next
agenda.
A
That
have
been
appointed
to
the
commission
because
you
were
deliberately
choosing
not
to
be
part
of
the
solution.
When
you
choose
not
to
attend
this
meeting-
and
you
know
I
appreciate
all
that
are
attending
online
today.
Thank
you
for
that.
You
know
at
the
end
of
the
meeting
we're
going
to
encourage
everyone
to
try
to
be
in
person.
A
I
know
people
have
things
come
up,
but
we've
had
members
that
have
not
attended
a
meeting
and
so
when
you're
choosing
not
to
attend
a
meeting,
you're
choosing
not
to
be
part
of
the
solution,
and
that's
that's
your
decision,
and
so
when
issues
come
up
you
know
you've
got
you've,
got
a
voice
at
the
table,
so
use
it.
So
just
I'll
get
off
my
little
soapbox
there.
But
please,
if
you
watch
this
afterwards,
please
remember
that
our
next
agenda
item
is
going
to
be
the
pritchard
committee
on
racial
equity
and
education.
Once
again.
I
Not
on
thank
you,
chair,
givens,
chair
hevron,
thank
you
for
this
opportunity
to
present
before
the
commission
and
for
your
foresight
in
establishing
this
commission
that
is
so
important
for
kentucky,
not
just
an
ad
hoc
commission,
but
a
standing
commission
to
continue
to
deal
with
these
issues.
So
thank
you
both
for
that.
I
As
you
mentioned,
my
name
is
bridget
blom.
I'm,
the
ceo
of
the
pritchard
committee
for
academic
excellence
with
me
at
the
table,
is
my
colleague,
shaka
cummings,
who
is
leading
our
equity
and
our
k-12
work,
he's
a
former
teacher
in
lexington
and
actually
a
former
teacher
in
many
states
across
the
nation
at
this
point
and
brings
a
lot
of
depth
to
this
work.
So
I
enjoy
that
he's
able
to
be
here
with
me
today.
I
So
you've
touched
on
so
many
of
the
issues
in
education,
as
our
colleagues
at
the
chamber
presented
the
data
that
they
have
and
we
certainly
underscore
everything
that
they
shared
and
want
to
take
you
just
a
little
bit
deeper
into
some
of
those
issues,
as
we
share
the
pritchard
committee's
focus
on
equity
and
education,
and
I
I
I
couldn't
help
at
the
end
of
the
conversation
senator
gibbons,
as
you
were
talking
about
the
need
to
be
to
scratch
the
surface
and
to
welcome
some
discomfort
ben
cundiff,
one
of
our
board
members
is
fond
of
quoting
ed
pritchard,
our
namesake
in
saying
that
our
jobs
at
the
pritchard
committee
are
to
comfort
the
afflicted
and
to
afflict
the
comfortable,
and
so
I
think
that
is
exactly
what
you've
charged
this
commission
with
doing.
I
Last
summer,
you
know
when
we
were
all
reeling
from
the
pandemic
and
reeling
from
the
killings
of
george
floyd
and
brianna
taylor.
Here
in
louisville,
the
pritchard
committee
board
decided
to
make
a
statement
a
racial
equity
and
justice
statement,
putting
a
stake
in
the
ground
for
our
work
in
ensuring
that
education
is
part
of
the
conversation
about
solutions
to
the
challenges
that
we
see
that
lead
to
those
deaths.
I
So
here
is
our
statement
and
I
will
not
read
it
to
you
in
full
and
actually
there
is
a
fuller
statement
online,
but
the
important
point
is
there
in
bold.
We
know
education
is
undoubtedly
part
of
the
solution,
yet
we
have
simply
failed
to
deliver
on
the
promise
of
education
for
african-american
students
and
other
students
of
color
in
the
commonwealth,
and
this
is
simply
unacceptable.
I
This
is
not
a
new
statement
for
the
pritchard
committee.
This
is
an
issue
that
has
been
close
to
our
hearts
and
part
of
our
work
for
a
number
of
years
and
shaka.
If
you'll
go
to
the
next.
For
years
since
2008,
the
committee
has
been
measuring
kentucky's
progress
relative
to
other
states
in
a
campaign
called
top
20
by
2020..
I
Today
we
share
with
you
our
re
revised
version
of
that
top
20
by
2020,
which
is
called
the
big,
bold
future
national
rankings,
and
we've
chosen
12
indicators
13.
If
you
include
broadband
because
of
the
pandemic,
but
12
key
indicators
where
we
can
measure
kentucky's
lagging
indicators,
if
you
will
of
progress
to
support
greater
education
attainment
growth
in
our
economy
and
quality
of
life.
I
So
really
the
only
thing.
That's
changed
from
the
top
20
by
2020,
which
included
early
childhood
k-12
and
post-secondary
metrics
is
our
edition
of
this
quality
of
life
piece,
because
we
ask
the
hard
question:
we've
been
at
this
since
the
1980s,
with
a
singular
vision
to
promote
vastly
improved
education
in
the
commonwealth
as
a
means
to
a
path
to
a
larger
life.
I
We've
made
progress
in
education.
We've
certainly
not
made
the
progress
that
we
want
to
or
that
we
need
to,
but
we
have
made
progress,
have
we
improved
the
lives
of
kentuckians
and
when
you
look
at
the
fact
that
kentucky
still
lingers
sixth
from
the
bottom
of
the
nation
in
poverty
and
has
stayed
at
fourth,
fifth
and
sixth,
all
these
decades?
I
The
answer
has
to
be
no
we've
not,
and
we
must,
and
education
is
a
big
component
of
that,
as
is
median
household
income
as
part
of
these
big,
bold
future
national
rankings.
The
other
decision
we
made
as
we
started
this
new
way
of
counting
of
comparing
ourselves
to
other
states
is
that
we
added
equity
metrics
because
of
the
conversation
you're
having
here
today.
I
We
are
now
26th
in
the
nation
in
fourth
grade
reading,
so
that
early
progress
that
we
made
we're
now
beginning
to
lose
behind
that
statistic.
Kentucky
was
preparing
roughly
50
percent
of
our
third
graders
fourth
graders
on
nape
of
our
fourth
graders,
to
meet
the
basic
standards
for
literacy
on
nape.
I
I
I
I
This
work
goes
back
to
2015.
For
us,
when
kentucky
was
having
the
conversation
about
charter
schools,
we
asked
our
pritchard
committee
members
130
across
the
state.
Is
the
committee
for
or
against
charter
schools?
As
we
went
through
a
process,
a
study
group
process
with
our
membership,
we
decided
we
were
asking
the
wrong
question.
The
question
is
not
are
we
for
or
against
charter
schools?
The
question
is:
how
do
we
close,
long-standing
and
persistent
achievement
gaps
in
our
state
in
k-12?
I
I
So
this
report
focused
on
six
primary
areas:
bold
leadership
at
the
state
level
and
at
the
local
level
you
mentioned
dr
holliday's
call
to
action
around
academic
genocide,
and
I
was
sitting
on
the
state
board
of
education
at
that
time
and
know
the
tremor
that
went
through
this
state
when
he
said
that.
But
that
was
bold
leadership.
I
Do
we
have
that
bold
leadership
where
we
need
it
today,
accountability
and
that
being
at
the
at
the
local
level,
as
well
as
the
state
level,
bold
leadership,
accountability,
that's
knowing
our
data
owning
our
data,
owning
the
truth
of
our
data
and
figuring
out
ways
we're
going
to
move
the
needle
when
we
mask
the
data.
We
mask
these
issues
and
we
hold
kentucky
back
from
making
progress
school,
climate
and
culture.
Senator
berg.
I
I
Instruction
in
the
classroom
is
primary.
The
number
one
strategy
to
improve
student
outcomes
is
the
quality
of
the
teacher
in
the
classroom.
Reach
research
shows
time
and
time
again,
there's
no
doubt
about
it.
That
kentucky's
early
gains
in
education
were
a
tribute
to
our
teachers
in
the
classroom,
who
made
sure
students
made
those
gains
even
with
the
challenges
of
poverty
that
they
brought
with
them
to
the
classroom,
because
kentucky
said
poverty
is
not
going
to
be
an
excuse
in
a
poor
state
communities
that
work
together.
I
I
We
believe
it's
important
that
municipalities
and
school
districts
are
having
conversations
together,
because
these
are
multifaceted
issues,
not
singular
issues.
So
how
do
we
take
that
incredible,
unprecedented
federal
investment
and
ensure
that
it's
resulting
in
solutions
that
can
be
evaluated
over
time
and
adjusted
over
time?
Because
we
have
a
time
horizon
to
use
these
dollars?
I
So
we
would
encourage
the
legislature
to
identify
ways
to
compile
information
about
how
our
districts
and
our
municipalities
are
using
this
federal
investment
to
recover
from
covid
and
build
a
stronger
foundation
in
our
communities
and
in
our
schools
and,
lastly,
sustainability
of
effective
practices.
When
we
looked
at
our
top
20
by
2020
report
with
equity.
I
In
the
background,
because
we've
been
disaggregating
student
data
for
years
and
we
started
to
see
the
declines
from
2015
to
2019,
pretty
significant
declines,
the
one
thing
we
cautioned
about
and
senator
givens,
I
believe
you've
heard
us
say
this-
is
that
we
need
to
be
careful
about
policy
churn.
We
need
to
be
careful
about
changing
things
for
change
sake
on
a
regular
basis,
because
it
doesn't
give
our
school
districts
our
teachers,
our
educators,
time
to
deepen
practice
where
the
rubber
meets
the
road
and
that's
in
our
classrooms,
so
excellence
with
equity.
I
Last
year,
again,
in
the
wake
of
the
killings
of
george
floyd
and
brianna
taylor,
we
hosted
a
week-long
facebook
live
conversation
called
black
minds
matter
before
the
black
minds
matter.
Week-Long
episodes,
we'd
posted
blog
posts,
called
failing
to
deliver
unpacking
the
fact
that
we
had
been
and
are
failing,
deliver
for
failing
to
deliver
for
kentucky's
black
students
that
it's
in
the
data
reading
scores
have
been
stagnant
for
fourth
graders
in
2007
and
2019.
I
Only
11
percent
of
african-american,
8th
graders
were
proficient
in
math
by
2019,
only
30
percent
scored,
proficient
or
above
in
k-prep
reading
black
minds
matter
and
disaggregating.
The
data
is
critically
important.
Shaka
at
this
point,
I'm
going
to
turn
it
over
to
shaka
to
share
with
you
some
of
that
data
analysis.
J
Good
afternoon
good
afternoon
good
afternoon,
thank
you
to
the
commission
for
having
us
shaka,
cummings
manager
of
equity
and
k-12
policy
at
the
pritchard
committee.
Thank
you
to
the
chairs
for
hosting
us.
I'm
happy
that
you
guys
are
enthralled
by
data
cause.
I'm
gonna
hit
you
with
quite
a
bit
of
it
over
the
next
few
minutes.
J
Sometimes
folks
believe
that
poverty
is
a
key
indicator
in
the
lack
of
third
grade
readiness,
or,
I
should
say
in
the
lack
of
kindergarten
readiness,
there's
a
belief
that
family
structure
and
lack
of
readiness
for
kindergarten
is
a
key
component
of
issues
as
students
progress
forward,
while
kindergarten
readiness
is
a
key
metric.
The
data
from
the
kentucky
department
of
education
school
report
card
indicates
that
black
students
come
into
kindergarten,
only
slightly
less
ready
than
their
counterparts
across
the
commonwealth.
J
J
While
the
improvement
in
eighth
grade
math
proficiency
is
greater
for
both
white
and
black
students
than
what
we
saw
with
fourth
grade
reading
proficiency,
the
gap
between
these
student
groups
has
slightly
widened
over
the
same
time
period.
What
we
know
is
that
early
literacy
is
foundational
to
overall
educational
success
beyond
the
elementary
classroom.
J
Middle
school
math
proficiency
is
the
prerequisite
for
higher
level
high
school
math
courses.
These
advanced
math
courses
can
also
set
students
up
for
successful
transition
to
higher
education.
The
gaps
in
these
metrics
outline
that
there's
still
significant
room
for
improvement
for
black
students
in
these
pivotal
areas.
J
We
can
see
from
this
data
that
the
closure
of
that
achievement
gap
is
actually
based
on
even
greater
drops
in
math
college
readiness
for
white
students
in
kentucky,
as
well
as
latinx
students
in
kentucky,
which
in
part
drove
the
decline
overall
for
students
across
the
commonwealth.
Ideally,
we
don't
want
to
see
achievement
gaps
closed
in
this
way.
J
J
J
I
I
We
have
updated
this
community
profile
again
for
every
single
school
district
in
the
state
in
this
profile
that
we
get
into
the
hands
of
our
pritchard
committee
members
and
all
the
folks
who
are
connected
with
the
pritchard
committee
includes
the
data
for
their
local
district
on
kindergarten,
readiness
on
third
grade
reading
and
math
proficiency,
all
the
way
up
to
the
graduation
rate
and
the
college
and
career
readiness
rate,
as
well
as
post-secondary
enrollment
in
this
four
pager
that
folks
can
download.
It
also
gives
them
this
disaggregated
achievement
gap.
I
I
In
addition,
as
you
all
are
thinking
about
your
jobs
here
in
frankfurt
as
part
of
the
general
assembly,
early
childhood
is
critical.
As
you
know,
it's
critical
not
only
for
early
brain
development,
but
also
for
the
workforce,
and
so
a
key
issue
in
a
very
poor
state
are
working.
Families
who
struggle
to
pay
for
high
quality
child
care
and
the
cost
of
child
care.
I
So
you've
heard
us
in
past
years
talk
about
the
need
to
increase
the
reimbursement
rate
for
child
care,
such
that
those
small
businesses,
child
care,
centers,
private
small
businesses
can
actually
afford
the
level
of
quality
that
supports
a
youngster's,
proper
brain
development
that
is
not
currently
happening.
We've
made
significant
progress
as
a
state
in
the
last
few
years,
but
there
are
still
significant
gaps
in
what's
needed
to
maintain
high
quality
child
care,
centers
and
quality
preschools
as
we
move
into
the
k-12
space
teaching
matters
most
without
a
doubt.
I
I
I
This
is
a
topic
you
know
well,
and
you
know
it's
working
so
performance-based
funding
for
our
higher
education
institutions
is
beginning
to
show
progress
in
closing
those
equity
gaps
in
post-secondary
education
and
that's
critical
to
ensuring
individuals,
families
and
communities
are
more
stable,
which
then
results
in
more
stable
outcomes
in
our
k-12
system.
So
when
you
ask
the
question
about
where's
the
priority,
we
can
say
early
childhood
k-12
post-secondary.
I
You
also
already
mentioned
ap
and
the
importance
of
ap
early
post-secondary
opportunities,
and
I
know
you've
heard
from
the
council
on
post-secondary
education
previously
about
their
research
around
the
impact
of
dual
credit
enrollment.
So
that's
an
important
solution
as
well.
These
solutions
are
the
solutions
for
all
kentuckians
through
an
equity
lens.
We
need
to
understand
where
our
investments
are
targeted
and
if
the
solutions
are
resulting
in
the
progress
we
want
to
see
if
the
data
doesn't
show
we're
making
progress,
we
need
to
continue
to
ask
those
difficult
questions
about
why.
I
Lastly,
I
want
to
caution
around
legislation
that
can
actually
hurt.
Our
equity
focus
can
actually
hurt
a
campaign
for
racial
equity
and
justice,
and
so
here
you
see
the
pritchard
committee's
statement
on
the
pre-filed
bills,
br
60
and
69,
expressing
real
concern
in
opposition
to
outright
limits
on
discussions
in
our
schools
and
our
post-secondary
institutions
regarding
race,
sex,
gender
or
religion,
continuing
to
improve
our
instructional
environment,
so
that
it
reflects
the
complexities
of
current
events
and
their
historical
context
is
critical
and
should
include
discussions
of
race,
race
and
racial
justice.
A
And
if
not
I'll
get
us
teed
off
with
two
questions
you
almost
you
mentioned
in
the
community
profiles
that
they
had
the
latest
test
scores.
A
Do
you
think
that's
necessarily
fair
results
to
share
with
the
community
profiles,
considering
the
last
two
years
have
been
a
little
wonky,
my
mom's,
an
educator
she's,
the
director
of
special
education.
A
I
recently
participated
in
principal
for
a
day
at
grayson
county
middle
school.
I
was
involved.
I
got
the
opportunity
to
sit
in
the
plc
to
kind
of
listen.
You
know,
I
think
that's.
My
big
concern
with
these
community
profiles
is
that
the
test
scores
are,
I
would
assume,
have
drastically
changed
across
the
commonwealth
in
the
last
two
years
because
of
the
situation
we've
been
put
in.
Do
you
all
have
any
thoughts
on
that.
I
Yes,
chair
hevron,
so
our
position
on
assessment
has
been
has
been
consistent
in
that
it's
important
that
kentucky
assessed
so
back
when
there
was
discussion
about
whether
or
not
we
would
even
assess.
We
believe
it
was
important
that
we
assessed
and
two
our
statement
after
the
test
scores
is
that
these
scores
are
not
a
value
judgment
on
our
educators
or
our
education
system.
I
We
know
our
school
districts
and
our
educators
did
everything
humanly
possible
and
everything
they
need.
They
knew
to
do
in
an
unprecedented
moment
in
time
that
we're
still
going
through
regardless.
We
need
to
know
that
impact
of
that
global
health
pandemic
on
students
in
the
state.
So
we
believe
the
information
is
still
important.
A
Thank
you
for
that.
Do
you
all
have
it
noted
on
the
on
the
document
on
the
the
community
profile
that
to
kind
of
recognize
this
was
during
the
global
pandemic?
You
know
not
to
have
any
negativity
towards
the
schools
or.
G
G
J
I
just
want
to
make
the
point
that
we
do
actually
create
narratives
around
those
community
profiles,
so
as
you're
leading
those
conversations
that
absolutely
can
be
a
part
of
the
narrative,
so
that
folks
can
understand
the
2021
data
is
what
it
is
in
terms
of
when
those
test
results
come
from.
That
being
said,
having
that
data
and
making
sure
that
we
understand
the
impact
of
covid
and
the
fact
that
we
have
to,
we
have
to
accelerate
learning
for
those
students
that
are
furthest
behind
due
to
covid.
That's
important
as
well.
A
I
Yeah
chair
hebrew-
and
I
would
just
add
that
you
know
20
years
from
now
nobody's
going
to
say
this
was
the
cova
generation
and
we
need
to
give
them
a
break
when
it
comes
to
global
competitiveness,
economic
competitiveness
in
their
standing.
So
I
think
that's
an
important
takeaway
that
we
think
past
this
moment
in
knowing
the
information
and
two
the
other
part
of
our
communication
has
been.
Our
educators
cannot
do
this
by
themselves
recover
from
covid
and
build
a
new
foundation
for
education.
I
A
I
agree
with
that.
Thank
you.
My
next
question
would
be
how
are
students
in
the
minority
communities
being
affected
by
not
being
in
the
classroom
from
you
know,
since
covet
started
in
2020
and
since
part
of
this
year
you
know:
how
is
that
going
to
affect
minority
students.
I
That's
true
in
kentucky
as
well,
though
I
do
have
a
bright
spot
for
you,
and
this
is
hot
off
the
presses
not
even
published
yet
but
will
be
published
tomorrow,
and
that
is,
as
we
dug
into
the
opportunity
and
access
data
in
the
school
report
card
on
site,
with
kde
we're
seeing
some
real
bright
spots
there,
as
example
during
the
pandemic,
we're
seeing
a
decline
in
enrollment
in
dual
credit
or
a
decline
in
enrollment
in
ap
overall,
but
we're
actually
seeing
increases
in
enrollment
among
african
american
students
in
dual
credit
classes
and
an
increase
in
enrollment
in
ap
classes
for
african-american
students.
A
And
I've
got
one
more
well
if
anyone
doesn't
have
any
questions.
I
think
you
had
mentioned
that
you're
right
in
20
years.
We're
not
going
to
look
back
and
say:
oh
they're,
the
cova
generation,
so
we
need
to
give
them
slack,
and
I
I
hope
that
my
comments
did
not
refrain
or
did
not
make.
It
seem
like
that,
because
that's
not
that
at
all,
but
is
that
a
conversation
being
had
throughout
the
education
community
with
that,
because
I
feel
like
you're,
pretty
strong
in
your
stance
on
that.
A
I
I
hesitate
to
speak
for
the
education
community,
but
but
I
do
hope
that
becomes
part
of
the
conversation
in
kentucky,
as
we
think
about
education,
recovery
and
recovering
as
a
state
from
the
impact
of
the
pandemic.
You
know
the
pandemic
has
impacted
our
the
the
landscape
of
child
care
in
early
childhood
in
the
state.
It's
impacted
lots
of
things
as
a
state.
A
K
I
do
thank
you,
I'm
jamir
davies
with
northern
kentucky
community
action,
commission
vice
president
of
family
services.
I
thank
you
for
your
presentation,
greatly
appreciated.
K
From
the
last
presentation
we
found
that
you
know:
black
students
are
generally
generally
underrepresented
in
those
areas,
yet
those
are
some
of
the
areas
of
of
most
prominence
and
most
growth
when
it
comes
to
kentucky.
If
we
look
at
the
bourbon
industry,
if
we
look
at
the
logistics
companies
that
have
moved
here
with
amazon
in
northern
kentucky,
if
we
look
at
construction
and
trucking
and
car
manufacturing,
we
know
that
african-american
men
in
particular
are
underrepresented
in
those
fields.
K
Yet
those
are
areas
where
they
can
make
a
livable
middle-class
income
and
be
successful.
So
are
there?
Is
there
any
data
that
you
have
when
it
comes
to
education?
When
it
comes
to
you
know
those
technical
and
career
oriented
fields.
I
Mr
davis,
thank
you
for
that
question.
We
don't
have
specific
data
on
cte
programs
and
those
opting
in
to
see
cte
programs
through
an
equity
lens.
I
That's
part
of
making
sure
that
students
are
identifying
the
right
post,
high
school
pathway
for
them.
That
includes
career
and
technical
education
opportunities
in
our
high
schools,
but
it
also
includes
access
to
ap
and
dual
enrollment,
our
dual
credit
enrollment.
We
know
there's
been
disproportional
participation
in
those
programs
over
the
years
and,
as
I
mentioned,
we're
starting
to
see
bright
spots
there
now,
where
we're
starting
to
close
that
gap,
but
I
think
knowing
that
I'll
come
back
to
our
community
profile
when
we
have
conversations
in
local
communities
and
they
look
at
their
profile.
K
Absolutely
I
appreciate
that
answer
and
I
just
don't
want
career
readiness
to
get
lost
in
the
shuffle.
I
know
that
ap
courses
in
higher
education,
post-secondary
education
are
very
important,
but
an
electrician
in
kentucky
can
can
make
nearly
75
000
a
year.
Now
plumber
can
make
65
000
a
year.
A
truck
driver
can
make
75
000
a
year
here
in
kentucky,
so
just
making
sure
that
we're
looking
at
both
sides,
because
an
ap
class
isn't
for
everyone.
I
That's
right,
this
really
is
about
meaningful,
post-high
school
pathways.
When
we
talk
about
measuring
educational
attainment
in
the
state,
it's
the
same
as
you
hear
from
the
council
on
post-secondary
education
and
that's
inclusive
of
baccalaureate
degrees,
associate
degrees
as
well
as
those
certificates
and
credentials
that
are
sub-associate
level,
but
are
high
quality
and
marketable
in
the
economy.
A
Thank
you
jimir.
I
think
that
brought
up
a
very
great
point
and
it
goes
to
bridget's
point
earlier
about
meeting
kentuckians
where
there
are
you're
right.
Not
all
kentuckians
are
ready
for
ap
classes.
So
thank
you
for
that
point.
Next
step
we've
got
dr
ogio
leica.
B
Thank
you,
madam
chair.
Thank
you
all
for
the
presentation.
I've
got
two
quick
questions
and
a
comment.
It
was
interesting.
I
think,
shocker
during
your
presentation
and
I've.
I've
heard
this
before
you
said
that
there
is
no
real
statistical,
statistically
significant
difference
with
black
kids
and
their
peers
before
going
into
kindergarten.
B
It
is
then
during
kindergarten
that
they
begin
to
see
a
degradation
in
their
educational
attainment.
So
I
just
want
to
ask
this
question
very
plainly:
when
black
students
begin
to
interact
with
our
kentucky
educational
system
at
kindergarten,
does
that
degrade
their
educational
attainment
compared
to
their
peers?.
J
What
I
would
say,
dr
aleka,
is
that,
based
on
the
data
that
we
have,
there
needs
to
be
more
in-depth
study.
What
we
have
to
what
we
have
to
do
is
study
to
understand
what
what
is
the
experience
like
for
our
youngest
black
kentuckians
as
they're
going
through
school,
and
what
is
it
about
that
experience
that
leads
to
a
kindergarten
readiness
number
that
wouldn't
indicate
that
third
grade
literacy
proficiency
would
be
where
it
is
so
we're
going
to
need
further
in-depth
study
to
really
understand
exactly
what
are
the
components
of
the
of
the
problem.
B
B
I
mean
these
are
three
years
of
kids
lives,
kindergarten,
first
and
second
grade
in
particular,
where
we,
I
think,
to
your
point,
very
acutely
point
out
what
some
of
the
challenges
are
and
try
to
answer
those
questions.
The
second
question:
I've
got
bridget,
maybe
this
is
for
you.
We
talked
about
performance-based
funding.
B
B
Do
we
think
it
could
be
beneficial
to
reward
school
districts
and
schools
that
outperform
the
existing
number
when
we're
talking
about
underrepresented
students,
whether
we're
talking
about
minorities?
If
we're
talking
about
low-income
kids
again
the
same
way
that
it's
defined
for
higher
ed?
I
was
just
curious
you're.
All
thoughts
on
that.
I
Yeah
I
appreciate
that
question
dr
olaka,
and
I
do
just
want
it
before
I
answer
that
underscore
the
importance
of
the
question.
You
just
ask
about
kindergarten
readiness
to
third
grade
reading
and
math
proficiency
when
every
single
student
population
in
our
state
at
least,
improves
slightly
between
kindergarten
readiness
and
re
and
third
grade
and
there's
one
group
of
students
where
we
see
a
20-point
decline
from
kindergarten
readiness
to
third
grade
reading
and
math
proficiency.
I
I
As
far
as
the
performance-based
funding
question,
you
know
I,
as
as
that
performance-based
funding
conversation
was
going
on.
I
thought
of
it
then,
and
think
of
it
now
as
an
accountability
model
for
post-secondary
and
that's
what
it's
proving
to
be
something
of
an
accountability
model
for
post-secondary
education,
that
the
state's
investment
in
post-secondary
is
resulting
in
higher
attainment
and
and
higher
attainment
through
an
equity
lens.
I
So
when
we
think
about
accountability
in
k-12
education,
that's
you
know
where
that's.
That
was
the
kentucky
education
reform
act.
So
that's
what
this
organization
the
pritchard
committee,
has
been
behind
for
30
years,
almost
40
years
now,
standards-based
accountability.
We
still
believe
accountability
is
extremely
important.
I
So
as
far
as
driving
those
dollars
from,
I
hear
you
asking,
I
think,
about
a
reward
system,
and
that
was
also
part
of
the
early
care
legislation
where
schools
were
rewarded
for
meeting
their
targets
and
for
performing
that
went
by
the
wayside.
I
Is
it
the
right
way
to
go
about
ensuring
that
our
schools
have
the
resources
they
need
if
we're
basing
something
on
an
incentive
system
for
for
achieving
at
higher
levels?
If
socioeconomics
are
all
part
of
that,
and
my
guess
is,
senator
givens
might
have
some
interesting
thoughts
as
he
figured
out
the
performance-based
funding
model.
There
so
I
think
there
are
questions
to
consider
and
think
we
have
lessons
learned
as
we
went
through
the
early
years
of
the
kentucky
education
reform
act
and
the
reward
structure
that
was
set
in
place
there.
I
So
are
the
schools
with
the
highest
need
with
students
furthest
behind?
Are
they
resourced
at
an
equitable
level
to
ensure
they
have
the
staff
support
the
teaching
support
everything
that
they
need
to
break
through
those
barriers
and
help
those
kids
achieve
at
the
highest
levels?
Do
they
have
the
most
experienced
teachers
with
the
highest
qualifications?
I
B
Thank
you
I'll,
be
very
brief
in
in
my
comments
and
I'll
be
done.
Madam
chair,
I
agree
100
with
this
line
of
thinking.
I
think
it's
critically
important
again
to
go
back
to
the
point
about
what
happens
with
black
students
compared
to
their
peers
compared
to
everybody
else.
Once
they
engage
in
the
education
system.
B
The
conversation
is
often
about
poverty.
It's
often
about
parenting
and
families.
I
think,
based
on
the
data
that
we're
looking
at
it,
isn't
a
parent
and
family
question.
It's
not
a
poverty
question,
there's
something
that
happens
when
black
kids
begin
to
engage
with
the
education
system
in
kentucky,
I'm
not
indicting,
educators.
Again,
I
have
been
an
educator.
It
is,
I
think,
one
of
the
most
difficult
jobs
that
you
can
have
that
deals
with
people.
Something
is
happening.
We've
got
to
figure
out
what
that
is,
because
that
is
the
source.
B
If
you
have
educators
who
believe
in
kids-
and
you
create
a
culture
in
your
classroom
where
kids
believe
in
themselves,
then
then
you
can
learn,
and
I
bring
that
point
up
to
say.
I
certainly
understand
the
comments
that
teachers
or
school
leaders
would
make
in
a
district.
That
says
it
doesn't
have
a
lot
of
resources.
B
But
what
I
would
argue
is
that
if
the
accountability
is
there,
if
the
culture
is
there,
if
the
desire
is
there,
you
can
begin
to
achieve
results,
and
then
I
think
it
demonstrates
the
necessity
to
receive
the
resources
adequate.
If
you
don't
already
have
them.
I
think
it
would
be
good
for
this
body,
at
the
very
least,
to
consider
what
a
k-12
accountability
call
it
performance
you
can
call
it
reward
system
would
look
like
again.
I
think
it
would
be
separate
from
the
baseline
funding
that
already
exists.
B
I
don't
think
that's
our
charge
to
look
at
that,
but
I
think
something
added
to
demonstrate
the
educators
and
the
school
leaders
you're
doing
an
excellent
job.
We
want
to
reward
that
when
you
have
done
that,
I
think
is
pretty
critical
and
again
I
think
we
we
need
to
look
at
trying
to
do
something
innovative
trying
to
do
something
creative
within
our
school
districts,
because
clearly,
what
we've
seen
from
the
data?
B
D
D
Thank
you
for
your
presentation
today.
Obviously
you
know
again.
This
is
a
topic
that
I
you
know
feel
very
strongly
about.
I
did
want
to
have.
I
did
have
a
couple
of
comments
jimmy
had
mentioned
about
cte.
D
I
can't
stress
the
importance
of
that
facet
in
schools,
but
one
of
the
key
parts
of
that
you
can
have
the
greatest
system
in
the
world,
but
if
conversations
are
not
going
on
in
schools
where
students
are
aware
of
those
programs
and
the
families
are
aware
of
those
programs
and
the
families
don't
feel
like
there's
a
stigma
attached
to
if
their
student
goes
into
those
programs,
that's
a
whole
lot
of
conversations
going
on
that
are
not
happening.
Okay
and
I'll
go
ahead
and
directly.
You
know
our
school
counselors
in
high
schools.
D
You
know
best
practices,
one
counselor
per
250
students
that
does
not
exist.
I
know
in
fayette
county
public
schools,
henry
clay,
high
school
2400
students,
five
counselors,
that
those
conversations
cannot
are
not
happy.
They
physically
cannot
happen
with
the
time
requirements
with
filling
out
fafsa
and
making
sure
their
high
their
graduation
requirements
are
met
and
their
college
visits
are
set
up
and
all
of
those
things.
So
that
is
something
that
we
need
to
definitely
look
at,
because
that's
a
very
that's
a
structural
piece
and
that
that
is
a
culture
shift.
D
D
That's
one
of
the
pieces.
That's
one
of
the
key
pieces.
That's
missing,
and
the
last
thing
I'm
saying
is
I
I
applaud
you
all
and
your
the
plan
for
national
board
certification
for
your
teachers,
just
as
senator
gibbons
had
mentioned
ap
students
requiring
them
to
do
that.
The
national
board
certification
system
is
a
very
challenging
program
for
teachers.
It's
one
of
the
best
professional
development.
It
was
above
my
skill
set
as
a
teacher.
I
went
into
administration
rather
than
go
national
board
certification.
D
I
J
Representative
timoney
could
be.
I
know
that
you
didn't
actually
say
this
during
our
presentation.
You
mentioned
it
during
the
last
presentation,
but
you
talked
about
the
need
for
more
teachers
of
color
in
spaces
and
one
of
the
things
that
I
wanted
to
say,
but
I
didn't
have
the
microphone
at
that
time,
one
of
the
other
pieces
that
we
need
to
look
at
in
kentucky
as
well.
If
you
want
to
get
educators
of
color
into
classrooms,
make
sure
you
have
leaders
of
color
in
schools,
so
we
also
have
to
look
at
principles
superintendents.
J
H
I
I
I
There
are
also
strategies
that
are
that
are
connected,
but
are
not
part
of
the
education
conversation
that
are
important
as
you've
each
I
think
mentioned
here
today.
We
heard
landlord-tenant
issues.
I
I
We're
saying,
let's
get
them
started
in
on
the
on
in
that
first
year,
with
best
practices,
and
let's
do
it
in
a
way
with
state
investment
that
we're
targeting
those
first
second
and
third
grade
teachers
who
are
in
our
schools
and
districts.
Right
now,
with
an
understanding
of
this
cultural
competence,
and
this
need
to
improve
outcomes
for
all
of
our
learners
and
better
understand
why,
in
the
world
we're
losing
our
black
kids
in
the
all
in
these
all
important
years,
so
yes,
senator
gibbons.
I
We
should
be
analyzing
whether
or
not
these
strategies
work,
let's
give
them
three
years
to
take
hold
and
for
best
practices
to
take
hold
and
for
people
to
develop
the
skills
necessary
to
change,
including
cultural
competence
and
awareness,
and
let's
measure
it.
If
it's
not
working,
let's
adjust
it.
Let's
fix
it.
Let's
put
more
information
into
the
till.
H
We
all
matter
but
we're
all
in
this
together
and
when
that
district
struggles,
we
all
struggle
I'd
love
to
see
you
and
your
group
consider
a
charge
of
a
year
and
a
half
to
two
years
of
direct
study
solely
on
that
system.
Coming
out
with
robust
game-changing
suggestions
targeted
to
that
now,
I
realize
it's
too
hard
to
pull
up
the
slide.
We've
had
a
lot
of
conversation
about
the
slide
and
I've
got
notes
written
all
over
it.
It's
a
slide
and
a
slide.
This
is
the
slide
on
2015
k,
readiness
versus
2019
third
grade
reading.
H
I
I
H
It
would
be
this
this
is.
This
is
alarming
beyond
alarming,
and
I
don't
I
don't
dispute
your
ability
to
use
data,
but
there's
an
outlier
here
when
I
see
one
two,
three
four
five
six
lines,
all
headed
in
a
positive
incline-
and
I
see
one
line
headed
in
the
other
direction-
verify
for
me
that
there's
not
any
kind
of
statistical
anomaly
going
on
here-
bring
us
some
raw
data
to
help
us
understand
that.
There's
no
statistical
anomaly
going
on
here,
I'm
confident
you're
right,
but
that's
that's.
H
H
I
H
This
is
a
silver
bullet
target
we
talk
about.
There
are
no
silver
bullets.
This
is
a
silver
bullet
target.
If
we
do
nothing
else
but
target
third
grade
reading
advancement
by
african-american
students.
If
this
commission
does
nothing
else,
if
we
could
move
the
needle
on
that,
it
would
have
a
lasting
impact
so
help
us
to
know.
G
Definitely
along
a
different
line,
but
if
we
go
to
that
the
the
page
with
the
national
rankings,
I
just
want
to
make
sure
I'm
reading
this
correctly.
We're
number
three
in
the
country
for
high
school
graduation,
but
we're
number
40
out
of
50
in
the
nation
for
post-secondary
enrollment.
So
there's
there's
something
big
going
on
between
who
we're
graduating
and
who
is
going
on
to
higher
education.
G
So
my
assumption,
looking
at
our
national
rankings,
is
that
we're
graduating
too
many
students
that
we're
not
expecting
enough
of
our
students
and
making
the
requirements
for
graduation
stringent
enough
that
they
have
to
meet
them
and-
and
part
of
me
wonders
if
part
of
the
problem
here
is
that
we're
not
expecting
enough
of
our
students,
particularly
perhaps
our
african-american
students,
and
if
you
don't
have
those
expectations.
If
you
don't
think
this
is
something
that
somebody
should
do
and
is
able
to
do,
then,
maybe
you're
just
setting
yourself
up
for
failure
down
the
road.
I
Senator
berg
you're
exactly
right
and
I'm.
I
appreciate
that
question
kentucky
does
rank
third
in
the
nation
in
high
school
graduation.
We
would
not
say
that
we're
graduating
too
many
kids.
We
would
say
that
the
high
school
graduation
is
is
necessary,
but
not
wholly
sufficient
as
as
we
all
know,
and
that
we
need
to
ensure
the
high
school
graduation
diploma
is
meaningful.
So
what
does
that
mean?
Today?
A
generation
ago
the
high
school
diploma
was
meaningful.
I
We
all
know
folks
who
went
on
to
get
great
jobs
in
industry,
made
a
upper
middle
income
wage
and
were
very
successful.
Those
jobs
are
no
more
so
what
does
it
mean
to
graduate
with
a
meaningful
high
school
diploma?
And
so
I
think
some
of
our
strategies
as
a
state
to
increase
dual
credit
enrollment
to
provide
apprenticeship
opportunities
in
high
school
that
result
in
an
associate
degree
are
some
of
the
ways
that
we
ensure
that
high
school
diploma
is
meaningful
because
you're
exactly
right.
We
are
graduating
kids,
who
are
not
ready.
J
J
Now
again
we
talked
earlier
about
that
idea
of
making
sure
we
understand
that
is
the
covid
assessment,
29.9
of
all
kentucky
students
and
then,
if
we
broke
that
down
by
african-american
students
in
2019,
14.9
percent
were
deemed
ready
in
terms
of
the
transition
to
college
versus
11.4
in
2021.
G
I
mean
you
know
if
you
really
think
about
the
significance
of
these
numbers.
It's
basically
a
horrendous
indictment
on
our
educational
system
in
the
state
from
beginning
to
end.
It
means
we're
graduating
children
at
a
much
higher
rate
than
most
states
and
the
majority
of
them.
The
vast
majority
of
them
are
not
ready
and
have
met.
The
basic
skill
sets
that
they
need
to
have
achieved
to
graduate,
and
I
mean
it's
overwhelming
when
you
think
about
where
we
are
and
where
we
need
to
be.
I'm
sorry,
but
it's
just.
I
Burke,
this
is
a
particularly
I
think,
important
conversation,
and
it's
been
an
important
conversation
since
the
passage
of
senate
bill
1
of
2009,
when
kentucky
said,
we
need
a
richer
college
and
career-ready
agenda
at
that
time.
With
the
unbridled
learning
accountability
model
under
commissioner
holiday,
there
were
decisions
made
about
how
to
measure
college
readiness
and
career
readiness.
I
The
encouragement
was
that
all
kentucky
kids
would
graduate
both
college
and
career
ready,
because
career
demands
the
same
level
of
academic
rigor
that
our
colleges
do.
The
definition
of
college
and
career
readiness
has
changed
quite
a
bit
over
the
last
x
number
of
years
that
we've
been
wrestling
with
different
accountability
models.
I
So-
and
I
think
this
is
an
important
call
to
get
this
right,
how
do
we
understand
what
it
means
to
be
ready
to
graduate
from
high
school
and
what
are
the
indicators
that
a
young
person
that
that
high
school
diploma
is
a
meaningful
representation
of
their
readiness
for
post-high
school
life,
and
we
are
still
in
the
midst
of
that
conversation
as
a
state
and
need
to
ramp
that
conversation
up?
I
I
A
A
I've
just
seen
firsthand
a
lot
of
our
teachers
in
the
18th
district
working
so
hard
to
try
to
meet
students
where
they're
at
during
the
pandemic-
and
I
don't
I
don't-
want
it
to
be
a
smack
in
the
face,
saying
well,
they're
not
doing
their
jobs
for
my
people,
because
I
know
that
they
are-
and
I
think
that's
an
important
part
of
this
job
is
to
be
empathetic
when
we
receive
information,
but
I
know
that
there
is
a
lot
a
lot
of
work
ahead
and
I
think
if
we
can
be
an
encouraging
factor
of
that,
then
you
know
everyone
does
better
with
encouragement.
A
Yes,
so
thank
you
for
that.
Our
next
meeting
will
be
on
november
23rd
2021,
as
I
mentioned,
and
as
my
co-chair
mentioned,
please
be
in
attendance.
If
you
can
in
person,
we
understand
that
things
happen
and
you
might
need
to
be
virtual
if
you're
not
able
to
attend
the
meeting
always
feel
free
to
email
and
let
us
know
just
so,
we
have
an
idea.
I
think
that
is
helpful
for
us
as
the
chair
chair
people
of
this
committee.