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ERIC Number: ED523999
Record Type: Non-Journal
Publication Date: 2009-Dec
Pages: 49
Abstractor: ERIC
Reference Count: 23
Substantial and yet Not Sufficient: Kentucky's Effort to Build Proficiency for Each and Every Child. Education, Equity, and the Law. No. 2
Weston, Susan Perkins; Sexton, Robert F.
Campaign for Educational Equity, Teachers College, Columbia University
Over the past several decades, Kentucky's efforts to build equity, adequacy, and excellence in public education have produced substantial results. The state has moved closer to delivering for all children, but it has not completed the effort. Instead, having set itself a 2014 deadline to deliver proficiency for all, despite progress, Kentucky is not on track to meet that deadline, and it will need new exertions and new strategies to change that trajectory. To describe Kentucky's journey, the authors first offer a brief account of the Kentucky experience, including Kentucky's early judicial action in "Rose v. Council for Better Education," political mobilization for school reform, legislative action, statewide implementation, and recent fiscal difficulties. They then share their judgment on results to date, arguing that Kentucky's 1989 court ruling and 1990 legislation allowed the state to take giant steps toward a school system that delivers for all. Major work still lies ahead, but "Rose" unquestionably led to substantive improvement for students and the state. Based on their experience, the authors share a set of thoughts about what counts as successful work to build school systems that serve all students well. Those lessons include recommendations about the place of timelines, outcomes, and inputs in a definition of success; thoughts on the feasibility of relatively restrained judicial action with a vigorous legislative response; attention to the complexity of administering statutes once they are passed and the role of independent advocacy in maintaining each major initiative; and concern for sustaining and institutionalizing a system that can serve all students well. (Contains 8 tables and 39 footnotes.)
Campaign for Educational Equity, Teachers College, Columbia University. Box 219, 525 West 120th Street, New York, NY 10027. Tel: 646-745-8282; e-mail:; Web site:
Publication Type: Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Columbia University, Campaign for Educational Equity
Identifiers - Location: Kentucky
Identifiers - Laws, Policies, & Programs: Kentucky Education Reform Act 1990; Rose v Council for Better Education
Identifiers - Assessments and Surveys: National Assessment of Educational Progress