- In 1999, we launched CATS, using its results to set 2014 goals that take all subjects and all levels of student performance into account.
- In 2001, the federal government added NCLB accountability for proficiency in just reading and mathematics, with separate scoring for each disaggregated group.
- In 2002, Kentucky added achievement gap targets for disaggregated groups with SB 168.
- In 2006, Kentucky added Explore, Plan, and ACT readiness tests under SB 130, with required additional learning opportunities for any student who scored below CPE standards.
Bluntly, it's too much.
Accordingly, I'm not willing to characterize the Kentucky Education Association's position as finding "KERA too demanding," as the Courier-Journal did this morning. CATS accountability as the KERA approach has not been the only demand educators have juggled in recent years.
I'd be a happier citizen if CATS accountability had continued during our transition to a new test. I'd also be happier if KEA had taken a different position on that issue, and if there had been a way to remove any of the other accountability pieces instead.
Nevertheless, I do recognize the multiple loads educators have been carrying. I know that a person can ask to lay down some of that burden without rejecting our whole education reform.
I also know that, once we get through the transition period, SB 1 offers some strong positive opportunities for Kentucky's children, including those noted here.
Turning those opportunities into reality is the most important education work ahead. We will only succeed with Kentucky teachers as central participants, and we will only succeed by working with the largest organization speaking for teachers' concerns.