Local Voices, Local Metrics: How Kentucky Districts Are Redefining Accountability for 2026 and Beyond
November 14, 2025
Accountability in Kentucky’s public education system is strongest when it reflects the voices and values of local communities along with statewide priorities for reading, math, transition readiness, graduation, student growth and grade-level performance. Across the Commonwealth, districts are demonstrating how local innovation, data transparency, and community collaboration can transform how we define student success. By elevating both metrics and meaning, superintendents are building systems that not only meet state standards but also reflect the priorities of Kentucky families, educators, and students.
Reimagining Accountability through Local Voices
Kentucky’s approach to accountability has long emphasized state assessment results and compliance metrics. But superintendents across the state are asking an essential question: What if our accountability systems measured what matters most to our communities?
Districts like Kenton County, Fleming County, and Bullitt County are answering that call by building community-facing dashboards that align state-required data with locally meaningful measures. These dashboards showcase not just test scores, but also indicators like career readiness, student well-being, and authentic learning experiences.
Kenton County Schools has created an online dashboard that pairs academic results with student wellness data and career readiness outcomes, giving families a more holistic understanding of progress.
Fleming County Schools has built an interactive Portrait of a Graduate Dashboard that tracks academic growth, career readiness, and community engagement in real time. This local system reflects the district’s vision for transparent, community-centered accountability.
Bullitt County Schools has reimagined communication by sharing stories of teachers and students who embody the district’s goals, turning abstract data into relatable narratives.
Other districts, including Greenup, Shelby, and Butler counties, are also piloting new models that blend data, transparency, and storytelling, proving that accountability goes beyond compliance, focusing on clarity, connection and meaningful experiences.
Accountability as a Partnership
At its core, accountability should not be something done to schools; it should be built with schools and communities. Families want to see how their schools are preparing students for the future, but they also want evidence that reflects their own local priorities.
Dashboards that visualize data on career pathways, student engagement, and community service create a shared language of progress. When a district superintendent pairs a rising graduation rate with a student’s career pathway story, accountability becomes more than a number. It becomes a narrative of growth and opportunity.
Connecting Local Innovation to Statewide Vision
This movement toward locally aligned accountability directly supports the 2026 KASS Legislative Priorities, particularly the goal to “Launching a meaningful and modern education accountability system”
The United We Learn initiative, led by the Kentucky Department of Education (KDE), envisions an education system rooted in equity, innovation, and deeper learning. It calls for locally developed accountability structures that balance state oversight with the flexibility districts need to measure what matters most.
KASS has elevated superintendents voices in the development of this vision. Our association believes that district-driven accountability (guided by community voices and informed by real-world data) is essential to preparing students for lifelong learning and success.
As part of its 2026 advocacy platform, KASS continues to champion policies that:
- Empower districts to use authentic, locally developed measures of learning and growth.
- Encourage innovation in how schools report performance to families and communities.
- Support professional learning for superintendents and educators to implement next-generation accountability models.
- Provide the flexibility in the system to reflect the unique needs and opportunities of each community.
- Local Metrics in Action: From Data to Story
When data tells a story, communities engage. That’s the lesson coming from districts like Kenton and Fleming counties.
Instead of publishing charts filled with unfamiliar terms, these districts are using interactive dashboards and story maps to bring numbers to life. For example, a dashboard may show how many students completed dual credit courses, but it might also feature a short video of a student explaining how that course prepared them for college or a career in healthcare.
This blend of quantitative and qualitative reporting is reshaping how stakeholders perceive accountability. It’s not just about performance indicators; it’s about understanding impact.
Moreover, these approaches promote trust and transparency, which are key pillars in public education. Research from the National School Public Relations Association emphasizes that storytelling paired with data enhances community confidence and fosters long-term engagement. Kentucky districts are proving this to be true.
Building Capacity for the Future
KASS recognizes that building local accountability systems requires both resources and professional support. That’s why our 2026 legislative priorities include continued investment in educator development, particularly around data/assessment literacy and local communication strategies.
Superintendents must be equipped to lead not only instructional change but also narrative change by helping their communities understand what modern education success looks like. By aligning accountability with career readiness pathways, numeracy and literacy goals, and authentic learning experiences, districts ensure that local innovation complements statewide progress.
This work also ties to KASS’ long-term focus on education funding reform, ensuring that districts have the flexibility to direct resources toward initiatives that support locally defined outcomes.
A Kids First Approach to Accountability
Every element of this new accountability vision circles back to the KASS mission: putting Kids First.
When schools measure what truly matters (student engagement, well-being, and preparedness) they reinforce the belief that accountability should serve students, over systems. The shift toward local metrics ensures that the measures of success are as diverse as the communities they represent.
As KASS Executive Director Dr. Jim Flynn often reminds us, “Accountability is about strengthening how we practice and grow, as much as proving performance and impact.” This mindset empowers districts to take ownership of their data and design models that celebrate both progress and potential.
Looking Ahead: Accountability as a Living Practice
Kentucky’s superintendents are leading the way toward a more meaningful accountability future. They know that one-size-fits-all models cannot capture the diverse strengths of Kentucky’s school districts.
By elevating local voices and local metrics, we are shaping a system that measures not only student achievement but also the relationships, creativity, and resilience that define lifelong learning.
This work isn’t a moment in time; it’s a movement taking shape. As Kentucky continues to innovate under the inspiration of the United We Learn vision, KASS remains committed to advocating for policies that amplifies superintendent voices and builds traction for sustained progress into 2026 and beyond.
In a recent KASS Live episode, KHSAA Commissioner Julian Tackett addressed the growing complexity surrounding high school athletics in Kentucky. From transfer eligibility under open enrollment to NIL guardrails and mid-season movement, the pressures facing districts are increasingly operational and immediate. Tackett emphasized that the KHSAA’s responsibility is consistent rule application grounded in member-approved policy, while superintendents remain central to maintaining fairness, clarity, and community trust when eligibility questions arise. The conversation also underscored the importance of safety, supervision, and partnership. Whether addressing fan conduct, officiating shortages, or compliance concerns, athletics reflect district leadership and school culture. With clear communication and steady collaboration between districts and the KHSAA, superintendents can protect student opportunity while preserving competitive integrity and public confidence. 👉 Watch the full conversation with Julian Tackett
When education funding debates move into budget season, conversations often revolve around line items, percentages, and projections. For district superintendents, however, the implications are far more tangible. They are measured in teacher salaries, bus replacement schedules, classroom resources, and student services. This session’s budget conversation centers heavily on recurring revenue through the SEEK formula. While multiple targeted investments are under discussion, the clearest message emerging is the importance of the SEEK base and its connection to district stability. Why the SEEK Base Matters The SEEK base is not simply a number in statute. It is the primary recurring funding mechanism that districts rely on for sustainable planning. When the base increases meaningfully, districts gain the ability to invest in instruction, remain competitive in staff compensation, and address long-term workforce challenges. When it remains flat, the pressure shifts locally. Over time, districts have experienced diminished buying power relative to 2008 levels. Inflationary pressures and rising operational costs continue to compound that challenge. Without recurring revenue growth, districts absorb those increases within fixed budgets. The result is not theoretical. It is operational. A Local Example: Rockcastle County Schools A funding impact report shared this week illustrates how these pressures manifest at the district level . On page 1 of the report, Rockcastle County Schools documents a 26 percent decrease in purchasing power compared to 2008. Bus replacement costs increased significantly, with a single bus rising from $97,115 in 2021 to $154,702 in 2026. The district will purchase four buses at a total cost of $618,808. Insurance costs tell a similar story. General and property insurance increased from $168,977 in 2020 to $467,555 in 2025 . Instructional curriculum now totals $1.2 million annually, and even a limited Chromebook replacement cycle at select grade 0 levels requires $300,000 plus additional charger Y . These are not optional expenses. They are core operational realities. Transportation and Instructional Tradeoffs On page 3 of the same report, Rockcastle details the transportation impact specifically . Fully funding SEEK transportation using prior-year spring data would provide $413,906, nearly funding three of the four buses needed for the upcoming year. Over a ten-year period, the district estimates a $7,040,240 deficit resulting from transportation not being fully funded . When transportation funding falls short, districts must redirect general fund dollars to close the gap. That shift carries instructional consequences: delayed salary adjustments, postponed program investments, and limited capacity to address workforce shortages. Superintendents presenting to budget committees emphasized this dynamic clearly. One district reported being funded at roughly 74 percent of actual transportation cost, requiring approximately $900,000 to be covered locally. The instructional opportunity cost of that gap is real. Tier I and Geographic Equity The third recurring revenue lever under discussion is Tier I equalization. An increase from 17.5 percent toward 20 percent has been referenced as a way to strengthen equity across districts with varying property wealth. As described in the Rockcastle report on page 4 , recurring SEEK funding supports: Expanded mental health services Special education and intervention staffing School resource officers Student services such as counseling and food access Cost-of-living salary increases Rising instructional programming costs These needs do not fluctuate annually. They are ongoing, and they require stable funding. The Power of Telling the Story The most effective advocacy this week did not rely on abstract percentages. It relied on district-level numbers and clearly articulated tradeoffs. Transportation funded at 71 to 74 percent. Four buses costing over $600,000. Insurance increases of nearly $300,000 in five years. A decade-long transportation deficit exceeding $7 million. These details shift the conversation from policy theory to district consequence. Legislators consistently respond to local impact framed through data and student outcomes. When superintendents connect SEEK base increases to competitive salaries, to workforce retention along border states, to expanded mental health supports, the budget conversation becomes grounded in operational reality. Recurring Revenue Is the Stability Strategy Targeted investments have value. School safety, induction programs, and principal mentoring initiatives all matter. But recurring revenue remains the foundation. The SEEK base, fully funded transportation using current data, and equitable Tier I adjustments represent structural stability. They allow districts to plan beyond a single fiscal year. They protect classroom resources from operational volatility. They restore balance between state and local funding responsibility. At the center of this discussion is not a formula. It is stewardship. District leaders are tasked with protecting instructional quality, sustaining safe environments, and maintaining public trust. Recurring revenue allows them to do that with foresight rather than reaction. Moving Forward Budget negotiations will continue to evolve. Early signals suggest interest in raising the SEEK base and improving transportation funding. Final outcomes will depend on continued engagement and clear communication from district leaders. The most effective approach remains consistent: Present the numbers. Connect them to instruction. Explain the consequence of inaction. Reinforce the long-term return on investment. As the Rockcastle report concludes, the return on investment is not abstract. It is the future leaders of Kentucky communities . In this budget cycle, the SEEK base is more than a funding mechanism. It is the clearest signal of the Commonwealth’s commitment to sustaining strong, stable, and future-ready public schools.
The Purpose Behind Synergy
In the KASS Live session with John Nash, superintendents were invited into a nuanced discussion about how generative AI is shaping the educational landscape and what it means for district leadership. Nash, Associate Professor of Educational Leadership Studies at the University of Kentucky and founding director of the Laboratory on Design Thinking, offered a grounded framework for understanding AI beyond hype and anxiety. He emphasized that the integration of AI should be deliberate, anchored in clear leadership goals and centered on supporting educators and learners rather than replacing essential human judgment. Throughout the conversation, Nash connected the promise of emerging technologies with enduring leadership principles — trust, reflection, and purpose. Rather than presenting AI as a side project or compliance task, he encouraged superintendents to consider how these tools might support problem-solving, instructional innovation, and operational clarity across their districts. His perspective reminded leaders that the essence of their role remains unchanged even as the tools evolve: guide people toward meaningful outcomes and keep students at the center of every decision. 👉 Watch the full conversation with John Nash
In this KASS Live episode, Beau Barnes — Deputy Executive Secretary of Operations and General Counsel for the Teachers’ Retirement System of Kentucky (TRS) — brought superintendents into a frank conversation about the health and future of the statewide retirement system that supports Kentucky’s educators. Barnes discussed the role of sustained investment, governance integrity, and transparent communication in ensuring that TRS remains a stable and dependable benefit for teachers and administrators alike. His insights underscored that secure and well-governed retirement systems are essential to recruiting and retaining high-quality staff across districts. Barnes also highlighted how reforms and strategic planning within TRS intersect with broader district priorities, from workforce stability to long-range financial forecasting. His discussion aimed to demystify complex pension topics and frame them in terms that district leaders can incorporate into their planning conversations. Rather than an abstract financial challenge, TRS became a lens through which superintendents could examine how retirement policy and operational decisions affect district morale, long-term hiring strategies, and community confidence in public education as a career pathway. 👉 Watch the full conversation with Beau Barnes: https://www.youtube.com/watch?v=0VgqkixoaAU&list=PL-5C6cZuwEFLtZQLLGV_A3n__fBWYWk6V&index=2
Representative Scott Lewis brought his perspective as both a former superintendent and current legislator to KASS Live, offering a forward-looking conversation on policy priorities shaping Kentucky’s public schools. Lewis discussed the importance of bipartisan efforts to refine the state’s accountability systems, strengthen the educator workforce, and reduce unnecessary regulatory burdens that can pull districts away from core instructional work. His insights blended legislative context with operational realities that superintendents face, bridging the gap between policy debate in Frankfort and decision-making in district offices. Throughout the session, Lewis emphasized that targeted investments — including support for classroom resources, workforce development, and pension stability — are essential to sustaining momentum in student achievement and operational excellence. He encouraged leaders to engage thoughtfully with lawmakers and framed collaboration as a strategic tool for advancing initiatives that align with district priorities. His conversation reinforced that legislative outcomes matter not just for compliance, but for their cumulative impact on student opportunities, district capacity, and community trust in public education. 👉 Watch the full conversation with Representative Scott Lewis: https://www.youtube.com/watch?v=WLcbk4AnClI
