Partnering with Families to Support Voluntary Preschool for All
October 30, 2025
Preschool is more than a stepping stone to kindergarten. It represents a critical investment in Kentucky’s children, families, and communities. Decades of research confirms that high-quality early learning experiences yield lifelong academic, social, and economic benefits. For the Commonwealth, expanding access to preschool is more than an educational goal; it represents both a moral and an economic imperative.
Laying the Foundation for Lifelong Success
Children’s earliest years are marked by rapid brain development. According to the Harvard Center on the Developing Child, more than one million new neural connections form every second during the first few years of life. These connections shape how children learn, interact, and problem-solve throughout their lives. When children attend high-quality preschool programs, they build foundational skills (language, emotional regulation, curiosity, and cooperation) that are directly linked to later academic and career success (Harvard University, 2023).
For children from low-income families or those with disabilities, early access to structured learning opportunities can be transformative. A longitudinal study by the National Institute for Early Education Research (NIEER) found that students who attended high-quality preschool were more likely to graduate from high school, pursue higher education, and earn higher wages as adults (NIEER, 2022). By investing in early education, Kentucky can narrow opportunity gaps before they widen.
Strengthening Families and Supporting the Workforce
Preschool access goes beyond education; it’s also essential to building a strong workforce. Families need reliable, affordable childcare to fully participate in the economy. The U.S. Chamber of Commerce Foundation estimates that Kentucky loses over $2 billion annually in economic activity due to childcare-related workforce disruptions (U.S. Chamber Foundation, 2023). When parents have confidence that their children are safe, supported, and learning, they can focus on their careers and contribute more productively to the workforce.
This connection between early education and workforce stability underscores the importance of viewing preschool as infrastructure, equally essential to roads, broadband, and utilities. Expanding preschool access strengthens Kentucky’s labor participation rates and builds a stronger foundation for future economic growth.
A Smart Investment with Lasting Returns
For every dollar invested in high-quality early childhood programs, society sees a return of up to $7 through improved educational outcomes, increased earnings, and reduced social costs, according to Nobel laureate economist James Heckman (Heckman, 2022). The long-term benefits ripple across generations: higher graduation rates, lower crime rates, better health outcomes, and stronger communities.
These outcomes make preschool a rare policy area that enjoys bipartisan support. Across Kentucky, leaders from every political perspective recognize the value of investing in children’s earliest years. When we put Kids First, we build stronger schools, stronger families, and a stronger Commonwealth.
Models of Collaboration Across Kentucky
Kentucky already has strong models demonstrating how collaboration can expand early learning opportunities. Across the state, public schools and private childcare providers have partnered to create blended preschool programs that reach more children while maintaining high quality standards. The Prichard Committee for Academic Excellence and the Kentucky Department of Education have led initiatives (such as community schools and literacy grants) that show how shared responsibility can produce meaningful results.
These partnerships serve as a blueprint for scaling success. By bringing together local districts, community organizations, parents/families, and private partners, Kentucky can ensure that every child, regardless of zip code or income, begins their educational journey with confidence.
Policy Leadership and the Path Forward
Superintendents play a critical role in advancing preschool access. As education leaders, they understand that early learning investment affects not only classroom readiness but also community vitality. KASS advocates for policy solutions that ensure stable funding, equitable access, and quality standards across all early learning programs.
Key policy actions include:
- Expanding state funding for preschool programs, particularly in underserved areas.
- Supporting mixed-delivery models that allow public schools and private providers to collaborate effectively.
- Improving educator pay and professional development to recruit and retain high-quality preschool teachers.
- Streamlining regulations to remove barriers that prevent families from accessing programs easily.
These actions align with KASS’s 2026 legislative priorities, which emphasize purposeful advocacy and proactive solutions to improve Kentucky’s public education system.
Economic and Community Impact
When preschool participation increases, communities thrive. Parents remain in the workforce, local businesses experience greater stability, and children enter kindergarten ready to learn. Studies from the Federal Reserve Bank of Minneapolis show that communities investing in early learning see higher employment rates, stronger tax bases, and reduced dependency on social services (Federal Reserve Bank of Minneapolis, 2021).
For rural areas, where workforce participation and childcare availability often lag, these investments are particularly crucial. Kentucky’s rural communities, like those in Eastern and Western Kentucky, stand to gain the most from expanded preschool access, both socially and economically.
Voices from the Field
Superintendents across the Commonwealth echo a common theme: preschool investment is an investment in Kentucky’s future. They witness firsthand how early learning changes lives. As one superintendent recently shared, “When children arrive in kindergarten ready to learn, everything changes, from classroom engagement to long-term academic success. The impact is immediate and enduring.”
Local partnerships also reveal how preschool builds stronger family-school connections. Parents involved in early learning programs are more likely to stay engaged throughout their child’s education, fostering a culture of collaboration between home and school. That engagement creates a ripple effect: students thrive academically, and schools become more responsive to community needs.
Putting Kids First
At KASS, our guiding principle is simple: When we put Kids First, everyone wins. Preschool is not an expense to be debated; it’s a commitment to the future of Kentucky’s children and the prosperity of our Commonwealth.
By expanding access to high-quality preschool, we give every child the chance to reach their full potential, every family the opportunity to participate in the workforce, and every community the tools to grow stronger together.
Investing in preschool is more than smart policy; it’s a promise to our future.
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
