Methodology

In 1990, when the Kentucky Education Reform Act was signed into law, I was completing School Finance, my last required course in the University of Kentucky’s doctoral program in School Administration. As part of my course work I wrote a brief paper on the Council for Better Education, based on a taped interview with then, Council president, Jack Moreland. The interview was instigated by my desire to engage in an exchange of ideas with Mr. Moreland, to challenge my own understanding of the circumstances surrounding the lawsuit, and to better understand the events that transpired. The use of a tape recorder was born of my distrust for my own memory and a desire to capture everything. I also found it helpful to listen repeatedly, and to carefully think about what I was hearing, and compare that to the public record before determining what I believed to be trustworthy knowledge. It was somewhere in the capturing that I began to appreciate that there was an important story to be told and that the capturing was, in essence, doing oral history. As an experienced school administrator, and graduate student with a dissertation looming in my future the topic became very appealing.

I did not start out to write a broad history of school finance in Kentucky, but as I have learned happens in this kind of research, the story just kept unfolding and it was not possible in the beginning to know exactly where it would go. The more I interviewed and the more I read, the more I discovered how much effort, and how much time, and how many people it took for the results to occur. When I learned of Bert Comb’s suggestion that the Council’s efforts were of sufficient merit to warrant an historical treatment, and that future lawyers would benefit from a chronology of Council events, I was heartened. By all measures, in the 1980s, Kentucky’s system of public schools was in serious need of reform. It suddenly seemed possible for me to contribute in some small way to an effort that was of great significance to public education in the Commonwealth, and perhaps elsewhere.

According to Mason and Bramble, "In the present century historical research has acquired a ... sophisticated purpose: interpretation of the present."1 This study was designed to show Kentucky’s historical pattern of support, or the lack thereof, for its public schools. Presented here are pertinent legislative acts that led to the formation of the Council and their decision to sue the state.

It has been said that “history matters most when it can illuminate current problems and in so doing contribute to their solution.”2 As I began writing this history, I wanted to better understand how a group of local school district Superintendents came to their decision to sue the Commonwealth of Kentucky, how they went about it, and whether this decision carried any personal costs. By the time I finished, I was most interested in understanding how these historical events might influence the future of the public schools.

1 Emanuel J. Mason and William J. Bramble. Understanding and Conducting Research / Applications in Education and the Behavioral Sciences. (New York: McGraw Hill Book Company, 1978), 28. 2 Ellen Condliffe Lagemann, An Elusive Science: The Troubling History of Education Research (Chicago: The University of Chicago Press, 2000); See also

Each Child, Every Child • Web Edition • Page 205 Determining whether I was correct in my assumptions about the case, and to what degree, required a certain methodological rigor. As I interviewed the primary actors in the case, I was repeatedly referred to others who were in possession of a unique perspective on a particular issue. I also relied heavily on the University of Kentucky’s Oral History archives for interviews with other actors who added new perspectives and sometimes, opposing points of view. The Council for Better Education opened their files to my unrestricted perusal, and the members were generous with their time.

Data collection began with a rather comprehensive review of the literature. This revealed the legal antecedents to the Council for Better Education v. Collins, et. al. as well as an understanding of the level of financial support Kentucky has historically given its schools. In addition to library sources, primary source data was collected in the form of audio and videotape, confidential memoranda, letters, personal papers and other materials. Collectively, the data added to the chronology and provided new perspectives that strengthened the study. I researched the information I received to verify as many of the facts as I could. I read articles, books, newspaper accounts, dissertations, court records, government reports, Internet resources and documents about issues surrounding school finance in Kentucky. I interviewed multiple people who were present during various events and obtained their perceptions. This process typically confirmed or explained, but would occasionally refute, information I had already received. More frequently this lead me toward new lines of inquiry. I was always alert for corroboration, fresh arguments, new sources and information that might foreshadow future events.

Gathering such a large quantity of data was a mixed blessing. I genuinely enjoyed talking to the various individuals and exploring challenging and exciting ideas. I enjoyed listening to William McCann’s interviews almost as much. Looking through volumes of detailed records kept in storage boxes and passed on from President to Secretary to Secretary, however, was not my idea of a good time. But, I got through it and catalogued every piece I could get my hands on. It was enlightening, and I could not have accurately researched the topic without having done so.

After collecting and reviewing the data, I analyzed it with two ideas in mind. The first is the idea of external criticism. This involves assuring the authenticity of the documents under review. This posed few problems since most of the primary source documents came directly from Council for Better Education files, were obtained directly by me or were authenticated through the University of Kentucky Archives.

The problem of internal criticism was more significant. While reviewing hours of tape and transcripts it was occasionally necessary to verify statements made by some individuals who may have been overzealous in taking credit for acts that were otherwise generally agreed to have been accomplished by someone else. To the extent possible, I subjected the interview data to triangulation prior to reporting. In this way I am generally assured to have an account that reflects the view of most of the principal characters. In short, I was careful to account for the trustworthiness of the data to the greatest extent possible. However, this is not to suggest that the research was devoid of its own failures.

Each Child, Every Child • Web Edition • Page 206 Most notably, I was never able, despite repeated attempts over many years, to get Alice McDonald to agree to an interview. This is unfortunate because I do spend some space exploring certain unsavory aspects of her tenure as Superintendent of Public Instruction. As uncomfortable as an interview may have been to conduct, I always felt like she deserved the opportunity to express her point of view. The good news is that William McCann Jr. interviewed her and the first of two tapes was available to me. It ended with McDonald promising to get into “the good stuff ” in the next tape. The second tape is housed in the University of Kentucky Oral History collection but is restricted by McDonald until after her death. Clearly, I would love to have had access to that interview.

Regrettably, I was unable to obtain an interview with Chief Justice Robert Stephens before his death. He had agreed to an interview, but his declining health intervened. I had a particular interest in exploring his ideas about adequacy and how the court’s opinion might apply to closing the achievement gap. Robert Sexton and Debra Dawahare were able to interview him, and they touched on the topic. But unfortunately, a malfunction with the tape recorder prevented the capture of the last part of the interview and his thoughts were lost.

I was also disappointed to learn that Justice Stephens’ personal papers have been misplaced since his death. He had clearly expressed his wishes to his staff and his son that they should be donated to the University of Kentucky where he had done so much of the actual writing of the Rose Opinion. After his death my repeated inquiries produced a frustrating series of failures. The papers were said to be at the Justice Cabinet, then at the Kentucky Supreme Court offices, and finally, at his son’s home. I was never able to review them. Fortunately, there is ample record of the final decision. But, I was prevented from exploring his thought process as the opinion moved from being about school finance only to a sweeping ruling regarding the entire system of schools.

Similarly, Governor Wallace Wilkinson’s Education Secretary, Jack Foster, donated boxes of Wilkinson administration files on education reform to the University of Kentucky Archives. But, the absence of signed releases prevented my perusal. I do not have a good way of predicting what may have been added to this study had they been available to me but I am doubtful that they contained much in the way of new revelations. I was interested in learning more about how the Governor came to his decision not to defend at the Supreme Court level, however.

Despite these problems, by the time I was finished, I had a multitude of data and a consistent chronological narration from the principal actors themselves. Audio and video resources were helpful, particularly the video of oral arguments before the Kentucky Supreme Court. The actors may not have agreed about how the courts should have ruled in the case, but there was little disagreement about the events that occurred, how the cases proceeded, or the significance of the rulings. The combination of these factors provided powerful validation that I was indeed capturing trustworthy knowledge.

I began collecting interviews without the benefit of specific training. As a result, my early efforts valued specific data points over a broader understanding of the individuals

Each Child, Every Child • Web Edition • Page 207 and how their actions shaped events. In retrospect, much of it was narrow and journalistic. I learned improved technique through this study.

Ironically, while studying KERA’s antecedents, I was implementing many of its requirements at Cassidy Elementary School in Lexington. Over time, one thing gave way to another and writing on this manuscript stopped. It was twelve years later, and only with special permission of the University of Kentucky’s Graduate Council, that I resumed my work.

After such a long absence my original committee was all but gone. Former chair, Dr. Eddy Van Meter, advised me of his approaching retirement and suggested that I contact Dr. Susan Scollay whose work in Qualitative Inquiry, he thought, would be a good match for a study of this sort. As it turned out, the basic perspective of the study changed. Gone was the requirement to follow the strictures of the positivist paradigm. New possibilities existed for qualitative study, and through the new process, I learned an improved method that valued the perspective of the individual and the cultural context of complex processes. As a result I felt free, but the work became even harder. Particularly, it became harder to reign in. No longer was I deductively postulating an outcome and gathering data to support a narrow conclusion. Instead I found myself interviewing, emailing, discussing, reading, collecting, synthesizing and triangulating every germane piece of data - with the idea that I would follow wherever the story took me. It took me in many directions.

Given my dual experiences in academia, it was impossible not to notice the dissonance between quantitative and qualitative approaches. While my committee encouraged qualitative approaches, in the field, quantitative approaches were rampant. The scientific testing of Kentucky’s public school students was ratcheted up to perhaps the highest levels in history. But, the extent to which science alone can tell us how much we know, or how smart we are, is questionable. Social science researchers hoping to discover truth and meaning can ill afford to ignore the cultural contexts of their studies and their subjects.

[I]t has been said that human ‘life’ doesn’t really begin until the child is several months old. More to the point, human genetic encodings do not provide sufficient information for survival…Humans must learn to live. And learning in humans is a social process of interaction and socialization whereby culture is transmitted.3

Unlike the natural sciences, the social sciences deal with people. And, humans interpret meaning culturally. University of Chicago sociologist, Wendy Griswold, says that terrorism is not the most frightening thing to humans.

A total absence of order, a world without structure or meaning, is so horrifying as to be unthinkable. As a bulwark against chaos, human beings create cultures…thereby

3 Wendy Griswold, Cultures and Societies in a Changing World (Thousand Oaks, CA: Pine Forge Press, 1994), 20.

Each Child, Every Child • Web Edition • Page 208 structuring the world in which they operate. Thus, the sociological analysis of culture begins at the premise that culture provides orientation, wards off chaos, and directs behavior toward certain lines of action and away from others. Culture provides meaning and order through the use of symbols…[which are] intensely meaningful insofar as they are embedded in a culture that produces or interprets them.4

As America has become increasingly multicultural, the understanding and accommodation of the various cultures within our schools has become central to the overall mission of educating our young. Our success in improving the education of traditionally marginalized groups may well depend on it.

Qualitative research methods in the social sciences were developed to enable researchers to study social and cultural phenomena. It is motivated by the observation that, humans have the ability to reason and communicate, which distinguishes them from the rest of the natural world. Qualitative methods are designed to help researchers understand people and the social and cultural contexts within which they live – something that is not successfully done when textual data is quantified. Bogdan and Biklen define five characteristics true of qualitative research, regardless of the particular nomenclature one prefers. The first of these is that,

Qualitative research has the natural setting as the direct source of data and the researcher is the key instrument. …[R]ecorded materials are reviewed in their entirety by the researcher with the researcher’s insight being the key instrument for analysis.5

Qualitative researchers spend time in the particular setting under study so that the collected data can be analyzed in context. They feel that action can best be understood when it is observed in its natural setting. ”To divorce the act word or gesture from its context is…to lose sight of significance.”6

Secondly, qualitative research is descriptive.

The data collected are in the form of words or pictures rather than numbers. The written results of the research contain quotations from the data to illustrate and substantiate the presentation. The data include interview transcripts, photographs, videotapes, personal documents, memos, and other official records. In their search for understanding, qualitative researchers…try to analyze the data with all of

4 Wendy Griswold, Cultures and Societies in a Changing World (Thousand Oaks, CA: Pine Forge Press, 1994), 21. 5 Robert C. Bogdan and Sari Knopp Biklen. Qualitative Research for Education: An Introduction to Theory and Methods, 2nd edition (Boston: Allyn and Bacon,1992). 6 Ibid.

Each Child, Every Child • Web Edition • Page 209 their richness as closely as possible to the form in which they were recorded or transcribed.7

Third, they are concerned with process, not just with outcomes. Quantitative techniques have been able to show by means of pre- and posttesting that changes occur. Qualitative strategies have suggested just how the expectations are translated into daily activities, procedures, and interactions.8

Fourth, these researchers analyze their data inductively.

They do not search out data or evidence to prove or disprove hypotheses they hold before entering the study; rather, the abstractions are built as the particulars that have been gathered are grouped together.9 The qualitative researcher plans to use part of the study to learn what the important questions are. He or she does not assume that enough is known to recognize important concerns before undertaking the research.10

Finally, meaning is the central concern of qualitative research. By learning the perspectives of the participants, qualitative research illuminates the inner dynamics of situations – dynamics that are often invisible to the outsider…11

Qualitative analysis adds a missing and much needed dimension to human understanding. It “has a long and distinguished history in the human disciplines. In sociology the work of the “Chicago School” in the 1920s and 1930s established the importance of qualitative research for the study of human group life.”12 Founded by Albion Small, in 1892, the Sociology Department “contributed enormously to the development of the research method we refer to as qualitative.”13

In anthropology, during the same period, “the pathbreaking studies of Boas [and] Mead…charted the outlines of the fieldwork method, wherein the observer went to a foreign setting to study the customs and habits of another society and culture.”14 Using qualitative method, Mead conducted a study of the school as an organization, comparing the little red schoolhouse, the city school and the academy. Focusing more on

7 Robert C. Bogdan and Sari Knopp Biklen. Qualitative Research for Education: An Introduction to Theory and Methods (Boston: Allyn and Bacon, 1982), 30. 8 Robert C. Bogdan and Sari Knopp Biklen. Qualitative Research for Education: An Introduction to Theory and Methods, 2nd edition (Boston: Allyn and Bacon,1992), 31. 9 B. Glaser, and A. L. Strauss, The Discovery of Grounded Theory: Strategies for Qualitative Research, (Chicago: Aldine, 1967), as quoted in Bogdan (1992), 31. 10 Robert C. Bogdan and Sari Knopp Biklen. Qualitative Research for Education: An Introduction to Theory and Methods, 2nd edition (Boston: Allyn and Bacon,1992), 31 – 32. 11 Ibid., 32. 12 Norman K. Denzin and Yvonna S. Lincoln, Collecting and Interpreting Qualitative Materials, (Thousand Oaks: SAGE Publications, 1998), 1. 13 Robert C. Bogdan and Sari Knopp Biklen. Qualitative Research for Education: An Introduction to Theory and Methods, 2nd edition (Boston: Allyn and Bacon,1992), 10 – 11. 14 Norman K. Denzin and Yvonna S. Lincoln, Collecting and Interpreting Qualitative Materials, (Thousand Oaks: SAGE Publications, 1998), 1.

Each Child, Every Child • Web Edition • Page 210 anthropological concepts than method, Mead concluded that, “teachers needed to study, through observations and firsthand experiences, the changing contexts of their students’ socialization and upbringing in order to become better teachers.”15

Positivists generally assume that reality is objectively given and can be described by measurable properties, which are independent of the observer (researcher) and his or her instruments. Positivist studies generally attempt to test theory, in an attempt to increase the predictive understanding of phenomena… Interpretive researchers start out with the assumption that access to reality (given or socially constructed) is only through social constructions such as language, consciousness and shared meanings… Interpretive studies generally attempt to understand phenomena through the meanings that people assign to them…Critical researchers assume that social reality is historically constituted and that it is produced and reproduced by people. Although people can consciously act to change their social and economic circumstances, critical researchers recognize that their ability to do so is constrained by various forms of social, cultural and political domination. The main task of critical research is seen as being one of social critique, whereby the restrictive and alienating conditions of the status quo are brought to light.16

In any case, qualitative inquiry is “[b]ased on methods of data generation which are flexible and sensitive to the social context in which data are produced…”17 They are“[b]ased on methods of analysis and explanation building which involve understandings of complexity, detail and context.”18

A certain amount of comparison to quantitative methodology is unavoidable. After all, in the past century, quantitative methods have been the dominant form for educational research. It is to some degree the failure of quantitative research to fully produce trustworthy knowledge that revealed a qualitative necessity.

The traditional criteria of methodological adequacy and validity were formulated and essentially ‘owned’ by positivism, the philosophical, theoretical, and methodological perspective that has justified the use of quantitative methods in the social sciences for most of the twentieth century. Promoting the nineteenth-century model of science-as-the- physical-sciences, positivism seeks the development of universalistic laws, whereby actual or real events in the world are explained in a deductive fashion by universal laws that assert

15 Robert C. Bogdan and Sari Knopp Biklen. Qualitative Research for Education: An Introduction to Theory and Methods, 2nd edition (Boston: Allyn and Bacon,1992), 10. 16 M. D. Myers, “Qualitative Research in Information Systems,” MIS Quarterly 21 no. 2 (June 1997), 241-242. MISQ Discovery, archival version, June 1997, MISQ Discovery, updated version, last modified: December 24, 2001 . 17 Jennifer Mason, Qualitative Researching, (Thousand Oaks: SAGE Publications, Inc., 1996), 4. 18 Ibid.

Each Child, Every Child • Web Edition • Page 211 and definite unproblematic relationships. Through the use of techniques that produce the numerical data presumed to reflect true measures of objective categories, the positivist opts for sense-directed data, giving the ‘empirical science’ its meaning. The perspective includes the common assertion that ‘reliability,’ or the stability of methods and findings is an indicator of ‘validity,’ or the accuracy and truthfulness of the findings.

“[Q]uantitative studies emphasize the measurement and analysis of causal relationships between variables, not processes. Inquiry is purported to be within a value- free framework.”19 But, is it? In 1994, using a typically positivist approach, Herrnstein and Murray, in their book, The Bell Curve, used hard data to make a social point describing the intelligence of various groups of people as defined by their ethnicity. Their meta- analysis was rigorously structured, as we would expect. The researchers apparently followed all of the rules of empirical study. The problem came when they tried to apply meaning to the data they saw. They attributed the differences they found to be a result of differences in the innate abilities of their subjects – ignoring 400 years of racism and oppression as possible confounding factors – and leading them to the erroneous conclusion that some races are inherently more or less capable than others. Clearly, quantitative research needs help when it comes to describing the human experiences behind the numbers. It needs qualitative analysis as well, and the two are not mutually exclusive.

Extracting meaning from numerical values is the major weakness of quantitative analysis. Its numbers provide clues to possible meaning. But, one’s own perspectives and paradigms necessarily contaminate those clues. Herrnstein and Murray began their study with a thesis: There are substantial individual and group differences in intelligence; these differences profoundly influence the social structure and organization of work in modern industrial societies, and they defy easy remediation. Imbued with the scientific authority of their method, the book becomes the authors’ 845-page effort to “prove” themselves correct. At the same time, Charles Murray acknowledges that other quantitative researchers structure their studies to show different results. “There’s a fellow named Harold Stevenson who’s a well-known scholar, and very good, who says [about group differences in IQ scores], ‘No, if you match carefully enough on all kinds of social and demographic variables, you can reduce the difference to zero.”20 Undeterred, Murray persists in his analysis of group data to show our national dysgenesis.

Dysgenesis refers to the fact that if you have people with low IQs having more babies than people with high IQs, or having them at younger ages, you end up with a downward pressure on what you could call the human capital of the country…Dick and I say, ‘OK, Let’s look at the data’…and we say, ‘Well, there is downward pressure’.21

19 Norman K. Denzin and Yvonna S. Lincoln, Collecting and Interpreting Qualitative Materials, (Thousand Oaks: SAGE Publications, 1998), 8. 20 Charles Murray, Booknotes Transcript. “The Bell Curve: Intelligence and Class structure in American Life,” Interviewer, Brian Lamb. 4 December 1994. . 21 Ibid.

Each Child, Every Child • Web Edition • Page 212 It must have been difficult for Herrnstein and Murray, well schooled in traditional academia, and “playing by the rules” as they understand them, being somewhat surprised by the rejection of their work by large numbers of people. In fact, Murray seems dismissive of the racism charges leveled against him casting himself as the one who had the courage to publish the truth.

The [black] mean is about…15 points below the white mean. And that has created the huge controversy about IQ tests that persist. Again, take a look at the overlap. I mean, you’ve got lots and lots of blacks and whites in the same range. You also have tens of thousands of blacks at the very highest levels of IQ, which is another reason that insofar as we treat people as individuals in this society, the black-white difference should not cause a lot of anxiety.22

Qualitative research (particularly, critical ethnography) can be seen as a reaction to the failures of quantitative methodologies, their underlying philosophies and perhaps even their political values. It is typically accepted that quantitative data is inherently more valid than qualitative data. However, as The Bell Curve demonstrated, it is ones underlying assumptions that shape the conclusions of both. Qualitative and quantitative researchers alike must be sensitive to the introduction of their own biases. But this is particularly important for qualitative research since the researcher takes such an active role, and there is little of the insulation provided by statistical models. Claims of bias are not easily parried. But, as we have seen, the same can be said of quantitative researchers.

The old axiom, ‘The data does not lie,’ simply is not true. Misinterpretations based on faulty paradigms result in bad science. Bad science exists in all fields and it is highly susceptible to malignant political motives. Herrenstein and Murray proceed as though we are all in agreement with the classicists that intelligence can be measured by a single value, g, – a notion not shared by either the revisionists (like Piaget who believed that intelligence is much about process and IQ scores may camouflage more than they reveal) or the radicals (like Howard Gardner, who believes that intelligence is too complex and dependent on cultural context).23 “Gardner’s work is uniquely devoid of psychometric or other quantitative evidence. He dismisses factor analysis.”24 His theory of Multiple Intelligences is, in fact, largely qualitative. He sees the notion of a ‘g’ factor as being an unsettled issue.

[G]iven the same set of data, it is possible, using one set of factor-analytic procedures, to come up with a picture that supports the idea of a ‘g’ factor; using another equally valid

22 Ibid. 23 Herrnstein, Richard J. and Charles Murray, The Bell Curve: Intelligence and Class Structure in American Life (New York: Simon and Schuster, 1994), 14-19. 24 Ibid., 18.

Each Child, Every Child • Web Edition • Page 213 method of statistical analysis, it is possible to support the notion of a family of relatively discrete mental abilities.25

Gardner faults the current science as being too reliant on linguistic and logical facility arguing that people with spatial or musical abilities are “likely to be impaled on such standardized tests.”26 Clearly, quantitative science has not settled the issue, but Herrnstein and Murray state the contrary as though the issue has been decided, stating, “[E]thnic differences in cognitive ability are neither surprising nor in doubt.”27

Understanding this process, in all of its complex and various forms, requires more insight than can now be provided by numerical values. Herrnstein and Murray want us to believe that our ability to reason, understand our environment, analyze and solve problems and communicate solutions can be reduced to a single number. I seriously doubt it. If science ever advances to the point where a number can describe human intellectual capacity, in all of its genetic complexity, including environmental impact on intelligence, it’s not likely to be a single three-digit number. Overzealous and exclusive dedication to hard data reveals issues of control and threatens to lead us away from an understanding of the meaning behind the very data we collect.

The central purpose of this study was to trace the development of The Council for Better Education from a fledgling group of rabble-rousers, to a successful plaintiff, which challenged the system of school finance in Kentucky and won. Ancillary to this purpose is the intent to document Council activities and the political climate surrounding the Council's decision to sue. The resulting documentation provides ready access to pertinent information and lends a greater understanding of the process that led to the Supreme Court's decision that the entire system of schools was unconstitutional. In addition, an effort was made to comment on the Council's more recent interest in challenging the adequacy of our current school financing system, thirteen years after the Rose decision.

At some point it became apparent that my study was operating in the past, present and future, somewhat simultaneously. I chose as my orienting background material the entire history of public schooling in Kentucky. Particular focus was given to school finance. I also knew, as a practicing school administrator, a good bit about the impact of the recent past as well as the challenges of the near future. This colored every interview and conversation, as at every present moment, I pressed the actors for attachments to the past, and predictions for the future. I informed my interviewees of my intention to investigate the Council for Better Education and proceeded as it made sense to me to do. I followed a style of research that fit my personality and made sense to me. In retrospect, I realized the strong connection between my study, my personal enthusiasm for the topic, and my own education. Through the process I came to a greater appreciation for my chosen profession and its importance to the larger society, particularly in terms of social and economic justice. I even flirted with the notion that I might contribute in some small positive way to the important work of others.

25 Herrnstein, Richard J. and Charles Murray, The Bell Curve: Intelligence and Class Structure in American Life (New York: Simon and Schuster, 1994), 18. 26 Ibid., 19. 27 Ibid., 269.

Each Child, Every Child • Web Edition • Page 214 After 30 years of writing memos, I found the process of writing a history based largely on oral sources to be surprisingly challenging. I did not begin the study with an outline of what I believed to be true, as would a positivist educational researcher. Organizing the data into a form, or story, that the reader might understand required inductive reasoning. Something as simple as writing an outline of the manuscript came toward the end of the process, instead of driving the organization of the piece. It was revealed to the author at the end, as a kind of an “Ah ha!” experience. The strong chronological nature of the Council for Better Education activities and legal events caused me to view the data as an unveiling. I came to understand that this is a common challenge for qualitative researchers.

Oral history levels the playing field. Official documents can verify official actions, but to the extent that one’s life is affected by those actions, the experience can be described. It is these descriptions that sometimes counter official versions of events and in the case of our public schools, perhaps even the blindness of privileged white Americans. Oral history adds a new dimension and depth to our understanding of human experience. It allows us a peek at another person’s life and their experiences. Every human event can be seen from different points of view, and every point of view is true in its limited way.

In A Shared Authority, Michael Frisch is reflective about the broader issue of history making. Stating that more can be learned by studying the process, Frisch states his interest in “…the way these approaches raise important issues of culture, communication and politics – not only in the material they engage, but in the very process of engagement, in the altered relationship between historian and ‘source,’ between scholarship and public discourse…”28

His thinking about the notion of authorship was framed by two questions: “Who, really, is the author of an oral history…? Is it the historian posing questions and editing the results, or the ‘subject,’ whose words are the heart of the consequent text?”29 His idea of a shared authority (he strongly considered the spelling ‘author-ity’) describes the collaborative relationship between professional academic historians and popular historymakers and “…how closely issues of authorship and interpretative authority are linked…”30

Oral history breaks down traditional hierarchies by redefining the meaning of intellectual authority and becoming more accepting of cultural authority. Of course, the two are not mutually exclusive. Frisch goes on to suggest that, “…the teaching of history and the academic exploration of history – has come to seem a threat, even the threat to the authority of traditional political culture…”31 Indeed, new technologies now make it possible for anyone with a video camera to capture history (and, since video is a non- discursive media) with great authority. One need only recall the World Trade Center

28 Michael A. Frisch, Shared Authority: Essays on the Craft and Meaning of Oral and Public History (Albany: State University of New York Press, 1990), xiv. 29 Ibid., xx. 30 Michael A. Frisch, Shared Authority: Essays on the Craft and Meaning of Oral and Public History (Albany: State University of New York Press, 1990), xxi. 31 Ibid., xxii.

Each Child, Every Child • Web Edition • Page 215 disaster, caught from every angle, and posted on the Internet, by thousands of ‘common historians.’ Zapruder, to the tenth power, squared.32

Frisch asks, “What happens to experience on the way to becoming memory? What happens to experience on the way to becoming history? As an era of intense collective experience recedes into the past, what is the relationship of memory to historical generalization? These questions, so basic to thinking about how culture and individuality interact over time, are the sort of questions that oral history is particularly, perhaps uniquely, able to penetrate.” He argues that, “the relationship between history and memory is peculiarly and perhaps uniquely fractured in contemporary American life and repairing it needs to be a major goal of a public history concerned with enhancing our ability to imagine and create a different future through a reuse of the past.” 33

James Hoopes, in his text, Oral History states,

The greatest advantage of oral over written documents is that the historian actively participates, as interviewer, in creating the oral document, and therefore he can try to get the information he needs. This active role for the historian can also be a great disadvantage, because if he does not guard against biases, he may consciously or unconsciously fabricate the document to make it say what he wants it to say. But the very desirable goal of impartiality should never be confused with passivity. The best oral historians actively apply the criterion of usefulness in choosing interviewees and the subjects about which they are to be questioned.34

Oral history is at its best when it shines light on the common person living their lives in the shadow of historic events. The most compelling of these histories allows us to see into the human heart a bit and experience humanity from another person’s perspective. And if that’s not of profound value to the human spirit - then why bother with history, or the arts, at all?

32 Abraham Zapruder was the man who captured the assassination of President John F. Kennedy on videotape. 33 Frisch, Michael, A Shared Authority: Essays of the Craft and Meaning of Oral and Public History. Albany: State University of New York Press, 1990, 10-16. 34 James Hoopes, Oral History: An Introduction for Students (Chapel Hill: The University of North Carolina Press, 1979), 12.

Each Child, Every Child • Web Edition • Page 216 COUNCIL FOR BETTER EDUCATION

CHRONOLOGY OF EVENTS

DATE EVENT

4/12/84 Guess invites selected superintendents to meet regarding Kentucky's school finance system.

5/4/84 28 school districts are represented.

Presentations made to the group by Arnold Guess, James Melton, DavidAlexander, Richard Salmon and Alex Eversole.

Each Superintendent agrees to ask their local Board of Ed. for $.50 per child in ADA to cover the expenses of filing suit.

Guess and Melton agree to handle communications for the Organization through the Kentucky School Boards Association.

Council Bylaws were drafted.

5/14/84 Articles of Incorporation filed for The Council for Better Education by its officers.

Frank Hatfield, President.

Steve Towler, Vice President.

Jack Moreland, Secretary/Treasurer.

5/25/84 Hatfield meets with Maloney.

5/30/84 Hatfield meets with Combs.

6/8/84 McDonald tells Louisville Times that she will sue if Council uses school funds.

Senator Mike Maloney says suit will alienate legislators "who have been working to improve the situation."

6/11/84 Frank Hatfield meets with KEA President, Executive Secretary and Attorney.

6/17/84 Courier-Journal editorial congratulates Guess, Melton and Council efforts.

The editorial supports the Council suit to answer the equity question "once and for all."

Each Child, Every Child • Web Edition • Page 217 6/19/84 Council sends message to General Assembly membership assuring that the proposed suit intends no malice.

6/25/84 Hatfield, Eversole and Moreland invited by Sen. Allen to meet with the Interim Joint Committee on Education to discuss the proposed suit.

7/27/84 Council position paper drafted.

The Council identifies parents willing to sue on behalf of their children.

8/8/84 Tony Collins meets with McDonald and indicates McDonald is willing to begin positive dialogue

9/4/84 Council steering Committee meets in Louisville.

Presentations made by Combs, Alexander and Lavitt.

Combs and Lavitt encourage suit and discuss the best jurisdiction.

Steering Committee to begin interviewing legal firms to prepare case.

The steering committee decided to continue to act for the Council until all districts desiring to join the Council had the opportunity. At that time a board of directors would be selected from the membership.

10/3/84 Guess and Steering Committee meet with Combs.

Wyatt, Tarrant and Combs selected to represent Council along with Dr. Tom Lewis and Edward Prichard.

10/12/84 Kentucky Post Editorial calls for school funds to be distributed "so that all...children have an equal educational opportunity."

10/15/84 The Prichard Committee for Academic Excellence holds it’s first state-wide Town Forum, broadcast on KET, and introduced by Governor Collins, Governor Combs, Bob Sexton and Alice McDonald.

11/15/84 Combs meets with Superintendents.

12/3/84 Council for Better Education Steering Committee meets with Combs, Alexander and Lewis to review progress.

25 previously uncommitted Superintendents declare they will seek permission from their boards to participate in the suit.

Some legislators threaten not to vote any additional money to education if asuit

Each Child, Every Child • Web Edition • Page 218 is pending.

12/12/84 Hatfield requests Attorney General's opinion on the expenditure of schoolfunds for the suit.

1/27/85 Steering Committee conducts discussion at KSBA in Louisville.

2/26/85 Combs and Guess meet with Attorney General Armstrong.

3/10/85 Ashland Daily Independent reports that the Council has commitments from 61 districts to join suit.

KEA decides to take no position on the Council's proposed suit.

5/7/85 Kern Alexander and Ted Lavittt complete drafting of the complaint.

5/8/85 Council meets in Frankfort.

Progress reports from Combs, Lewis, Alexander, and Lavittt.

Bylaws were adopted.

Eleven-member board of directors elected.

Legal complaint being developed - considering state and federal jurisdictions.

5/14/85 Lavittt prepares Articles of Incorporation and Tax Exempt Status papers

5/24/85 Dayton Independent becomes the first school district to pay their dues and complete its membership in the Council for Better Education.

5/28/85 Alexander meets with potential plaintiffs in several southeastern counties.

5/30/85 Jackson Independent joins Council.

Council Board of Directors meets in Lexington.

Bylaws ratified and officers elected.

5/31/85 Barbourville and Fulton Independent join Council.

6/1/85 Lavitt amends minor error in Articles of Incorporation to change name from "Counsel" to "Council."

6/5/85 East Bernstadt, Pineville and Silver Grove Independents join the Council.

6/6/85 Eminence Independent joins Council.

Each Child, Every Child • Web Edition • Page 219 6/17/85 Butler Co, Harlan, Berea, Pendleton Co, Russelville, Ludlow, Bell Co,

Todd Co, Hickman Co, Monroe Co, Owen Co, Williamsburg, Hardin Co,

Metcalfe Co, McCreary Co, Rowan Co, Grant Co, Bracken Co, Augusta, Middlesboro, Crittenden Co and Fleming Co join Council.

6/19/85 Scott Co and Bullitt Co join Council.

Signed affidavits from plaintiff parents are sent to Dawahare.

6/20/85 Harrison Co joins Council.

6/21/85 Wayne Co, Warren Co and Dawson Springs Independent join Council.

6/25/85 Trimble Co joins Council.

6/25/85 Jenkins Independent and Breathitt Co join Council.

7/1/85 Fulton Co joins Council.

7/2/85 Attorney General opines in OAG 85-100 "...that a local board of education may expend school funds to support litigation efforts relating to the equity of distribution of financial resources..."

7/8/85 Special Session of the legislature begins.

Spencer Co joins Council.

7/11/85 Anderson Co joins Council.

Warren Co. withdraws from Council, under pressure, asks for (but does not receive) refund of dues. Gover resigns board of directors.

7/15/85 McClean Co joins Council.

7/24/85 Boyd Co, Elliott Co, Lee Co, Logan Co and Mason Co join Council.

7/30/85 Greenup Co joins Council.

8/12/85 Council board of directors meets in Lexington.

Discussion of Governor's Education Improvement Program takes place.

8/23/85 Lawrence Co joins Council.

8/28/85 Lavitt urges Hatfield to ignore legislative promises of $60 million in power equalization and file the suit.

Each Child, Every Child • Web Edition • Page 220 9/5/85 Moreland reports that the suit is ready for filing.

9/16/85 Ballard Co joins Council.

Council membership is surveyed for a decision whether to file suit immediately or to wait for the 1986 Regular Session.

10/17/85 Courier-Journal quotes Joe Clarke saying "it's unlikely that the legislature will increase money for power equalization." Over 1984-85, $39 million were allocated.

10/21/85 Letcher Co joins Council.

11/4/85 Wolfe Co joins Council.

11/8/85 Board of Directors meets to discuss weak response to the member survey re: whether to proceed with suit, or wait. Survey says wait. Board votes to proceed.

11/19/85 Council issues two statements of purpose.

11/20/85 Council for Better Education, et al. v. Martha Layne Collins, Governor, et al.; Civil Action No. 85-CI-1759 is filed in Franklin Circuit Court and assigned to Judge Ray Corns.

11/22/85 Courier-Journal editorial supports the filing of the suit.

11/26/85 Rockcastle Co letter indicated their inability to pay their dues. Their offer to resign is rejected by the Council.

12/3/85 Monticello Independent and Allen Co join Council.

12/6/85 Clay Co joins Council.

12/17/85 Covington Independent and Edmonson Co join Council.

1/2/86 Hart Co and Leslie Co join Council.

1/17/86 SB 102, reported out of the Senate, would disallow the expenditure of local, state or federal funds to support litigation that would challenge the allocation of those funds.

1/17/86 A State Journal opinion supports the Council suit as a means to settle the equity issue.

1/27/86 Moreland memo urges superintendents to testify against Senate Bill 102.

1/30/86 Kentucky Department of Education Attorney, Gary Bale, files answer to the

Each Child, Every Child • Web Edition • Page 221 Complaint from Alice McDonald.

2/19/86 Council Executive Directors Meet in Lexington.

Lavitt and Dawahare report that the suit has been filed in Franklin Co and Judge Ray Corns was assigned to the case.

Combs reports that SB 102 was in committee and stressed the importance of keeping it there.

Salmon replaces Alexander as consultant at the rate of $250 per day.

$17,023.77 reported on hand.

2/26/86 Letter from Lavitt to Roger Noe requests that SB 102 should be preventedfrom coming out of committee.

3/12/86 Towler resigns Vice Chairmanship of Council under political pressure.

4/18/86 Combs letter to Corns requesting Pretrial Conference to settle issues related to whether the plaintiffs have standing to maintain the action.

Scent files Requests for Admissions to certain facts for the defense.

6/2/86 Corns rules, in Pre-Trial Conference, that the 13 members of the Kentucky Board of Education were indispensable parties in the suit, but not all 138 members of the General Assembly. Plaintiffs were given until June 12, 1986 to file an amended complaint naming the state board.

6/27/86 Defendant's motion for summary judgment is overruled by Corns.

9/26/86 Guess meets with Salmon, Alexander and Dawahare to plan for depositions.

12/2/86 Hatfield presents a suggested list of Superintendents to testify for the Council to Combs.

Hatfield recommends using the new legislation on deficient school districts and the Management Assistance Program as supportive of the arguments for equity.

4/4/87 Corns receives depositions in Council v. Collins.

5/25/87 Salmon deposition taken.

5/26/87 Superintendents from Wolfe Co, Jenkins and Ft. Thomas agree to provide exhibits for the court

Each Child, Every Child • Web Edition • Page 222 6/10/87 Hatfield deposition taken.

6/30/87 Hatfield resigns Superintendency and Council chairmanship.

7/30/87 Council meets in Louisville.

Lavitt presents update on the lawsuit.

Moreland elected President

Binion elected Vice President, Martin Carr elected Secretary/Treasurer.

8/4/87 Trial Begins

9/22/87 Alexander, Guess and Brock testimony presented.

3/9/88 Dawahare files Plaintiff's Reply Brief.

3/28/88 Council enters Motion to Substitute.

Wilkinson for Collins, Governor.

Brock for McDonald, Superintendent of Public Instruction.

Meade for Mills, State Treasurer.

Rose for Prather, President Pro Temp of the Senate.

Clay Parks for James Ratliff, Chairman, Kentucky Board of Education.

Lila Bellando for Ann Bardwell, Vice chair. Kentucky Board of Education.

New Members of the Kentucky Board of Education- Patti Acquisto, James Figley, Jane Joplin-Evans, Francis Hamilton, Keneth James, James Ratcliffe and Gary Cox.

Corns postpones oral arguments from April 5 until April 18 to provide new defendants preparation time.

4/18/88 Corns hears final oral arguments, nearly twenty-nine months after the filing of the suit.

Prichard Committee files Amicus curiae brief.

Department of Education now under the leadership of John Brock withdraws their defense in support of the plaintiffs.

Defense attorney William Scent argues that the legislature has done much to

Each Child, Every Child • Web Edition • Page 223 attack the inequities, problem lies with poor tax collection and mismanagement.

5/31/88 Corn's Decision declares Kentucky system of school finance unconstitutional. Findings of Fact, Conclusions of Law and Findings.

Corns names Select Committee.

Kern Alexander named Chair.

Members include John Brock, James Melton, Larry Forgy and Sylvia Watson.

6/16/88 Alexander announces Select Committee Public Hearings.

7/5/88 Select Committee begins Hearings in Covington.

7/6/88 Council meets in Lexington.

Moreland read testimony that was presented to the Select Committee the daybefore.

Moreland announced the likelihood that all 66 districts would be audited by Bob Babbage's office.

Alexander reported on the case and support from Wallace Wilkinson.

Combs suggested that the Council support Wilkinson's benchmark school concept as an act of "good faith" in return for his support of the suit. Council approved a motion to that effect.

Moreland to poll other districts to assess the desire to join since the suit.

Committee named to draft funding plan for Corns, includes Alex Eversole, Jim Young, Steve Towler and Gene Binion.

New members of Council executive committee were named to replace retired members including Dennis Lacy, Towler, Charles Brown, Clarence Bates,

Alex Eversole, John Ray, Earl Reed, Ken Bland, Jim Young and Jack Herlihy.

New Officers elected - Moreland, Pres.; Binion, VP; Herlihy, Sec/Treas.

Select Committee Hearing in Frankfort.

7/11/88 Select Committee Hearing in London.

7/12/88 Select Committee Hearing in Madisonville.

Each Child, Every Child • Web Edition • Page 224 7/13/88 Select Committee Hearing in Louisville.

8/8/88 Interim Joint Committee Public Hearing in Somerset.

8/17/88 Council meets In Lexington.

Balance in treasury = $18,270.

Towler reports that Governor and Superintendent of Public Instruction decided not to appeal Corns decision.

Rose and Blandford to appeal.

Council members plan to attend each of the regional Interim Joint Committee hearings.

Moreland reports 31 more districts potentially interested in joining Council.

Council sends info to districts with a Nov 1, 1988 deadline.

Secretary Jack Foster addresses group on the Governor's program.

Council approves funding proposal for presentation to Corns.

9/14/88 Lewis Co and Bath Co join Council.

9/15/88 Interim Joint Committee Public Hearing in Winchester and Salyersville.

9/16/88 Interim Joint Committee Public Hearing in Hindman.

9/20/88 Report of Select Committee submitted to Judge Ray Corns. Final order issued.

10/3/88 Robertson Co, Morgan Co and Laurel Co join Council.

10/14/88 Moreland called to Frankfort to secure reinstatement of Domestic Corporation Charter for the Council for Better Education.

10/14/88 Corns issued Supplemental Findings – Final Judgment.

10/19/88 Frankfort Independent joins Council.

10/20/88 Interim Joint Committee Public Hearing in Henderson Co. and Mayfield.

10/21/88 Russell Co joins Council.

Interim Joint Committee Public Hearing in Russelville.

10/24/88 Lyon Co joins Council.

Each Child, Every Child • Web Edition • Page 225 10/25/88 Bellevue Independent joins Council.

11/17/88 Interim Joint Committee Public Hearing in Mt. Vernon and Columbia.

11/18/88 Interim Joint Committee Public Hearing in Elizabethtown and Anchorage.

Winter, Larry Forgy, a member of Corns’ Committee, addresses the Kentucky 1988 Association of School Superintendents on Court’s Decision. Calls for unified support of the ruling on political and legal grounds.

12/7/88 Oral Arguments taken before the Kentucky Supreme Court.

6/8/89 Kentucky Supreme Court Rules in favor of the Council for Better

Education affirming and expanding Judge Corn’s decision.

Wilkinson holds press conference to pledge that he will comply with the court order.

7/17/89 Interim Joint Committee on Education completes its report.

9/20/89 Council meets in Frankfort.

Aspects of Supreme Court ruling presented by Combs, Forgy, Alexander, Melton, Hatfield and Eversole.

Total cost of the suit to date = $82,062.99.

$4,500 left on hand after expenses.

Alexander employed to work with committee to draft a position paper.

12/7/89 Courier-Journal reports Council's dissatisfaction with the direction taken by the various task forces and their lack of focus on the equity question.

12/13/89 New Position paper distributed to all school superintendents.

12/15/89 Council meets in Frankfort.

Clarification of Judicial guidelines prepared by Alexander is endorsed and sent to the press, the General Assembly and Task Force.

New assessment of $.25 per child in ADA is made.

1/4/90 Rep. John Harper et al. submits HJR 25, which would refund Council expenses to each member district.

1/10/90 Oldham Co, Floyd Co, Cumberland Co, Williamstown Independent, Science

Each Child, Every Child • Web Edition • Page 226 Hill Independent, Washington Co and Maysville Independent join Council.

1/16/90 Carroll Co, Corbin Independent and Boyle Co join Council.

1/17/90 Ft. Thomas Independent joins Council.

1/18/90 Lincoln Co, Webster Co and Menifee Co join Council.

1/19/90 Somerset Independent, Trimble Co and Henry Co join Council.

1/22/90 Letter to Moreland from Smitty Taylor Indicated Task Force will not forget the equity concerns raised in the Supreme Court Decision.

Southgate Independent and Fulton Co join Council

1/24/90 Combs addresses the Subcommittee on Elementary, Secondary Education in Washington in support of the Hawkins "Fair Chance Act."

Trigg Co joins Council.

1/25/90 Jessamine Co and Johnson Co join Council.

1/26/90 Letter from David McAnelly (Governor's Chief of Staff) says Task Force has not deviated from equity or adequacy principles.

Harlan Co joins Council.

2/7/90 Letter from Foster says Governor's Budget will address equity and adequacy.

2/8/90 Raceland Independent and Rockcastle Co join Council.

2/9/90 Magoffin Co joins Council.

2/12/90 Union Co joins Council.

2/15/90 Garrard Co joins Council.

2/16/90 Knox Co joins Council.

2/22/90 Campbell Co, Nelson Co, Fairview Independent and Harrodsburg Independent join Council.

2/27/90 Simpson Co and Beechwood Independent join Council.

3/26/90 Clinton Co joins Council.

4/11/90 Governor Wilkinson signs Education Reform Act.

Each Child, Every Child • Web Edition • Page 227 Council for Better Education Membership Reciepts Chronological Listing

Copy of Note on Check Leger Letter Stub Entry

# Date Superintendent District A D A Authority Amount 1 5/24/85 Jack Moreland Dayton Ind 1,205.2 * * $602.60 2 5/30/85 Phyllis Williamson Jackson Ind 370.6 * * $185.30 3 5/31/85 Charles Singleton Barbourville Ind 420.8 * * $210.40 4 5/31/85 R D McAlister Fulton Ind 485.4 * * $242.70 5 6/5/85 Ernest Wiggins East Bernstadt Ind 317.5 * * $158.75 6 6/5/85 Ronald Jones Pineville Ind 466.9 * * $233.45 7 6/5/85 Michael King Silver Grove Ind 296.3 * * $148.15 8 6/6/85 James Edwards Eminence Ind 523.8 * * $261.90 9 6/17/85 Ray Hammers Butler Co 2,070.0 * $1,036.00 10 6/17/85 William Wesley Harlan Ind 1,010.1 * * $505.05 11 6/17/85 Jim Wallace Berea Ind 959.1 * * $479.55 12 6/17/85 Clifford Wallace Pendleton Co 2,203.1 * * $1,101.55 13 6/17/85 James Young Russellville Ind 1,418.0 * * $709.00 14 6/17/85 * Todd Co 1,866.1 * $933.05 15 6/17/85 Ed Wright Hickman Co 935.0 * * $467.50 16 6/17/85 James Graves Monroe Co 2,177.2 * * $1,088.60 17 6/17/85 Carl Banks Owen Co 1,604.9 * * $802.45 18 6/17/85 J B Mountjoy Williamsburg Ind 807.4 * * $403.70 19 6/17/85 Steve Towler Hardin Co 10,315.2 * * $5,157.60 20 6/17/85 Wilber Giley Metcalf Co 1,588.5 * * $794.25 21 6/17/85 Eddie Powell McCreary Co 3,517.9 * * $1,758.95 22 6/17/85 John Brock Rowan Co 3,069.8 * * $1,534.90 23 6/17/85 D V Jones Grant Co 2,302.1 * * $1,151.05 24 6/17/85 Howard Hall Bracken Co 1,092.1 * * $546.05 25 6/17/85 Mack Wallace Augsta Ind 247.5 * * $123.75 26 6/17/85 Frank Chumley Middlesboro Ind 2,208.5 * * $1,104.25 27 6/17/85 Charles Brown Fleming Co 2,173.3 * * $1,086.65 28 6/17/85 Dennis Lacy Crittendon Co 1,482.6 * $741.30 29 6/17/85 Jon Draud Ludlow Ind 914.2 * $457.10 30 6/17/85 Ike Slusher Bell Co 4,336.0 * $2,168.00 31 6/19/85 John Herlihy Scott Co 3,806.1 * * $1,903.05 32 6/19/85 Frank Hatfield Bullitt Co 9,784.2 * * $4,892.10 33 6/20/85 Martin Carr Harrison Co 2,697.4 * * $1,348.70 34 6/21/85 Clarence Bates Wayne Co 2,689.5 * * $1,344.75 35 6/21/85 Robert Gover Warren Co 8,657.6 * * $4,328.80 36 6/21/85 John Ray Dawson Spgs Ind 600.3 * * $300.15 37 6/25/85 J W Sachleben Trimble Co 1,121.1 * * $560.55 38 6/27/85 Alex Eversole Jenkins Ind 904.5 * * $452.25 39 6/27/85 Eugene Sebastian Breathitt Co 3,106.4 * * $1,533.20 40 7/1/85 Leon Mooneyhan Fulton Co 1,045.8 * * $522.90 41 7/1/85 L W Mullins Spencer Co 1,177.3 * $588.65 42 7/11/85 Paul Polly Anderson Co 2,501.2 * * $1,250.60 43 7/15/85 Joseph Anthony McLean Co 1,849.1 * * $924.55

Each Child, Every Child • Web Edition • Page 228 Copy of Note on Check Leger Letter Stub Entry

# Date Superintendent District A D A Authority Amount 44 7/24/85 Douglas Cole Boyd Co 4,517.7 * * $2,258.85 45 7/24/85 Eugene Binion Elliott Co 1,338.3 * * $669.15 46 7/24/85 Elbert Hudson Lee Co 1,442.2 * * $721.10 47 7/24/85 Harvey Marksberry Logan Co 2,776.7 * * $1,388.35 48 7/24/85 Felici Felice Mason Co 2,263.3 * * $1,131.65 49 7/30/85 * Webb Greenup Co 4,065.8 * $2,032.90 50 8/23/85 Robert Prichard Lawrence Co 2,855.0 * * $1,427.50 51 9/16/85 Bobby Buchanan Ballard Co 1,590.0 * * $795.00 52 10/21/85 Jack Burlich Letcher Co 5,120.1 * * $2,560.05 53 11/4/85 Tony Collins Wolfe Co 1,410.8 * * $705.40 54 12/3/85 Vernon Miniard Monticello Ind 683.9 * * $341.95 55 12/3/85 James Bazzell Allen Co 2,282.1 * * $1,141.05 56 12/6/85 Willie Sizemore Clay Co 4,693.4 * * $2,346.70 57 12/17/85 David Lusk Covington Ind 5,449.5 * * $2,724.75 58 12/17/85 David Webb Edmonson Co 1,951.2 * * $975.60 59 1/2/85 Wandel Strange Hart Co 2,241.8 * * $1,120.90 60 1/2/86 Richard Bowling Leslie Co 3,213.2 * * $1,606.60 Second Assessment 1 Jack Moreland Dayton Inden ? 2 9/14/88 Michael Forman Lewis Co 2,766.1 * * $1,383.05 3 9/8/88 * Bath Co 1,700.1 * * $850.05 4 9/15/88 John Smith Robertson Co 346.1 * * $173.05 5 9/20/88 Earl Reed Morgan Co 2,260.0 * * $1,130.00 6 9/7/88 * Laurel Co 7,537.2 * * $3,768.60 7 10/19/88 * Frankfort Ind 766.2 * $383.10 8 10/21/88 * Russell Co 2,365.8 * $1,182.90 9 10/24/88 * Lyon Co 795.2 * $397.60 10 10/25/88 * Bellevue Ind 836.5 * $418.25 Third Asessment 1 1/8/90 Charles Singleton Barbourville Ind 220.0 * $110.00 2 1/10/90 * Oldham Co 2,954.0 * $1,477.00 3 1/10/90 * Floyd Co 3,898.0 * $1,949.00 4 1/10/90 Charles Williams Morgan Co 1,032.0 * $516.00 5 1/10/90 * Cumberland Co 506.0 * $253.00 6 1/10/90 * Williamstown Ind 252.0 * $126.00 7 1/10/90 Vernon Miniard Monticello Ind 356.0 * $178.00 8 1/10/90 * Science Hill Ind 120.0 * $60.00 9 1/10/90 * Washington Co 776.0 * $388.00 10 1/10/90 James Bazzell Allen Co 1,134.0 * $567.00 11 1/10/90 Frank Chumley Middlesboro Ind 964.0 * $482.00 12 1/10/90 * Maysville Ind 264.0 * $132.00 13 1/10/90 Ernest Wiggins East Bernstadt Ind 154.0 * $77.00 14 1/12/90 * Lyon Co 370.0 * $185.00 15 1/12/90 J B Mountjoy Williamsburg Ind 444.0 * $222.00 16 1/12/90 John Smith Robertson Co 160.0 * $80.00

Each Child, Every Child • Web Edition • Page 229 Copy of Note on Check Leger Letter Stub Entry

# Date Superintendent District A D A Authority Amount 17 1/12/90 Mack Wallace Augusta Ind 126.0 * $63.00 18 1/16/90 Joseph Anthony McLean Co 834.0 * $417.00 19 1/16/90 * Carroll Co 796.0 * $398.00 20 1/16/90 Louie Martin Corbin Ind 916.0 * $458.00 21 1/16/90 Jon Draud Ludlow Ind 420.0 * $210.00 22 1/16/90 Phyllis Williamson Jackson Ind 148.0 * $74.00 23 1/16/90 * Boyle Co 1,130.0 * $565.00 24 1/16/90 Howard Hall Bracken Co 496.0 * $248.00 25 1/17/90 Michael Forman Lewis Co 1,260.0 * $630.00 26 1/17/90 Wilber Giley Metcalfe Co 754.0 * $377.00 27 1/17/90 Fred Williams Ft. Thomas Ind 896.0 * $448.00 28 1/18/90 * Lincoln Co 1,670.0 * $835.00 29 1/18/90 Hayden Hammers Butler Co 960.0 * $480.00 30 1/18/90 Wandel Strange Hart Co 1,060.0 * $530.00 31 1/18/90 * Webster Co 990.0 * $495.00 32 1/18/90 * Menifee Co 430.0 * $215.00 33 1/18/90 R D McAlister Fulton Ind 270.0 * $135.00 34 1/19/90 * Monroe Co 952.0 * $476.00 35 1/19/90 James Graves Somerset Ind 754.0 * $377.00 36 1/19/90 * Bellevue Ind 386.0 * $193.00 37 1/19/90 J W Sachleben Trimble Co 514.0 * $257.00 38 1/19/90 * Henry Co 834.0 * $417.00 39 1/19/90 Carl Banks Owen Co 788.0 * $394.00 40 1/19/90 Jim Wallace Berea Ind 410.0 * $205.00 41 1/22/90 Jack Moreland Dayton Ind 596.0 * $298.00 42 1/22/90 * Southgate Ind 78.0 * $39.00 43 1/22/90 Leon Mooneyhan Fulton Co 404.0 * $202.00 44 1/22/90 Harvey Marksberry Logan Co 1,356.0 * $678.00 45 1/24/90 * Trigg Co 800.0 * $400.00 46 1/24/90 John Brock Rowan Co 1342.0 * $671.00 47 1/24/90 Alex Eversole Jenkins Ind 418.0 * $209.00 48 1/24/90 Clarence Bates Wayne Co 1218.0 * $609.00 49 1/25/90 * Jessamine Co 2492.0 * $1,246.00 50 1/25/90 * Johnson Co 1898.0 * $949.00 51 1/26/90 * Harlan Co 2964.0 * $1,482.00 52 1/30/90 Eddie Powell McCreary Co 1570.0 * $785.00 53 1/31/90 * Webb Greenup Co 1732.0 * $866.00 54 2/2/90 Michael King Silver Grove Ind 114.0 * $57.00 55 2/7/90 Tony Collins Wolfe Co 626.0 * $313.00 56 2/8/90 * Raceland Ind 414.0 * $207.00 57 2/8/90 Charles Parsons Rockcastle Co 1272.0 * $636.00 58 2/9/90 L W Mullins Spencer Co 600.0 * $300.00 59 2/9/90 * Magoffin Co 1332.0 * $666.00 60 2/12/90 * Union Co 1352.0 * $676.00 61 2/14/90 Ed Wright Hickman Co 420.0 * $210.00 62 2/14/90 Paul Polly Anderson Co 1196.0 * $598.00

Each Child, Every Child • Web Edition • Page 230 Copy of Note on Check Leger Letter Stub Entry

# Date Superintendent District A D A Authority Amount 63 2/14/90 David Lusk Covington Ind 2472.0 * $1,236.00 64 2/14/90 William Wesley Harlan Ind 470.0 * $235.00 65 2/15/90 * Paintsville 220.0 * $110.00 66 2/15/90 * Laurel Co 3578.0 * $1,789.00 67 2/15/90 * Garrard Co 915.1 * $457.55 68 2/15/90 * Frankfort Ind 370.0 * $185.00 69 2/16/90 Richard Bowling Leslie Co 1373.3 * $686.63 70 2/16/90 James Edwards Eminence Ind 234.0 * $117.00 71 2/16/90 James Young Russellville Ind 650.0 * $325.00 72 2/16/90 Dennis Lacy Crittenden Co 684.00 * $342.00 73 2/16/90 James Hampton Knox Co 2264.00 * $1,132.00 74 2/16/90 John Herlihy Scott Co 1932.00 * $966.00 75 2/22/90 Jack Burlich Letcher Co 2238.00 * $1,119.00 76 2/22/90 Martin Carr Harrison Co 1356.00 * $678.00 77 2/22/90 * Campbell Co 1730.00 * $865.00 78 2/22/90 Robert Prichard Lawrence Co 1244.00 * $622.00 79 2/22/90 * Nelson Co 1688.00 * $844.00 80 2/22/90 * Fairview Ind 354.00 * $177.00 81 2/22/90 * Russell Co 1140.00 * $570.00 82 2/22/90 David Webb Edmondson Co 904.00 * $452.00 83 2/22/90 * Harrodsburg Ind 430.00 * $215.00 84 2/27/90 * Simpson Co 1256.00 * $628.00 85 2/27/90 Ike Slusher Bell Co 1808.00 * $904.00 86 2/27/90 * Beechwood Ind 338.00 * $169.00 87 3/8/90 Willie Sizemore Clay Co 2082.00 * $1,041.00 88 3/14/90 Frank Hatfield Bullett Co 4280.00 * $2,140.00 89 3/26/90 * Clinton Co 746.00 * $373.00 90 * * Pineville Ind 220.0 $110.00 $126,062.08

Each Child, Every Child • Web Edition • Page 231 Council for Better Education Membership Reciepts

t t e r e r y d p d E ts N C C R ss ss & se m ot of m rs hi se m 1s St nt M ge ry 3r en he ck be en oll 2n op on

As Listing by School District Le tte Le ub As # Date Superintendent District A D A Authority Amount Date Amount 1 12/3/85 James Bazzell Allen Co 2,282.1 * * $1,141.05 1 1/10/90 $567.00 2 7/11/85 Paul Polly Anderson Co 2,501.2 * * $1,250.60 2 2/14/90 $598.00 3 6/17/85 Mack Wallace Augsta Indep 247.5 * * $123.75 3 1/12/90 $63.00 4 9/16/85 Bobby Buchanan Ballard Co 1,590.0 * * $795.00 5 5/31/85 Charles Singleton Barbourville Indep 420.8 * * $210.40 4 1/8/90 $110.00 6 9/8/88 * Bath Co 1,700.1 * * $850.05 * Beechwood Indep 338.00 * 5 2/27/90 $169.00 7 6/17/85 Ike Slusher Bell Co 4,336.0 * $2,168.00 6 2/27/90 $904.00 8 10/25/88 * Bellevue Indep 836.5 * $418.25 7 1/19/90 $193.00 9 6/17/85 Jim Wallace Berea Indep 959.1 * * $479.55 8 1/19/90 $205.00 10 7/24/85 Douglas Cole Boyd Co 4,517.7 * * $2,258.85 * Boyle Co 1,130.0 * 9 1/16/90 $565.00 11 6/17/85 Howard Hall Bracken Co 1,092.1 * * $546.05 10 1/16/90 $248.00 12 6/27/85 Eugene Sebastian Breathitt Co 3,106.4 * * $1,533.20 13 6/19/85 Frank Hatfield Bullitt Co 9,784.2 * * $4,892.10 11 3/14/90 $2,140.00 14 6/17/85 Ray Hammers Butler Co 2,070.0 * $1,036.00 12 1/18/90 $480.00 * Campbell Co 1730.00 * 13 2/22/90 $865.00 * Carroll Co 796.0 * 14 1/16/90 $398.00 15 12/6/85 Willie Sizemore Clay Co 4,693.4 * * $2,346.70 15 3/8/90 $1,041.00 * Clinton Co 746.00 * 16 3/26/90 $373.00 Louie Martin Corbin Indep 916.0 * 17 1/16/90 $458.00 16 12/17/85 David Lusk Covington Indep 5,449.5 * * $2,724.75 18 2/14/90 $1,236.00 17 6/17/85 Dennis Lacy Crittendon Co 1,482.6 * $741.30 19 2/16/90 $342.00 * Cumberland Co 506.0 * 20 1/10/90 $253.00 19 6/21/85 John Ray Dawson Springs Indep 600.3 * * $300.15 20 5/24/85 Jack Moreland Dayton Indep 1,205.2 * * $602.60 21 1/22/90 $298.00 21 6/5/85 Ernest Wiggins East Bernstadt Indep 317.5 * * $158.75 22 1/10/90 $77.00 22 12/17/85 David Webb Edmonson Co 1,951.2 * * $975.60 23 2/22/90 $452.00 23 7/24/85 Eugene Binion Elliott Co 1,338.3 * * $669.15 24 6/6/85 James Edwards Eminence Indep 523.8 * * $261.90 24 2/16/90 $117.00 * Fairview Indep 354.00 * 25 2/22/90 $177.00 26 6/17/85 Charles Brown Fleming Co 2,173.3 * * $1,086.65 * Floyd Co 3,898.0 * 26 1/10/90 $1,949.00 27 10/19/88 * Frankfort Indep 766.2 * $383.10 27 2/15/90 $185.00 Fred Williams Ft. Thomas Indep 896.0 * 28 1/17/90 $448.00 28 7/1/85 Leon Mooneyhan Fulton Co 1,045.8 * * $522.90 29 1/22/90 $202.00 29 5/31/85 R D McAlister Fulton Indep 485.4 * * $242.70 30 1/18/90 $135.00 * Garrard Co 915.1 * 31 2/15/90 $457.55

Each Child, Every Child • Web Edition • Page 232

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As Listing by School District Le tte Le ub As # Date Superintendent District A D A Authority Amount Date Amount 30 6/17/85 D V Jones Grant Co 2,302.1 * * $1,151.05 31 7/30/85 * Webb Greenup Co 4,065.8 * $2,032.90 32 1/31/90 $866.00 32 6/17/85 Steve Towler Hardin Co 10,315.2 * * $5,157.60 * Harlan Co 2,964.0 * * 33 1/26/90 $1,482.00 33 6/17/85 William Wesley Harlan Indep 1,010.1 * $505.05 34 2/14/90 $235.00 34 6/20/85 Martin Carr Harrison Co 2,697.4 * * $1,348.70 35 2/22/90 $678.00 * Harrodsburg Indep 430.00 * 36 2/22/90 $215.00 35 1/2/85 Wandel Strange Hart Co 2,241.8 * * $1,120.90 37 1/18/90 $530.00 * Henry Co 834.0 * 38 1/19/90 $417.00 36 6/17/85 Ed Wright Hickman Co 935.0 * * $467.50 39 2/14/90 $210.00 37 5/30/85 Phyllis Williamson Jackson Indep 370.6 * * $185.30 40 1/16/90 $74.00 38 6/27/85 Alex Eversole Jenkins Indep 904.5 * * $452.25 41 1/24/90 $209.00 * Jessamine Co 2492.0 * 42 1/25/90 $1,246.00 * Johnson Co 1898.0 * 43 1/25/90 $949.00 39 James Hampton Knox Co 2264.00 * 44 2/16/90 $1,132.00 40 9/7/88 * Laurel Co 7,537.2 * * $3,768.60 45 2/15/90 $1,789.00 41 8/23/85 Robert Prichard Lawrence Co 2,855.0 * * $1,427.50 46 2/22/90 $622.00 42 7/24/85 Elbert Hudson Lee Co 1,442.2 * * $721.10 43 1/2/86 Richard Bowling Leslie Co 3,213.2 * * $1,606.60 47 2/16/90 $686.63 44 10/21/85 Jack Burlich Letcher Co 5,120.1 * * $2,560.05 48 2/22/90 $1,119.00 45 9/14/88 Michael Forman Lewis Co 2,766.1 * * $1,383.05 49 1/17/90 $630.00 * Lincoln Co 1,670.0 * 50 1/18/90 $835.00 46 7/24/85 Harvey Marksberry Logan Co 2,776.7 * * $1,388.35 51 1/22/90 $678.00 47 6/17/85 Jon Draud Ludlow Indep 914.2 * $457.10 52 1/16/90 $210.00 48 10/24/88 * Lyon Co 795.2 * $397.60 53 1/12/90 $185.00 * Magoffin Co 1332.0 * 54 2/9/90 $666.00 49 7/24/85 Felici Felice Mason Co 2,263.3 * * $1,131.65 * Maysville Indep 264.0 * 55 1/10/90 $132.00 50 6/17/85 Eddie Powell McCreary Co 3,517.9 * * $1,758.95 56 1/30/90 $785.00 51 7/15/85 Joseph Anthony McLean Co 1,849.1 * * $924.55 57 1/16/90 $417.00 * Menifee Co 430.0 * 58 1/18/90 $215.00 52 6/17/85 Wilber Giley Metcalf Co 1,588.5 * * $794.25 59 1/17/90 $377.00 53 6/17/85 Frank Chumley Middlesboro Indep 2,208.5 * * $1,104.25 60 1/10/90 $482.00 54 6/17/85 James Graves Monroe Co 2,177.2 * * $1,088.60 61 1/19/90 $476.00 55 12/3/85 Vernon Miniard Monticello Indep 683.9 * * $341.95 62 1/10/90 $178.00 56 9/20/88 Earl Reed Morgan Co 2,260.0 * * $1,130.00 63 1/10/90 $516.00 * Nelson Co 1688.00 * 64 2/22/90 $844.00 * Oldham Co 2,954.0 * $1,477.00 65 1/10/90 57 6/17/85 Carl Banks Owen Co 1,604.9 * * $802.45 66 1/19/90 $394.00 * Paintsville 220.0 * 67 2/15/90 $110.00 56 6/17/85 Clifford Wallace Pendleton Co 2,203.1 * * $1,101.55

Each Child, Every Child • Web Edition • Page 233

LegerEntry Note onNote Letter 3rdAssessment Membership Roll CopyofCheck Stub 1st & 1st 2nd Assessments Listing by School District # Date Superintendent District A D A Authority Amount Date Amount 57 6/5/85 Ronald Jones Pineville Indep 466.9 * * * $233.45 $110.00 * Raceland Indep 414.0 * 68 2/8/90 $207.00 58 9/15/88 John Smith Robertson Co 346.1 * * $173.05 69 1/12/90 $80.00 Charles Parsons Rockcastle Co 1272.0 * 70 2/8/90 $636.00 59 6/17/85 John Brock Rowan Co 3,069.8 * * $1,534.90 71 1/24/90 $671.00 60 10/21/88 * Russell Co 2,365.8 * $1,182.90 72 2/22/90 $570.00 61 6/17/85 James Young Russellville Indep 1,418.0 * * $709.00 73 2/16/90 $325.00 * Science Hill Indep 120.0 * 74 1/10/90 $60.00 62 6/19/85 John Herlihy Scott Co 3,806.1 * * $1,903.05 75 2/16/90 $966.00 63 6/5/85 Michael King Silver Grove Indep 296.3 * * $148.15 76 2/2/90 $57.00 * Simpson Co 1256.00 * 77 2/27/90 $628.00 * Somerset Indep 754.0 * 78 1/19/90 $377.00 * Southgate Indep 78.0 * 79 1/22/90 $39.00 64 7/8/85 L W Mullins Spencer Co 1,177.3 * $588.65 80 2/9/90 $300.00 65 6/17/85 * Todd Co 1,866.1 * $933.05 * Trigg Co 800.0 * 81 1/24/90 $400.00 66 6/25/85 J W Sachleben Trimble Co 1,121.1 * * $560.55 82 1/19/90 $257.00 * Union Co 1352.0 * 83 2/12/90 $676.00 67 6/21/85 Robert Gover Warren Co 8,657.6 * * $4,328.80 * Washington Co 776.0 * 84 1/10/90 $388.00 68 6/21/85 Clarence Bates Wayne Co 2,689.5 * * $1,344.75 85 1/24/90 $609.00 * Webster Co 990.0 * 86 1/18/90 $495.00 69 6/17/85 J B Mountjoy Williamsburg Indep 807.4 * * $403.70 87 1/12/90 $222.00 Williamstown Indep * $126.00 70 11/4/85 Tony Collins Wolfe Co 1,410.8 * * $705.40 88 2/7/90 $313.00 $81,254.90 $44,807.18

Total $126,062.08

Each Child, Every Child • Web Edition • Page 234 Council for Better Education - Bank Statements May 1985 - December 1989

Ending Date Begin Balance Deposits Withdrawals Ending Balance Bank Notes 5/30/85 $0.00 $787.90 $0.00 $787.90 State Bank, Dayton Account Opened 6/30/85 $787.90 $42,089.20 $25,000.00 $17,877.10 State Bank, Dayton 011-455-3 7/30/85 $17,877.10 $36,642.12 $0.00 $54,519.22 State Bank, Dayton 8/31/85 $54,519.22 $1,608.51 $40,000.00 $16,127.73 State Bank, Dayton 9/30/85 $16,127.73 $11,093.95 $17,272.29 $9,949.39 State Bank, Dayton 10/31/85 $9,949.39 $9,793.71 $14,393.21 $5,349.89 State Bank, Dayton 11/30/85 $5,349.89 $872.76 $0.00 $6,222.65 State Bank, Dayton 12/31/85 $6,222.65 $7,722.20 $0.00 $13,944.85 State Bank, Dayton 1/31/86 $13,944.85 $2,942.82 $0.00 $16,887.67 State Bank, Dayton 2/28/86 $16,887.67 $204.30 $0.00 $17,091.97 State Bank, Dayton 3/31/86 $17,091.97 $199.26 $0.00 $17,291.23 State Bank, Dayton 4/30/86 $17,291.23 $72.83 $892.96 $16,471.10 State Bank, Dayton 5/31/86 $16,471.10 $73.44 $0.00 $16,544.54 State Bank, Dayton 6/30/86 $16,544.54 $71.39 $0.00 $16,615.93 State Bank, Dayton 7/31/86 $16,615.93 $72.21 $434.12 $16,254.02 State Bank, Dayton 8/31/86 $16,254.02 $71.15 $1,006.35 $15,318.82 State Bank, Dayton 9/30/86 $15,318.82 $56.27 $9,724.67 $5,650.42 State Bank, Dayton 10/31/86 $5,650.42 $23.99 $0.00 $5,674.41 State Bank, Dayton 11/30/86 $5,674.41 $22.90 $276.39 $5,420.92 State Bank, Dayton 12/31/86 $5,420.92 $23.02 $0.00 $5,443.94 State Bank, Dayton 1/31/87 $5,443.94 $20.03 $1,250.00 $4,213.97 State Bank, Dayton 2/28/87 $4,213.97 $16.16 $0.00 $4,230.13 State Bank, Dayton 3/31/87 $4,230.13 $17.96 $0.00 $4,248.09 State Bank, Dayton 4/30/87 $4,248.09 $16.56 $312.00 $3,952.65 State Bank, Dayton 5/31/87 $3,952.65 $16.26 $1,268.12 $2,700.79 State Bank, Dayton 6/30/87 $2,700.79 $11.09 $0.00 $2,711.88 State Bank, Dayton 7/31/87 $2,711.88 $3.29 $2,500.00 $215.17 State Bank, Dayton 8/31/87 $215.17 $0.91 $0.00 $216.08 State Bank, Dayton 9/30/87 $216.08 $3,074.67 $0.00 $3,290.75 State Bank, Dayton 10/31/87 $3,290.75 $6,927.84 $4,605.02 $5,613.57 State Bank, Dayton 11/30/87 $5,613.57 $20.43 $1,169.00 $4,465.00 State Bank, Dayton 12/31/87 $4,465.00 $13.56 $1,470.80 $3,007.76 State Bank, Dayton 1/31/88 $3,007.76 $12.73 $0.00 $3,020.49 State Bank, Dayton 2/29/88 $3,020.49 $11.96 $0.00 $3,032.45 State Bank, Dayton

Each Child, Every Child • Web Edition • Page 235 Ending Date Begin Balance Deposits Withdrawals Ending Balance Bank Notes 3/31/88 $3,032.45 $12.84 $0.00 $3,045.29 State Bank, Dayton 4/30/88 $3,045.29 $12.48 $0.00 $3,057.77 State Bank, Dayton 5/31/88 $3,057.77 $12.94 $0.00 $3,070.71 State Bank, Dayton 6/30/88 $3,070.71 $12.58 $0.00 $3,083.29 State Bank, Dayton 7/31/88 $3,083.29 $11.69 $417.01 $2,677.97 State Bank, Dayton Account Closed 8/31/88 $0.00 $18,307.73 $0.00 $18,307.73 First Natl, Georgetown Account Opened 9/30/88 $18,307.73 $2,324.30 $7.25 $20,624.78 First Natl, Georgetown 41505174001 10/31/88 $20,624.78 $7,513.53 $16,052.71 $12,085.60 First Natl, Georgetown 11/30/88 $12,085.60 $52.91 $0.00 $12,138.51 First Natl, Georgetown 12/31/88 $12,138.51 $55.16 $0.00 $12,193.67 First Natl, Georgetown 1/31/89 $12,193.67 $55.40 $0.00 $12,249.07 First Natl, Georgetown 2/31/89 $12,249.07 $49.43 $400.00 $11,898.50 First Natl, Georgetown 3/31/89 $11,898.50 $59.36 $0.00 $11,957.86 First Natl, Georgetown 4/30/89 $11,957.86 $50.50 $0.00 $12,008.36 First Natl, Georgetown 5/31/89 $12,008.36 $53.92 $0.00 $12,062.28 First Natl, Georgetown 6/30/89 $12,062.28 $51.87 $0.00 $12,114.15 First Natl, Georgetown 7/31/89 $12,114.15 $30.52 $8,527.14 $3,617.53 First Natl, Georgetown 8/31/89 $3,617.53 $14.90 $0.00 $3,632.43 First Natl, Georgetown 9/29/89 $3,632.43 $14.96 $0.00 $3,647.39 First Natl, Georgetown 10/31/89 $0.00 First Natl, Georgetown Statement Unavailable 11/30/89 $0.00 First Natl, Georgetown Statement Unavailable 12/29/89 $3,676.53 $12.76 $841.50 $2,847.79 First Natl, Georgetown $153,317.16 $147,820.54

Note: This is a rough accounting taken from scattered Council for Better Education records. It is not an audited accounting and is not intended to be a definitive explanation of financial activity. It does not take into account, for example, interest from investments, such as certificates of deposit. This should be thought of as a "ballpark" estimate of Council financial activity. It's intent is to show, in a general fashion, the kinds of expenditures the Council made in order to conduct their activities.

Each Child, Every Child • Web Edition • Page 236 Council for Better Education - Partial List of Expenses From Council Files

Line Inclusive Dates To Amount For Notes 1 9/3 - 9/5/84 Kern Alexander $918.40 Travel expenses from Florida 1 Twelve hours of meetings in Kentucky @ $40/hr 2 12/3 - 12/6 1984 Kern Alexander $1,071.55 Travel expenses from Florida 2 Twelve hours of meetings in Kentucky @ $40/hr 3 3/1 - 3/4 1985 Kern Alexander $942.42 Travel expenses from Florida 3 23 hours of meetings in Kentucky @ $40/hr 4 5/3 - 5/10 1985 Kern Alexander $2,316.91 Travel expenses from Florida 4 43 hours of meetings in Kentucky @ $40/hr 5 5/26 - 5/31 1985 Kern Alexander $2,654.41 Travel expenses from Florida 5 45.5 hours of meetings in Kentucky @ $40/hr 6 8/20/84 - 8/12/1985 Ted Lavitt $9,368.60 Travel, Research, Phone, Legal 6 Correspondence and legal drafts Combs 53.7 hrs @ $175, T. Lewis @$140, Dawahare 7 9/26/85 W. T. & Combs $14,393.21 Legal Services 7 @ $65, others 8 4/1/86 Arnold Guess $673.00 Travel, Phone 8 Travel to various in-state meetings 9 6/3 - 6/3/1986 Richard Salmon $434.12 Travel from Blacksburg 9 Data collection, case preparation 10 6/12 - 6/13 1986 Richard Salmon $206.35 Travel from Blacksburg 10 Data collection, case preparation 11 9/1 1985 - 7/31 1986 W. T. & Combs $9,724.67 Legal Services 11 Dawahare 80.25 @ $75, Also Cockrum & Abrams 12 9/25 - 9/26 1986 Richard Salmon $276.39 Travel from Blacksburg 12 Data collection, case preparation 13 12/1/86 Richard Salmon $1,250.00 Consultant fee 13 Case Preparation 14 4/1/87 Richard Salmon $312.00 Travel from Blacksburg 14 Meeting in Lexington 15 5/18/87 Kern Alexander $896.20 Travel, Consultant fee from 1985 15 Meeting in Lexington, 8 hrs @ $40/hr - billed late 16 6/10/87 Richard Salmon $2,500.00 Consultant fee 16 10 days @ $250/day Travel from Blacksburg, 17 8/5 & 9/7 1987 Richard Salmon $3,070.00 consultant 17 7 days @ $250/day 18 9/15 1987 Roy Truby $560.32 Travel from S. Carolina 18 testimony Travel from Blacksburg, 19 9/21 - 9/23 1987 Richard Salmon $877.20 consultant 19 1.5 days @ $250/day 20 8/5/87 Sandy Harding $604.80 Court Reporter 20 Transcription 21 8/7 - 9/8 1987 Sandy Harding $974.40 Court Reporter 21 Transcription 22 8/6/87 Sandy Harding $121.80 Court Reporter 22 Transcription 23 8/4 1987 Sandy Harding $442.40 Court Reporter 23 Transcription 24 8/8 1987 Sandy Harding $593.60 Court Reporter 24 Transcription 25 8/10/88 Dayton BOE $401.11 Postage 25 Reimbursement 26 8/17/88 Jack Moreland $543.60 Meeting rooms 26 Rental of Hotel rooms 27 10/4/88 W. T. & Combs $15,000.00 Legal Services 27 Case Preparation 28 11/21/88 Blenko Glass Co $400.00 Blown Glass "Special Piece" 28 Gift for Combs 29 6/26/89 W. T. & Combs $8,518.15 Legal Services 29 Case Preparation 30 2/6/90 W. T. & Combs $25,095.64 Legal Services 30 Case Preparation 31 11/19 1989 Kern Alexander $808.14 Travel from Blacksburg 31 Meeting in Frankfort 32 11/27/89 Jack Moreland $33.36 Meeting Expense 32 Meeting in Frankfort

Each Child, Every Child • Web Edition • Page 237 Line Inclusive Dates To Amount For Notes 33 11/27/89 Audons Florist $56.00 Flowers for Guess 33 Illness Travel from Blacksburg, 34 12/14 - 12/15 1989 Kern Alexander $2,304.79 consultant 34 18 hours @ $60/hour $108,343.54

Note: This is a rough accounting taken from scattered Council for Better Education records. It is not an audited accounting and is not intended to be a definitive explanation of financial activity. It does not take into account, for example, interest from investments, such as certificates of deposit. This should be thought of as a "ballpark" estimate of Council financial activity. It's intent is to show, in a general fashion, the kinds of expenditures the Council made in order to conduct their activities.

Each Child, Every Child • Web Edition • Page 238 PRIMARY SOURCES

Babbage, Bob. Interview by Bill McCann, Jr. Tape Recording. Oral History Collection, University of Kentucky, Lexington, Kentucky, 20 December 1990.

Binion, Eugene. Interview by Bill McCann, Jr. Tape Recording. Oral History Collection, University of Kentucky, Lexington, Kentucky, 20 June 1990.

Blandford, Don. Interview by Bill McCann, Jr. Tape Recording. Oral History Collection, University of Kentucky, Lexington, Kentucky, 5 September 1990.

Brock, John. Interview by Bill McCann, Jr. Tape Recording. Oral History Collection, University of Kentucky, Lexington, Kentucky, 9 November 1989.

Carroll, John Sawyer. Interview by Bill McCann, Jr. Tape Recording. Oral History Collection, University of Kentucky, 23 May 1990.

Collins, Tony. Interview by Bill McCann, Jr. Tape Recording. Oral History Collection, University of Kentucky, Lexington, Kentucky, 28 February 1990.

Combs, Bert. Interview by the author. Tape Recording. Oral History Collection, University of Kentucky, Lexington, Kentucky, 18 July 1990.

Combs, Bert. Interview by the author. Tape Recording. Oral History Collection, University of Kentucky, Lexington, Kentucky, 25 July 1990.

Corns, Raymond. Interview by the author. Tape Recording. Oral History Collection, University of Kentucky, Lexington, Kentucky, 29 May 1990.

Corns, Raymond. Interview by the author. Tape Recording. Oral History Collection, University of Kentucky, Lexington, Kentucky, 19 July 1990.

Corn’s Ruling: An Appeal. Videocassettes. 2 hrs. Kentucky Educational Television, Lexington, Kentucky, 7 December 1988.

Council for Better Education. Testimonial Banquet Honoring Bert Combs. Tape Recording. Author’s Collection, 10 August 1990.

Dawahare, Debra. Interview by the author. Tape Recording. Oral History Collection, University of Kentucky, Lexington, Kentucky, 7 January 1990.

Dove, Edward. Interview by the author. Tape Recording. Lexington, Kentucky. Author's Collection, 20 July 2001.

Forgy, Larry. Address made to the Kentucky Association of School Superintendents. Tape Recording. Author’s collection. Winter, 1988.

Guess, Arnold. Interview by the author. Tape Recording. Oral History Collection, University of Kentucky, Lexington, Kentucky, 10 May 1990.

Hatfield, Frank. Interview by the author. Tape Recording. Oral History Collection, University of Kentucky, Lexington, Kentucky, 5 April 1989.

Jones, Carolyn Witt, Interview by the author. Tape Recording. Oral History Collection, University of Kentucky, Lexington, Kentucky, 26 June 2001.

Kay, Steve. Interview by the author. Tape Recording. Oral History Collection, University of Kentucky, Lexington, Kentucky, July 3, 2001.

Lavit, Ted. Interview by Bill McCann, Jr. Tape Recording. Oral History Collection, University of Kentucky, Lexington, Kentucky, 9 June 1994.

Each Child, Every Child • Web Edition • Page 239

McDonald, Alice. Interview by Bill McCann, Jr. Tape Recording. Oral History Collection, University of Kentucky, Lexington, Kentucky, 3 December 1990.

Melton James. Interview by the author. Tape Recording. Oral History Collection, University of Kentucky, Lexington, Kentucky, 17 July 1990.

Melton. James. Interview by Bill McCann, Jr. Tape Recording. Oral History Collection, University of Kentucky, Lexington, Kentucky. 25 June 1990.

Moreland, Jack. Interview by the author. Tape Recording. Oral History Collection, University of Kentucky, Lexington, Kentucky, 21 April 1989.

Moreland, Jack. Interview by the author. Tape Recording. Oral History Collection, University of Kentucky, Lexington, Kentucky, 3 April 1990.

Moreland, Jack. Interview by the author. Tape Recording. Oral History Collection, University of Kentucky, Lexington, Kentucky, 15 July 1993.

Moubray, Ronald. Interview by Bill McCann, Jr. Tape Recording. Oral History Collection, University of Kentucky, Lexington, Kentucky, 9 November1990.

Scent, William. Interview by Bill McCann, Jr. Tape Recording. Oral History Collection, University of Kentucky, Lexington, Kentucky, 19 June 1990.

Sexton, Robert F. Interview by Catherine Fosl. Tape Recording. Oral History Collection, University of Kentucky, Lexington, Kentucky, 19 January 2000.

Sexton, Robert F. Interview by Bill McCann, Jr. Tape Recording. Oral History Collection, University of Kentucky, Lexington, Kentucky, 4 May 2000.

Sexton, Robert F. Interview by Catherine Fosl. Tape Recording. Oral History Collection, University of Kentucky, Lexington, Kentucky, 10 October 2000.

Sexton, Robert F. Interview by Bill McCann, Jr. Tape Recording. Oral History Collection, University of Kentucky, Lexington, Kentucky, 20 October 2000.

Stephens, Robert F. Interview by Bill McCann, Jr. Tape Recording. Oral History Collection, University of Kentucky, Lexington, Kentucky, 8 April 1983.

Stephens, Robert F. Interview by Bob Sexton and Debra Dawahare. Tape Recording. Prichard Committee Collection, Lexington, Kentucky, 15 December 2001.

Rose, John “Eck”. Interview by Bill McCann, Jr. Tape Recording. Oral History Collection, University of Kentucky, Lexington, Kentucky, 10 October 1990.

Towler, Steve. Interview by the author. Tape Recording. Oral History Collection, University of Kentucky, Lexington, Kentucky, 16 July 1990.

Wright, Joe. Interview by Bill McCann, Jr. Tape Recording. Oral History Collection, University of Kentucky, Lexington, Kentucky, 12 September 1990.

Young, James. Interview by the author. Tape Recording. Oral History Collection, University of Kentucky, Lexington, Kentucky, 27 July 1993.

Each Child, Every Child • Web Edition • Page 240 Council Documents

Date Item From To/Title Note 4/12/84 Memo Arnold Guess Selected Superintendents Initial Invitation to form Council Undated Statement Council Public Undated Memo Council Local Superintendents Apr - June 84 Phone Log Frank Hatfield Private Laurel True, Mike Maloney, Combs1 5/14/84 Memo Steering Comm Selected Superintendents Recruitment, Report on first meeting 6/19/84 Memo Steering Comm Kentucky Gen Assembly ...anticipated action is without malice 6/19/84 Memo Steering Comm Local Superintendents Call to action 6/25/84 Memo Nelson Allen Hatfield, Eversole & Moreland Invitation to discuss suit 2 7/9/84 Agenda Int Joint Comm Public 7/27/84 Memo Steering Comm Local Superintendents Progress, position paper, identifying plaintiffs 8/ 8,1984 Letter Tony Collins Frank Hatfiled Contacts with Alice McDonald 8/23/84 Memo Steering Comm Local Superintendents Announce meeting in Lville Sept 4 at 10AM Ramada Inn 8/28,1984 Memo Steering Comm Local Superintendents Combs will attend meeting, Al Smith Gov's Comm on Edu also 9/21/84 Memo Stering Comm Local Superintendents Progress Report, Review of Sept 4 meeting 10/9/84 Memo Steering Comm Local Superintendents Combs mtg 10/3/84 - W T & Combs Agrees to represent 11/13/84 Memo Steering Comm Local Superintendents Mtg in Lville 4:30PM Dec 3, 84 with Combs & Alexander 12/12/84 Letter Frank Hatfield David Armstrong Attny Gen Requests opinion on use of school funds for suit 1/17/85 Memo Steering Comm Local Superintendents Announce Equity Seminar @ KSBA mtg 1/27/85 4/25/85 Memo Steering Comm Council Membership 66 BOEs resolved to join. Mtg May 8 85 in Frankfort. 3 5/8/85 Minutes Bd of Directors Council Membership Hatfield, Pres & Chair; Towler, V Chair, Moreland, Sec/Tres 5/8/85 Document Ted Lavit Council Membership Articles of Incorporation 5/9/85 Letter John Brock Frank Hatfield 5/14/85 Letter Ted Lavit Frank Hatfield Distribution of Articles of incorporation, tax exempt application 5/21/85 Memo Frank Hatfield Board of Directors Call meeting for May 30 in Lexington 5/28/95 Draft Bert Combs Franklin Circuit Court Draft Complaint 5/31/85 Letter G. C .Garland Jack Moreland Requesting legal opinion on legality of use of school funds 6/1/85 Letter Ted Lavit Frank Hatfield Correction to Articles of Incorporation 6/5/85 Letter W. T. Combs Arnold Guess Legal authority for use of school funds for suit 6/19/85 Letter Jack Moreland Debra Dawahare Affidavits from three plaintiff parents 7/2/85 Opinion David Armstrong Frank Hatfield OAG 85-100 7/11/85 Letter Bob Gover Frank Hatfield Warren Co. rescinds action requests withdrawal 7/17/85 Letter Jack Moreland Council Membership OAG 85-100 supports use of school funds 7/25/85 Letter Frank Hatfield Gov Martha Layne Collins Concerns with Power Equalization funding 7/30/85 Letter Jack Moreland Board of Directors Call Mtg for August 12

Each Child, Every Child • Web Edition • Page 241 Date Item From To Note 8/9/85 Draft Bert Combs Franklin Circuit Court Draft Complaint, Revised - 85-CI-1759 8/28/85 Letter Ted Lavit Frank Hatfield "I hope that we have not lost our fervor…" 8/31/85 Financial Jack Moreland Council Membership Reciepts from 49 schools = $54,365 Purchased $40,000 CD 9/3/85 Letter Kern Alexander Frank Hatfield Analysis of impact of 1985 special session 9/5/85 Letters Jack Moreland Lavit, Dawahare, Alexander Suit ready for filing, procede on assignment basis 9/16/85 Memo Executive Comm Council Membership Time table: 1) file now Or, 2) wait until after '86 session 9/16/85 Letter Frank Hatfield Jack Moreland Suggests meeting after survey results are obtained 10/21/85 Letter Jack Moreland Board of Directors Poll "less than overwhelming" Mtg called for Nov 8 Sept - Oct 85 Poll Results Members Executive Committee For Option 1 = 10; For Option 2 = 12 10/30/85 Report Jack Moreland Council Membership Financial Report: Income $89,977.34, Expense $84,665.50 11/8/85 Minutes Jack Moreland Council Membership Decision to file suit 12/19/85 Statement Council Public Rationale for suit 11/19/85 Statement Council Public Why this action at this time? 11/26/85 Letter Charles Parsons Jack Moreland Inability to pay dues at the time 12/11/85 Letter Jack Moreland Charles Parsons Send money when possible 1/27/86 Memo Executive Comm Local Superintendents Urging action to oppose SB 102 1/31/86 Answer Gary Bale Franklin Circuit Court McDonald's Answer to Complaint 2/19/86 Minutes Executive Comm Council Membership Progress Report, copy of SB 102 4 2/25/86 Letter Roger Noe Frank Hatfiled Acknowleges Hatfield's opposition to SB 102 2/26/86 Letter Ted Lavit Roger Noe Opposes SB 102 3/12/86 Letter Steve Towler Frank Hatfiled Resignation as Vice Chair 3/12/86 Note Steve Towler Frank Hatfield Note to keep him on the mailing list 4/18/86 Request Wm Scent Franklin Circuit Court Defendant's First Request fo Admissions 4/18/86 Letter Bert Combs Ray Corns Re: defects of parties & whether plaintiffs have standing 6/30/86 Order Ray Corns Parties to suit Order denying Defense Motion for Summary Judgment 9/11/86 Letter Debra Dawahare Jack Moreland Up date on Pre trial hearing 5 9/15/86 Memo Jack Moreland Council Membership update on suit 12/2/86 Letter Jack Moreland Bert Combs Potential witnesses 5/18/87 Letter Frank Hatfield Jack Moreland Plan to meet during KASA 5/19/87 Letter Ted Lavit Frank Hatfield Update on depositions (Salmon 5/18) and evidence 5/26/87 Letter Frank Hatfield Ted Lavit Evidence from Wolfe, Jenkins and Ft. Thomas 6/4/87 Letter Debra Dawahare Frank Hatfield Notice of deposition, June 10 7/28/87 Memo Robert Elder Gary Bale, KDE Legal Courses offered in twelve high schools across state 7/30/87 Memo Jack Moreland Council Membership Progress Report, New Officers Moreland, Binion & Martin Carr 7/31/87 Report Jack Moreland Council Membership Financial Report: Balance $24,590.71 8/6/87 Memo Robert Elder Gary Bale, KDE Legal Courses offered in three high schools across state

Each Child, Every Child • Web Edition • Page 242 Date Item From To Note 8/11/87 Opinion Courier Journal Candor From Alexander 9/11/86 Letter Debra Dawahare Jack Moreland Pre-trail June 2 Corns says Ky Bd of Edu indispensible parties 5 10/8/87 Letter Kern Alexander Jack Moreland Reviews testimony 7 12/11/87 Memo Wm DeBruler Personnel Board Preliminary Report on allegations against Alice McDonald 3/9/88 Brief Phil Shepard Franklin Circuit Court Brief of Amici Curiae from the Prichard Committee 3/9/88 Brief Debra Dawahare Franklin Circuit Court Plaintiff's Reply Brief 3/11/88 Letter Debra Dawahare Jack Moreland Briefs completed, Oral Arguments set for April 5 1988 3/28/88 Letter Debra Dawahare Hatfield, Guess, Moreland Order to Substitute, Oral Arguments delayed until April 18 5/31/88 Finding Ray Corns Parties to suit Findings of Fact and Conclusions of Law and Judgment 6/2/88 Letter Jack Moreland Council Membership We Won! Corns to appoint a committee 8 6/16/88 Letter Kern Alexander Friends of Ky Education Announces Committee Meetings 9 6/24/88 Statement Rose & Blandford Public Joint Statement from Eck Rose and Don Blandford 10 6/28/88 Letter Jack Moreland Council Membership Meeting called to discuss litigation strategy, July 6 in Lexington 7/19/88 Poll Jack Moreland Council Non-Members Recruitment 8/6/88 Minutes Jack Moreland Council Membership Reported the probability that all 66 districts would be audited 11 8/11/88 Note Steve Towler * Council committee draft of points to be made to Corns 8/17/88 Agenda Jack Moreland Council Membership Jack Foster, Position Paper 8/17/88 Minutes Jack Moreland Council Membership Mtg With Wilkinson, Committee formed to write position paper 8/23/88 Letter Steve Towler Jack Moreland Revised Draft 8/26/88 Letter Jack Moreland Bert Combs Forward of Draft Position Paper for Corns 8/29/88 Letter Jack Moreland Selected Superintendents Recruitment to Council at $ .50/child in ADA * Memo Bob Babbage Superintendents, Brock LRC-Babbage to audit schools - seeks suggestions. 12 9/22/88 Letter Jack Moreland Bob Babbage Cites position paper, guidelines for accountability measures 9/26/88 Memo John Brock Local Superintendents Franklin County Curcuit Court Select Committee Report 10/14/88 Document Sec of State Council for Better Edu Reinstatement of corporate charter 7/12/89 Letter Roger Noe Frank Hatfield Copy of Noe's Position Paper for the Task Force on Education 7/17/89 Text Larry Forgy KASA Spech to KASA: Perspective on Rose v. Council 8/14/89 Letter Tom Willis Jack Moreland Receipt of summary of funding provided to the Council 10/30/89 Memo Jack Moreland Board of Directors Propose Council group to provide info to the Task Force 11/20/89 Memo Jack Moreland Council Membership Synopsis on Nov 10 meeting. 13 12/13/89 Memo Jack Moreland Local Superintendents Sends copy of Position Paper 12/27/89 Memo John Augenblick Task Force on Edu Reform Preliminary recommendations on new financing structure 1/4/90 Memo Jack Moreland Local Superintendents Recruitment, second assessment of $.25/child in ADA 1/4/90 Letter Wm Armstrong Jack Moreland Critique of Council's position paper 1/4/90 Resolution In House HJR 25 Resolution to restore Council dues to local school districts 1/22/90 Letter Smitty Taylor Jack Moreland Thanks for position paper

Each Child, Every Child • Web Edition • Page 243 Date Item From To Note 1/26/90 Letter John Harper John Herlihy Suggests Council encourage reps to support HJR 25 1/26/90 Letter David McAnelly Jack Moreland Assures Task Force has not strayed from equity or adequacy 1/30/90 Letter Jack Moreland Rep John Harper Thanks for HJR 25 2/7/90 Letter Jack Foster Jack Moreland Denies Task Force has strayed from equity and adequacy 1/8/93 Letter Jim Young Thomas Boysen Concern over KDE adjustments may violate court ruling 1/25/93 Letter Randy Kimbrough Jim Young Defends KDE adjustments 3/8/93 Letter Jack Moreland Council Membership Hold Harmless' in SEEK formula 3/23/93 Letter Robert Wagoner Jack Moreland Thanks for meeting 7/2/93 Letter Jack Moreland Debra Dawahare Suggests reestablishing relationship to address adequacy 14 7/8/93 Letter Debra Dawahare Jack Moreland Willing to represent, reduced rate. Suggests meeting. Notes 1 April 4th Call from Laurel True; May 25 met with Mike Maloney; May 30 met with Bert Combs; June 1 met with Al Smith; June 11 met with KEA leadership

2 Meeting was held July 9, 1984 at 10 AM with the committee. Governor and Superintendent also invited.

3 The sixty-six district count that the Council used repeatedly represents the number of districts that passed resolutions to join the Council. Reports were given by Combs, Dr. Tom Lewis, Kern Alexander and Ted Lavit. A board of Directors was elected. Bylaws were adopted. The written complaint was in development, "which we anticipate will be filed in state and federal court."

4 Lavit and Dawahare report suit has been filed, assigned to Ray Corns. Corns has not recused himself. Defendants challenge those nemed in suit. Combs urged keeping SB 102 in committee. Towler reports concerns from Prather. Richard Salmon replaces Alexander as primary consultant.

Notes Continued 5 Corns rules plaintiffs have standing, state board of education in indespensible party, gave plaintiffs until June 12 to file amended complaint. Amended Complaint has been filed. Legal staff reviewed cases from other states to clarify strategy and reviewed course offerings in Ky schools. Meeting scheduled for Sept 26 with Arnold Guess, Richard Salmon and Kern Alexander to discuss strategy for depositions and evidence.

6 Article reviews testimony from several witnesses. Alexander cites "enclaves of wealth" within the system.Guess advocates $.45 local tax rate and bolstering Power Equalization. Both argue that the legislature has not lived up to its duty to provide an efficient system. John Brock testified state had fallen short of its obligation and blamed HB 44. Said he wouldn't defend the suit if made state Superintendent. Former W.Va Superintendent, Roy Truby, testified about improvements after their suit was won.

7 Alexander defined "efficient" as a term of art including at least four aspects: 1) 'unity,' meaning one comprehensive system 2) 'uniformity,' meaning evenness 3) 'adequacy' and 4) 'utility' meaning not wasteful.

Each Child, Every Child • Web Edition • Page 244

8 Moreland reports a balance of $18,318.37 without W. T. Combs bill paid. May need another assessment. As result of the action Dayton's Power Equalization funds went from 140,000 in 1984 to $328,000 at a cost of $700 to Dayton. Appeal will go directly to Supreme Court.

9 Members included Alexander, Chair, and John Brock, James Melton, Larry Forgy and Sylvisa Watson. Public Hearings: Covington July 5, Frankfort July 6, London July 11, Madisonville July 12 and Louisville July 13.

10 Call Corns' Decision "cause of great concern." "We have directed our attorney to proceed with whatever steps are necessary to secure a reversal of theis decision, which we consider to present very critical and troubling constitutional problens relating to separation of powers." Statement also claims that the decision lacks specifics but implies an "unlimited rise in property taxation." They hint that the court will eliminate local school districts saying, "no other conclusion can be drawn but that the court is contemplating one school system for all of Kentucky." They say they will not appear before the Committee. Call for State Auditor to conduct a review of "mismanagement and waste."

11 Alexander commented that the Governor is supportive of the Council's effort. Combs noted the need for another assessment. Warned members not to do anything that might give the opposition ammunition to use regarding "bad management." New officers elected: Moreland, President; Binion, Vice President; Jack Herlihy, Secretary/Treasurer. Jack Foster requested a meeting with the group Aug 17.

12 Babbage's letter does not use the word "audit." Says, "The Legislative Research Commission has directed me to produce recommendations on how to better use education funds. These ideas will be considered in the 1990 legislative session. I have accepted the assignment as provided under state law."

13 34 Members met Nov 10 in Frankfort. The following spoke on the Supreme Court ruling: Bert Combs, Larry Forgy, Kern Alexander, Jim Melton, Frank Hatfield and Alex Eversole. Group encouraged to hold together - maintain momentum. Moreland reported cost of suit to date $82.062.99. Alexander employed to create an expanded position paper for Task Force. Towler acknowleges Arnold Guess's illnes. The group sends flowers. Bert Combs suggested a formal chronology to document the events of the historic lawsuit. Notes Continued

14 "SEEK enforced equity, and although not fully funded went a long way toward accomplishing that equity. In 1992, further strides were made toward equity with the near full funding of the Tier I component of SEEK. During the 1992 session a caveat was added to the funding process which guaranteed or held harmless approximately seventeen school districts. These were schools at the top...and ensured that leveling down would not occur. In the first year of the biennium this required some twenty million dollars to be transferred from poor districts to more affluent districts to support the guarantee. In the second year of the biennium the guarantee called for some twelve milion dollars going from poor to rich. At the same time the hold harmless deducations are occuring…Governor…[anticipates] 2% cuts across the board." Moreland fears that cuts would be applied to poor districts - but not affluent. Asks Dawahare to consider re-establishing relationship. "Since adequacy was so much a part of the Rose v. Council for Better Education ruling, should not someone be defining adequacy and working toward same?"

Each Child, Every Child • Web Edition • Page 245 Table of Cases

Case Citation State Year Plessy v. Ferguson35 163 U.S. 537, 163 U.S. 537 Louisiana 1896 Cummings v Board of Education36 175 U. S. 528 Georgia 1899 Berea College v. Commonwealth of Kentucky37 211 U. S. 45 Kentucky 1908 Brown v. Board of Education (Brown I)38 347 U.S. 483 (Brown I) Virginia 1954 Brown v. Board of Education (Brown II)39 349 U.S. 294 Virginia 1955 Green v. County School Board40 391 U. S. 430 Virginia 1968 First Wave Cases McInnis v. Shapiro41 293 F. Supp. 327 Illinois 1968 Burrus v. Wilkerson42 310 F. Supp 572 aff’d per curium, 397 U S 44, (1970) Virginia 1969 Serrano v. Priest (Serrano I)43 5 Cal. 3d 584, 487 P.2d 1241 California 1971 Van Dusartz v. Hatfield 334 F. Supp. 870 Minnesota 1971 Yoder v. Wisconsin44 406 U. S. 205 Wisconsin 1972 Blasé v. State 55 Ill. 2d 94, 302 N.E. 2d 46 Illinois 1973 Keyes v. School district No. 145 413 U. S. 189 Colorado 1973 Milliken v. Green 390 Mich. 389, 212 N. W. 2d 711 Michigan 1973

35 The Supreme Court ruled that distinctions based on race violated neither the Thirteenth nor Fourteenth Amendment, two of the Civil War amendments passed to abolish slavery and secure the legal rights of the former slaves. Although the phrase "separate but equal" cannot be found in the court’s ruling, its effect was to legally enforce segregation. 36 The Augusta Board of Education wanted to provide a high school for whites but no school for blacks. The Supreme Court refused to intervene. 37 Berea College was admitting black and white students in violation of the Day Law. The U. S. Supreme Court upheld Kentucky's action. 38 The U. S. Supreme Court declared that constitutional and statutory provisions requiring racial segregation in schools were unconstitutional. 39 The U. S. Supreme Court ordered school boards operating dual school systems, part "white" and part "Negro," to "effectuate a transition to a racially nondiscriminatory school system. 40 Despite the ruling in Brown v. Board of Education in 1954, miniscule progress was being made toward integration, particularly in the south. The U. S. Supreme Court in Green ordered that desegregation plans had to have the promise “realistically to work now.” This combined with the 1964 Civil Rights Act made the loss of federal funds a credible threat and desegregation plans began to be implemented on a large scale. In the 1963-64 school year barely 1% of black children attended school with white children. By 1972 that percentage had grown to better than 75%. 41 In McInnis, the first fiscal equalization case to make it all the way to the U S Supreme Court, plaintiffs argued funds should be distributed based on educational needs. But they were unable to help the court devise “discoverable and manageable standards” by which the court could determine when the Constitution is satisfied and when it is violated. This foreshadows the Supreme Court’s difficulty in Rodriguez later. 42 Plaintiffs claimed that Virginia’s system of school finance violated the 14th amendment of the U S constitution. The federal district court found no means to “tailor the public moneys to fit the varying needs of these students throughout the state.” 43 Serrano was the first major school case to be filed in a state rather than federal court. It was also the first time a state system of school finance was found to be unconstitutional. The state court found that the state system of funding violated the federal equal protection clauses of both the state and federal constitutions. Compulsory attendance was used as partial rationale supporting education as a fundamental right. The court’s finding was ruled invalid by Rodriquez. 44 The U.S. Supreme Court analyzed in detail the purposes of compulsory education. The court accepted a two-fold justification, i.e. “to participate effectively and intelligently in our open political system,” and the preparation “to be self-reliant and self-sufficient participants in society.” 45 The U. S. Supreme Court ruled that the mandate in Brown did not require desegregation of school systems where the segregation was de facto due to housing patterns rather than intentional state actions.

Each Child, Every Child • Web Edition • Page 246 Case Citation State Year San Antonio Independent School district v. Rodriquez46 411 U. S. 1 Texas 1973 Second Wave Cases Robinson v. Cahill (Robinson I)47 62 N .J. 473, 303 A.2d 273 New Jersey 1973 Shofstall v. Hollins 110 Ariz. 88, 515 P.2d 590 Arizona 1973 Northshore School district No. 417 v. Kinnear 84 Wash. 2d 685, 530 P. 2d 178 Washington 1974 State ex. rel. Woodahl v. Straub48 161 Mont. 141, 520 P.2d 776 Montana 1974 Hootch v. Alaska State Operated School System 536 P.2d 793 Alaska 1975 Thompson v. Engelking 96 Idaho 793, 537 P.2d 635 Idaho 1975 Buse v. Smith49 74 Wis. 2d 550, 247 N. W. 2d 141 Wisconsin 1976 Knowles v. State Board of Education 219 Kan. 271, 547 P.2d 699 Kansas 1976 Olsen v. State ex. rel. Johnson 276 Ore. 9, 554 P. 2d 139 Oregon 1976 Serrano v. Priest (Serrano II)50 18 Cal. 3d 728, 557 P.2d 929 California 1976 Clowes v. Serrano (Serrano II) 432 U.S. 907 California 1977 Horton v. Meskill (Horton I)51 172 Conn. 615, 376 A.2d 359 Connecticut 1977 Milliken v. Bradley52 433 U.S. 267, 287 Michigan 1977 Seattle School District No. 1 v. State of Washington53 90 Wash. 2d 476, 585 P.2d 71 Washington 1978 Board of Education v. Walter 58 Ohio St. 2d 368, 390 N. E. 2d 813 Ohio 1979 Danson v. Casey 484 Pa. 415, 399 A.2d 360 Pennsylvania 1979 Pauley v. Bailey54 255 S. E. 2d 859 West Virginia 1979 Pauley v. Kelly 162 W. Va. 672, 225 S. E. 2d 859 West Virginia 1979 Washakie County School district No. 1 v. Herschler55 606 P.2d 310 Wyoming 1980 Board of Education Levittown Union Free School District v. Nyquist 57 N. Y. 2d 127, 439 N.E. 2d 359 New York 1982 Lujan v. Colorado State Board of Education 649 P.2d 1005 Colorado 1982 McDaniel v. Thomas 248 Ga. 632, 285 S. E. 2d 156 Georgia 1982 Dupree V. Alma School District No. 30 of Crawford County56 279 Ark 340, 651 S. W. 2d 90 Arkansas 1983 Hornbeck v. Somerset County Board of Education 295 Md. 597, 458 A.2d 758 Maryland 1983

46 The U. S. Supreme Court effectively precluded plaintiffs from using the equal protection clause of the U. S. Constitution finding that education was not a fundamental right. The court also noted that the equal protection clause applies to individuals, not governmental entities. 47 The state court ruled the school funding system unconstitutional based on the education clause in the state constitution. 48 The court found that a modest equalization scheme was constitutional. 49 The court declared unconstitutional a highly progressive funding mechanism that re-distributed tax revenues across districts. 50 California Supreme Court determined that education was a fundamental right protected by the state constitution. 51 The Connecticut Supreme Court determined that the “degree of support given to education by the legislature” contributed to a ruling that education was a fundamental right. 52 The U. S. Supreme Court held that predominantly white suburbs would not be required to participate in metropolitan area desegregation schemes absent evidence of past of past discrimination against minority students. 53 The state court ruled the school funding system unconstitutional based on the education clause in the state constitution. 54 The West Virginia court relied on the “explicitly or implicitly guaranteed” test of Rodriquez in finding that the state constitution’s clause calling for a “thorough and efficient system of free schools” was sufficient to find that education is a fundamental right. 55 The Wyoming court determined that the emphasis placed on education in the state constitution led to the determination that education was a fundamental right. 56 The rational basis test was used by the Arkansas court to overturn the school funding scheme.

Each Child, Every Child • Web Edition • Page 247 Case Citation State Year East Jackson Public Schools v. State of Michigan 133 Mich. App. 132, 348 N.W.2d 303 Michigan 1984 Abbott v. Burke (Abbott I) 100 N. J. 269, 495 A.2d 376 New Jersey 1985 Horton v. Meskill (Horton III)57 195 Conn. 24, 486 A.2d 1099 Connecticut 1985 Britt v. North Carolina State Board of Education 86 N. C. App 282, 357 S. E. 2d 432 aff’d mem. 320 N. C. North Carolina 1987 790, 361 S. E. 2d 71 Fair School Finance Council of Oklahoma, Inc. v. State58 746 P.2d 1135 Oklahoma 1987 Richland County v. Campbell 294 S. C. 346 S. E. 2d.470 South Carolina 1988 State ex rel. Boards of Education v. Chafin 376 S.E.2d 113 West Virginia 1988 Third Wave Cases Rose v. Council for Better Education59 790 S. W. 2d 186 Kentucky 1989 Edgewood Independent School District v. Kirby (Edgewood I)60 777 S. W. 2d 391, 33 Tex. Sup. J. 12. Texas 1989 Helena Elementary School District No. One v. State of Montana61 236 Mont. 44, 769 P.2d 684 Montana 1989 Kukor v. Grover62 148 Wis. 2d 469, 436 N. W. 2d 568 Wisconsin 1989 Abbott v. Burke (Abbott II)63 119 N. J. 287, 575 A.2d 359 New Jersey 1990 Board of Education of Oklahoma City v. Dowell 498 U. S. 237 Oklahoma 1991 Coalition for Equitable School Funding, Inc v. State 311 Or. 300, 811 P.2d 116 Oregon 1991 Mock v. Kansas No. 91-CV-1009 Kansas 1991 Freeman v. Pitts 503 U. S. 467 Georgia 1992 Clarement School District v. Governor64 138 N. H. 183, 635 A.2d 1375 New Hampshire 1993 Gould v. Orr 224 Neb. 163, 506 N. W. 2d 349 Nebraska 1993 Harper v. Hunt65 624 So.2d 107 Alabama 1993 Idaho Schools for Equal Educational Opportunity v. Evans 850 P.2d 724 Idaho 1993 McDuffy v. Secretary of the Executive Office of Education66 415 Mass 545, 615 N. E. 2d 516 Massachusetts 1993 Skeen v. State67 505 N. W. 2d 299 Minnesota 1993

57 The Connecticut Supreme Court determined that education was a fundamental right protected by the state constitution. But Horton III imposed a more demanding burden of proof for plaintiffs claim concerning the adequacy of reform. 58 Oklahoma’s education clause requires “a basic, adequate education.” 59 The Kentucky Supreme Court ruled the entire school system unconstitutional based on the education clause in Section 183 of the state constitution. 60 The state court ruled the school funding system unconstitutional based on the education clause in the state constitution. The Texas accountability system, which was standards-based was found to meet constitutional adequacy requirements. 61 The Montana court ruled the school funding system unconstitutional based on the education clause in the state constitution. 62 In denying the appellants relief the court indicated that the result might have been otherwise if they had raised educational adequacy rather than equity claims. Appellants failed to assert that their districts were unable to meet the legislative standards. The court upheld a moderately egalitarian funding mechanism that plaintiffs felt did not provide sufficient revenues for inner-city districts. 63 The state court ruled the school funding system unconstitutional based on the education clause in the state constitution. 64 The court adopted the adequacy definition from Rose pointing to the seven specific criteria articulated by the Kentucky court as guidelines to legislators. The court ruled both an adequate education and adequate funding a constitutional right in New Hampshire. 65 An Alabama Circuit Court found the entire school system to be unconstitutional because it was inadequate and inequitable. The state decided not to appeal. 66 The Massachusetts court ruled the school funding system unconstitutional based on the education clause in the state constitution. It creates the legislative duty to “cherish…public schools” which has been interpreted to mandate “an adequate education.” The court adopted the definition of adequacy from Rose. 67 In denying the plaintiffs relief the court indicated that the result might have been otherwise if they had raised educational adequacy rather than equity claims.

Each Child, Every Child • Web Edition • Page 248 Case Citation State Year Tennessee Small School Systems v. McWherter68 S. C. No. 01-S01-9209-CH-00101 South Carolina 1993 Abbott v. Burke (Abbott III) 136 N. J. 444, 643 A.2d 575 New Jersey 1994 Bismark Public School District #1 v. State 511 N. W. 2d 24 North Dakota 1994 Committee for Educational Equality v. State of Missouri 878 S.W.2d 446 Missouri 1994 Roosevelt Elementary School District No. 66 v. Bishop69 179 Ariz. 233, P.2d 806 Arizona 1994 Scott v. Commonwealth70 443 S.E.2d 138 Virginia 1994 Unified School District No. 229 v. State71 256 Kan. 233 Kansas 1994 Campbell County School District v. State72 907 P.2d 1238 Wyoming 1995 City of Pawtucket v. Sundlun 662 A.2d 40 Rhode Island 1995 Reform Education Financing Inequities Today (R.E.F.I.T) v. Cuomo 86 N.Y.2d 279, 631 N.Y.S.2d 551 New York 1995 School Administrative District No. 1 v. Commissioner73 659 A. 2d 854 Maine 1995 Coalition for Adequacy and Fairness in School Funding v. Chiles 680 So. 2d 400 Florida 1996 Committee for Educational Rights v. Edgar 174 Ill. 2d 1, 672 N.E. 2d 1178 Illinois 1996 Sheff v. Oneill 238 Conn. 1, 678 A.2d 1267 Connecticut 1996 Tucker v. Lake View School District No. 25 323 Ark. 693, 917 S.W.2d 530 Arkansas 1996 Abbott v. Burke (Abbott IV)74 149 N. J. 145, 693 A.2d 417 New Jersey 1997 Brigham v. State75 166 Vt. 246, 692 A. 2d 384 Vermont 1997 DeRolph v. State76 Docket No. 95-2066, Ohio LEXIS 687 Ohio 1997 Hull v. Albrecht77 190 Ariz. 520, 950 P.2d 1141 Arizona 1997 Leandro v. State of North Carolina78 346 N.C. 336, 488 S.E.2d 249 North Carolina 1997

68 The Tennessee court ruled the school funding system unconstitutional based on the education clause in the state constitution. Tennessee’s constitution requires a system that “generally prepare[s] students intellectually for a mature life.” 69 The Arizona court ruled the school funding system unconstitutional based on the education clause in the state constitution. The Bishop decision concerned only the funding of school facilities. 70 In denying the plaintiffs relief the court indicated that the result might have been otherwise if they had raised educational adequacy rather than equity claims. Manner of funding was not shown to prevent schools from meeting standards. 71 The statement of goals from Rose has provided an operational definition of adequacy for this case. The court ruled that a redistributive scheme that established by the state legislature was constitutional. The suit was brought by school districts that had lost funding under the plan. 72 The Wyoming Supreme Court provided substantive instructions to the legislature on how it should define specific elements of an adequate education including small class size, low student/teacher ratios, student/computer ratios, curriculum and student skills acquisition. 73 In denying the plaintiffs relief the court indicated that the result might have been otherwise if they had raised educational adequacy rather than equity claims. Funding disparities were not shown to result in inadequate education. 74 The New Jersey Supreme Court upheld a system of content standards consistent with “a standards-based approach to the improvement of public education.” The standards provide achievement goals applicable to all students in seven core academic areas. 75 The Vermont court ruled the school funding system unconstitutional based on the education clause in the state constitution. Vermont’s constitution sought to foster “republican values or public ‘virtue’.” 76 The Ohio Supreme Court declared in broad terms that children must be “educated adequately so that they are able to participate fully in society.” The court issued guidelines calling for the eliminating emphasis on the local property tax, and ensuring that the system include an appropriate “student teacher ratio, ...sufficient computers…facilities in good repair and the supplies, materials and funds necessary to maintain these facilities in a safe manner.” 77 At issues were capital facilities disparities. The Arizona Supreme Court enunciated guidelines for a new funding system that must bring existing facilities up to an adequate standard, construct new facilities and maintain all facilities at an adequate level.

Each Child, Every Child • Web Edition • Page 249 Case Citation State Year Matanuska-Susitna Borough School District v. Alaska 931 P.2d 391 Alaska 1997 Abbott v. Burke (Abbott V) 153 N. J. 480, 710 A.2d 450 New Jersey 1998 Hull v Albrecht 192 Ariz. 34, 960 P.2d 634 Arizona 1998 Idaho Schools for Equal Educational Opportunity 976 P.2d 913 Idaho 1998 Marrero v. Commonwealth 709 A.2d 956 (Commonwealth Court) Pennsylvania 1998 Pennsylvania Association of Rural And Small Schools v. Commonwealth Docket No. 11 M.D.1991 (Commonwealth Court) Pennsylvania 1998 Abbeville Co. School District v. State of South Carolina79 335 S. C. 58, 515 S. E. 2d535 [SC 1999] South Carolina 1999 Hoke County Board of Education v. State80 95 C. V. S. 1158, 2000 WL 1639686, slip op. at 30 North Carolina 2000 Lake View School district No. 25 v. Huckabee81 10 S. W. 3d 892 Arkansas 2000 Vincent v. Voight 614 N. W. 2d 388 Wisconsin 2000 Campaign for Fiscal Equity v. State of New York82 187 Misc. 2d 1; 719 N. Y. S. 2d 475 New York 2001

Sources Consulted:

Long, David. (1999) “Status of School finance Constitutional Litigation.” Education Finance Statistics Center. [On-line] Available: http://nces.ed.gov/edfin/litigation/Status.asp.

Oden, Allan R. and Lawrence O. Picus. (2000) School Finance: A Policy Perspective. New York: McGraw Hill. [On-line] Available: http://www.mhhe.com/socscience/education/odd/index.htm.

Opinion of the U. S. Supreme Court. Green et. al.. v. County School Board of New Kent County et. al. Decided May 27, 1968.

Reed, Douglas S. (1996) “Court-Ordered School Finance Equalization: Judicial Activism and Democratic Opposition.” [On-line] Available: http://nces.ed/gov/pubs97/975335g.html.

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78 The statement of goals from Rose has provided an operational definition of adequacy for this case. 79 The South Carolina Supreme Court ruled the school funding system unconstitutional based on the education clause, which requires “a minimally adequate education.” The statement of goals from Rose has provided an operational definition of adequacy for this case. 80 This case is a follow up to Leandro. The North Carolina Supreme Court defined the constitutional concept of a sound basic education and remanded the case for trial to determine if that standard was being met. 81 The trial court adopted the definition of adequacy from Rose. 82 New York’s education clause required “a sound basic education.” The court on its own issued a “template” definition that included both substantive educational goals and specific resource essentials.

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Vita

Date and Place of Birth: 16 May 1951 in Covington, Kentucky

Educational Institutions Attended and Degrees Awarded 2003 Ed. D. University of Kentucky 1976 M. Ed. Xavier University 1973 A. B. University of Kentucky

Professional Positions Held 2007-present Visiting Lecturer, Educational Foundations, Eastern Kentucky University, Richmond, KY EDF 103 Introduction to Education EDF 203 Schooling and Society EGC 820 Professional Studies 1: Teachers, Schools & Society EMS 850 Curriculum for Leaders in Education 2004-present Adjunct Professor, Georgetown College, Georgetown, KY EDU 528 Methods of Research EDU 505 Teaching in the Early Elementary Grades EDU 546 Review of Research 2003-present Instructor, University of Kentucky, Lexington, KY EDL 610, EDL 611 & EDL 612 School Leadership Practicum EDL 546 School Community Collaboration Leadership EDC 777 Interdisciplinary Instruction in the Secondary School 2003-2007 State Trainer, Kentucky Principals Internship Program 1989-2004 Principal, Cassidy Elementary School, Lexington, KY 1986-1989 Principal, Meadowthorpe Elementary School, Lexington, KY 1981-1986 Principal, Ryland Elementary School, Independence, KY Summer, 1983 Part-time Instructor, College of Mount Saint Joseph, Cincinnati, OH 1978-1981 Elementary Supervisor, Kenton County Public Schools Independence, KY 1978 District Administrator in charge of establishing Kenton County’s first program for Gifted and Talented students. 1973-1978 Teacher, R. C. Hinsdale Elementary School, Edgewood, KY

Awards and Honors

2003 Education Law Association, Dissertation of the Year Award recipient for Each Child, Every Child: The Story of the Council for Better Education, Equity and Adequacy in Kentucky’s Schools. 1998-2003 Member, Fayette County Public Schools Equity Council 2002 Kentucky PTA Educator of the Year 1998- 2000 Member, State Board for Adult and Technical Education, Frankfort, KY 2000 Service Award, Fayette County Administrators Association, Lexington, KY 1996-1998 Chair, Fayette County Elementary Principals Association, Lexington, KY 1994-1998 Chair, State Advisory Council on Adult Education and Literacy, Frankfort, KY 1985 Regional Finalist, White House Fellowship Program, Washington, DC 1985 Ambassador, United States Jaycees, Tulsa, OK 1984 Vice President, Kentucky Jaycees, Louisville, KY 1983–1989 Member, Kentucky Literacy Commission, Frankfort, KY 1983 Thoroughbred, Kentucky Jaycees, Louisville, KY 1983 Principal’s Honor Roll, Kentucky PTA, Louisville, KY 1976 Member, Phi Delta Kappa, Northern KY chapter 1973 Sullivan Medallion Recipient, University of Kentucky, Lexington, KY 1973 President, University of Kentucky Student Center Board, Lexington, KY 1969 Boy of the Year, Ludlow High School, Ludlow, KY

Congressional Testimony

2000 Academic Achievement for All, Committee on Education and the Workforce, U. S. House of Representatives (edworkforce.house.gov/hearings/ 106th/fc/aaaky42000/day.htm)

Publication

2007-present Moderator, Kentucky School News and Commentary blog (Ranked among the top 20 most influential political blogs in Kentucky by BlogNetNews, 2008)

Day, Richard, “For the Good of the Group: Personal Feelings, SBM and the Principal,” in Rogers, Pam and Paul Weaver, eds. School Based Management. Frankfort: Kentucky Department of Education, 1990.

School Recognitions

Massillon Alexander Cassidy Elementary School (est.1935) was a “good school” when I got there. In 1972, I student taught at Cassidy School under the effective direction of Principal Dorothy Friend. From 1989 until 1994 Cassidy School was recognized annually by the Kentucky Department of Education with a Flag of Excellence and additionally, several Flags of Progress and enjoyed strong parental support from largely well-educated parents. The flags were awarded based on test scores that showed 80 percent of the students at or above the national average and attendance rates of 95 percent or better. Cassidy School was recognized as a “Pacesetter School” by the Kentucky Department of Education in 2000, and as a “Four-Time Rewards School” by the Prichard Committee, the Kentucky Chamber of Commerce and Partnership for Kentucky Schools in January 2002. Cassidy School was also the first Kentucky school (and among the first thirty Schools nationally) to receive the National PTA’s Parental Involvement School of Excellence certification. The school achieved “Rewards” status in every KIRIS and

Each Child, Every Child • Web Edition • Page 261 CATS assessment cycle. In 2004, the Cassidy School faculty created the Richard E. Day Leadership Award, which is given to one or more “graduating” fifth graders. (Two years after my retirement, in May 2006, the school received a $5,000 award from the Fayette County Educational Foundation for its success in closing the achievement gap while maintaining high standards for all students. The school narrowed more than 80% of the achievement gap while maintaining state test scores in Math and Reading above 90.

Workshops & Presentations Day, Richard, “Blogging for Educational Professionals” KEA/EKU-SP Eastern Kentucky University, September 2007.

Day, Richard, “Teacher Leadership in Kentucky’s Schools” Joseph Beth Booksellers, Lexington, KY, August 2007

Day, Richard, “Teaching and Spirituality: What would Jesuits do?” Lexington Catholic High School Faculty Retreat, March 2005.

Day, Richard, “Each Child, Every Child.” Bethune Institute, Spring Conference, Lexington, KY, April 2003.

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