Thursday, August 20, 2015

Revenue Cabinet: Grand Campus should be tax exempt

This from the Richmond Register:

The state Revenue Cabinet filed a brief Tuesday with the state Board of Tax Assessment Appeals saying the Madison County Property Valuation Administrator and the county assessment appeals board failed to follow its “direction and advice” in denying tax exemption to the Grand Campus residential property leased by Eastern Kentucky University.

Several statutes require PVAs and local assessment appeals board to follow the Revenue Department’s advice in assessing value and granting exemptions, the brief states.
It adds that “property owned and occupied by … an institution of education not used or employed for gain by any person or corporation” is exempt from taxes.
The department reviewed EKU’s lease before drafting its July 2014 opinion, copies of which were provided to both the university and the PVA. And the PVA’s denial of exemption was in “direct contravention” of the the department’s advice, the brief adds.
Built by private developers and leased to the university, EKU would pay more than $253,000 to local taxing entities this year on assessed value of $26 million if it is not exempt. The university’s lease requires it to pay any taxes on the property.
Local assessment board members, in denying the exemption, said a July 2014 Revenue Department letter to EKU and a July 16 conference call with the county board expressing an “opinion” did not qualify as the “advice” that state law required it to follow. The department “declined to make judicial determination,” according to the local board’s written decision.
The board also agreed with Jerry Gilbert, the attorney for both the county school and library boards, that EKU’s agreement with the Grand Campus owners resembles a conventional triple net lease.
Madison County PVA Billy Ackerman said he denied the exemption because he received no direct instructions from the Revenue Department, and he could find no reason in the state’s manual for PVAs to grant the exemption.
After the county assessment appeals board denied the exemption following a July 17 public hearing, EKU took its case to the state appeals board.
The university’s appeal states that unlike a conventional lease, its lease gives it an “equitable interest” in the property, if not outright ownership.
If the state board refuses to grant the exemption, the Revenue Department’s brief states the Grand Campus property should be assessed at $28.5 million. That was Ackerman’s original assessment, which was lowered to $26 million by the county assessment appeals board.
The school and library boards have already authorized its attorney to take the issue to a court of law if administrative appeals fail.

After meeting on traffic concerns, city will issue building permit for new Lexington high school

This from H-L:
A building permit for a new high school along Winchester Road will be issued Thursday morning.
Officials from the Lexington-Fayette Urban County Government and Fayette County Public Schools met Wednesday afternoon to iron out issues surrounding traffic flow into the school, and they came to an agreement.

"We had a successful meeting with school representatives this afternoon, and we have general agreement on needed traffic improvements," said Derek Paulsen, the city's planning commissioner.
The city issued a stop-work order Aug. 12 after discovering that a plan review had not been completed for the high school even though construction had begun.

As part of that plan review, different city departments must sign off on key parts of the plan, including traffic engineering. Traffic engineering had not approved the plan because it needed more information about how students would access the high school, which will have a main entrance on Winchester Road and an access road that leads to Sir Barton Way, city officials said Monday.

The school system previously had been issued a land disturbance permit. Contractors were allowed to continue to do limited site preparation work this week while the school district and the city worked out how traffic was going to enter and exit the school.

The main entrance for the high school is on Winchester Road, but school officials say many people will enter and exit the property via a new access road — Meeting Street — that connects with Sir Barton Way.

But city officials said they needed to know more about traffic flow before a permit could be issued.
At the Wednesday meeting, the two sides agreed capacity would be increased in the turn lane from Sir Barton Way to Meeting Street. There will be continued discussion on improving access to the school from Winchester Road, city officials said late Wednesday.

D.W. Wilburn Inc. has a $62 million contract with the district to build the school.

The total cost of the school is expected to be more than $81 million. The school, scheduled to open in fall 2017, is being built on 65 acres at 2000 Winchester Road. It will serve about 1,800 students.

Read more here: http://www.kentucky.com/2015/08/19/3996165_after-meeting-on-traffic-concerns.html?rh=1#storylink=cpy

Matt Bevin talks teacher pension, early childhood and charter schools at Louisville meeting

This from WDRB:
During a visit with education leaders in Louisville Wednesday, the Republican nominee for Kentucky governor talked about preschool, teacher pensions and charter schools.

Matt Bevin met with the group of about 20 educators and community officials at the Jefferson County Public Schools Van Hoose Education Center for over an hour, outlining some of his goals for education in the state.
"One of my biggest concerns is that we don't expect enough of our young people," Bevin said. "We dumb things down."

JCPS Superintendent Donna Hargens said the district invited Bevin to speak to the group -- which included members of the Jefferson County Education Foundation, the Prichard Committee for Academic Excellence and at one point, five members of the Jefferson County Board of Education.
The meeting was not advertised on the district's website and was not part of a formal school board meeting, rather more of an informal discussion on topics that are important to the community, Hargens said.

Bevin's opponent in the gubernatorial race, Kentucky Attorney General Jack Conway has also been invited to visit with the same group of education officials in Louisville.

During the meeting, Bevin spoke about a number of hot-button education issues.

He reiterated an earlier stance that he doesn't believe the federal Head Start program is effective.
"We've put $170 billion plus into that program...are there smarter ways we could use those monies, more creative ways, ways that are designed to do the exact same thing," Bevin said.
"Everybody wants the same result. Sometimes I think we recreate and reinvent things that are working but we don't look at things that are not working."

The comment drew the immediate ire of the Kentucky Democratic Party, which sent out a press release Tuesday afternoon saying Bevin "doubled down" on his opposition to early childhood education programs like Head Start.

"Bevin's views about early childhood education are not only inaccurate, they are offensive to Kentucky's teachers and students -- but at least he's telling the truth to this group about his opposition to these vital programs," said David Bergstein of the Kentucky Democratic Party.

But in an interview after the meeting with WDRB News, Bevin said he simply wants to ensure the government is "educating our young people to the maximum potential at the most affordable price possible."

"We need to look at public education dollars at every level -- from pre-kindergarten to post-secondary," he said. "That means if we are not getting the results we want at any of those levels, lets re-evaluate what we are doing and find better ways to accomplish the task."

Bevin also addressed his support of exploring the possibility of allowing charter schools in Kentucky.
"Truth be told, we have schools that are not working," he said. "They've not been working for some time. Kentucky, as a whole, we are not where we would like to be or where I believe we could be academically relatively to other states."

Bevin said he believes opponents to charter schools are "so resistant to the idea of it that we don't even want to talk about it."

"This is how we got into the (teacher) pension crisis, this is how we got into a whole lot of other things. Everybody wants to ignore it," Bevin said. "It needs to be addressed."

On the topic of the Kentucky Teachers Retirement System, which is currently underfunded, Bevin said he believes the state should "freeze the existing plans exactly as they are" and come up with a different solution, suggesting that Kentucky move to a defined contribution plan.

"We are playing a shell game making people believe that everything is good," he said. "And things are not good."

Tuesday, August 18, 2015

State Senate Should Weigh In On Education Commissioner, Legislator Says

This from WFPL:
The appointment of Kentucky’s top education official would be subject to state Senate confirmation under a bill pre-filed last week in the General Assembly.

State Rep. Kenny Imes, a Murray Republican, said he’s seeking to add accountability to the state’s education department.
State Rep. Kenny Imes

“I think the public should have the right to have a voice in who is running our education system in Kentucky, along with their elected representatives,” he said. “The state by constitution is charged with providing the public education, and as such I just don’t think it ought to be totally run by KEA or any specific group.”

A spokesman for the Kentucky Education Association did not return an email request for comment on Monday.

The Kentucky education commissioner is appointed by the state Board of Education, which is appointed by the governor. Under current law, the Senate confirms the governor’s appointments to the education board, according to information provided by the Legislative Research Commission.
Last weekend, the state Board of Education interviewed a dozen candidates for the education commissioner post. The person chosen will replace the retiring Terry Holliday, the state education commissioner since 2009.

The board’s chosen candidate will serve a term spelled out in a contract. But this will be the last time that happens if Imes’ bill wins legislative approval in the 2016 session.

Imes said the current process for appointing a state education commissioner removes public oversight.

“Whether anybody likes it or not, politics is going to be involved in it,” Imes said. “And I just think elected people need to have more say in it because that’s where the public is going to get the accountability.”

Imes said the federal Common Core standards are an example. Kentucky was an early adopter of the Common Core, which has supporters as well as critics among educators and political leaders.
Imes said he’s also planning to file a bill proposing that the state’s top education official be elected in a statewide vote. That used to the case, but the role was changed to an appointed post in the 1990s during a push for state education reform.

Brent McKim, president of the Jefferson County Teachers Association, said in an email that a goal of the Kentucky Education Reform Act in the 1990s was to “de-politicize as many aspects of public education as possible.”

“I think many across the state would see it as a step backwards to re-politicize the process,” McKim said of Imes’ proposal.

Roger L. Marcum, chairman of the state Board of Education, declined to comment, saying he hadn’t yet reviewed the bill.

Imes said he’s unsure if his proposal will get a hearing next year in the Democratic-controlled state House of Representatives. But he said he’s hopeful the bill will lead to further discussion of the hiring process.

Rep. Derrick Graham, a Frankfort Democrat and chair of the House education committee, could not be reached for comment.  A spokesman for Democratic House Speaker Greg Stumbo did not return a request for comment Monday.

Bevin would replace current state standards.

This from the Kentucky Chamber of Commerce:
After legislation was passed by the Kentucky General Assembly in 2009 calling for more rigorous education standards, Kentucky was the first to adopt new academic standards developed by a group of several dozen states to improve students’ education attainment.

Since the standards were fully implemented in 2011, many education leaders cite the results to include higher graduation rates, more college and career-ready students, higher levels of reading proficiency in the earlier years of schooling and more.

However, there has been a lot of controversy over the issue of what are sometimes called the common core standards. The issue has become a hot button topic in the 2015 governor’s race as Republican candidate Matt Bevin has said he would like to see the state do away with the standards.

In a sit down interview with the Kentucky Chamber, Bevin said he does not believe the common core standards are working the way they were meant to.

“Granted, we had a system that didn’t work well. Understood why we were looking for something better. But we jumped for something before we even looked into the pool,” Bevin said, arguing that the standards had not yet been written before we “signed up” for them.

The standards actually had been drafted by the time in 2010 that Kentucky adopted them through the joint action of the state Board of Education, the Council on Postsecondary Education and the Education Professional Standards Board (which oversees teacher certification). They were finalized a few months later before Kentucky implemented the standards.

As for the price tag of repeal, Education Commissioner Terry Holliday said getting rid of the standards would cost the state around $35 million.

When asked about the estimated amount that the state would incur to do away with the standards, Bevin noted wasteful spending in other areas of state government and said that amount would not be the problem.

“The idea that 30 to 35 million dollars is the rub is a false argument. That’s not nothing, that’s real money and that’s taxpayer money,” Bevin said (at 4:30). “The biggest cost is the cost on the teachers who have to go through yet another change. That’s where I am sensitive to this issue.”

Bevin went on to say there is no perfect solution in the case of the standards and what they could be replaced with but cited states like Massachusetts and suggested that Kentucky bring its own educators, principals and others in the academic field together to form new standards that give local control.

However, the Kentucky Department of Education points out that Kentucky teachers were involved in the development of the current academic standards and Commissioner Holliday noted that the standards have been tweaked in the state and are now called the Kentucky Core Academic Standards.

From the Kentucky Department of Education:
“The drafting process for the standards included broad input from Kentucky teachers, administrators, higher education officials, education partners, the public, staffs of the three participating agencies (CPE, EPSB and KDE), a national validation committee and national education organizations. The federal government did not direct or even suggest what should be included. In fact, federal law prohibits dictating a national curriculum.”
Hear more of what Bevin had to say on the topic by watching the full interview below:


One-on-one interviews with Democratic candidate Jack Conway and Independent candidate Drew Curtis will be posted on Bottom Line in the coming weeks.

AG Conway determines KBE broke Open Meetings Law


"Neither the board nor the department considered the fact that 
[a committee created by the Board] needed to comply 
with Kentucky’s open-meetings law. It appears the board 
and its advisors believed the law didn’t apply 
and the subcommittee would be free to operate totally in secret.”
 ---Richard Innes, Bluegrass Institute
 
KDE doesn't believe Attorney General's opinion 
impacts ongoing commissioner search process
 
This from KSBA:
Attorney General Jack Conway has determined that a Kentucky Board of Education committee violated the state’s Open Meetings Act when it met to review prospective consultants to aid in the search for the next commissioner of education.

The opinion was sought by the Bluegrass Institute for Public Policy Solutions - a frequent critic of the state Department of Education and public education in Kentucky in general.

The dispute centered on May meetings of a KBE subcommittee, consisting of Chairman Roger Marcum and members Grayson Boyd and David Karem. The panel was created to screen respondents to a request for proposals from firms to work on the search for retiring Education Commissioner Terry Holliday's successor. The KBE ultimately hired one of the applicants, Asher/Greenwood & Associates, a Florida company that has been recruiting candidates for the post.

According to the opinion, the Department of Education responded to the complaint in a letter asserting that “'Department employees, jointly with the three [Board] members, met [whether by telephone or in person] to review and score the applications received for the initial portion of the search firm selection process. ...This group of Department employees and three Board members existed on a time-limited basis, for completion of a single task as contemplated by the statute.’ Counsel further advised that ‘[t]his group was not viewed as a formal committee of the Board, as no committee of the Board is for a single task and no committee of the Board contains members except those who serve on the Board.’ No final actions were taken by the 'group' as the next stage of the process continued in a public meeting of the Board.”

However, in the Aug. 14 opinion, the AG held that “the Board is a ‘public agency’ under KRS 61.805(2) and it established and created the committee during its meeting on April 1, 2015. Accordingly, the committee itself was a ‘public agency’ for purposes of the Open Meetings Act. To hold otherwise ‘would clearly thwart the intent of the law.’”

“When a quorum of the committee came together to discuss public business, a meeting occurred. At a minimum, on any such occasion there [should have been] a determination that a quorum [was] present and a commencement of proceedings prior to the beginning of any discussions properly held in closed session. Established and created by the Kentucky Board of Education during its April 1, 2015, meeting, the committee was a ‘public agency’ and thus required to comply with provisions of the Act,” the opinion reads.

The Bluegrass Institute had asked that the KBE conduct a webinar training of its members in the Open Meetings Act. Conway rejected issuing such a directive, saying in the opinion, “Because the role of this office in adjudicating a dispute arising under the Act is limited to issuing a decision stat[ing] whether the agency violated the provisions of KRS 61.805 to 61.850, the Attorney General declines to comment on the remedies proposed or implemented.”

According to a statement released by the Department of Education, "KDE is in the process of reviewing the opinion. It is KDE's understanding that the Attorney General's opinion neither invalidates the selection of the search firm nor the ongoing process of selecting a new commissioner of education."

The KBE is scheduled to meet in Lexington Aug. 25 to consider selection of a short list of finalists in the commissioner search. If the timetable holds, the state board will meet Aug. 28 and 29 to interview the finalists and possibly select a new commissioner.

The full Attorney General’s opinion follows:

15-OMD-155

August 14, 2015

In re: Jim Waters/Kentucky Board of Education

Summary: Because the Kentucky Board of Education, a public agency within the meaning of KRS 61.805(2), established and created the committee comprised of Board members and employees of the Department of Education, the committee itself was a public agency within the meaning of KRS 61.805(2)(g). Accordingly, the committee was required to comply with requirements of the Open Meetings Act.
Open Meetings Decision

Jim Waters, President of the Bluegrass Institute for Public Policy Solutions, (“Bluegrass Institute”) initiated this appeal challenging the Kentucky Board of Education’s (“Board”) denial of his June 11, 2015, open meetings complaint. Mr. Waters directed his complaint to Board Chair Roger Marcum challenging “the actions of an officially appointed Board committee that appear inconsistent with the requirements of KRS 61.805 to 850.” Mr. Waters observed that “even if a public agency is allowed to conduct some business in closed session, the meeting still must be advertised” and initially opened in public, and final actions must be taken during open session. By all indications, the committee failed to comply with any of these statutory requirements.

The committee “was created by a formal vote of the Board during its April 1, 2015 regular meeting,” Mr. Waters noted, “and charged with managing and narrowing the search for a firm to assist the Board in finding a new commissioner of education.” This dispositive fact is undisputed. Mr. Waters quoted relevant excerpts from a May 7, 2015, news release by the Kentucky Department of Education (“Department”) indicating that the committee narrowed the search from three responsive bidders to one for consideration by the Board. He also quoted the May 4, 2015, text message from Chairman Marcum to Bluegrass Institute education analyst Richard Innes indicating the committee spent “many hours” reviewing proposals in further support of this position. Thus, Mr. Waters maintained that the committee was a “public agency” under KRS 61.805(2)(g) and therefore violated the Open Meetings Act in failing to comply with either KRS 61.820(2) or 61.823(3) and other provisions, including 61.815(1). In accordance with a line of prior decisions construing the literal terms of KRS 61.805(2)(g), this office agrees with Mr. Waters’ characterization of the committee.

By letter dated June 24, 2015, counsel for the Department, which acts on behalf of the Board and “as its agent,” explained that in this capacity, the Department issued the RFP for the search firm selection process conducted under KRS Chapter 45A. The Department received and processed the applications received. “Department employees, jointly with the three [Board] members, met [whether by telephone or in person] to review and score the applications received for the initial portion of the search firm selection process.”

The Board maintained that “[t]his group of Department employees and three Board members existed on a time-limited basis, for completion of a single task as contemplated by the statute.” Counsel further advised that “[t]his group was not viewed as a formal committee of the Board, as no committee of the Board is for a single task and no committee of the Board contains members except those who serve on the Board.” No final actions were taken by the “group” as the next stage of the process continued in a public meeting of the Board. Under existing legal authority, none of these facts alter the relevant analysis. 
 
Because the role of this office in adjudicating a dispute arising under the Act is limited to issuing a decision “stat[ing] whether the agency violated the provisions of KRS 61.805 to 61.850,” the Attorney General declines to comment on the remedies proposed or implemented. 08-OMD-164, p. 2; 11-OMD-162.

However, the relevant facts regarding creation and establishment of the committee are undisputed and confirm Mr. Waters’ position that the committee was a “public agency” within the meaning of KRS 61.805(2)(g) that was required to comply with provisions of the Act. During the discussion of the best manner in which to review the responses to the RFP, Mr. Waters emphasized, “Board members suggested forming a committee to reduce the list of bidders to be considered by the full board membership” and Board Vice Chair Jonathan Parrent made a formal motion to create a committee for that purpose. Mr. Waters maintained, and the Board has not disputed, that the committee was created “by a formal vote of the Board[.]” The Board Chair appointed the members of the committee, including several from the Department. Mr. Waters rejected the Board’s position that a committee created for a limited time and purpose does not fall within the definition of KRS 61.805(2)(g), correctly asserting that KRS 61.805(2)(g) specifically includes “ad hoc committees.” See 00-OMD-96. “Whether this group is considered a ‘committee,’ [a ‘subcommittee,’] an ‘ad hoc committee,’ or an ‘advisory committee’ makes no difference, since all of these are covered by the definition in KRS 61.805(2)(g).” 09-OMD-168, p. 7 (Planning Commission, a public agency, “established and created the” Comprehensive Plan Committee, “and controlled it inasmuch as it assigned the Committee the task of drafting the goals and objectives and reporting back” and the Committee itself was therefore a public agency); 06-OMD-068, p. 10 (record on appeal confirmed that a committee was formed in the “common and approved sense of the word” notwithstanding characterization by the agency of it as “group” on appeal).

In responding to Mr. Waters’ appeal, the Board contrasted the committee with “groups” described in 00-OMD-141. However, it did not dispute Mr. Waters’ account of the determinative facts – the manner in which the committee was created, his description of the specific task it was delegated or the business it discussed. Instead, the Board argued that even if this “group” is determined to constitute a public agency, the group “met only one time” to discuss and then advise on a procurement issue which state law requires to be conducted in closed session. This fact is not dispositive. Rather, “the applicability of an exception permitting discussion in closed session does not, as the [Board] argues, take the committee entirely outside the scope of the” Act. 12-OMD-140, p. 9. Any meeting of a quorum of the committee at which public business was discussed or action was taken was required to be convened in open session pursuant to KRS 61.810(1). Id. (“action taken,” if any, “need not be final action”); see also 09-OMD-168. It was also subject to “the notice provisions of KRS 61.823 for special meetings, or if and when regular meetings [were] held, the schedule provisions of KRS 61.820.” Id., pp. 9-10. Assuming the committee was authorized to conduct a closed session discussion(s) under KRS 61.810(1)(a)-(m), it was nevertheless required to comply with KRS 61.815(1)(a)-(d). This office makes no finding on the Board’s argument regarding the propriety of the discussions held under KRS 61.810(1)(k) as the original complaint did not allege that discussions of the committee could not have been properly held in a closed session(s); this issue is therefore not ripe for administrative review.

“Public agency” is broadly defined at KRS 61.805(2) to include “[a]ny board, commission, committee, subcommittee, ad hoc committee, advisory committee, council, or agency, . . . established, created, and controlled by a ‘public agency’ as defined” in subsections (a) - (f), or (h) of this provision. KRS 61.805(2)(g). The Board is a “public agency” under KRS 61.805(2) and it established and created the committee during its meeting on April 1, 2015. Accordingly, the committee itself was a “public agency” for purposes of the Open Meetings Act. To hold otherwise “would clearly thwart the intent of the law.” Lexington Herald-Leader Company v. University of Kentucky Presidential Search Committee, 732 S.W.2d 884, 886 (Ky. 1987)(holding that Presidential Search Committee created by action of the UK Board of Trustees, a public agency created by statute, was itself a public agency subject to provisions of the Act); compare Taylor v. Bowling Green Municipal Utilities, No. 2011-CA-00592, 2012 WL 5371994 (Ky. App. Nov. 2, 2012)(distinguishing Presidential Search Committee in holding that group comprised of three Utility employees did not qualify as “committee” under KRS 61.805(2)(g) as the Utility’s Board had “not requested the action or approved it,” nor had the Board delegated authority to said employees and the “informal group” was therefore “not akin to a committee created by a formal action of a Board”).
Prior decisions of this office support the conclusion we reach here. See 10-OMD-149 (if screening committee was “established and created by the [Kentucky Department of Education] under the terms of the published policy, and controlled by [the Department] to the extent its duties were defined by the policy,” it was a public agency per KRS 61.805(2)(g)); see also 93-OMD-49 (a three member grievance committee appointed by the Mayor of Scottsville was a public agency); 97-OMD-139 (Housing Appeals Committee at Eastern Kentucky University is a public agency pursuant to KRS 61.805(2)(g) and its meetings are open to the public unless it can properly invoke a statutory exception); 99-OMD-77 (Finance and Budget Committee created by Franklin County Fiscal Court as an advisory body is a public agency); 06-OMD-068 (“R/V Committee” appointed by Mayor to review section of zoning ordinance and present a proposed text amendment to City Council was a public agency); 95-OMD-124; 04-OMD-148; 05-OMD-117; compare 00-OMD-141 (seven Department employees, four contractor representatives, and one employee of the Office of Education Accountability did not fall within KRS 61.805(2)(a) through (h) as the informal workgroup was “neither established nor created by the Kentucky Board of Education or the Department, nor [was] it controlled by these agencies”)(emphasis added); 09-OMD-056.

Insofar as the committee, “standing alone, constituted a public agency for purposes of the Open Meetings Act, this office considers the total composition of the [committee] itself, rather than the total composition of the [Board], in determining whether a quorum of the [committee] was present.” 06-OMD-211, pp. 4-5. When a quorum of the committee came together to discuss public business, a meeting occurred within the meaning of KRS 61.805(1); 06-OMD-211, p. 5. “At a minimum,” on any such occasion “there [should have been] a determination that a quorum [was] present and a commencement of proceedings prior to the beginning” of any discussions properly held in closed session. 12-OMD-140, p. 7. Established and created by the Kentucky Board of Education during its April 1, 2015, meeting, the committee was a “public agency” within the meaning of KRS 61.805(2)(g) and thus required to comply with provisions of the Act.

Either party may appeal this decision by initiating action in the appropriate circuit court under KRS 61.846(4)(a). The Attorney General should be notified of any action in circuit court, but should not be named as a party in that action or in any subsequent proceedings.

Jack Conway
Attorney General

Michelle D. Harrison
Assistant Attorney General

#302

Monday, August 17, 2015

EKU appeals tax-exemption denial

This from the Richmond Register:

The question of whether the Grand Campus student housing complex leased by Eastern Kentucky University is tax exempt has reached the second level of appeal.

At stake is more than $253,000 in revenue that local taxing districts would collect if the exemption is finally denied.
In March, Madison County Property Valuation Administrator Billy Akerman refused to exempt the property, assessed at $26 million, from taxes. EKU then took its case to the county’s Board of Assessment Appeals. After a public hearing July 17, the board upheld the PVA’s decision.
A state statute requires local assessment boards to follow the “advice” of the state Revenue Department. But the board concluded the “opinion” EKU obtained from the department was not binding on it or the PVA.
In the recording of a conversation with Revenue Department officials, board chair John Gilliam can be heard asking for the department’s advice. After first saying its “advice” was to exempt the property, David Gordon, Office of Property Valuation’s executive director, backtracked and said, “That is our opinion.”
The recording was played before the board went into closed session to deliberate.
In a decision mailed after the meeting, the board concluded EKU’s agreement with the Grand Campus owners resembles a conventional triple-net lease and does not constitute the “equitable interest” the university asserts is tantamount to ownership. Because state revenue officials continued to offer an “opinion” rather that give “advice,” board members said they did not believe it was binding, their statement added.
At the hearing, Jerry Gilbert, attorney for the Madison County School Board and the county library board, argued against exemption, calling the lease unexceptional.
In its Aug. 7 appeal to the state assessments board, the university notes its expressly asked the Revenue Department in July 2014 if the property would be tax exempt. EKU also informed the board it submitted the lease to state revenue officials and told them the property would not be leased without assurance it was tax exempt.
In its opinion to EKU, the Revenue Department stated the agreement between EKU and the Grand Campus owners was “inconsistent with those of a convention lease. Rather the agreement reflects an intention to transfer practical ownership of the Property to EKU.”
Also under the agreement, “virtually all present rights of ownership … vest in EKU,” the opinion stated. And “the fact that Grand Campus will retain bare legal title poses no obstacle to this interpretation.”
The opinion noted EKU had first refusal rights if the property were to be sold. And insurance proceeds would be shared with the university’s in proportion to its remaining “equitable interest” if the property were destroyed by fire or other disaster.
By Friday, the school and library boards had not responded to the university’s appeal. After the state board’s decision, either party may take the issue to a court of law.

KBE chair: No talk of making finalists’ names public until after pool reduced at Aug. 25 Lexington meeting

This from KSBA:
At the end of a marathon, two-day series of interviews, the Kentucky Board of Education Saturday directed its search consultants to conduct in-depth background and reference checks on an unannounced number of semifinalists to become the state’s sixth commissioner of education.


KBE Chairman Roger Marcum told eNews after the meeting that other candidates still could be added to the 12 semifinalists interviewed. He declined to say whether all 12 remain under consideration. A state Department of Education news release simply noted that “leading candidates” would undergo further scrutiny by Greenwood/Asher & Associates, the Florida-based search firm assisting the state board.

When asked what issues KBE members raised during the interviews, Marcum’s response confirmed that the pool includes at least one Kentuckian.

“We have a mixture of Kentucky and national folks, so we want to know why they are interested in this position,” Marcum said.

“We want to know their ability to lead the work that’s being done in Kentucky – work around college and career readiness and future initiatives like Kentucky Rising,” he said. “We also want to know about their ability to build relationships with our partners, do they have the capacity to manage a state agency – some folks have more experience with that than others. And then why are they interested in Kentucky.”

Marcum said he was impressed with the quality of the candidates and their responses to questions. After what he called a “difficult two days with 12 interviews,” he assessed, “We are where we wanted to be within our timeline.”

The next stop on that timeline will be a meeting Aug. 25 in a Lexington hotel, where the Greenwood/Asher representatives will share the results of the background checks. Then KBE members will discuss whether they’re ready to pare the field to a set of finalists for a second round of face-to-face interviews in Lexington Aug. 28 and 29.

“We hope to be conducting some final interviews on the 28th and 29th. We hope on the 25th, we can hope to move in that direction,” said Marcum, a former Marion County Schools superintendent who was recently re-elected as KBE chairman.

When – or if – the public will know the identities of the final candidates to replace retiring Commissioner Terry Holliday remains undetermined.

“That’s still a discussion on the 25th. We still haven’t gotten that far at this point. I don’t want to speak to that because we haven’t had that discussion yet. I don’t think we’re ready to do that,” Marcum said. However, he added that he doesn’t envision a scenario in which the state board wouldn’t announce its final candidates prior to making a decision.

Education’s Merchant of Doubt

One man’s deceitful mission to undermine fair and adequate school funding

This from Bruce Baker at School Finance 101:
Back in 2012, I opined: “It is hard to imagine a time in the history of American public education when there has been such a widespread political effort to argue that improving the quality of schools has little or nothing to do with the amount of money spent on public education. That is, that money simply doesn’t matter.”[1] It seemed as though at some point, discourse might begin to turn the corner on this question. That it might become more publicly acceptable and even acceptable in some political circles to acknowledge the relevance of money for improving the quality of schooling, and creating more equitable and adequate schools for achieving modern outcome goals.
But that rhetoric persists as strong as ever both in political circles and in the pseudo-academic policy research which informs that rhetoric. Further, even as the economy has begun to rebound state school finance systems have continued to lag, perhaps in part due to the persistent rhetoric regarding the irrelevance of school funding, and preferences for not merely revenue neutral, but revenue negative reforms.
In reference to a legal challenge brought against New York State, by small city school districts, New York’s Governor Cuomo opined:
“We spend more than any other state in the country,”
“It ain’t about the money. It’s about how you spend it – and the results.” [2]
In conversations regarding Federal education spending priorities, Virginia Congressman Dave Brat proclaimed:
“Socrates trained Plato in on a rock and then Plato trained in Aristotle roughly speaking on a rock. So, huge funding is not necessary to achieve the greatest minds and the greatest intellects in history.” [sic][3]
And so it is: we need only provide sufficient collection of rocks to ensure educational adequacy. That is, setting aside the modern-day competitive wage required to recruit and retain philosophy instructors of the quality of Socrates and provide them 1:1 student/teacher ratios.
In recently published analysis, I found that during the recession, state school finance systems took a substantial hit, both in terms of total state and local revenue and in terms of equity between districts serving lower and higher poverty student populations:
The recent recession yielded an unprecedented decline in public school funding fairness. Thirty-six states had a three year average reduction in current spending fairness between 2008-09 and 2010-11 and 32 states had a three year average reduction in state and local revenue fairness over that same time period. Over the entire 19-year period, only 15 states saw an overall decline in spending fairness. In years prior to 2008 (starting in 1993) only 11 states saw an overall decline in spending fairness. [4]
A more recent report from the Center on Budget and Policy Priorities revealed that through 2014-15, most state school finance systems had not yet begun to substantively rebound:
At least 30 states are providing less funding per student for the 2014-15 school year than they did before the recession hit. Fourteen of these states have cut per-student funding by more than 10 percent. (These figures, like all the comparisons in this paper, are in inflation-adjusted dollars and focus on the primary form of state aid to local schools.)
Most states are providing more funding per student in the new school year than they did a year ago, but funding has generally not increased enough to make up for cuts in past years. For example, Alabama is increasing school funding by $16 per pupil this year. But that is far less than is needed to offset the state’s $1,144 per-pupil cut over the previous six years. [5]
In short, the decline of state school finance systems continues and the rhetoric opposing substantive school finance reform shows little sign of easing. Districts serving the neediest student populations continue to take the hardest hit. Yet, concurrently, many states are substantively raising outcome standards for students[6] and increasing the consequences on schools and teachers for not achieving those outcome standards. Some positive signs include recent structural reforms, possibly involving new revenue in California and Pennsylvania, in each case focusing on districts serving high poverty student populations. But other states which cut substantially during the economic downturn, even under the pressure of prior and ongoing judicial review and oversight, have continued to cut (Kansas) or largely freeze state aid (New York).

From the cloud of doubt to a rock of certainty

Eric Hanushek
In my 2012 report Does Money Matter in Education? I explained how one man’s mission to create a cloud of uncertainty surrounding the relationship between school quality and available funding has distorted public policy discourse over school finance reform.
One might characterize Eric Hanushek as education’s own “merchant of doubt.”
I explained the evolution of Eric Hanushek’s frequently reiterated assertions of “no systematic relationship between school expenditures and student performance,” [7] originating in the 1980s, to more recent, bolder claims that substantial funding cuts cause no harm.
While compelling evidence has continued to accumulate regarding the importance of funding for improving school quality, Hanushek in various outlets and public testimony has continued to drift from the cloud of doubt to a rock of certainty. That is, certainty that money has little or no role in improving school quality and that school finance reforms which infuse additional funds only lead to greater inefficiency, having little or no effect on either equity or adequacy of schooling.[8]
To summarize, the current Hanushekian dogma includes the following core principles:
  1. Because schools already spend so much and do so with such great inefficiency, additional funding is unlikely (read “will not and cannot”) to lead to improved student outcomes;
  2. How money is used matters much more than how much money is spent;
  3. Therefore, some schools and districts having more or less than others is inconsequential, since those with less may simply make smarter spending decisions.
According to the recent rhetoric of Hanushek, these principles are ironclad, in in his own words they are “conventional wisdom,” on which “virtually all analysts” agree. They are “commonly believed,” “overall truth,” and backed by an “enormous amount of scientific analysis” and “substantial econometric evidence,” and “considerable prior research.”
For example, in the winter of 2015, in the context of school funding litigation in New York State, Hanushek opined:
“An enormous amount of scientific analysis has focused on how spending and resources of schools relates to student outcomes. It is now commonly believed that spending on schools is not systematically related to student outcomes.”[9]
Yet, the enormous amount of scientific analysis to which Hanushek referred in his expert testimony was primarily cited to a 2003 summary of much of his prior work from the 1980s, work which has been discredited on numerous occasions, [10] not to mention, research that has occurred in the last 12 years.[11] Similarly, in the same context (Maisto v. State) Hanushek proclaims:
“There has been substantial econometric evidence that supports this lack of relationship.”
Backed again (in footnote 6 of his report) by the same short list of dated self-citation.[12] In an even more recent attempt to rebut a new, major study finding positive effects of school finance reforms,[13] Hanushek (2015) makes the following version of the same claim:
Considerable prior research has failed to find a consistent relationship between school spending and student performance, making skepticism about such a relationship the conventional wisdom.”[14]
This time, anchoring that claim only to his 2003 piece (by hyperlink to the “prior research” phrase) on the Failure of input based schooling policies,[15] choosing to ignore entirely the considerably larger body of more rigorous work I summarize in my 2012 review on the topic.
The extension of these claims that nearly everyone agrees, and all (or, a veritable shit-ton of) research says that there’s no clear relationship between spending and student performance is the assertion that there is broad agreement that how money is spent matters far more than how much there is. As phrased by Hanushek in the context of New York State school finance litigation:
Virtually all analysts now realize that how money is spent is much more important than how much is spent. This finding is particularly true at the upper levels of current U.S. spending.[16]
As with the prior declarations, this one is made with the exceedingly bold assertion that virtually all analysts agree on this point – without reference to any empirical evidence to that point (a seemingly gaping omission for a decidedly empirical claim about a supposedly empirical truth). Put bluntly, if you don’t have it, you can’t spend it. Thus, the two issues – how much you have and how you spend it – are inextricably linked.
Perhaps most disconcerting is that Hanushek has recently extended this argument to declare that equity gaps in funding, or measures of them, aren’t an important policy concern either. They are, by his proclamation “vacuous” and “lacking any scientific basis.”[17]
Put differently, what Hanushek is opining by declaring calculations of equity gaps to be vacuous and lacking scientific basis is that it matters not whether one school or district has more resources than another. Regardless of any spending differences, schools and districts can provide equitable education – toward equitable outcome goals. Those with substantively fewer resources simply need to be more efficient. Since all public schools and districts are presently so inefficient, achieving these efficiency gains through more creative personnel policies, such as performance based pay, and dismissal of “bad teachers”, are easily attainable.
Of course, even if we assume creative personnel policies to yield marginal improvements to efficiency, if schools with varied levels of resources pursued these strategies with comparable efficiency gains, inequities would remain constant. Requiring those with less to simply be more efficient with what they have is an inequitable requirement. This argument is often linked in popular media and the blogosphere with the popular book and film Moneyball, which asserts that clever statistical analysis for selecting high productivity, undervalued players was the basis for the (short lived) success of the low payroll in 2002 and 2003 Oakland A’s baseball team. The flaws of this analogy are too many to explore thoroughly herein, but the biggest flaw is illustrated by the oft-ignored subtitle of the book – The art of winning an unfair game. That is, gaining a leg up through clever player selection is necessary in baseball because vast wealth and payroll differences across teams make baseball an unfair game. Put bluntly, public schooling should not be an unfair game.

The Eroding Soil under the Rock

From judges to scholars, critics of evidence (other than myself) used by Hanushek to support the above claims have characterized that evidence as “facile,” based on “fuzzy logic”[18] and “weak and factually tenuous.”[19]
Two recurring examples used by Hanushek to illustrate the unimportance of funding increases for improving outcomes, are the “long term trend” or “time trend” argument, and anecdotal claims of the failures of input-based reforms in New Jersey. Baker and Welner (2011) tackle in depth, the fallacies of Hanushek’s New Jersey claims.[20] Here, I point to Hanushek’s own, albeit facile, unacknowledged self-debunking of his New Jersey claims. But first, I address the “long term trend” claim.
Again from recent testimony in New York State, Hanushek provides the following exposition of the “long term trend” assertion:
The overall truth of this disconnect of spending and outcomes is easiest to see by looking at the aggregate data for the United States over the past half century. Since 1960, pupil‐teacher ratios fell by one‐third, teachers with master’s degrees over doubled, and median teacher experience grew significantly (Chart 1).4 Since these three factors are the most important determinants of spending per pupil, it leads to the quadrupling of spending between 1960 and 2009 (after adjusting for inflation). At the same time, plotting scores for math and reading performance of 17‐year‐olds on the National Assessment of Educational Progress (NAEP, or “The Nation’s Report Card”) shows virtually no change since 1970 (Charts 2 and 3).5[21]
This claim like many others is made with language of astounding certainty – the “overall truth” as it exists in the mind of Hanushek. This claim is commonly accompanied by graphs showing per pupil spending going up over time, pupil to teacher ratios going down, and national assessment scores appearing relatively flat, much of which is achieved via the smoke and mirrors of representing spending and outcome data on completely different scales, and failures to adjust appropriately for changing costs and related obligations of the public education system, and changing demography of the tested population.[22] Oversimplified visuals are used to make the proclamation that student achievement shows “virtually no change,” a statement discredited on closer inspection.[23] Jackson and colleagues provide additional examples of how such facile analyses lead to fallacious conclusions (ironically using cigarette smoking data).[24]
Hanushek extends his use of the long term trend argument in his recent critique of findings from Jackson and colleagues that court ordered infusions of funding to select schools and districts led to long term gains in educational attainment, income and poverty reduction for those subjected to increased funding. Hanushek asserts:
If a ten percent increase yields the results calculated by Jackson, Johnson, and Persico, shouldn’t we have found all gaps gone (and even reversed) by now due to the actual funding increases?
Thus, if the massive average spending increases reported by Hanushek as the actual long term trend did not lead to elimination or reversal of gaps, Jackson, Johnson and Persico’s findings must be wrong? Right?
Of course, this assertion is complete and utter nonsense, because Jackson and colleagues don’t assert, and Hanushek’s own national average long term trend data do not show that all low income children, lower performing subgroups and/or those in low wealth communities were subjected to dramatic funding increases. In fact, if Hanushek’s average spending increases were driven as much by increases in wealthy (low poverty/minority) districts as they were by increases in poorer districts, then gaps would likely remain constant, all else equal.  That is, the average level of funding, and changes in average level say nothing of gaps or distributions in funding or changes in gaps or distributions. Put bluntly, the average level of funding, and the distribution of funding are two different things. Conflating the two is intentionally deceitful.
As explained by Baker and Welner (2011)[25] Hanushek for years has cited the failures of New Jersey’s school finance reforms as the basis for why other states should not increase funding to high poverty schools. In litigation in Kansas in 2011, Hanushek proclaimed:
“The dramatic spending increases called for by the courts (exhibit 34) have had little to no impacts on achievement. Compared to the rest of the nation, performance in New Jersey has not increased across most grades and racial groups (exhibits 35-40). These results suggest caution in considering the ability of courts to improve educational outcomes.”[26]
Hanushek reiterated these claims in the context of the even more recent New York school funding challenge. [27] This is a surprising claim to preserve when one’s own recent (2012) marginally more rigorous analyses of state achievement growth rates on national assessments (from 1992 to 2011)[28] find the following:
“The other seven states that rank among the top-10 improvers, all of which outpaced the United States as a whole, are Massachusetts, Louisiana, South Carolina, New Jersey, Kentucky, Arkansas, and Virginia.”[29]
The same report by Hanushek shows impressive reductions in the share of students scoring “below basic” in New Jersey, especially for 8th grade math (Figure 4).
To be sure, there are others in academe and policy research that raise questions about the most effective ways to leverage school funding to achieve desired outcomes, and do so via more rigorous, thoughtful analyses.
There are others who opine in the public square[30] and courtroom[31] that school finance reform – specifically infusing additional funding to districts serving high need student populations – is neither the most effective nor most efficient path toward improving schooling equity or adequacy. But empirical evidence to support claims of more efficient alternatives remains elusive.
Nonetheless, the “facile” and “factually tenuous” illustrations above must be put to rest, and the divisive, manipulative (intellectually insulting) and damaging rhetoric of education’s merchant of doubt cast aside once and for all.
NOTES
[1] Baker, B. D. (2012). Revisiting the Age-Old Question: Does Money Matter in Education?. Albert Shanker Institute.
[2] http://blogs.wsj.com/metropolis/2014/02/11/cuomo-on-education-funding-lawsuit-it-aint-about-the-money/
[3] http://thinkprogress.org/education/2015/02/13/3623158/brat-education-plato/
[4] Baker, B. D. (2014). Evaluating the recession’s impact on state school finance systems.
Education Policy Analysis Archives, 22(91). http://dx.doi.org/10.14507/epaa.v22n91.2014
[5] Leachman, M., & Mai, C. (2014). Most States Still Funding Schools Less Than Before the Recession. Center on Budget and Policy Priorities, October 16, 2014, http://www. cbpp. org/cms/index. cfm? fa= view&id, 4213.
[6]
Bandeira de Mello, V., Bohrnstedt, G., Blankenship, C., and Sherman, D. (2015). Mapping State Proficiency Standards Onto NAEP Scales: Results From the 2013 NAEP Reading and Mathematics Assessments (NCES 2015-046). U.S. Department of Education, Washington, DC: National Center for Education Statistics. Retrieved [date] from http://nces.ed.gov/pubsearch.
[7] Hanushek, E.A. (1986) Economics of Schooling: Production and Efficiency in Public Schools. Journal of Economic Literature 24 (3) 1141-1177. A few years later, Hanushek paraphrased this conclusion in another widely cited article as “Variations in school expenditures are not systematically related to variations in student performance”
Hanushek, E.A. (1989) The impact of differential expenditures on school performance. Educational Researcher. 18 (4) 45-62
Hanushek describes the collection of studies relating spending and outcomes as follows:
“The studies are almost evenly divided between studies of individual student performance and aggregate performance in schools or districts. Ninety-six of the 147 studies measure output by score on some standardized test. Approximately 40 percent are based upon variations in performance within single districts while the remainder look across districts. Three-fifths look at secondary performance (grades 7-12) with the rest concentrating on elementary student performance.” (fn #25)
[8] Notably, Hanushek then and now asserts that it’s not that money doesn’t matter at all, but rather that additional money doesn’t matter on top of the already high (apparently indisputably and invariably) levels of spending that currently exist across all U.S. schools.
[9] http://www.edlawcenter.org/assets/files/pdfs/maisto/masito%20trial%20documents/State%27s%20Expert%20Report%20-%20Dr.%20Eric%20Hanushek.pdf
[10] Baker, B. D. (2012). Revisiting the Age-Old Question: Does Money Matter in Education?. Albert Shanker Institute.
[11] Including but not limited to:
Jackson, C. K., Johnson, R., & Persico, C. (2015). The Effects of School Spending on Educational and Economic Outcomes: Evidence from School Finance Reforms (No. w 20847) National Bureau of Economic Research.
Papke, L. (2005). The effects of spending on test pass rates: evidence from Michigan. Journal of Public Economics, 89(5-6). 821-839.
Hyman, J. (2013). Does Money Matter in the Long Run? Effects of School Spending on Educational Attainment. http://www-personal.umich.edu/~jmhyman/Hyman_JMP.pdf.
Deke, J. (2003). A study of the impact of public school spending on postsecondary educational attainment using statewide school district refinancing in Kansas, Economics of Education Review, 22(3), 275-284. (p. 275)
Nguyen-Hoang, P., & Yinger, J. (2014). Education Finance Reform, Local Behavior, and Student Performance in Massachusetts. Journal of Education Finance, 39(4), 297-322.
Downes, T. A. (2004). School Finance Reform and School Quality: Lessons from Vermont. In Yinger, J. (Ed.), Helping Children Left Behind: State Aid and the Pursuit of Educational Equity. Cambridge, MA: MIT Press
[12] Specifically, Hanshek includes the following footnote:
Hanushek (2003). See also Hanushek (1981, (1986, (1989). The statistical analyses focus on the independent impact of resources on performance after allowing for differences among families, peers, and neighborhoods. A variety of sophisticated approaches have been applied to schooling situations across the countries, and the reviews summarize these studies. The aggregate results of the most sophisticated of these studies are shown below.
[13] Jackson, C. K., Johnson, R. C., & Persico, C. (2015). The effects of school spending on educational and economic outcomes: Evidence from school finance reforms (No. w20847). National Bureau of Economic Research.
[14] http://hanushek.stanford.edu/opinions/does-money-matter-after-all
[15] http://hanushek.stanford.edu/sites/default/files/publications/Hanushek%202003%20EJ%20113%28485%29.pdf
[16] http://www.edlawcenter.org/assets/files/pdfs/maisto/masito%20trial%20documents/State%27s%20Expert%20Report%20-%20Dr.%20Eric%20Hanushek.pdf
[17] Specifically, Hanushek proclaims:
It also underscores how calculations of equity gaps in spending, of costs needed to achieve equity, or of costs needed to obtain some level of student performance are vacuous, lacking any scientific basis.” (Maisto, p4)
http://www.edlawcenter.org/assets/files/pdfs/maisto/masito%20trial%20documents/State%27s%20Expert%20Report%20-%20Dr.%20Eric%20Hanushek.pdf
[18] http://educationnext.org/money-matter/
[19] http://www.shawneecourt.org/DocumentCenter/View/457
[20] Baker, B., & Welner, K. (2011). School finance and courts: Does reform matter, and how can we tell. Teachers College Record, 113(11), 2374-2414.
[21] http://www.edlawcenter.org/assets/files/pdfs/maisto/masito%20trial%20documents/State’s%20Expert%20Report%20-%20Dr.%20Eric%20Hanushek.pdf
[22] http://junkcharts.typepad.com/junk_charts/2011/04/bill-gates-should-hire-a-statistical-advisor.html
[23] See, for example:
http://www.epi.org/publication/fact-challenged_policy/
[24] The authors explain:
To see the problems of Hanushek’s logic, consider the following true statistics: between 1960 and 2000 the rate of cigarette smoking for females decreased by more than 30 percent while the rate of deaths by lung cancer increased by more than 50 percent over the same time period.[1] An analysis of these time trends might lead one to infer that smoking reduces lung cancer. However, most informed readers can point out numerous flaws in looking at this time trend evidence and concluding that “if smoking causes lung cancer, then there should have been a large corresponding reduction in cancer rates so that there can be no link between smoking and lung cancer.” However, this is exactly the facile logic invoked by Hanushek regarding the effect of school spending on student achievement.
http://educationnext.org/money-matter/
[25] Baker, B., & Welner, K. (2011). School finance and courts: Does reform matter, and how can we tell. Teachers College Record, 113(11), 2374-2414.
[26] http://www.robblaw.com/PDFs/1169.pdf
[27] http://www.edlawcenter.org/assets/files/pdfs/maisto/masito%20trial%20documents/State’s%20Expert%20Report%20-%20Dr.%20Eric%20Hanushek.pdf
[28] As explained by the authors:
We also examine changes in student performance in 41 states within the United States between 1992 and 2011, allowing us to compare these states with each other.
Our findings come from assessments of performance in math, science, and reading of representative samples in particular political jurisdictions of students who at the time of testing were in 4th or 8th grade or were roughly ages 9–10 or 14–15.
[29] Hanushek, E. A., Peterson, P. E., & Woessmann, L. (2012). Is the US catching up: international and state trends in student achievement. Education Next, 12(4), 24.
http://www.hks.harvard.edu/pepg/PDF/Papers/PEPG12-03_CatchingUp.pdf
[30] http://jaypgreene.com/2015/05/29/does-school-spending-matter-after-all/
[31]Including renowned segregationist David Armor who continues to testify alongside Hanushek, http://www.edlawcenter.org/assets/files/pdfs/maisto/masito%20trial%20documents/State’s%20Expert%20Report%20-%20Dr.%20David%20Armor.pdf

Sunday, August 16, 2015

City orders work to stop at site of new Lexington high school, citing building permit issue

This from the Herald-Leader:
The city has ordered construction to stop at the site of a new Lexington high school on Winchester Road.

Derek Paulsen, the city's commissioner of planning, preservation and development, said in a statement issued late Saturday that Fayette County Public Schools "was issued a stop work order for the new high school on Winchester Road due to the fact that they did not have a building permit at the time they started construction."

"We have a meeting set up with FCPS next week to discuss the remaining issues associated with the building permit and are hopeful that the permit will be issued and work will be resumed within the week," he said.

School district spokeswoman Lisa Deffendall said Saturday evening that "building permits are applied for by and issued to the contractor, and we will be working with both the city and the contractor to resolve this issue as quickly as possible."

"It is our understanding that the city traffic engineering department wants to revisit issues that had already been worked through," she said.

D.W. Wilburn has a $62 million construction contract with the district to build the school. The total cost is expected to be more than $81 million.

The school, expected to open in fall 2017, is to be built on 65 acres at 2000 Winchester Road. It would serve about 1,800 students.

Redistricting plans have been developed because of the new high school plus two more elementary schools scheduled to open next year.
ad more here: http://www.kentucky.com/2015/08/15/3990689/city-orders-work-to-stop-at-site.html#storylink=cpy

Saturday, August 15, 2015

Kentucky Board of Education to interview 12 in commissioner search

This from WDRB:
The Kentucky Board of Education will meet Friday and Saturday in Louisville to interview 12 candidates interested in becoming the state's next education commissioner.

The interviews will begin at 7a.m. both days at the Crowne Plaza Hotel, but they will all be done in closed session.

At the conclusion of the interviews Saturday, the state board will discuss the interviews and determinate which candidates will proceed with reference checks.

The board is searching for a replacement for retiring Kentucky Education Commissioner Terry Holliday, whose last day is Aug. 31.

Last week, the board decided to appoint associate commissioner Kevin Brown as interim commissioner while they continue their search.

Brown, who oversees the Office of Guiding and Support Services and serves as general counsel of the Kentucky Department of Education, will start his interim role on Sept. 1.