FRANKFORT, Ky. – It's known as the "Powerball promise" in Kentucky – lottery money going to education, and state law requiring more than half of it to be used for need-based scholarships.

But for years lawmakers have swept millions of dollars earmarked for the College Access Program (CAP) and the Kentucky Tuition Grant Program into the state's general fund.

Dustin Pugel, a research and policy associate with the Kentucky Center for Economic Policy, says the General Assembly's new two-year budget was going to come close to meeting the statutory requirement before more than $40 million in line-item vetoes by Gov. Matt Bevin.

Pugel says the changes will keep the state far short of full lottery funding for need-based aid.

"The House and Senate had, more or less, fulfilled the Powerball promise and with the veto of sections of HB 10, there are 22,000 fewer students who are going to be able to take advantage of those scholarships," he points out.

Bevin says the budget "dedicates all available lottery proceeds entirely to education, as originally promised to Kentuckians."

But, Pugel says the final budget does not spend the lottery dollars as the law originally intended, instead redirecting funds to other education programs, including dual credit and Work Ready Kentucky Scholarships.

Bevin says that is an "appropriate" use of lottery funds.

University of Kentucky senior Brooke Stewart says she's "very grateful" for the CAP money she's been able to get, convincing her the program deserves full funding.

"I was just truly disappointed that education assistance wasn't at the top of his (governor's) priority list,” she states. “I have friends that have taken semesters off just because they could not afford it."

Pugel says more money for need-based scholarships is crucial with state funding to the state's public colleges and universities being cut and tuition going up, again.

"As it stands, neither Work Ready nor the dual credit scholarships are need-based,” he stresses. “So, we can't even really say that that money is going to low-income students who really are in the most need of assistance to be able to have the opportunity for higher education."

Pugel acknowledges that even with the governor's veto, need-based scholarships will still get a $15 million bump in the new budget to around $199 million over two years.

He also hopes that $9.4 million in lottery money freed up by Bevin's one-year delay of the Work Ready Program will be redirected to need-based aid.





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Massachusetts lawmakers are hoping a new teacher certification process will draw more diverse candidates to the classroom.

The state recently passed legislation to create alternative pathways for teachers who struggle to pass the certification exam but can otherwise demonstrate competence in their field.

Jessica Tang, president of the American Federation of Teachers-Massachusetts, said the effort is ultimately good for students.

"You're going to run into a lot of diversity," Tang pointed out. "When you are exposed to diversity in our schools, that actually helps prepare you."

Tang noted even some of the state's previous teacher of the year award winners have struggled to pass the certification exam. She argued academic outcomes improve when students have teachers they can relate to and who understand their histories and cultures.

The legislation also requires districts to develop plans to recruit diverse educators and administrators, and collect diversity data. The state will also establish a teacher apprenticeship program to help support younger teachers and retain them. Tang stressed it is important the programs are now codified into state law due to potential upcoming changes in federal education policy.

"Even though a lot of these initiatives were already happening in so many places, we can do better," Tang emphasized. "We can do more and we can protect that work through this legislation."

Tang added educator preparation programs will also develop plans to increase the diversity of their graduates and she looks forward to seeing how students statewide will benefit from the legislation. She said it should help build a new pipeline of people entering the teaching profession, as the more students identify with their teachers, the more likely they will become teachers too.

Researchers say increasing the police presence in schools isn't the best way to address classroom violence. One expert in Iowa says educators would do better to treat the underlying causes.

Fifty years ago, just 1% of the nation's public schools had police officers on campus. That number has jumped to more than 40% now.

The 1999 Columbine High School shooting in Colorado prompted officials to harden schools with more police presence, thinking it would keep students safer.

Iowa State University Associate Dean for the Department of Sociology and Criminal Justice Monic Behnken said academic research shows that hasn't worked.

"What the literature is clear about for the past 20 years is actually the thing that you want to do is, you want to soften your schools," said Behnken. "You want to increase access to therapists, counselors, social workers, community liaisons."

Behnken said these professionals can address the emotional and social stressors among kids before they'd commit crimes.

She added that although school shootings have increased and get huge media attention when they happen, they are still statistically rare.

Behnken said data show that School Resource Officers (SROs), have next to no impact on stopping violence, bullying, or even schoolyard fights - but they do have a big impact in other areas.

"The research shows that SROs are good at policing," said Behnken. "So, they are fantastic in a school that has a drug problem. They are fantastic at a school that has a gang problem."

Behnken said otherwise, more officers on school campuses can do more harm than good - because school staff may learn to rely on SROs to solve discipline problems that administrators could handle without having to involve the police.




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In the wake of Donald Trump's re-election, teachers nationwide are bracing for more censorship battles. Currently, more than 40 laws in 22 states restrict teaching about race, gender, history and queer identities.

Oregon is not immune to this trend, with 93 book-removal attempts last year, a 30-year record. Educators recently shared their experiences with censorship at the Teaching Truth forum.

Jesse Hagopian, the Seattle-based author of "Teach Truth: The Struggle for Antiracist Education," said it's a topic of discussion.

"You're hearing from a lot of teachers already about what the repression looks like, but it's severe right now. You're dealing with, now, almost half of all kids going to a school where it's illegal for kids to learn the truth about U.S. history," he said.

Earlier this year, Republicans attempted to change Oregon's constitution to give parents the right to decide what materials are appropriate for their children's education. The amendment was voted down.

Lisa Stiller, a retired teacher who worked in rural and urban Oregon school districts, said it is important to give students space to ask questions about uncomfortable topics in school.

"If you think that a book with racial content has some deep issues I want to hear why. I don't want the discussion to be thrown out because it's controversial," she said.

Most attempts at banning books have been unsuccessful so far in Oregon, meeting legal challenges by the ACLU and other civil-rights groups. In September, a new rule banning Portland Public School teachers from posting anything personal or political in their classrooms was met with an official grievance from the teachers union.

Hagopian said it isn't enough to try to reverse laws that restrict teaching about racism and LGBTQ+ issues.

"We're fighting to expand Black studies, ethnic studies, queer studies, gender studies in our school so every kid can understand themselves, see themselves, and be empowered with the history of social movements they need to change this system," he explained.


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