Statement from the Kentucky Science Teacher Association (KSTA) Regarding the Proposed Assessment and Accountability System (Framework 4.0)

The Kentucky Science Teacher Association (KSTA) has reviewed the "Reimagining Assessment and Accountability in Kentucky Technical Details Framework 4.0" document. While we appreciate the Kentucky Department of Education's (KDE) efforts to involve stakeholders and foster collaboration in developing new approaches to assessment and accountability, we have significant concerns regarding the implications for science education in Kentucky public schools.

Our primary concern revolves around the proposal for districts to develop and administer their own "competency-based or other authentic local measures for science". We fear this approach will exacerbate existing inequities in science education across the Commonwealth. Science instruction is often not a central focus in many districts and schools, and allowing for varied local assessments could lead to:

• Inconsistent Rigor and Inflated Scores: Districts may opt for less rigorous assessments that yield artificially high scores, rather than genuinely improving science instruction. This could mask areas where students are not receiving adequate science education.

• Lack of Statewide Comparability: Without a common measure, it will be impossible to accurately compare science proficiency levels across districts, hindering our ability to identify and support areas of need and celebrate areas of excellence statewide.

• Disadvantage for Students in Underserved Districts: Students in districts with fewer resources or less emphasis on science education may be further disadvantaged if local assessments do not adequately prepare them for future science endeavors or post-secondary opportunities.

Additionally, we note the proposed change in mandatory statewide science assessment from 4th to 5th grade. We urge careful consideration of the potential impact this shift may have on curriculum alignment and instructional focus in elementary science.

Furthermore, the "Locally determined indicators" category, while intended to allow for local autonomy, raises concerns about potential inequities and external influence. Allowing districts to develop a wide range of additional indicators could:

• Create Further Disparities: The lack of consistent statewide indicators beyond the federal requirements could lead to a fragmented view of student learning and school performance across Kentucky.

• Increase Corporate Influence: Without clear guidelines, there is a risk that external companies could exert undue influence over the content and focus of locally determined indicators, potentially prioritizing their own interests over comprehensive and unbiased student learning.

The KSTA believes that a strong, equitable science education is crucial for all Kentucky students. We advocate for a system that ensures a consistent and high standard of science instruction and assessment across the state, fostering genuine student learning and providing valuable data for improvement.

Call to Action for KSTA Members:

We urge all KSTA members to become well-versed in the details of Framework 4.0 and its potential impact on science education. Your voice is critical in shaping the future of assessment and accountability in Kentucky. Please share your concerns directly with your state-level legislators.

You can reach your legislators through the Legislative Message Line at 1-800-372-7181.

Let us work together to ensure that science education receives the attention and support it deserves in Kentucky's public schools.