OVERVIEW

In June 2002, Commissioner Gene Wilhoit of the Kentucky Department of Education requested that preliminary information be gathered concerning student input to education policymakers.  Specifically, the Commissioner wanted to know how the input of low achieving students could be used to enhance their educational experience.  “What excites and motivates these students,” asked the Commissioner, “and how can we motivate our teachers and administrators to change their performance?”

The Commissioner’s request is timely.  The state of Kentucky has recently adopted a goal of “Proficiency by 2014,” a statewide initiative aiming to help every child perform at Proficient levels (on a scale of Novice, Apprentice, Proficient, Distinguished) by the year 2014.  Furthermore, the Kentucky General Assembly recently passed Senate Bill 168, requiring schools to make substantive reductions in the achievement gaps among all student subpopulations, including the notorious racially and income-based divides.  As the state begins to redefine academic “success” as the achievement of ALL students, not just the majority of them, student input and feedback becomes critical to creating positive change in the instruction and achievement of subgroups that have historically been left behind.

PURPOSE OF THIS REPORT

Therefore, this report attempts to do two things.  First, to capture and illustrate how other state education departments are utilizing student input.  Second, to recommend specific actions Kentucky can take to ensure that student input is equitable, meaningful, and manageable.

PROCESS

The education department in each state was contacted by phone or email at least once.  It was explained that the Kentucky Department of Education was interested in developing a Student Advisory Council, and that we were searching for models upon which we might base our own work.  State departments or boards of education were asked if they included any student advisors at the state level.  State education departments involving students generally put me in contact with appropriate staff who were intimately involved in the process. States were then asked more detailed questions about how students were included and how students were selected.  States were also asked informal questions about the effectiveness of their student advisors and if student diversity was a priority or a concern. 

Although all fifty states were contacted, in at least two instances states responded incorrectly that they had no student involvement.  While these errors were corrected, there may be state education departments or boards not listed in this report that do include student input.  All attempts have been made to be as thorough and accurate as possible.

FINDINGS

Of the fifty states contacted, twenty indicated that they do include student involvement in education decision-making in some way at the state level.  The most common practice is to include one or two nonvoting student advisors on the state Board of Education.  Generally, students serving in this capacity are either elected through a state student council association or appointed by the state Governor.  Many states include a combination of selection processes.  Five states give students voting rights on the state Board of Education.  Only seven states include a group of more than two student advisors.  A detailed explanation of each state’s student advisory structure and selection process is included on pages 7 - 26 of this report.  Below is a brief summation of each state.

Once a state explained its process of obtaining student input, it was asked about the perceived effectiveness of its student advisors.  A commonality was that nearly every state seemed to think that its particular system provided meaningful and equitable student feedback.  However, a few states did express concern about the lack of diverse student representation or the political nature in which the student was selected. 

In the short time available to complete this report, it was impossible to gather empirical data about student effectiveness and equitable representation.  Therefore, while the student advisory processes in other states can help guide us, ultimately recommendations must be based on the individual needs of our state and our students.  Will allowing one student voting rights on the Kentucky Board of Education best serve the interests of all students, or should there be a group of students to advise the Commissioner?  Should student councils elect the student representatives?  Should the Governor appoint?  Or does the selective targeting of a diverse group offer the best input as to how to meet our goals?  These questions must be addressed with the specific needs of Kentucky in mind.

RECOMMENDATIONS

The needs of Kentucky educators are clear.  Kentucky educators need to implement the best practices to (1) help every student reach Proficiency by 2014 and (2) comply with Kentucky Senate Bill 168 by closing the various achievement gaps.  Students can provide powerful insight as to how to achieve these goals, but only if the structure of the student group is built to address these needs. 

Indeed, student input had a powerful effect at the Kentucky Department of Education Minority Student Achievement Task Force in 2000, yet that effect was not an accident.  Students involved were selectively targeted for their past experiences, passion, and commitment to improving race relations and equity.  Furthermore, the task force provided an environment that facilitated honesty, engagement, and positive feedback from student participants.  These factors are critical to obtaining any meaningful student input.  Therefore, there are certain necessities that must be met in order to develop a student advisory structure that best meets the needs of Kentucky:

Number of Students:  To best capture the needs of all students, all students need to be represented.  It is recommended that a group of 20 - 30 students be assembled to advise the Commissioner of education and department staff.  This group should also be accessible to the Kentucky Board of Education.  Twenty to thirty students can clearly illustrate their varying and diverse needs in a way a single student cannot.

Diversity of Students:  It is imperative that this group is representative of varying racial, gender, socioeconomic, academic performance (GPA), and disability categories.  It is also important that these students represent different regions of the state and come from schools with varying levels of overall achievement.  Furthermore, the department is encouraged to seek out students in other categories as well, including religion, sexual orientation, and English as a Second Language (ESL).  Regardless of one’s personal beliefs, it is a reality that a variety of students in each one of these categories are currently enrolled in Kentucky public schools.  Every attempt should be made to remove the barriers facing these students by seeking their input.

Grade Level of Students:  Along with diversity, it will be helpful to include students from several different grade levels.  Illinois and Virginia are the only states to include middle school and high school students together, and no state currently includes college students or young adults in advisory groups.  A broad range of students from different grade levels will offer a unique insight into the challenges and disconnects between middle school, high school, and college.  A group of students ranging from middle school to college will be the most effective in illustrating the various perspectives and stumbling blocks facing Kentucky’s students, and will complement the department’s current P-16 Council efforts.

Selection Process of Students:  The selection process is perhaps the most important factor in establishing an effective student advisory council.  To meet the needs of Kentucky, students who sit on the council must be selectively targeted for their diversity.  Illinois has not only recruited students from the more common subpopulations, but has also actively sought student mothers and students in the Juvenile Justice system.  Pragmatism indicates that public school students, student councils, and Governors alike will often overlook such students in their search for “qualified” representatives.  As Lee Patton, Coordinator of the Student Advisory Council to the Illinois State Board of Education points out, “we must reserve the right to reach out.” The department must recruit students with positive, as well as negative, experiences in Kentucky public schools.  It is exactly their firsthand experience in the realities of our education system that makes these students “qualified.”

There are many ways students can be selectively targeted.  Many of the states surveyed make some sort of effort to obtain students from varying regions.  Perhaps the most manageable way in Kentucky would be to first identify regions of the state that must be represented.  Within each region, high-achieving and low-achieving schools could further be identified for recruitment.  The department could then begin soliciting nominees from the varying racial gender, socioeconomic, grade point average, and disability categories within these targeted regional schools.  Additionally, the Kentucky Department of Education’s new database MAX, touted as one of the most powerful in the nation, could play an invaluable role in targeting potential student advisors.   

Alternatively, the State Superintendent of Mississippi asks local superintendents on his Superintendents Advisory Committee to nominate a diverse group of students to serve on his Student Advisory Committee.  Thus, the Commissioner might ask members from his various advisory councils to suggest students who meet the specified criteria.  Many states have also established an application process.  While this may be a viable option, concerns about diverse applicants and who will review the applications must be addressed.

No matter how the students are selected, the selected group must ultimately be representative of all students and must feel comfortable challenging current educational practices.  We must ensure that the students who serve are capable of clearly communicating their thoughts and opinions.  An engaged group of students is useless to Kentucky if it is not diverse, just as a diverse group of students is useless if they are not able or comfortable enough to voice their opinions

Student Advisory Council Environment:  With a large group of diverse young people, there must be a commitment from the department to establish an environment of trust.  To obtain meaningful feedback, the department must clearly communicate the purpose and goals of the council, and must engage these students in discussions they can take part in.  In order to contribute, students must be respected, and must be encouraged to question current school and/or department practices. 

Meeting face to face with the Commissioner of Education on a bi-monthly or tri-monthly basis (mirroring other current Commissioner advisory councils) will send the message that the views expressed in the council meetings are heard and valued by those with the power to directly influence state education policy.  The Student Advisory Council should be viewed as an equal with the Commissioner’s other advisory councils, and student members should be afforded the same level of respect.  Anything less betrays not only the department’s true priorities, but also the level of trust with the students we are striving to understand and serve.

KENTUCKY’S CHALLENGE

As many educators will note, young people are often more than willing to “tell it like it is.”  Yet young people can often sense the underlying motivations and true commitment levels of their coaches, teachers, principals, and administrators.  To obtain the most meaningful contributions, honesty and respect must be established and maintained.  There must be a commitment from the department to not only seek student input, but to seek input from a plethora of students willing to challenge current practices. 

Furthermore, the previous recommendations are not intended to be exclusive of other ways to obtain student input.  It is highly recommended that the Kentucky Board of Education and the Legislature consider including a full voting student member on the state board.  And states such as Massachusetts and Hawai‘i should be applauded and imitated for their elaborate and democratic systems of student participation.

In fact, all states involving students in even the smallest of ways should be commended for their respect of students and their understanding that students can offer invaluable insight about educational systems designed for them.  Nor should student involvement be restricted to the state level.  Every principal and every local school board should have such a faith in the students they are charged with educating that they should be honored to hear their input on a regular basis.  Additionally, the Partnership for Kentucky Schools has developed an excellent model for local schools to acquire data-driven student input.  The methods for including students are abundant.

Unfortunately, actual student input is not as abundant.  In reality, there are still administrators, principals, and teachers who do not believe that all students can learn, nor that low performing, “alternative,” or minority students can offer valuable insights into the educational process.  As we focus on a generation plagued by achievement gaps and emerging from Columbine’s, Jonesboro’s, and Paducah’s, we must listen to our students.  The Kentucky Department of Education can set an appropriate example for each school in the state by faithfully seeking students who will challenge our educators to address the pressing educational needs of today.

Reaching proficiency and closing the achievement gaps both require the participation of students, in leadership, advisory, and decision-making roles.  The Kentucky Department of Education must follow the lead of numerous other states by including students in statewide decision-making.  Yet we must also take advantage of the opportunity to improve upon the work of others by tailoring the process to meet our unique needs.  We must empower ourselves by empowering our students.  Only by respecting all students and actively seeking their input will Kentucky schools, and students, reach their full potential.

ALASKA

NUMBER OF STUDENT ADVISORS:            2

BODY STUDENTS ARE ADVISING:            Alaska State Board of Education & Early Development

STUDENTS SELECTED BY: Alaska Association of School Governments and the Alaska State Board of Education & Early Development

STUDENT GRADE LEVEL: 10^th - 12^th grade

LENGTH OF STUDENT TERM:             2 years

PROGRAM IN PLACE SINCE:                        circa 1976                           

STUDENT ADVISORY STRUCTURE:          

Title 4 of the Alaska Administrative Code requires the Alaska State Board of Education & Early Development to include two nonvoting public high school student members.  Students are required to have two years of high school remaining at the time of appointment and serve a two-year term.  During the first year, the selected student serves as advisory member-elect, and may participate in the work of the board, including debate and deliberation, but may not cast an advisory vote.  During the second year, the advisory member-elect becomes the advisory member.  The student advisory member may participate in board deliberation and debate, and casts a non-binding advisory vote, which is recorded but is not counted in determining the disposition of board matters.  Students are eligible for appropriate state reimbursement.

SELECTION PROCESS:    

            Title 4 of the Alaska Administrative Code states that each year the Alaska Association of School Governments (AASG) may nominate three to five students for consideration to serve on the State Board.  The State Board then chooses one of the AASG nominated students to serve as student advisory member-elect.

CALIFORNIA

NUMBER OF STUDENT ADVISORS:            1

BODY STUDENT IS ADVISING:                 California State Board of Education

(Full Voting Rights)

STUDENT SELECTED BY:            California Association of Student Councils, California State Board of Education, & Governor of California

STUDENT GRADE LEVEL:            12^th grade

LENGTH OF STUDENT TERM:            1 year                       

PROGRAM IN PLACE SINCE:                        1969, amended 1983 to give the student voting rights                                                   

STUDENT ADVISORY STRUCTURE:          

            According to the California Education Code 33000.5, the Governor is required to appoint one student to serve on the California Board of Education with full voting rights.  The student must be a high school senior enrolled in a public school during his or her term.  The student serves a one-year term.  Students are eligible for appropriate state reimbursement, and California offers a $100 stipend for each day the student spends on official business.

SELECTION PROCESS:    

            Each year an information packet including an application is sent out by the California Department of Education informing high schools of the student position.  Generally 150 - 200 students apply for the position.  The application requires a resume and several short essays.  A screening committee, comprised of Department of Education staff, State Board of Education members and the current student Board member, selects 12 semifinalists.  The California Association of Student Councils (CASC) then elects 6 of these 12 candidates at the CASC annual conference.  All public high school students in the state (grades 9-12) have the opportunity to attend this conference and cast a vote.  The California State Board of Education then interviews the six candidates elected at the CASC conference.  The State Board submits three of these candidates to the Governor for consideration.  Ultimately, the Governor of California appoints one of the three finalists to serve as the student member on the State Board of Education.

CONNECTICUT

NUMBER OF STUDENT ADVISORS:            25 -30  (with 2 serving on State Board of Education)

BODY STUDENTS ARE ADVISING:            Commissioner, Connecticut State Board of Education

STUDENTS SELECTED BY:                  Commissioner, Governor of Connecticut

STUDENT GRADE LEVEL:                                    9^th - 12^th grade (12^th grade to serve on State Board)

LENGTH OF STUDENT TERM:             1-3 years (1 year on State Board)

PROGRAM IN PLACE SINCE:            1981, amended 1998 to include State Board positions           

STUDENT ADVISORY STRUCTURE:          

In 1981, the Connecticut Department of Education voluntarily appointed a State Student Advisory Council on Education (SSACE).  The SSACE consists of 19 students from high schools selected randomly from each congressional district of the state.  Eight additional students are also appointed by the Education Commissioner to serve on the council.  The SSACE meets with the Commissioner once each month during the school year to reflect student concerns. 

In 1998, the Connecticut General Statutes Title 10, Chapter 163 was amended to require the Commissioner to appoint a State Student Advisory Council on Education (SSACE).  The legislation states that the Commissioner must ensure the council membership “(1) includes male and female students, (2) is racially, ethnically, and economically diverse, (3) includes students from each Congressional district in the state, and (4) includes students who have disabilities.”  Students can serve on the council for up to three years, but cannot serve after high school graduation. 

The 1998 legislation also requires that the Connecticut State Board of Education include two nonvoting student members.  Each student member on the State Board must be a public high school senior with at least a B+ grade point average.

SELECTION PROCESS:    

Each year the Commissioner is required to fill vacancies left by graduating seniors on the State Student Advisory Council on Education (SSACE).  Nineteen public high schools are randomly selected, and the Commissioner requests that the principal of each school nominate one student for consideration.  Additionally, there are 8 at-large student members who are also nominated by high school principals. 

To fill the two student positions on the State Board, each year the Department of Education sends an information packet and application to Superintendents, High School Principals, guidance counselors, and student council presidents.  Applicants must submit three letters of recommendation, a resume, and a one-page statement describing their qualifications.  Generally, 50-85 students apply.  All student members of the SSACE are then invited to review the applications and conduct interviews before submitting five finalists to the Governor of Connecticut.  Adult advisors are present during deliberation, but the student SSACE members make all decisions about the five finalists.  Ultimately, the Governor selects two of the five finalists to serve on the State Board of Education.

HAWAI‘I

NUMBER OF STUDENT ADVISORS:            24 (with 1 serving on State Board of Education)

BODY STUDENT IS ADVISING:                 Hawai‘i State Board of Education

STUDENTS SELECTED BY:            Public High School Students,

Hawai‘i State Student Council

STUDENT GRADE LEVEL:                                    9^th - 12^th grade (11^th-12^th to serve on State Board)

LENGTH OF STUDENT TERM:             1 year (may seek re-election)

PROGRAM IN PLACE SINCE:                        1988               

STUDENT ADVISORY STRUCTURE:          

The Hawai‘i State Board of Education bylaws require each public secondary school in Hawai‘i to elect a student council.  Each school student council then elects representatives from its own membership to serve on a district student council.  Once elected, the seven district councils then each elect a total of 24 students from their own memberships to serve on the Hawai‘i State Student Council (HSSC). The Hawai‘i State Student Council is charged with advising the Hawai‘i State Board of Education and selecting a student to serve on that board.

The Hawai‘i State Constitution, Article X, Section 2, requires that “The Hawai‘i State Student Council shall select a public high school student to serve as a nonvoting member on the Board of Education.”  The student serving on the State Board must be a public high school junior or senior and serves a one-year term.  The student is eligible for appropriate state reimbursement, and Hawai‘i offers a $100 stipend for each committee and full Board meeting attended.

SELECTION PROCESS:    

Each school is required by law to elect a local student council.  All secondary school students (grades 9-12) are eligible to vote and run for office in local school elections.  The local school council then elects representatives from its own membership to serve on a district student council.  Likewise, the district student councils elect representatives from their own memberships to serve on the Hawai’i State Student Council (HSSC).

Each year, the Hawai‘i Department of Education and the Hawai‘i State Student Council send information and application materials for the student board position to all public high schools.  The HSSC interviews all candidates and generally selects two to three finalists.  The finalists are then interviewed during two live, call-in television forums on Hawai‘i public television.  The introductory and closing speeches of each candidate are recorded on video and distributed to all Hawai‘i public middle and high schools.  All public school students in grades 7 -12 are eligible to vote, and all schools are mandated to participate in the elections.  The finalist with the highest number of votes then serves on the Hawai‘i State Board of Education for a one-year term. 

ILLINOIS

NUMBER OF STUDENT ADVISORS:            20-30

BODY STUDENTS ARE ADVISING:            Illinois State Board of Education

STUDENTS SELECTED BY:                  Illinois State Board of Education

STUDENT GRADE LEVEL:                                    8^th - 12^th grade        

LENGTH OF STUDENT TERM:             1-4 years

PROGRAM IN PLACE SINCE:                        1975   

STUDENT ADVISORY STRUCTURE:          

Each year, the Illinois State Board of Education maintains a Student Advisory Council of about 20 - 30 students by selecting new members to replace the graduating 12^th grade members.  The Student Advisory Council advises the Illinois State Board of Education on various policy decisions.  Members must be incoming freshmen through seniors in Illinois public, private, or parochial secondary schools.  Students serve until they graduate from high school.  The council meets three to four times a year in varying regions of the state.  The last meeting of the school year is held in conjunction with the State Board.  The Illinois Board of Education voluntarily seeks student input.  There is no legislation mandating student input.  Students are eligible for appropriate state reimbursement.

SELECTION PROCESS: 

            Each year the Illinois State Board of Education sends application materials to all middle and high schools in the state.  The application requires an essay and two letters of recommendation.  Generally 100-150 students apply for membership.  Graduating seniors on the council help review applications and conduct interviews.  The Coordinator and State Superintendent approve selections made by the seniors.  In the past, the selection committee has targeted student mothers and students in the juvenile justice system, as well as students in varying regional, racial, socioeconomic, and academic performance categories.

IOWA

NUMBER OF STUDENT ADVISORS:            1

BODY STUDENT IS ADVISING:                 Iowa State Board of Education

STUDENT SELECTED BY:                              Iowa State Board of Education & the Governor of Iowa

STUDENT GRADE LEVEL:                                    11^th - 12^th grade

LENGTH OF STUDENT TERM:             1 year (2 year term limit)                

PROGRAM IN PLACE SINCE:                        scheduled to begin in 2003   

STUDENT ADVISORY STRUCTURE:          

The Iowa General Assembly House File 2515 states that the Governor of Iowa shall appoint one nonvoting student member from a list of candidates supplied by the Iowa State Board of Education.  The law states that only high school juniors or seniors are eligible for the position, and they must have attended Iowa public school for at least one year prior to serving on the State Board.  If the student does not graduate at the end of the first term, he or she may seek re-nomination from the Governor.  Students are eligible for appropriate state reimbursement.

SELECTION PROCESS:    

The Iowa General Assembly House File 2515 states that the Iowa State Board of Education shall specify criteria for student selection, “including, but not limited to, academic excellence, extracurricular and community activities, and interest in serving on the board.”  The specifics of the selection process are still being developed, due to the very recent passage of the legislation.

LOUISIANA

NUMBER OF STUDENT ADVISORS:            1

BODY STUDENTS ARE ADVISING:            Louisiana Board of Elementary & Secondary Education

STUDENTS SELECTED BY:                  Louisiana Association of Student Councils

STUDENT GRADE LEVEL:                             &nb