Some educators have the situation completely backwards. They think we will never improve education until we first eradicate poverty. While that attitude provides a convenient excuse for low educational performance, I think those educators have this exactly backwards.

Fortunately, a lot of other educators – those who are interested in performance, not excuses – agree with me.

A most remarkable and courageous case in point surfaced a couple of weeks ago in an August 9, 2012 article in the Mount Sterling Advocate, “Study ranks Kentucky 35th in child well being” (Subscription). The article, which discusses the latest Kids Count report from the Annie E. Casey Foundation, includes striking comments from Montgomery County Schools Superintendent Joshua Powell regarding overall well-being in Kentucky and how education actually impacts that.

For sure, Powell’s comments about education are stunningly candid. They are so remarkable that I called him to insure the newspaper quoted him accurately.

Powell confirmed that his comments in the newspaper were correct but also said a number of other things he told the paper had been left out of the article due to length.

Powell has now been kind enough to send me a letter covering those additional comments, and with his permission I loaded that letter in the freedomkentucky.org Wiki site so you can access it here.

If you have any interest in education and the future of Kentucky, you owe it to yourself to read Powell’s letter in full, but just to “wet your whistle,” here are a few of his key points:

• “The only manner in which to make dramatic and quick turnaround in the overall (well-being) rank is to put all of our emphasis on public education, especially in regards to accountability.”

• “Very little progress has been made in 22 years (since the passage of KERA), as emphasis has been placed on bureaucracy rather than the data of our students.”

• “There is little follow-up or consequence for schools and districts that perform poorly, other than negative press.”

• “Accountability testing and standards are devalued and minimized, and focus becomes on maintaining the status quo.”

• “(Kentucky’s) schools are not aligned for success and do not operate like a business.”

• “Change agents are at risk for termination.”

• “Due to structure, politics, and bureaucracy, performance in education has been devalued and de-emphasized throughout much of Kentucky and the nation, as excuses are allowed to reign free.”

To be sure, Powell is no pessimist. He also says:

• “Our schools and our children’s future can be easily fixed and the districts of Kentucky have been provided the tools to fix public education in our great Commonwealth.”

Powell also likes the leadership from Kentucky Commissioner of Education Terry Holliday.

So, Powell thinks we already have tools in place – indicating the resources are adequate – and some good leadership at the top, but it’s a status quo, bureaucratically oriented school system – not student poverty – that continues to hold our schools back.

Those systemic problems include far too many educators who have the whole thing backwards, thinking that somehow society must magically fix poverty first before we can expect teachers to improve education. Obviously, such incorrect notions – and the excuses that flow from them – are not welcome in Mr. Powell’s school system.