Our Children Are More Than Test Scores. But the Scores Still Matter.

Last week, the Kentucky Department of Education released its latest school accountability results. And if you’re a parent, educator, or someone who cares about Covington, there’s a good chance you’ve heard some of the conversation surrounding those numbers. Some of that conversation has been encouraging. Some of it has been uncomfortable. And quite frankly, some of it should be. Because while I firmly believe that our children are more than test scores, I also believe those scores tell us something important about the opportunities we’re providing them. And we owe it to our students to pay attention.

Progress Worth Celebrating. Challenges We Cannot Ignore.

Let’s start with the good news.Four of our five elementary schools received yellow accountability ratings, and Ninth District Elementary demonstrated the greatest year-over-year improvement among our elementary schools. Across our elementary grades, 47.4% of tested students scored proficient or distinguished in reading and 36.9% in mathematics. Now, I’m certainly not suggesting we throw a parade. But progress matters. Behind every percentage point is a student who learned something new, a teacher who found a way to reach a child, and a family that helped make it possible. Celebrating progress and demanding better outcomes are not mutually exclusive.

But we also need to talk about Holmes.

Our results at Holmes Middle School and Holmes High School are not where they need to be. Particularly concerning is Holmes Middle School’s designation for Comprehensive Support and Improvement (CSI), placing it among the lowest-performing 5% of middle schools in Kentucky under the state’s accountability system. 

That’s a difficult reality to accept. As someone who grew up in Covington, graduated from Holmes, and now serves on our Board of Education, I take these results personally. I think about the students walking through those doors every morning. The teachers who pour themselves into their classrooms. The families who trust us with their children. And I ask myself a question every school board member should be asking:

Are we doing everything within our power to give these students the education they deserve?

If the answer is anything other than an unequivocal yes, we have work to do.

Our Teachers Deserve More Than Encouragement.

I want to acknowledge the educators, administrators, and support staff who show up for our students every day. I see your work. And I appreciate it. But appreciation must extend beyond words. If we’re asking educators to deliver stronger outcomes, we have an obligation to provide the resources, training, leadership, and support necessary to make that possible. We must listen when they tell us what’s working—and when they tell us what isn’t. We cannot demand excellence from our educators without creating the conditions that make excellence possible. That’s a responsibility I take seriously as a board member.

Covington, We’ve Got Work to Do.

I’ve spent much of my life telling stories about Covington—its people, history, struggles, and triumphs. And if there’s one thing those stories have taught me, it’s that this city has never been defined solely by its challenges. We’ve always been capable of imagining something better.

But imagination without action is simply wishing.

Our students deserve schools where academic excellence is the expectation, educators are supported, and every child has a genuine opportunity to succeed. Getting there will require honesty about where we are, urgency in addressing our challenges, and accountability for the results. It will also require our entire community. Parents. Educators. Businesses. Nonprofits. Neighborhood leaders. And residents who care about what happens inside our schools. Because the future of Covington’s schools is a shared community responsibility.

I believe in our students. I believe in our educators. And I believe in Superintendent Flucas’ commitment to moving our district forward. But belief alone isn’t enough. We must be willing to have difficult conversations, make thoughtful decisions, and hold ourselves accountable for meaningful improvement. We can be proud of our schools without being satisfied with where we are. We can support our educators while demanding stronger outcomes. And we can acknowledge our challenges without surrendering to them. Our children are more than test scores. But the scores matter because their futures matter.

Covington, we’ve got work to do. And I’m all in.