Layoffs: Kentucky
Retaining Effective Teachers Policy
Analysis of Kentucky's policies
Factors to Consider: Kentucky determines which teachers are laid off
during a reduction in force using a teacher's tenure status and
seniority. In the case of a reduction in force, preference is given to
"teachers on continuing contracts and to teachers who have greater
seniority."
Recommendations for Kentucky
Require that districts consider teacher effectiveness as the most important factor in determining which teachers are laid off during reductions in force.
Kentucky should give districts the flexibility to determine their own layoff policies, but it should do so within a framework that ensures that teacher effectiveness is the determinative factor. Further, although it may be useful for Kentucky to consider seniority among other criteria, the state should also consider performance so that it does not sacrifice effective teachers while maintaining low performers.
State response to our analysis
Kentucky indicated that its procedures for educator certificate surrender, revocation, suspension, reinstatement, and reissuance, and for application denial were updated in March 2017.
Updated: December 2017
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Kentucky
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General Teacher Preparation
- Program Entry
- Teacher Shortages and Surpluses
- Program Performance Measures
- Program Reporting Requirements
- Student Teaching/Clinical Practice
- Teaching Methods
Elementary Teacher Preparation
Secondary Teacher Preparation
- Middle School Content Knowledge
- Middle School Licensure Deficiencies
- Adolescent Literacy
- Secondary Content Knowledge
- Secondary Licensure Deficiencies
Special Education Teacher Preparation
Alternate Routes
Hiring
- Requirements for Out-of-State Teachers
- Provisional and Emergency Licensure
- Licensure for Substitute Teachers
- Supporting New Teachers
Teacher and Principal Evaluation
Teacher Compensation
Retaining Effective Teachers
Early Childhood Preparation
How we graded
9E: Layoffs
Performance
The total goal score is earned based on the following:
- Full credit: The state will earn full credit if teacher performance is the top criterion in reduction-in-force decisions.
- Three-quarters credit: The state will earn three-quarters of a point if performance is a required—but not the most influential—criterion in reduction-in-force decisions.
- One-half credit: The state will earn one-half of a point if retention policies based solely on tenure or seniority are explicitly not allowed, but performance is not an explicitly required factor in reduction-in-force decisions.
Research rationale
"Last In, First Out (LIFO)" policies put adult interests before student needs, yet most districts across the country still use these policies in the event of teacher layoffs. While most states leave these decisions to district discretion, other states require layoffs to be based on seniority. Such policies fail to give due weight to a teacher's classroom performance and risk sacrificing effective teachers while maintaining low performers.[1]
Policies that prioritize seniority in layoff decisions can also cause significant upheaval in schools and school districts. As teachers who are newer to the classroom traditionally draw lower salaries, a seniority-based layoff policy is likely to require that districts lay off a larger number of probationary teachers rather than a smaller group of ineffective teachers to achieve the same budget reduction.
States can leave districts flexibility in determining layoff policies, but they should do so while also ensuring that classroom performance is considered. Further, if performance is prioritized, states need not prohibit the use of seniority as an additional criterion in determining who is laid off.
[1] See National Council on Teacher Quality. (2011). Teacher layoffs: Rethinking 'last-hired, first-fired' policies. Retrieved from http://www.nctq.org/dmsView/Teacher_Layoffs_Rethinking_Last-Hired_First-Fired_Policies_NCTQ_Report; The New Teacher Project. (2011). The case against quality-blind teacher layoffs. Retrieved from http://tntp.org/assets/documents/TNTP_Case_Against_Quality_Blind_Layoffs_Feb2011F.pdf?files/TNTP_Case_Against_Quality_Blind_Layoffs_Feb2011F.pdf; Boyd, D., Lankford, H., Loeb, S., & Wyckoff, J. (2011). Teacher layoffs: An empirical illustration of seniority versus measures of effectiveness. Education, 6(3), 439-454. Retrieved from http://www.urban.org/UploadedPDF/1001421-teacher-layoffs.pdf; Goldhaber, D., & Theobald, R. (2010). Assessing the determinants and implications of teacher layoffs (Working Paper 55). National Center for Analysis of Longitudinal Data in Education Research. Retrieved from http://www.urban.org/UploadedPDF/1001496-Assessing-Teacher-Layoffs.pdf; Sepe, C., & Roza, M. (2010). The disproportionate impact of seniority-based layoffs on poor, minority students. Center on Reinventing Public Education, University of Washington. Retrieved from http://crpe.org/publications/disproportionate-impact-seniority-based-layoffs-poor-minority-students