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Bedford cites student-achievement goals, warns federal-fund cuts would hit programs and staffing
Summary
Executive Director of Academic Achievement Dr. Kenya Harrington reviewed the district’s report-card standing, literacy and graduation goals and how federal funds support interventions; she warned elimination of federal funding could lead to program cuts and staff reductions.
Dr. Kenya Harrington, executive director of academic achievement, told the board Bedford City School District is a three-star district under the state report-card system and outlined district goals to raise component ratings by 2028.
“We are a 3 star district out of 5 stars,” Harrington said, and described the state’s six report-card components: achievement, progress, gap closing, graduation, early literacy, and college-career-workforce-and-military readiness.
Harrington outlined targeted actions on early literacy and graduation. For example, the district’s goal for 2028 is to increase report-card component ratings in achievement, early literacy, gap closing and graduation by improving ELA and math outcomes across grade bands; she also said the district aims to increase districtwide attendance by 6 percentage points to reach a 94% threshold.
Harrington detailed how federal funds are used locally and what would be at risk if those funds were eliminated: Title I funding for supplemental ELA and math supports and materials, Title II for professional development, Title III for English learners, Title IV for broader school climate and technology efforts, McKinney-Vento funding for students experiencing homelessness and grants for early childhood and career pathways.
“If we get rid of federal funds, what does that do to school districts?” Harrington asked rhetorically. She said possible consequences include job losses for teachers and support staff, larger class sizes, reduced services for students with disabilities and fewer opportunities for career and enrichment programs.
Harrington also described district instructional-support systems — instructional coaching, an early-literacy decision tree, the move from paper DIBELS to an electronic platform and a partnership to expand AVID and career-technical pathways — and emphasized use of data platforms (EdSteps, OST dashboard, CRS) to monitor progress.
Why it matters: Federal funds underwrite many supplemental services and programs in Bedford. The district’s performance targets and strategy documents shape curriculum, staffing and use of grant resources, so funding changes could alter those plans.
Ending: Harrington thanked staff leading focused initiatives and said work will continue on monitoring evidence and adjusting actions to meet district goals.
