
The
purpose of this site is to shed light on the current state of gender equity in
Kentucky’s high school athletics.
The
key text of Title IX (of the Education Amendments of 1972, also known as the
Patsy Mink Act) is:
“No person in the
Despite
significant progress since the law’s passage, and a similar state law passed in
the 1990’s, there are still plenty of issues remaining
in
The
data below comes from the annual gender equity reports filed by each high
school with the KHSAA. It was acquired
through Open Records requests and comes from the reports filed in the 2008-2009
school year. Additional Comments have
been provided.
The data is clear. Kentucky has a long way to go to achieve equity in sports. Here is a look at some of the data showing both the statewide numbers as well as the large school districts. A link to the full data set follows, showing school-by-school and district-by-district numbers.
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Percentages on right are percent of
spending on girls. |
Percentages on right are percent of
spending on girls. |
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Title IX
Kentucky’s Gender Equity Grade State-wide
Overall grade B- |
Title IX
Kentucky’s Gender Equity Grade Large
districts (top 8)
Overall grade C- |
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Download the full data set. Note: This is a 2.5 megabyte file which can take a long time to download and a then a long time to open.
Our
grading system
Our grading system awards a score of 100 for perfect equity, numbers below 100 when the advantage is to the boys and numbers above 100 when the advantage is to the girls. That way advantages in one category in favor of one gender can be canceled out by advantages in another category to the other gender.
The final score is a weighted average of the component scores, with the two participation scores counting 50% of the total. The reason for such heavy weighting for participation just comes down to the reality that when the opportunities and benefits provided are equivalent, the participation is equivalent. For instance, if the coach of a particular team is not such a good coach, the word gets around. This sort of thing rarely affects the avid athlete – he or she would play regardless of the coach. This only affects the kids on the margins, those who might or might not play. And when the kids know the coach isn’t so good, those on the margins choose not to participate. It isn’t just the coaching, of course. Many other factors come into play. But our reading of the data tells us the participation numbers tell the story more clearly than anything.