The Kentucky Derby Museum is proud to offer programming designed to supplement and align with core curriculum standards taught in the classroom. Every program is engaging, interactive and FUN. The Kentucky Derby Museum education team will tailor teaching to your student’s grade level. Please be aware that every program’s content is static but content is written to align with a variety of grades’ standards.
Contact Chami Weeratunga, Museum Educator and Program Coordinator, for questions on programming and scheduling a field trip.
Program Summary: Keeping a Thoroughbred happy and healthy is much like taking care of a pet at home. Students learn teamwork is essential in preparing a horse for the Kentucky Derby, as they role-play performing the many jobs in the stable.
Program Goals:
I can identify that animals have needs and connect how caring for a pet at home and caring for a Thoroughbred are similar.
I can role play the different job roles on the thoroughbred care team.
I can identify how roles in the barn are suited to keep a thoroughbred safe when working together as a team.
C.P.2 Describe and expose students to different job opportunities that are available in the community (e.g., career day, field trips, virtual field trips, guest speakers).
C.P.3 Explain how interests, values and abilities influence career choices.
Program Summary: There are over 31,000 equine operations in Kentucky! From farms, to cultural attractions, to equine hospitals, to sales, opportunities for those interested in the industry are wide and varied! Students will explore the various opportunities that support thoroughbreds outside of the race track. The goal is to introduce students not only to opportunities but to specific local companies that could offer internships or entry points all over the state.
Program Goals:
I can identify a variety of opportunities within the thoroughbred industry.
I can understand how a variety of careers in the industry work together to form the industry.
I can define the educational expectations of various careers in the thoroughbred industry.
I can connect an interesting job role to a local company where internships could be pursued.
I can begin evaluating whether or not the equine industry is viable for my future through gathering information.
C.M.7 Use various sources of career information (e.g., Career Day, guest speaker, field trips, virtual field trips, career fairs, career websites) to evaluate jobs/careers that reflect individual interests/needs.
C.H.1 Explore various post-secondary options related to chosen career cluster or pathway.
C.H.6 Explore opportunities to develop skills needed to obtain and retain a job/career (e.g., visiting postsecondary institutions, apprenticeships, internships).
C.H.7 Evaluate a chosen career, including educational requirements, skills necessary to perform the job, potential earnings and job outlook in a geographical area.
Program Summary: Kentucky is home to five Thoroughbred race tracks that share racing throughout the year. Students will learn about different career options available at race tracks and what it takes to land that perfect job. The goal is to introduce students to the range of careers available and to highlight various entry points based on areas of interest.
Program Goals:
I can identify a variety of opportunities at the racetrack.
I can understand how a variety of careers in the industry work together to form the industry.
I can define the educational expectations of various careers at the race track.
I can begin evaluating whether or not the equine industry is viable for my future through gathering information.
C.M.7 Use various sources of career information (e.g., Career Day, guest speaker, field trips, virtual field trips, career fairs, career websites) to evaluate jobs/careers that reflect individual interests/needs.
C.H.1 Explore various post-secondary options related to chosen career cluster or pathway.
C.H.6 Explore opportunities to develop skills needed to obtain and retain a job/career (e.g., visiting postsecondary institutions, apprenticeships, internships).
C.H.7 Evaluate a chosen career, including educational requirements, skills necessary to perform the job, potential earnings and job outlook in a geographical area.
Program Summary: Horses are herd animals and use their ears and voices to communicate their emotions to other horses and humans. In this interactive program, students will practice recognizing how to know what a horse is feeling and connecting that knowledge to how humans healthily communicate with one another!
Program Goals:
I can repeat the definition of a herd and understand that horses are herd animals.
I can give examples of the people that are in my herd (guardians etc.).
I can describe why we want to have a healthy relationship with the people in our herd.
I can define communication.
I can repeat that horses and people use body language and our voices to communicate.
I can identify a variety of body language signs in horses and people such as needing space, feeling sad, feeling angry, or feeling happy.
I can brainstorm ways to be kind to others and help them when I recognize they are sad.
PK Benchmark 1.2 Demonstrates knowledge and skills to participate successfully in groups
PK Benchmark 1.3: Demonstrates social relationships and positive interactions with peers
PK Benchmark 2.2: Expresses and or recognizes a variety of emotions (Responds to emotional cues and social situations.)
K.1.4. Describe the importance of respecting the personal space and boundaries of others.
K.4.2. Identify how to effectively communicate needs, wants and feelings in healthy ways.
1.1.4. Identify appropriate ways to express and deal with feelings.
1.4.2. Explain how to effectively communicate needs, wants and feelings in healthy ways.
1.4.5. Identify positive behaviors to show concern for others
2.1.3. Identify the benefits of healthy peer and family relationships.
2.4.2. Demonstrate healthy ways to effectively communicate needs, wants and feelings.
2.4.5. Demonstrate how to communicate care and concern for others.
Program Summary: An engaging and educational program designed to help students master the pronunciation of horse-related words. Through interactive activities and an engaging story, students will develop an understanding of horse body parts (hoof, mane, etc) and how to pronounce them.
Program Goals:
I can identify Thoroughbred body parts
I can pronounce the body parts of a Thoroughbred.
I can listen to a story and be able to imagine it.
I can identify letters.
I can identify phonetic sounds.
P-LC 1. Child attends to communication and language from others.
P-LC 2. Child understands and responds to increasingly complex communication and language from others.
P-LC 6. Child understands and uses a wide variety of words for a variety of purposes.
P-LIT 3. Child identifies letters of the alphabet and produces correct sounds associated with letters.
P-LIT 1. Child demonstrates awareness that spoken language is composed of smaller segments of sound.
P-LC 7. Child shows understanding of word categories and relationships among words.
RF.K.1: Demonstrate understanding of the organization and basic features of print.
RF.K.2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
RF.K.3: Know and apply grade-level phonics and word analysis skills in decoding words.
Program Summary: Horses take center stage as students participate in age-appropriate stories featuring both fictional and nonfictional horses. We will explore the jobs that shape a story, as well as other early reading strategies.
Program Goals:
I can identify a story as fiction or non-fiction.
I can define an author and an illustrator.
I can use an illustration to help me understand what a story will be about.
I can participate in stories about horses through repeating and through acting.
I can understand the meaning of a story in that I participate.
Language and Early Literacy Standard 1: Benchmark 1.1
Language and Early Literacy Standard 2: Benchmark 2.2
Language and Early Literacy Standard 3: Benchmark 3.1
Language and Early Literacy Standard 3: Benchmark 3.2
Language and Early Literacy Standard 3: Benchmark 3.5
Kindergarten Reading Standards for Literature: RL.K.3, RL.K.6, RL.K.7, RL.K.10
Kindergarten Reading Standards for Informational Text: RI.K.6, KI.K.7, KI.K.9, KI.K.10
Grade 1 Reading Standards for Literature: RL.1.1, RL.1.3, RL.1.7, RL.1.10
Program Summary: Jockey silks are filled with many shapes and colors. Students will identify a variety of them in this engaging look into the riders who compete in the Kentucky Derby. This highly interactive program culminates in designing a jockey silk for the class.
Program Goals:
I can define the job of a jockey.
I can identify a uniform and jobs that use uniforms.
I can identify my colors.
I can identify my shapes.
I know that colors and shapes can represent other things as symbols.
I can work with my classmates to design a jockey silk by using colors and shapes.
KY.K.G.1 Name and describe shapes in the environment. a. Describe objects in the environment using names of shapes.
KY.K.G.2 Correctly name shapes regardless of orientations or overall size.
KY.1.G.2 Compose shapes. a. Compose two-dimensional shapes to create rectangles, squares, trapezoids, triangles, half-circles, quarter-circles and composite shapes to compose new shapes from the composite shapes.
Program Summary: What does it take to win the Kentucky Derby? It takes a fast horse, and a whole lot of MATH, of course! Students will solve math problems as they prepare their horse for the Kentucky Derby in this real-world application of math.
Program Goals:
I can count by 5 and apply that knowledge to reading an analog clock.
I can use addition to discover the amount of time a job will require.
I can recall how many minutes are in an hour.
I can identify how to build a fraction.
I can use hands to measure a horse.
I can use subtraction to discover the difference in height between two items measured in the same unit.
I can use division to solve a word problem and determine a remainder.
KY.2.OA.2 Fluently add and subtract within 20 using mental strategies.
KY.2.MD.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks and measuring tapes.
KY.2.MD.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.
KY.3.OA.5 Apply properties of operations as strategies to multiply and divide.
KY.3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division or properties of operations.
KY.3.NF.1 Understand a fraction 1 bb as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction aabb as the quantity formed by a parts of size 1 bb.
KY.3.MD.1 Tell and write time to the nearest minute and measure elapsed time intervals in minutes. Solve word problems involving addition and subtraction of time intervals within and across the hour in minutes.
Program Summary: Students will understand factors that contribute to the probability of a horse winning on the racetrack. We will explore different methods to gather data to form outcomes and use rations to structure Derby history. Students experience how a horse’s post position is decided for the Kentucky Derby in this program that will determine exactly what the chances of having yourself a Derby winner would be!
Program Goals:
I can understand the individual factors that contribute to a horse’s success on the racetrack.
I can use probability to predict outcomes.
I can understand the process for selecting post positions for the Kentucky Derby.
I can understand how rations can be used in horseracing.
I can structure a situation using ratios.
KY.5.MD.2 Identify and gather data for statistical questions focused on both categorical and numerical data. Select an appropriate data display (bar graph, pictograph, dot plot). Make observations from the graph about the questions posed.
KY.6.SP.1 Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers.
KY.6.RP.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.
KY.7.SP.7 Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy
KY.7.SP.8 Find probabilities of compound events using organized lists, tables, tree diagrams and simulation.
Program Summary: What does it take to build a safe athletic surface for horses? It all goes back to the process of weathering a rock, and how it eventually turns to sediment. Students will explore the process of weathering in relation to the process of building and maintaining a racetrack using a combination of different sediments.
Program Goals:
I can recognize the need to understand science in building racetracks to protect the health of horses.
I can identify that there are a variety of ways to construct a racetrack.
I can role-play the process of weathering.
I can connect the weathering process to the creation of different types of soil used in track composition.
I can identify how sediments affect the horse's hoof and the role of safety checks of track composition plays in maintaining health.
4-ESS2-1. Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.
5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.
06-ESS2-2. Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales.
08-ESS3-1. Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes.
Program Summary: Kentucky is known as the horse capital of the world. Why? The secret is in the soil! The inner Kentucky Bluegrass region is a unique area of ecology ideally suited for raising the best thoroughbred horses in the world! This interactive program explores how this unique area was formed through a combination of a limestone shelf and bluegrass. Students discuss how we can protect the unique resources of the earth and why it is valuable to Kentucky to do so!
Program Goals:
I can describe how communities protect earth’s resources.
I listen to how the unique combinations of limestone and blue grass affect the growth of Kentucky thoroughbreds.
I can understand how the increasing human population is impacting the bluegrass region.
I can estimate and describe how Kentucky thoroughbred industry will be affected by lowering bluegrass in the region.
I can brainstorm how we could work together to protect natural resources.
5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.
07-LS1-5. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
08-LS2-5. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
08-ESS3-4. Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.
HS-LS2-6. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.
HS-LS2-7. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
HorsePower: The Making of the Tremendous Machine (7-12)
Program Summary: For over four hundred years, humans have bred Thoroughbreds to sustain astounding speeds, culminating at Churchill Downs Racetrack in the Kentucky Derby. This program explores the anatomy and physiology of Thoroughbreds through the lens of the sport’s greatest star, Secretariat. Students will understand why Thoroughbreds are not only incredibly athletic, but how they have become the ultimate “Racing Machine”.
Program Goals:
I can understand the origins of the Thoroughbred breed.
I can connect thoroughbred’s superior athleticism on the racetrack with physiological systems.
I can understand what accomplishments set Secretariat apart from others.
I can understand Secretariat’s lasting legacy on the sport.
I can understand and explain the contributions of the organ systems discussed to the overall performance of a thoroughbred
07-LS1-3. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
08-LS1-8. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
08-LS4-5. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
HS-LS4-1. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
Program Summary: Explore and understand the longstanding history of Thoroughbred genetics, from where the breed started in the 1700s, to modern-day influences and lineage. The role of human responsibility to these animals is emphasized in the realm of genetics and a closed bloodline.
Program Goals:
I can understand the beginnings of the thoroughbred breed and connect past events with their effects on the present day.
I can understand genetic vocabulary when applied to equine science.
I can connect how the goals of human control of thoroughbred genetics have changed throughout history.
I can identify why specific genes play an important role in the performance and potential of a racehorse.
I can create and understand a Punnet Square and how it relates to probability of the phenotype of any given offspring.
I can understand the origins and what a mutation is and how it correlates with a Thoroughbreds talent.
I can track how the Thoroughbred breed is managed and maintained today.
I can connect the role of human responsibility in the continuation of the breed.
HS-LS4-1. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
HS-LS4-3 Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait
HS-LS4-2 Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment.
HS-LS3-3. Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population
HS-LS3-2. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.
08-LS4-4. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment.
08-LS4-5. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
Program Summary: Let’s celebrate! The concept and importance of cultural tradition is explored before we attend our very own Kentucky Derby. We’ll act out the day as students participate in the many Kentucky Derby traditions - maybe even one of your students will win the Derby!
Program Goals:
I can define a tradition.
I can identify traditions in my family, school, nation, and world.
I can connect the concept of a tradition to the Kentucky Derby.
I can role play Kentucky Derby traditions.
1.H.KH.2 Identify Kentucky symbols, songs and traditions.
1.G.HI.1 Describe how culture and experience influence the cultural landscape of places and regions within their community and state.
3.H.CE.1 Compare diverse world communities in terms of members, customs and traditions to the local community.
Program Summary: The history of Louisville, as well as its signature event, the Kentucky Derby come alive! Told through the lens of stories, students explore how key people and events caused Louisville and the Derby to grow up together!
Program Goals:
I can roleplay the impact of the Clark family on the American Revolution, the Westward Settlement, and the development of the Kentucky/Southern Indiana region.
I can understand the role that the Ohio River played in the settlement of Kentucky and the rise of horseracing in our region.
I can connect how national events have affected the development of the Kentucky Derby and Kentucky History.
I can connect how economics played a role in the development of the Kentucky Derby after the Civil War.
I can understand the vital role that African Americans played in the early years of the Kentucky Derby.
I can listen to how the development of an early Baseball World Series impacted the popularity of the Kentucky Derby.
I can connect how the Kentucky Derby has come to help shape Kentuckian’s sense of place.
3.H.KH.1 Explain how world events impact Kentucky, both in the past and today.
4.G.KGE.1 Compare how the movement of people, goods and ideas in Colonial America and modern Kentucky were affected by technology.
5.H.KH.1 Describe the role of Kentucky settlers in the American Revolution.
8.E.KE.2 Explain how the availability of resources in Kentucky led people to make economic choices from the Colonial Era to Reconstruction from 1600-1877.
8.G.HE.1 Analyze how cultural and technological changes influenced how people interacted with their environments in the United States from the Colonial Era to Reconstruction from 1600-1877.
HS.G.KGE.1 Explain how Kentuckians view sense of place differently based on cultural and environmental characteristics of varying regions of the state.
HS.UH.CH.1 Examine the ways diverse groups viewed themselves and contributed to the identity of the United States in the world from 1877-present.
HS.UH.KH.1 Examine how Kentuckians influence and are influenced by major national developments in U.S. history from 1877-present.
Program Summary: The Kentucky Derby is a cultural and historical event, but it also plays a key role in Kentucky’s economy. Students will explore how the Kentucky Derby supports a variety of industries and the impact throughout our region. Through participating in hands-on demonstrations of key economic principles including supply/demand, value, scarcity, and circulation of money, students will gain an appreciation of how the fastest 2 minutes in sports benefits the entire city of Louisville and beyond!
Program Goals:
I can understand value and various symbols of value throughout history.
I can role-play various economic principles such as buying decisions, opportunity cost, circulation of money, and diminishing marginal utility.
I can connect economic principles to the Derby’s economic impact upon Kentucky.
I can understand the economic impact of the Derby upon Louisville and Kentucky directly and indirectly (taxes).
4.E.IC.1 Describe and evaluate the relationship between resource availability, opportunity costs, migration and settlement.
4.E.MI.2 Investigate the relationship between supply and demand.
4.E.MI.1 Explain the role of producers, consumers, products and labor in economic markets.
5.E.MI.1 Explain the relationship between supply and demand.
5.E.KE.1 Analyze how incentives and opportunity costs impact decision making, using examples from Kentucky history.
5.E.MA.1 Describe why the government collects taxes and what goods and services it provides society.
6.E.MA.1 Describe how civilizations used bartering to establish mediums of exchange to meet their wants.
7.E.MI.1 Analyze the role of consumers and producers in product markets.
8.E.MA.3 Analyze the purpose of taxation and its impact on government spending.
8.E.IC.1 Evaluate economic decisions based on scarcity, opportunity costs and incentives.
HS.E.IC.1 Predict the way scarcity causes individuals, organizations and governments to evaluate tradeoffs, make choices and incur opportunity costs.
Program Summary: Fashion takes center stage as students explore how this long-standing tradition began and has changed throughout time! This interactive race through Derby fashion history will give students a chance to experience a favorite aspect of Derby day while exploring how fashion is shaped by culture and historical events.
Program Goals:
I can recognize how Derby fashion is influenced by European fashion through cultural diffusion.
I can identify how fashion reflects the current cultural time and roles of people.
I can connect how Derby fashion was shaped by different ideas and events emerging from 1877-present, including wars, cultural bleed from globalization, industrialization, and the Cold War.
I can extend how Derby fashion effects and contributes to Kentuckian’s sense of place.
5.G.HI.2 Analyze how and why cultural characteristics diffuse and blend with migration and settlement.
8.G.HE.1 Analyze how cultural and technological changes influenced how people interacted with their environments in the United States from the Colonial Era to Reconstruction from 1600-1877.
8.G.KGE.1 Analyze Kentucky’s role in the early nation through Reconstruction based on its physical geography and location.
HS.G.KGE.1 Explain how Kentuckians view sense of place differently based on cultural and environmental characteristics of varying regions of the state.
HS.UH.CH.5 Analyze the impact of technology and new ideas on American culture from 1877-present.
HS.UH.CH.6 Analyze the role of the United States in global affairs in the post-Cold War Era from 1991-present.
HS.UH.CE.1 Analyze the political, economic and social impacts of industrialization on the United States between 1877-1945.
HS.UH.CE.6 Analyze how global interactions impacted American culture and society from 1890-present.
HS.UH.KH.1 Examine how Kentuckians influence and are influenced by major national developments in U.S. history from 1877-present. HS.WH.KH.1 Describe the impact of world history on Kentuckians and how Kentucky impacted the world.
Black Heritage in Racing Student Program (7th-12th)
Program Summary: Black jockeys and horsemen dominated the sport of Thoroughbred racing, from the first Kentucky Derby in 1875 through 1903, right before the Jim Crow era pushed them out. In fact, 15 of the first 28 Derby winners were ridden by Black jockeys. Students will explore the contributions of these incredible athletes through this discussion and object-based learning program. This highly interactive experience will allow students to connect a museum’s collection to the stories those objects reveal.
Program Goals:
I can connect the heritage of African horseman to the dominance of black horseman in early thoroughbred racing between 1875-1903.
I can understand the unique identity of early black horsemen contributed to thoroughbred racing.
I can identify how the Civil War and reconstruction affected the black horseman.
I can extract the devasting effect Plessy v Ferguson had upon diversity in horse racing.
I can brainstorm my role and identify some key people who are helping to shape a better future for the diversity of thoroughbred racing.
7.H.CH.1 Indicate changes resulting from increased interactions and connections between Afro-Eurasia and the Americas between 1450-1600.
8.H.CE.2 Analyze the cause and effect of Westward Expansion, the Civil War and Reconstruction on the diverse populations of the United States.
8.H.CO.4 Explain how sectionalism and slavery within the United States led to conflicts between 1820-1877.
HS.C.KGO.3 Describe how active citizens can affect change in their communities and Kentucky.
HS.UH.CH.1 Examine the ways diverse groups viewed themselves and contributed to the identity of the United States in the world from 1877-present.
HS.UH.CE.5 Evaluate the ways in which groups facing discrimination worked to achieve expansion of rights and liberties from 1877-present.
HS.UH.KH.1 Examine how Kentuckians influence and are influenced by major national developments in U.S. history from 1877-present.
HS.WH.CE.3 Assess demographic, social and cultural consequences of forced migration and the expansion of plantation-based slavery into the Americas between 1500-1888.
Program Summary: Explore the history of female jockeys and highlight some of the amazing women who have made a name for themselves in horse racing. Students will hear stories of women who have overcome obstacles and broken barriers inspiring others throughout their lives.
Program Goals:
I will understand historic events that lead to women’s right to ride.
I will identify incredible women that were important to thoroughbred racing.
I will connect and understand about KY Oaks.
I will learn about organizations that are helping women get into the racing industry.
8.I.CC.2 diversity and conflict and compromise impacted the development of the United States.
8.C.CV.1 Analyze the impact of the democratic principles of equality before the law, inalienable rights, consent of the governed and the right to alter or abolish the government in the United States from the Colonial Era to Reconstruction from 1600 – 1877.
HS.UH.CH.1 Examine the ways diverse groups viewed themselves and contributed to the identity of the United States in the world from 1877-present.
Program Summary: "Derby Fun" is an age appropriate, and interactive program highlighting Derby stories, traditions and the fun – that is the Kentucky Derby. A variety of subjects including science, practical living, and humanities, are covered in 30 minutes.
Program Summary: This fun craft engages while teaching more about the elements of Thoroughbred racing and the Kentucky Derby. Each student will receive an authentic Thoroughbred Racing Plate to decorate with a variety of materials including markers and beads and leave with their very own lucky horseshoe. Additional $3 per student.
