If you’ve been following recent news in Ģ����Ƶ about the —better known as SNAP or food stamps—you might have heard an alarming number: 

Ģ����Ƶ’s SNAP payment error rate was 15.21% in 2025.

�ճ󲹳�’s . And under new federal rules, it could cost Ģ����Ƶ hundreds of millions of dollars.

So what does the error rate mean for taxpayers, families, and the people who administer SNAP?

And what are Ģ����Ƶ lawmakers doing to reduce it?

What Does the SNAP Error Rate Measure?

A SNAP payment error happens when a household receives more or less in benefits than it should have. In 2025, 13.62% of Ģ����Ƶ’s SNAP payments were overpayments, and 1.59% were underpayments. Added together, these two percentages total the state’s error rate.

In April of 2025, about 1.88 million Ģ����Ƶns relied on SNAP assistance to feed their families. That means that over 255,000 payments were too high, while about 30,000 were too low.

It’s important to note that making an error isn’t the same thing as committing fraud. Fraud is intentional. SNAP payment errors are usually unintentional and can happen when a household’s information changes, an eligibility worker makes a mistake, or the system that administers the program calculates benefits incorrectly.

Why Is the Error Rate Getting Attention Now?

The federal government has historically paid the full cost of SNAP benefits.

But with the passage of the in 2025, most states with SNAP error rates of 6% or higher will have to pay a share of their residents’ benefits starting in October of 2027. The higher the error rate, the higher the state’s share will be:

• Error rate below 6%: state will pay 0% of SNAP benefits
• Error rate from 6% to 8%: state will pay 5% of SNAP benefits
• Error rate from 8% to 10%: state will pay 10% of SNAP benefits
• Error rate of 10% or higher: state will pay 15% of SNAP benefits

At Ģ����Ƶ’s current SNAP payment error rate of 15.21%, the state could soon face a cost of about $500 million a year to make sure everyone receives their payments. 

This creates a big potential burden for taxpayers because Ģ����Ƶ could have to raise taxes or cut public services to increase revenues enough to pay the state’s share of SNAP benefits. 

For families who use SNAP payments to help put food on the table, the discovery of an incorrect benefit amount—either too high or too low—could create uncertainty as they work to manage a tight budget. They might be especially worried about having to pay something back if they’ve been receiving overpayments. 

The high error rate also has SNAP recipients wondering whether they’ll face changes to eligibility requirements or even reduced access to the program if the state isn’t able to cover all the new costs.

But the federal government has granted Ģ����Ƶ and other states with error rates over 13.34% permission to delay the start of their SNAP cost-sharing until October of 2028. 

That extra year creates a window of opportunity for Ģ����Ƶ’s leaders to address the issue, but they still need to act quickly.

What Can Ģ����Ƶ Do to Reduce Its Error Rate?

Lawmakers are already making key changes that should lower Ģ����Ƶ’s SNAP error rate: 

• They increased funding for SNAP in the new state budget that took effect in July of 2026, including $6.9 million specifically dedicated to reducing the error rate. 
• They’re expanding administrative staff training on the complicated SNAP eligibility rules and empowering case workers to conduct more thorough case reviews. 
• They’ve submitted waiver requests to the federal government to allow the state to automate more of the eligibility process.

Moving forward, state leaders are also planning to improve , the online system Ģ����Ƶns use to apply for and manage SNAP and other public benefits. Better technology should make it easier for families to submit information correctly and for eligibility workers to process cases accurately.

And as lawmakers implement these SNAP system improvements, they could also explore . That would make it easier for someone receiving public assistance to gain skills, find a job, and become self-sufficient—so they can thrive without welfare benefits.

What’s the True Measure of a Successful Welfare Program?

Safety net programs like SNAP are vital to the well-being of people and communities across Ģ����Ƶ. They support individuals and families when they face challenges like disabilities or temporary hardships. 

So it’s crucial that these programs operate correctly, but it’s also essential to make sure they achieve their ultimate goal. 

After all, the true measure of a program’s success isn’t just a low error rate—it’s the ability of that program to help break cycles of poverty and make it easier, not harder, for Ģ����Ƶns and their families to flourish.

Additional Resources

Alliance for Opportunity

CBS News

Ģ����Ƶ Budget & Policy Institute

Ģ����Ƶ Recorder

U.S. Food and Nutrition Administration

U.S. Food and Nutrition Administration

U.S. Food and Nutrition Administration

The post What Is Ģ����Ƶ’s SNAP Error Rate? And What Can Policymakers Do Ģ����Ƶ It? appeared first on For Opportunity.

In many ways, Ģ����Ƶ’s economy is booming.

The state is attracting top-tier businesses, and more Ģ����Ƶns are working than ever before. In June of 2026, almost 5.3 million people held jobs in Ģ����Ƶ. The state’s unemployment rate was also just 3.4%, well below the national average of 4.2%.

And as of the end of 2025, Ģ����Ƶ had about 275,000 job openings.

That all sounds like great news—and it is.

But strong employment numbers don’t tell the whole story.

Many of Ģ����Ƶ’s job-seekers are still wrestling with a big question: “Where can I find a job I can actually get, keep, and live on?”

The Everyday Challenges of the Job Search in Ģ����Ƶ

A lack of motivation is rarely what stands between Ģ����Ƶns and meaningful work. 

Instead, many people are having a hard time figuring out which educational and training programs will open doors to available jobs. They may have general education backgrounds but not the specific skills, certifications, or hands-on experience today’s employers are looking for.

And finding a job that matches a job-seeker’s qualifications is only part of the equation. An employment opportunity also has to work with the realities of their everyday life. Families across Ģ����Ƶ can face barriers to work involving: 

• Access to child care
• Transportation to work
• Re-entry into the workforce after incarceration
• Disability-related challenges
• Distance to resources and good jobs for those in rural areas

These hurdles can make a seemingly good job much harder to take—or to keep—and families have to figure out whether the potential paycheck would really make them better off. 

The income alone might not be enough to overcome the obstacles people struggle with. It could even cause an individual or family to face a benefit cliff, where a small increase in earnings leads to a much bigger decrease in welfare (safety net) support.

There are currently about 800,000 Ģ����Ƶns who aren’t working full time, including:

• Unemployed people who are looking for jobs
• Part-time workers who want to work full time
• People who have given up looking for work

For many of these individuals, the challenges of the search for rewarding full-time work can be complicated and overwhelming. Despite their efforts, they may feel stuck, discouraged, and unsure of how to move forward.

How State Leaders Can Build a Better Path to Work

Ģ����Ƶ policymakers can take much-needed steps to improve the job-search process and help connect more people to promising jobs:

1. Align Workforce Development Programs with Employer Demand: People shouldn’t spend months completing an educational program only to discover there are few openings that they’re qualified for. To prevent this, Ģ����Ƶ’s workforce development programs can coordinate with schools, technical colleges, and employers to structure education and training opportunities so they equip Ģ����Ƶns with the in-demand skills that lead directly to fulfilling careers.
2. Remove the Obstacles That Keep People from Working: To help those who face barriers to work, Ģ����Ƶ lawmakers can continue exploring a to managing government benefits and workforce services. By better integrating welfare and workforce development programs, policymakers can empower state agencies to address beneficiaries’ needs more holistically—connecting people to work while making sure they get the vital support that will enable them to take a job.
3. Make Quality Child Care More Accessible: Ģ����Ƶ’s leaders can help make child care more affordable and available by taking a careful look at rules that may unintentionally make it harder and more expensive for providers to serve families. By considering regulatory changes while preserving quality and safety, policymakers can enable new providers to enter the market, give parents additional choices, and help working families find care that fits their lives. 
4. Eliminate Benefit Cliffs: To reward rather than penalize people’s efforts to work, policymakers can eliminate benefit cliffs by gradually decreasing public assistance as workers earn more. This will encourage people to take meaningful jobs, accept promotions, or work more hours without fear of a steep drop in critical support.

How Local Communities Can Open Doors for Job-Seekers

Nonprofits, churches, and other community groups can also take action to help close the gap between Ģ����Ƶ’s employment numbers and the reality many families experience:

1. Connect Job-Seekers to Employers: Community organizations can work together to identify people who are struggling to find or keep jobs and provide them with access to local work readiness programs and businesses that are hiring. 
2. Help Employers Find Candidates: Just as importantly, community groups can learn what local employers actually need and help them connect with qualified candidates they might otherwise miss. 
3. Provide Continuous Support to Working Families: Getting a job is just one step toward stability and prosperity. Communities can continue to encourage their neighbors and help them adapt as they start new jobs and adjust their family routines. 

The Real Measure of Economic Growth

Ģ����Ƶ has successfully attracted new employers and become a destination for major investments. But the real measure of economic growth isn’t how many jobs are available. It’s whether Ģ����Ƶns can access those jobs and turn them into flourishing lives.

A good job should do more than cover today’s bills. It should create tomorrow’s opportunities. It should make it easier to support a family, save for important purchases, and open doors to upward mobility.

When policymakers and communities come together to help job-seekers, a strong economy can be something even greater: a pathway to stable, family-sustaining work and a brighter future for Ģ����Ƶns across the state.

Additional Resources

Alliance for Opportunity

Alliance for Opportunity

City Journal

Federal Reserve Bank of St. Louis

Federal Reserve Bank of St. Louis

Ģ����Ƶ Center for Opportunity 

Non-Working Adults Concentrated in Ģ����Ƶ’s Distressed Communities

Ģ����Ƶ Center for Opportunity 

Ģ����Ƶ Department of Labor

Governor Brian P. Kemp, Office of the Governor

U.S. Bureau of Labor Statistics

The post Ģ����Ƶ Has 275,000 Open Jobs—Why Is Getting One So Hard? appeared first on For Opportunity.

If you ask many engaged couples what’s worrying them before the big day, you’ll probably hear about things like catering budgets, guest lists, or finding the right dress.

But for thousands of working-class people in Ģ����Ƶ and across the country, something else is causing their wedding anxiety: the financial benefits they might lose.

Because of rules in our tax system, walking down the aisle can sometimes lead to what’s called a “marriage penalty.” Instead of helping couples build a stable foundation, current policies often force a heartbreaking choice: commit to each other legally, or make ends meet.

The Cost of Combining Incomes

The is one of our country’s largest anti-poverty initiatives. The credit increases with every dollar workers make, up to a point, and then phases out as a household earns more.

But the EITC can also be a hidden poverty trap. When low-income people get married, the tax system unintentionally penalizes them for doing exactly what they should to escape poverty: working hard, combining resources, and building a stable home. 

Imagine two parents who want to marry each other. The woman makes $18,000 per year, and the man makes $30,000 per year.

As a single head of household tax filer with two kids, the woman qualifies for a much-needed $7,200 tax credit.

Her partner files single and doesn’t qualify for the EITC.

Together, unmarried, they use the $7,200 credit the woman gets at tax time to pay debts or cover expenses.

But if they marry, the tax system starts phasing out their credit based on their new $48,000 joint income, and it instantly drops to about $3,770.

The new spouses lose $3,430 overnight—almost a full month’s income—just because they made their relationship official. 

For some, this can be too much of a loss to risk.

The Life-Changing Power of Marriage and Family Stability

Marriage can lead to more happiness and satisfaction for couples—two incomes to cover the bills, a partner who shares the responsibilities, and the sense of well-being that comes from experiencing life with someone you love.

And kids who grow up in stable, two-parent homes are more likely to thrive in school, have better physical and mental health, and break cycles of generational poverty. 

But many low-income families aren’t getting to experience these benefits, and policies that discourage marriage—like the ones involving the EITC—are part of the reason why. 

Statistics confirm a decrease in marriages but also their importance for families.

• Just 50% of American adults are currently married, down from 69% in 1970. The number is even lower for people with less education and those who don’t identify as White.
• 63% of children live with two married parents. Again, that number drops for less-educated and non-White Americans.
• When married parents are compared to single parents with the same level of education, the poverty rate for a married person is 75% lower.
• Children raised by married parents are 82% less likely to live in poverty.

When it comes to Ģ����Ƶ:

• 54% of women and 49% of men are unmarried.
• 38% of children live in single-parent families.
• 18% of children (461,000 kids) live in poverty—the fifth highest number in the country.
• The state ranks 39th in the nation for overall child and family well-being.

Big cultural shifts have changed how many people think about marriage—and this plays a role in decisions not to marry. But the data shows that a stable, two-parent home still provides families with more financial security and opportunities for upward mobility. It’s also one of the most powerful solutions for lifting children out of poverty.

A Less Risky Path to “I Do”

A new study from the Ģ����Ƶ Center for Opportunity offers recommendations to make the EITC work better for low-income families. In particular, the federal government could adjust the maximum benefits and the eligibility limit for married couples. This would let new spouses combine their earnings without triggering an automatic loss of some or all of the credit. It would also remove a big barrier to building strong relationships and stable households.

Reforming the EITC won’t solve every challenge facing working-class families. But by restructuring the credit to reward partnership instead of penalizing it, the government can make sure that saying “I do” really is a celebration—a step toward a brighter future and a better quality of life for everyone in the family.

FAQs Ģ����Ƶ the EITC

Additional Resources

The post When a Love Story Meets the Tax Code appeared first on For Opportunity.

When Ģ����Ƶns vote for governor, they’re choosing more than a public figure. They’re electing the leader who sets the direction for everything from schools and public safety to taxes and the economy. 

While the governor can’t create laws like the legislature does, they shape daily life by deciding how the state will spend money, what bills get signed, and how certain public programs for families will operate. 

Quick Facts Ģ����Ƶ Ģ����Ƶ’s Governor

• Current Governor: Brian Kemp
• Next Election Date: November 3, 2026, for the general election 
• Term Length: Four years, with a maximum of two back-to-back terms
• Minimum Age Requirement: 30 years old by Inauguration Day
• Counties the Governor Serves: 159
• State Budget the Governor Oversees: $36.6 billion

How Does the Governor Impact Everyday Lives in Ģ����Ƶ?

1. The governor can sign—or stop—new laws.

After a bill passes in Ģ����Ƶ’s House and Senate, it goes to the governor, who can sign it, veto it, or let it become law without a signature. 

If the governor vetoes a bill, Ģ����Ƶ’s legislators can override that action, but only with a two-thirds majority in both chambers. To avoid a veto, lawmakers usually aim to pass legislation that reflects the governor’s policy priorities.

In 2026, Ģ����Ƶ’s legislature passed bills that created pathways for kids to take advanced math classes in earlier grades and to improve their reading skills. The bills aligned with Governor Kemp’s goal of increasing opportunities for Ģ����Ƶ students, and he signed them into law right after the legislative session ended.

On May 5, 2026, Governor Brian Kemp to support reading, math education, and K-12 schools in Ģ����Ƶ.
Photo Credit: . 

2. The governor helps decide where the money goes.

Every year, Ģ����Ƶ’s governor proposes a state budget that outlines how taxpayer dollars should be spent. Because the budget reflects the programs and services that will receive funding, it reveals the governor’s top priorities for the state. 

The legislature revises and passes the budget, but the governor still has a final influential role. Before signing the budget into law, the governor can use a line-item veto to remove parts of the budget they don’t agree with while leaving the rest as is. 

In May 2026, Governor Kemp signed , the state budget bill for the fiscal year starting July 1. The $36.6 billion budget directs most funding toward education, health care services, public safety, and economic growth—a clear signal of what the governor cares about. Before signing, Governor Kemp used his line-item veto authority, removing some expenses to keep the budget in balance after approving income tax cuts.

3. The governor chooses the leaders behind key family services.

Government policies aren’t implemented in one big speech or one dramatic vote. Instead, they’re carried out every day by state agencies, boards, and commissions.

The governor appoints many of the heads of those administrative offices. They oversee daily operations in workforce development, child and family services, public safety, licensing, education administration, and programs that help low-income Ģ����Ƶns.

The governor steers welfare (safety net) policies, for example, by appointing the members of the Board of Human Services. The members establish the state’s goals for welfare programs like the Supplemental Nutrition Assistance Program (SNAP).

4. The governor sets the policy agenda.

The governor has a powerful microphone: the annual “State of the State” address. At the beginning of the legislative session, the governor uses this speech to outline their priorities and encourage lawmakers to act on specific policies. 

And when the governor elevates an issue—whether it’s education, workforce development, public safety, or taxes—it usually moves quickly from a policy idea to serious legislative action. 

In his , Governor Kemp proposed decreasing the state income tax to 4.99% to help Ģ����Ƶns keep more of what they earn. The legislature followed up by passing , which the governor signed into law.

5. The governor leads during emergencies.

The governor uses executive orders and emergency powers to quickly mobilize state resources when storms, wildfires, public safety threats, or other emergencies hit. 

In April 2026, Governor Kemp for 91 counties in response to South Ģ����Ƶ wildfires and empowered state agencies to help affected residents and their families.

FAQs: The Ģ����Ƶ Governor’s Race in 2026 and the Election Process

How Is Ģ����Ƶ’s Governor Elected?

Ģ����Ƶns elect their governor through a direct popular vote. Unlike presidential elections, there isn’t an electoral college that casts deciding votes.

During primary elections, voters pick final candidates from each political party. Contenders have to earn at least 50% of the votes in the primary to win, so run-off elections are possible. 

The same requirement applies in the general election. If no candidate earns more than half the votes, the top two competitors head to a run-off.

Who Can Run for Governor?

A candidate must:

• Be at least 30 years old by the time they take office
• Have lived in Ģ����Ƶ for at least six years before the election
• Have been a U.S. citizen for at least 15 years

How Long Can a Governor Serve?

Ģ����Ƶ governors have four-year terms and can serve up to two back-to-back terms. Former governors can run again after sitting out for at least one term.

What Happens if a Governor Leaves Office Early?

The lieutenant governor is next in line for the job and serves until the next general election.

Which Political Parties Have Ģ����Ƶ’s Governors Belonged to Historically?

Ģ����Ƶns have elected Republican governors since 2003. Before then, Democratic governors had held the office continuously since 1872.

Source: , National Governors Association

What Issues Are Candidates Talking Ģ����Ƶ in 2026?

The rising cost of living is one of the biggest concerns for Ģ����Ƶ families—and it’s become a major focus in the 2026 governor’s race. Key affordability issues include:

• Income Taxes: Some candidates are proposing plans to further reduce or eliminate the state income tax so Ģ����Ƶns can keep more money in their own pockets. 
• Property Taxes: As housing costs continue to rise, contenders are thinking about freezing property taxes or increasing exemptions to ease the burden on homeowners. 
• Housing Shortages: Candidates are debating how much the state should get involved in local land-use regulations to spur construction of more homes, especially those at lower prices.
• Health Care: Gubernatorial hopefuls are proposing options to address Ģ����Ƶns’ health care concerns, including expanding Medicaid and reducing the cost of health insurance.

Beyond affordability, candidates are focusing on several other issues affecting families and communities across Ģ����Ƶ:

Welfare Reform: Contenders are thinking about how to lead the state in making big changes to welfare programs, including: 

• Implementing new work requirements for Medicaid and enforcing the ones for SNAP
• to avoid federal penalties
• Introducing a to integrate welfare and workforce systems and offer program participants a clearer route to rewarding jobs and long-term stability

Education: To give Ģ����Ƶ’s children better pathways to academic success, candidates are debating on more school choice vouchers, increased public school funding, and new early childhood education options. 

Public Safety: Competitors are prioritizing safety and security for Ģ����Ƶ communities by looking at ways to tackle gang activity, reform the juvenile justice system, and reduce repeat offenses. 

Why Does Understanding the Governor’s Role Matter?

Candidates know that more needs to be done to break down the economic and social barriers so many people are facing, and they’re making plans to take action if elected. But policymakers aren’t the only ones responsible.

Understanding the governor’s vital role and what they’ll do to meet the daily needs of Ģ����Ƶ families and neighborhoods can help voters guide meaningful change. By casting their ballots, Ģ����Ƶns can bring even more promise and prosperity to the state—making it a place where everyone has the chance to achieve their full potential and thrive.

Additional Resources

270 to Win

Alliance for Opportunity

Alliance for Opportunity

Atlanta Journal-Constitution

Ballotpedia

Ballotpedia

Ballotpedia

CBS News

Understanding Welfare Work Requirements: New Eligibility Rules for SNAP and Medicaid
Ģ����Ƶ Center for Opportunity

Ģ����Ƶ Public Broadcasting

Ģ����Ƶ Public Broadcasting

Ģ����Ƶ Public Policy Foundation

NBC News

State of Ģ����Ƶ

State of Ģ����Ƶ

State of Ģ����Ƶ

Image Credits: Canva; , Ģ����Ƶ Office of the Governor

The post How Ģ����Ƶ’s Governor Impacts Your Daily Life: Understanding the Role and the Election Process appeared first on For Opportunity.

The 2025 annual report for the Ģ����Ƶ Center for Opportunity’s (GCO) Raising Highly Capable Kids (RHCK) program confirms the big impact the workshops are having on children, families, and communities across Ģ����Ƶ. GCO collaborated with the Department of Human Development and Family Science at the University of Ģ����Ƶ to prepare the report. It offers strong data for measuring and understanding the outcomes for both parents and children.

RHCK is a workshop offered by GCO in partnership with local organizations. It’s designed to give families the tools, confidence, and support to raise healthy, responsible, caring kids.

During GCO’s RHCK sessions, participants learn about the , which were identified by the Search Institute. The assets are the essential qualities and experiences that enable kids to become well-rounded, resilient adults. 

GCO and its partners offered 15 RHCK workshops at 12 locations in 2025. Participants took pre- and post-workshop surveys that illustrated the ways families had grown stronger throughout the program. Almost everyone who took the post-workshop survey (99%) said they’d learned new parenting skills, and all the participants shared that they’d found ways to encourage the development of the assets in their children. 

When parents answered open-ended questions about their experiences with RHCK, they drove home some of the lessons they’d learned:

“Better appreciation for how parenting affects overall outcome, not just of individual children but the family and community as a whole.” 

“Everything in life revolves around morality, and this is so important in feeling that you matter and have purpose.” 

“Fostering empathy and friendship skills are super important for a child to thrive in the world today.” 

These quotes reflect workshop discussions related to two Developmental Asset categories in particular: Positive Values and Social Competencies. Parents saw some of the biggest transformations in their kids in these areas. 

The assets in the Positive Values and Social Competencies categories empower children to build the confidence to engage with others in meaningful ways. By increasing their parenting skills in these categories, RHCK participants opened doors to opportunities for their kids to cultivate a robust, supportive community and a rewarding life for themselves as they grow up.

Parents in our Spring 2026 Raising Highly Capable Kids cohort gather for a session to learn how their personalities and their pasts shape their parenting journeys. 

Instilling Positive Values in Children

During GCO’s RHCK workshops, participants learned the importance of making sure their kids possess the positive values that are vital for building strong character, fostering empathy and kindness, and becoming responsible citizens. Key examples of the assets in the Positive Values category include:

• Caring: Parents support their child in developing a heart for helping others.
• Equality and Social Justice: Parents teach children the importance of treating others equally and finding ways to lend a hand to those in need.
• Integrity: Parents guide children to stand up for their beliefs.
• Honesty: Parents encourage kids to always tell the truth.
• Responsibility: Parents teach children to accept responsibility for their behavior.

In the post-workshop survey responses, 96% of participants said they’d increased their knowledge and parenting skills in the Positive Values asset category to a medium or large extent. By helping their children grow in these areas, parents are equipping them to follow foundational guiding principles.

Ensuring Kids Are Socially Competent

RHCK participants also learned about the powerful role social competence can play in forming relationships. The assets in the Social Competencies category reflect children’s ability to handle social interactions effectively, even potentially negative ones. These assets include:

• Planning and Decision-Making: Parents help children plan ahead and make good choices.
• Interpersonal Competence: Parents make sure their kids care about other people’s feelings, enjoy making friends, and learn skills to manage anger.
• Cultural Competence: Parents teach children how to form relationships with people of different racial, ethnic, and cultural backgrounds and how to be comfortable with their own identity.
• Resistance Skills: Parents encourage children to resist negative peer pressure.��
• Peaceful Conflict Resolution: Parents teach their kids positive ways to resolve conflicts.

In the post-workshop survey responses, 95% of participants said they’d increased their knowledge and parenting skills in the Social Competencies asset category to a medium or large extent. When parents help their children develop these assets, kids can better evaluate situations, understand people’s emotions, and behave appropriately around others.

“We have a common denominator of wanting the best for our children and making sure that we are intentional about providing them every opportunity, surrounding them with great people who love and support them, who will push them, making sure not only that they excel academically, but socially in the community, and just being aware that they have what they need inside already to be successful.”

— Jackie, Houston County parent and RHCK participant 

Empowering Young People to Build Community

Positive values and social competencies are closely linked. In fact, good values help set the stage for children to become socially competent. And these assets are invaluable for children’s futures.��

Having a high level of social competence enables young people to succeed academically, actively engage with others, and enjoy a strong sense of self-esteem and well-being. These outcomes then increase the likelihood that children will graduate from high school, find meaningful work as adults, experience lifelong resilience, and thrive.

Above all, positive values and social competencies make it possible for kids to form supportive relationships and build vibrant communities. They’ll be well prepared to pay attention to people’s needs and to lend a helping hand to others. And through these connections, they’ll flourish—even as they pave the way for others to grow and blossom, too.

Learn More

If you’re interested in getting the tools and support to raise healthy, responsible, caring children, please visit GCO’s Raising Highly Capable Kids webpage.

The post Raising Highly Capable Kids Program Increases Positive Values and Social Skills in Children appeared first on For Opportunity.

The is poised to make a powerful impact on students across the state. Legislators drafted the bill to help increase literacy rates among young Ģ����Ƶns and prepare them for higher levels of learning and greater success in life. 

Ģ����Ƶ’s literacy statistics are undeniably troubling—. Ģ����Ƶ’s proficiency percentage is just slightly above the average reading level in the United States. The Nation’s Report Card, which tracks how well students across the country are reading in fourth grade, recently showed that . And proficiency is a key indicator of children’s progress and readiness for more advanced work.  

Third grade also marks a critical point in a student’s academic development. Between third and fourth grade, children should be transitioning from learning to read to using reading to learn. If students fall behind in reading during this crucial period, they can start to have a hard time in other school subjects, too. This struggle often takes a big toll on children as they grow up, and it can limit economic opportunities later on. 

But with support from organizations like the Ģ����Ƶ Center for Opportunity (GCO), state legislators are paving the way for children to overcome challenges with literacy. This will empower them to thrive in their academic development and build flourishing lives for themselves and their families in the future.

“GCO applauds the state’s General Assembly for passing the Ģ����Ƶ Early Literacy Act of 2026. This important legislation helps Ģ����Ƶ make sure that students read proficiently so they can excel in school and reach their full potential in life.”

Buzz Brockway, Vice President of Policy, Ģ����Ƶ Center for Opportunity

What Are the Core Requirements in This Bill?

Policymakers have included several key measures in the new literacy bill to help the youngest Ģ����Ƶns become skilled readers.

• Literacy Coaches in Every School: All schools that serve students in kindergarten through third grade will be required to hire literacy coaches—educators with expertise in teaching reading. The coaches will support teachers through lesson planning, co-teaching, and mentoring.
• Mandatory Kindergarten Enrollment: Students will be required to attend kindergarten before starting first grade (exemptions are possible if students pass the assessment described below). The bill will also encourage families to enroll their children in school or establish a home study program beginning at age 5. These measures should strengthen children’s foundational reading skills early on.
• First Grade Readiness Assessments: Schools will test students before they start first grade to make sure they’re academically prepared. If a kindergartener isn’t reading on grade level, the school will design a plan to help them.
• Expanded Use of Science of Reading Curriculums: Schools will continue to expand the use of materials grounded in the science of reading, a field of research that focuses on how students develop reading skills. Teachers will no longer be able to use the older three-cueing system, which encourages students to guess words.
  

Have Other States Passed Similar Laws?

Yes. Mississippi, in particular, has set the standard for effective literacy legislation. Recent reforms in that state include:

• Placing literacy coaches in the lowest-performing schools to guide reading teachers 
• Regularly screening students in grades K-3 for challenges with reading and creating plans to help children who are struggling
• Requiring third graders to demonstrate reading proficiency before starting fourth grade
• Training teachers to shift to an approach based on the science of reading

As a result of the strong focus on literacy, Mississippi’s fourth grade reading proficiency scores went from . Ģ����Ƶ and many other states have taken notice of this significant improvement and have modeled legislation after Mississippi’s laws.

When Will the New Requirements Take Effect?

Governor Brian Kemp is expected to sign the Ģ����Ƶ Early Literacy Act once the 2026 legislative session ends. After it becomes law:

• Schools will likely have literacy coaches on staff by the 2028-2029 school year.
• Mandatory kindergarten enrollment and enhanced readiness assessments will go into effect for the 2027-2028 school year.
• Every K-3 classroom will use only state-approved materials aligned with the science of reading by July 1, 2027.

What Is the Science of Reading

The science of reading is a field of research focused on how the brain learns to read and how to teach reading. It promotes proven practices that support students of all abilities. These practices involve several essential elements:

• Phonemic Awareness: the ability to hear and identify individual sounds in spoken words
• Phonics: the relationship between letters and the sounds they represent
• Fluency: the ability to read texts smoothly, accurately, and with the right expression
• Vocabulary: an understanding of what words mean and how to say and use them correctly
• Comprehension: the ability to understand, interpret, and analyze texts

What’s the Difference Between Reading on Grade Level and Reading Proficiently?

People often use these two phrases interchangeably, but they actually mean different things.

• Reading on Grade Level: A student who reads on grade level can figure out words and follow a basic plot, but they might still struggle to analyze more complex texts. This is the minimum expected skill level for a child in a specific grade.
• Reading Proficiently: A proficient reader has a higher-level skill set, including the ability to analyze more challenging material and to think critically about it. Reading proficiently makes it easier for students to use reading for learning as they develop academically.

This difference is important for understanding literacy rates in Ģ����Ƶ. The state’s Department of Education reports that , but the Ģ����Ƶ Council on Literacy has shown that only . 

How Can Increasing Reading Proficiency Open Doors to Opportunity?

The state legislature passed the Ģ����Ƶ Early Literacy Act in March of 2026 with unanimous bipartisan support. The strong approval of the bill confirms that Ģ����Ƶ’s policymakers have made literacy a priority.

This attention to literacy will make a meaningful difference for many Ģ����Ƶns. Research has shown that . And without that degree, access to higher levels of education, fulfilling jobs, and economic opportunities is more limited. For students who come from vulnerable families, struggles with reading can also make it harder to escape poverty.

Through the Literacy Act, Ģ����Ƶ legislators aim to remove barriers for children and encourage them to follow brighter paths to promising futures. By becoming stronger readers, Ģ����Ƶ’s students will be more successful in school. They’ll also learn to think more critically about the world around them. Their advanced skills will then lead young people toward more rewarding work and economic mobility as adults, and they’ll be able to positively impact their communities. The bill has the power to make all this possible, with literacy as the key that unlocks the door to these life-changing opportunities.

Additional Resources

The post Stronger Readers, Brighter Futures: Ģ����Ƶ Lawmakers Open Doors with New Literacy Bill appeared first on For Opportunity.

Legislators in the Ģ����Ƶ General Assembly have unanimously passed the , a bill that will transform the way math is taught in the state. It will open doors for students to receive a high-quality math education and ultimately shape the direction of their lives.

The Act brings significant updates to Ģ����Ƶ schools, including the adoption of new math standards, increases in the amount of time spent on math during the elementary school day, an advanced (compressed and accelerated) math track for qualifying students, and new requirements for teacher certifications.��

The changes will prepare students to take high school-level math classes like Algebra I in middle school and, if desired, to pursue careers in science, technology, engineering, and math (STEM).

The legislation is based in part on recommendations from the Ģ����Ƶ Center for Opportunity (GCO), with additional support from and . The opportunities it creates will pave the way to fulfilling jobs, economic opportunity, and brighter futures for participating students, and especially for young African Americans, Latinos, and girls, who haven’t traditionally received significant STEM education.

“GCO has helped lead the charge in crafting this bill to bring more opportunity to all of Ģ����Ƶ’s students. A strong math education will empower young Ģ����Ƶns to reach their full potential and flourish in their careers and lives.”

Buzz Brockway, Vice President of Public Policy, Ģ����Ƶ Center for Opportunity

What Are the Key Elements of This Bill?

The Math Matters Act establishes several important measures to help students become proficient in math earlier in their academic development.

School Requirements

• In elementary schools, fourth and fifth graders will receive at least 60 minutes of core math instruction every day.
• School districts will design advanced math classes for students in grades 6-10.

Automatic Enrollment

School districts will automatically enroll students in the advanced math courses if they meet the qualifications.

• Parents or guardians will have the option to withdraw their child from the classes if they think the standard math track is a better fit.
• Parents of students who don’t qualify for the advanced math classes will still be able to enroll their child if the student’s score on the previous year’s math assessment is above a certain level.

Revised Teacher Certification Requirements��

The bill updates teacher certification requirements to make sure that all teachers are trained in developmentally appropriate, evidence-based math curriculums.

Supportive Student Services

The bill grants school systems the ability to offer tutoring or bridge programs to support students in the faster-paced courses.

Annual Reporting

Ģ����Ƶ’s Department of Education will publish annual reports on student demographics, enrollment, and test scores to make sure the advanced math curriculum is meeting its equity and achievement goals.

How Will Students Qualify for the Advanced Math Classes?

Students who receive high scores on statewide end-of-grade math assessments will be eligible for the advanced classes during the following school year.

What Types of Classes Will Students Take as Part of the New Curriculum?

Students on the advanced math track will be able to complete high school-level math classes—usually Algebra I—by the time they finish eighth grade. They’ll then be ready to tackle subjects like calculus in high school.

When Will the Advanced Math Courses Be Available?

The changes to math curriculums will go into effect for the 2027-2028 school year.

What Impact Will Automatic Enrollment Have?

Automatic enrollment supports equitable access to the advanced math track by removing barriers like possible teacher bias, a student’s lack of confidence, or participation fees. In the past, obstacles like these have sometimes prevented qualified but traditionally underserved students from setting foot on advanced academic pathways.

Barriers to early educational opportunity are still being reflected in the composition of our nation’s workforce. For example, a recent report from the revealed that the nation’s STEM workers were:

• 62.9% white 
• 14.8% Hispanic
• 9.5% Asian American
• 8.2% Black
• 4.3% multi-racial 
• 0.3% American Indian or Alaska Native

And just 18% of working women in the United States held a STEM job, per the report. 

Opening doors to all students and exposing them to challenging math coursework early in their academic development can and pave the way for young people’s future success and upward mobility.��

How Can Advanced Math Classes Build Bridges to Opportunity?

Research indicates that are twice as likely to graduate from high school. They’re also more likely to succeed in college and then accept meaningful jobs in STEM fields, which are critical to the nation’s economic success. And outside of work, the essential skills math teaches—analytical, logical, and problem-solving skills—will empower young people to serve as engaged members of their communities.

The advanced math track will give young Ģ����Ƶns the chance to experience the sense of dignity and purpose that comes from rewarding work—both academic and professional. And for students who are part of vulnerable families, this opportunity sets the stage for them to break out of generational cycles of poverty and to achieve their full potential. Their success will then ripple out, transforming their future families, workplaces, and neighborhoods.

Additional Resources

The post Unleashing Students’ Potential: Ģ����Ƶ Legislators Champion Advanced Math Opportunities appeared first on For Opportunity.

Opportunities to drive progress and hope will greet Ģ����Ƶns in 2026. Critical issues will dominate the legislative agenda, and top governmental positions will be up for election.

The well-being of many Ģ����Ƶns, their families, and their communities is at stake as pressing concerns like welfare reform, the cost of living, educational opportunities, and public safety take center stage in political discussions. These issues involve significant challenges, but policymakers are working to find promising solutions that will enable people across the state to flourish.

Electing leaders to fill key political offices

The primary election will take place on May 19, and the general election is scheduled for November 3.

The roles of both the governor and lieutenant governor will be on the ballot. Ģ����Ƶ’s current governor, Brian Kemp, isn’t eligible to run again because he’s reached his term limit, so several candidates are competing for the position, including Lieutenant Governor Burt Jones. 

Ģ����Ƶns will also vote on one of the state’s U.S. senatorial positions—Senator Jon Ossoff currently holds the post. All of Ģ����Ƶ’s seats in the U.S. House of Representatives will be up for election as well.

These political races are pivotal because the elected officials will have the power to remove barriers and open more doors to opportunity for the state’s residents.

Reforming Ģ����Ƶ’s public assistance programs and creating a pathway out of poverty

The candidates running for office will likely take positions on ways to reform government assistance (welfare or safety net) programs in Ģ����Ƶ. This should be a top priority because about 13.5% of the state’s population is currently living in poverty. 

One of the main concerns about the welfare system is that it isn’t helping to lift people above the poverty line or empowering them to become self-sufficient. Instead, the complexities and regulations in the system tend to trap people in long-term cycles of poverty that affect families for generations.

To make real change, Ģ����Ƶ’s top lawmakers need to focus on streamlining the state’s welfare system and integrating it with workforce development programs. This strategy, called the , connects recipients of government benefits with one caseworker who not only helps them meet their immediate needs but also provides resources to support them in finding a rewarding job.

In Ģ����Ƶ, around 28% of prime-age (25-54) adults aren’t working, and disengagement from work is one of the primary reasons people seek public assistance. Developing a One Door strategy in Ģ����Ƶ will help these individuals become self-sufficient and also enable them to experience the sense of dignity and purpose meaningful work provides.

Ģ����Ƶ’s political leaders can take steps toward implementing a One Door model by advocating for federal authorization to do so. At the state level, they can also establish a task force to explore ways to connect and improve Ģ����Ƶ’s public assistance and workforce programs.

A reform called the One Door model would allow Ģ����Ƶ to connect more welfare recipients to meaningful work and economic opportunity. 

Making life more affordable in Ģ����Ƶ

Many low- and middle-income families in Ģ����Ƶ are struggling to cover the basic costs of living, as prices for just about everything seem to be rising. The increasing costs add extra hardship to the numerous barriers that already impact people’s well-being. But Ģ����Ƶ’s policymakers have opportunities to make some things more affordable for the state’s residents.

• Housing shortages and costs: The shortage is driving up prices and making affordable homes hard to come by. Builders want to construct more houses, but they face restrictive regulations regarding land use and infrastructure, including roads and water lines. Local policymakers can address the issue by allowing greater flexibility in lot sizes and housing types. Doing so will bring more affordable homes to the market, and that will reduce rent and mortgage payments and free up income to cover other necessities.
• State income taxes: Ģ����Ƶ’s state income tax is set to drop to 4.99% in January 2027, but some lawmakers want to eliminate it completely. For many Ģ����Ƶns, every dollar matters, and doing away with the tax would allow them to keep more of their income in their own pockets. State leaders are considering eliminating corporate tax breaks to offset the potential loss in government revenue from income taxes. But it’s important to note that they could also raise the sales tax to recoup the state’s lost revenue. That could leave lower-income families worse off because essential goods would cost them more.

Creating an educational system that meets the needs of every child

In 2026, Ģ����Ƶ lawmakers will continue their efforts to develop an educational system that honors every child’s unique situation and needs.

Several education-related bills that carried over from 2025 will likely be up for consideration in the Ģ����Ƶ General Assembly.

• Senate Bills 124 and 152: These bills will expand eligibility for Promise Scholarship accounts to students with a parent who’s an active-duty military service member stationed in Ģ����Ƶ and to biological or adopted children of foster parents. The bills will help support more families who want to consider alternative education options for their children
• Senate Bill 171: This bill will require Ģ����Ƶ’s Board of Education to develop an advanced math pathway for students in grades 3-8. The program will prepare students to take higher-level math classes in middle school and ultimately to pursue careers in science, technology, engineering, and math (STEM). The opportunity will pave the way to brighter futures and upward mobility for participating students, and particularly for young African Americans, Hispanics, and girls who haven’t traditionally received significant STEM education.
• House Bill 917: This bill will provide open enrollment processes for students who want to transfer between local school systems or from one school to another within a school system. This will enable students to attend the school that’s the right fit for them, regardless of where they live.

Charter school funding will also be on policymakers’ radar. In 2025, the Ģ����Ƶ Senate created the Study Committee on Funding for Charter School Capital Improvements. The committee was tasked with reviewing current funding processes for public schools, examining the differences in capital funding between charter and public schools, and analyzing the challenges charter schools face in getting funding. Ģ����Ƶ’s leaders will likely use the study’s findings to make sure charter schools have equal access to capital improvement funds so they can continue to offer alternate educational options for families.��

Prioritizing neighborhood safety and reducing crime

Public safety is a top concern for Ģ����Ƶns, and especially for those living in impoverished communities. High crime rates lead to losses in property value, community resources, business activity, and job opportunities—all making it increasingly difficult for people to escape poverty.

Among several public safety bills, Ģ����Ƶ lawmakers will likely consider two that were drafted during the 2025 session.

• Cognitive behavioral therapy (CBT) for juveniles: The first bill will enable greater use of CBT with young people who get arrested, even those who are non-violent or have minor convictions. CBT teaches participants to look at the relationship between their thoughts, feelings, and behaviors and helps them respond to challenging situations more effectively. Studies show that CBT programs can reduce recidivism by an impactful 25%. They also set participants on a path toward healing and growth, which will, in turn, help their communities flourish.
• Support for local law enforcement agencies: The second bill will create grants for local law enforcement agencies to assist them in solving more violent crimes. Local departments can use the funds to improve investigations, enhance the technology and data systems officers use, and support victims and families. The resources will also help authorities deter future crime and boost community safety and resiliency.

Taking action to transform lives and communities

Ģ����Ƶ’s policymakers know that more needs to be done to break down the social and economic barriers so many people are facing, and they’re taking action. But this responsibility doesn’t lie with government leaders alone.

Ģ����Ƶ residents should pay close attention to the issues lawmakers discuss, but also to the needs of their families and communities. They can then use what they learn, along with their voices and votes, to create real change. 

In doing so, Ģ����Ƶns will bring even greater promise and prosperity to the state—making it a place where everyone has the opportunity to achieve their full potential and thrive.

Additional resources

The post Shaping Ģ����Ƶ’s Future: Opportunities for the Year Ahead appeared first on For Opportunity.

Key Points

• The Ģ����Ƶ Center for Opportunity and Connect to Work GA have entered into a valuable partnership that will link job seekers with rewarding jobs in the Atlanta area.
• The Ģ����Ƶ Center for Opportunity’s BETTER WORK program will prepare clients for work, and Connect to Work GA will then introduce them to employers.��
• This collaboration will help lift job seekers above the poverty line by providing opportunities for successful careers and upward mobility.

The Ģ����Ƶ Center for Opportunity (GCO) entered into a dynamic partnership with in October 2025. Together, the organizations will link participants in with rewarding jobs in the Atlanta area.��

Eric Cochling, GCO’s Chief Program Officer and General Counsel, shared that “GCO is thrilled to partner with Connect to Work GA because it gives our BETTER WORK clients access to the powerful business network of the Metro Atlanta Chamber and the expertise of the Connect to Work team.”

Work is a gateway to a better future, and this collaboration will create a clearer path out of poverty and toward opportunity for many job seekers across Ģ����Ƶ.

Connecting Ģ����Ƶns to work and upward mobility

GCO’s BETTER WORK program joins forces with employers and local organizations in Gwinnett County and in the city of Columbus. Through these strong partnerships, GCO connects people with training and support services that can help them find meaningful work.

Connect to Work GA was launched by the in February 2025, with support from the . The Foundation focuses on increasing access to career pathways for Ģ����Ƶns—and particularly for young people—so they can grow and thrive.��

In the spirit of the Foundation’s mission, the Chamber strives to advance economic growth around Atlanta, and Connect to Work GA contributes to that goal by bridging the gap between pre-qualified job candidates and employers who want to build their teams.

In the new relationship between GCO and Connect to Work GA, GCO’s BETTER WORK program will prepare clients for work by providing them with resume support, interview coaching, and job readiness training. Connect to Work GA will then link those individuals with employers by matching their skills with staffing needs.��

GCO will be a preferred provider of job candidates from Gwinnett County, giving GCO’s BETTER WORK clients a promising opportunity to find rewarding jobs with Metro Atlanta Chamber member companies.

Collaborating to build hope and vibrant communities through work

GCO and Connect to Work GA share the goal of making sure that every Ģ����Ƶn has the chance to experience the sense of dignity, purpose, and potential that comes from a meaningful job and upward mobility. They also aim to help communities across the state benefit from more successful businesses and vibrant local economies.

Together, the organizations will remove barriers to work and open doors to opportunity. In doing so, they will inspire hope and turn poverty into flourishing for many more Ģ����Ƶns, their families, and their communities.

The post Creating Links That Change Lives: Ģ����Ƶ Center for Opportunity Partners with Connect to Work GA appeared first on For Opportunity.

As Halloween approaches, Ģ����Ƶ families usually look forward to making great memories involving irresistibly adorable costumes and big candy hauls. Many of us know—maybe even from our own childhood experiences—that trick-or-treaters often cheer with delight when they find their favorite sweets in their candy bags.

Halloween is the season for treats. It’s the biggest day of the year for candy sales, slightly surpassing Valentine’s Day. Data on consumer purchases shows that Ģ����Ƶ’s favorite Halloween candies are , , and , with M&M’s and Reese’s Peanut Butter Cups following close behind.

Most of us indulge in these sweet treats every now and then, especially around Halloween. But for many Ģ����Ƶ families, candy is becoming hard to afford. 

Candy and chewing gum prices have increased by an astonishing 38% over the last five years. �ճ󲹳�’s even more than grocery prices, which have gone up 25% during the same period.

Candy and chewing gum prices, January 2021 to July 2025

For chocolate treats in particular, recent bouts of bad weather and crop diseases have damaged cocoa trees around the world. This has led to a cocoa shortage that has . 

High costs like these are making it difficult for some Ģ����Ƶns to give their children and their young neighbors the happy and memorable Halloween they’re hoping for.  

The struggle to afford life in Ģ����Ƶ (beyond Halloween candy)

Many low- and middle-income families in Ģ����Ƶ are struggling to cover the basic costs of living, as prices for just about everything seem to be rising. The increasing costs add extra hardship to the many barriers that already impact people’s well-being and their ability to afford the occasional fun extras like Halloween candy.

• Shortage of affordable housing: The shortage is driving up prices and making affordable homes hard to come by. High mortgage rates, rising costs of construction materials, and a big increase in Ģ����Ƶ’s population since 1980 are contributing to the problem. Restrictive local regulations regarding land use and infrastructure, including roads and water lines, are making the housing shortage even more severe.

• Barriers to work and upward mobility:Ģ����Ƶ a quarter of prime age (25-54) adults aren’t working in 96 Ģ����Ƶ counties. Many of these Ģ����Ƶns are facing limited economic opportunities in their communities. And some workers feel forced to stay in low-paying jobs to remain eligible for the safety net benefits that protect their family’s well-being. These difficult situations keep people from rising out of poverty and growing their income.

• Access to sufficient food: In 2024, to help them buy food. Of those SNAP participants, 69% were part of families with children, and most had incomes below the poverty line. While Ģ����Ƶ families can use SNAP benefits to buy candy, meeting basic needs is the priority for most.

Policy solutions Ģ����Ƶ can’t afford to ignore

Ģ����Ƶ lawmakers have the ability to make valuable reforms that would help people have more money in their pockets for family expenses.

• Fewer housing regulations: To , local leaders in Ģ����Ƶ need to allow greater flexibility in lot sizes in new subdivisions. They should also grant more permits for varied housing types—like duplexes, triplexes, and townhomes—and for additional homes near commercial centers. These changes would enable builders to construct more affordable homes.

• Reduced occupational licensing requirements: Ģ����Ƶ policymakers have many opportunities to lower barriers to meaningful work and upward mobility, including by . These licenses are typically mandatory for certain professions. By implementing licensing reforms, lawmakers could open more doors for workers, streamlining processes and removing some of the exclusions for people who have been incarcerated.

• Revamped welfare system: To improve Ģ����Ƶ’s welfare system, state lawmakers should explore a . In this scenario, both benefits and job training support would be linked together in a single location. This would provide welfare recipients with a clear path back into the workforce and toward financial independence.

These vital policy changes would strengthen and stabilize Ģ����Ƶ families, helping to lift them above the poverty line and making it possible for them to thrive, even in the face of rising costs. Strong families, in turn, would help their communities prosper. And with more opportunities to flourish, life would be sweeter for Ģ����Ƶns—not just at Halloween but all throughout the year.

Additional Resources

The post Frightfully Pricey Treats: Why Halloween Fun Is Costing Ģ����Ƶ Families More appeared first on For Opportunity.