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.

Millions of Americans rely on government-run safety net programs to help meet their fundamental needs. Also known as “welfare programs” or “public assistance,” safety net programs include the , the (SNAP or food stamps), , housing assistance, and childcare support, among many others.

These programs are meant to temporarily support individuals and families going through tough times as they rise above the poverty level and become self-sufficient again.

But these safety nets often function more like snare nets, trapping people in a complex web of formulas and rules that prevents them from taking and keeping promising jobs that would lead to a better future.

Frankie, a young woman who moved to Ģ����Ƶ for a new start, found herself in this very situation. She felt forced to turn down a great job that would have paid $70,000 per year. She needed the job, but she also needed the public assistance that would help her find an affordable home for her family. The new income would have made her ineligible for that crucial housing support.

How is it possible that well-intentioned government assistance programs are actually reinforcing cycles of poverty? People like Frankie who receive safety net support are facing harmful barriers to opportunity called “benefits cliffs.” This critical flaw in welfare programs discourages work and upward mobility and keeps people stuck in long-term cycles of government dependency.

What are benefits cliffs?

Many low-income workers experience , sometimes called “welfare cliffs.” In these disheartening situations, a small increase in earnings leads to a sudden and sharp decrease in, or even a total loss of, public assistance.

The higher wages push a worker’s income over the eligibility limit for one or more safety net programs, causing the abrupt loss of essential benefits. This leaves people worse off financially, despite doing everything right to get ahead.

Who do benefits cliffs affect?

Benefits cliffs, and their severity, depend on many factors. The number of people in a family, how much each person earns, and where they live can all play a role. Low-income working parents with young children are especially vulnerable to benefits cliffs because they frequently rely on multiple safety net programs to protect their family’s well-being.

A detailed developed by the Ģ����Ƶ Center for Opportunity provides many scenarios showing how benefits cliffs can affect a family’s net earnings.

Let’s consider the situation of a working mother with two young children in Ģ����Ƶ who’s receiving benefits from five welfare programs:

• If she earns $12.50 per hour from her full-time job, her combined income from wages and public assistance will total about $45,000 annually.
• If she earns just 25¢ more per hour, she’ll face a net loss in income of almost $1,500 per year because of reduced safety net benefits.
• If she gets a slightly bigger raise of $1.25 per hour, she’ll lose so much in welfare benefits that her net income will decrease by a staggering $15,000 per year. That loss will pose a huge risk to her family’s health and financial stability.

What are the impacts of benefits cliffs?

Many public assistance recipients find themselves in deeply worrying circumstances after they take a better-paying job or accept a raise. Their income has increased too much to qualify for benefits, but it’s still not high enough to cover all their family’s essential needs like food, healthcare, housing, and childcare. In this demoralizing situation, people often feel like they’re being punished for trying to break free from government dependency.

Effects on career development

When individuals don’t accept fulfilling career opportunities, they lose the vital sense of dignity, purpose, and well-being that meaningful work and upward mobility provide.

“It makes you feel hopeless,” said . Carlotta was offered a rewarding job at a broadcast network in Ģ����Ƶ, but she instead took a lower-paying job that wouldn’t put her much needed medical benefits at risk.

Implications for mental health

Benefits cliffs can impact mental health in many ways as well. For example, , a working mom, struggled to afford housing after her income increased above the eligibility limit for public assistance. Rather than being excited about her advancing career, Joyelle felt scared. Her fears of not being able to take care of her family were “devastating” for her well-being, and she suffered from severe anxiety, stress, and depression.

Consequences for employers and communities

The negative impacts of benefits cliffs also spread to employers and local communities. When people are disengaged from work, businesses find themselves constantly hiring rather than building a strong, stable, and efficient workforce that can help the surrounding community grow and thrive.

How can policymakers address benefits cliffs?

Safety net programs help people survive on a basic level, but they don’t currently empower welfare recipients to rise above the poverty line so they can flourish and reach their true potential.

As Frankie asked of the safety net system, “Do you want me to really be better, or do you want me to really be poor?”

To solve this critical issue and reward progress rather than penalizing it, policymakers should eliminate benefits cliffs by gradually decreasing public assistance as workers earn more. This will encourage individuals to take meaningful jobs, accept promotions, or work more hours without fear of a benefits cliff. In addition, gradual benefit reductions will give families time to make financial plans as they move toward self-sufficiency.

Removing barriers to work also allows people to experience the powerful sense of dignity, purpose, and confidence that comes from a rewarding job and financial independence. And when people take jobs that confirm their inherent value and potential, it transforms not only their lives, but the lives of their family members as well.

As workforce participation increases, businesses can also hire and promote more workers. This will stabilize their staff and reduce inefficiencies that high turnover rates can cause. A thriving local economy will then lift and strengthen the entire community.

Research has shown that work is one of the key factors in breaking the cycle of poverty. It’s a gateway to a better future where people and communities can flourish. To open these doors, policymakers need to make changes, ensuring that benefits cliffs are no longer barriers on the pathway to opportunity.

Personal stories: What it’s like to face benefits cliffs

Frankie’s story

Frankie moved to Ģ����Ƶ for a new start. Instead, she faced a heartbreaking choice. Say “yes” to a good job offer, and she would become ineligible for the housing assistance she needed to get on her feet.

Joyelle’s story

Joyelle needed to fall back on public housing during a tough time in her life. She was determined to get back on her feet. After going back to school, she was offered an exciting full-time job with the state of Ģ����Ƶ. That’s when Joyelle got a shocking surprise: due to her new salary, her subsidized housing allowance disappeared overnight and left her feeling further behind than ever.

Additional resources

American Public Human Services Association

The Black Chronicle

Fed Communities

Federal Reserve Bank of Atlanta

Federal Reserve Bank of Atlanta

Forbes

Foundation for Research on Equal Opportunity

The Benefits Cliff
Ģ����Ƶ Center for Opportunity

Confirmed. Welfare Cliffs Pervasive in 8 Southeast States
Ģ����Ƶ Center for Opportunity

Disincentives for Work and Marriage in Ģ����Ƶ’s Welfare System
Ģ����Ƶ Center for Opportunity

If You Accept This Raise, You Fall Off the Welfare Cliff
Ģ����Ƶ Center for Opportunity

Nonfinancial Impact from Nonwork
Ģ����Ƶ Center for Opportunity

Solving the Food Assistance (SNAP) Benefits Cliff
Ģ����Ƶ Center for Opportunity

Welfare Cliffs Exist—Concludes Team of Economists
Ģ����Ƶ Center for Opportunity

National Conference of State Legislatures

National Conference of State Legislatures

Sutherland Institute

The post Understanding Benefits Cliffs 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

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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

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The Ģ����Ƶ Center for Opportunity (GCO) is honored to welcome Travis Thorne as the Vice President of Family. Travis will lead GCO’s Family Initiative and shape the future vision of its flagship program, Raising Highly Capable Kids (RHCK), which is an in-person, 10-week program designed to equip parents and caregivers with practical tools, honest conversations, and confidence to raise healthy, responsible, and caring kids.

Travis brings more than 20 years of experience in leadership, relationship management, and strategic problem-solving. Alongside his corporate career, he has spent many years serving in ministry, leading family and men’s small groups focused on strengthening households through practical guidance around money, marriage, and legacy. A Ģ����Ƶ native who grew up in Jonesboro, Travis combines professional expertise with a deep personal commitment to families across the state.

Travis was drawn to GCO because of its holistic approach to poverty and opportunity. “At GCO, we understand that poverty, especially generational poverty, is about more than income,” Travis shared. “It’s often about fractured relationships and a loss of hope. Strong families are where a sense of purpose, belonging, and connection begins.” That belief closely aligns with GCO’s mission to advance solutions that expand opportunity and help Ģ����Ƶ families build durable paths out of poverty.

GCO selected Travis to lead the Family Initiative because of his unique ability to bridge strategy and relationships. His experience building trusted partnerships in high-performance environments, combined with years of hands-on ministry and family engagement, positions him to lead family-centered work that is both relational and scalable.

“I’m thrilled to welcome Travis to our team to lead our work in strengthening families,” said Eric Cochling, GCO’s Chief Program Officer and General Counsel. “Travis brings a unique mix of professional experience, drive, and a passion for this work that I am confident will take our family-focused initiatives to the next level and allow us to have a much deeper impact in the communities we serve.”

In his role, Travis will focus on empowering parents as the primary leaders in their children’s lives and strengthening parent-child relationships to drive generational change. This includes enhancing and expanding RHCK. Unlike many parenting programs that focus only on parents, RHCK brings families together in cohorts that build social relationships, trust, and connection, especially in communities connected to Title I schools, which serve high numbers of low-income households.

Looking ahead, Travis envisions RHCK growing through strong partnerships with faith-based organizations, schools, and community leaders. “We listen, we learn, and we build alongside families,” he said. His vision is to see RHCK become a trusted, community-anchored model that meets families where they are and creates a lasting impact across generations.

With Travis’s leadership, GCO is excited to expand the reach and success of its Family Initiative.

Hear from Travis on the vision behind GCO’s Family Initiative:

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Table of Contents

• What are welfare work requirements?
• What are the new work requirements for Medicaid?
• What are the current Medicaid work requirements in Ģ����Ƶ?
• What are the new work requirements for SNAP (food stamps)?
• What are the pros and cons of work requirements?
• What else can policymakers do?

Big changes are in process for some recipients of and (SNAP or food stamps) benefits and for the state governments that administer the programs. 

Medicaid is the nation’s largest safety net (government assistance or benefits, public assistance, or welfare) program. It helps cover medical costs for families with limited incomes, older adults, pregnant women, and people with disabilities. Recent data shows that about 71 million Americans are enrolled in Medicaid.

SNAP, the second largest government assistance program, helps low-income families buy food. Around 42 million Americans currently rely on SNAP benefits.

With the passage of the (OBBB) in July 2025, more recipients of Medicaid and SNAP benefits will have to work or engage in other qualifying activities to receive the vital support they need. 

With the new work requirements, lawmakers aim to encourage people who can work to join the workforce and ultimately lift themselves and their families out of poverty. But for the requirements to have the desired impact, both state governments and beneficiaries will have to figure out how to successfully navigate the updated programs. Challenges lie ahead for everyone involved.

What are welfare work requirements?

Work requirements for SNAP and Medicaid require some recipients to work, train, or volunteer for a certain number of hours per month to remain eligible for benefits.

The requirements generally apply to “able-bodied adults” who receive public assistance. The federal government defines able-bodied adults as most adults under age 65 who aren’t disabled and who don’t have a dependent child under a certain age. 

The new federal law says states have to adopt these work requirements, but the states are the primary administrators of Medicaid and SNAP. As a result, the states will verify recipients’ documentation of qualifying activities or their exemption status.

What are the Medicaid work requirements under the new federal law?

Beginning January 1, 2027, some able-bodied Medicaid recipients ages 19-64 will have to meet work requirements. 

To be eligible for benefits, recipients will have to take part in 80 hours per month of qualifying activities, including:

• Full- or part-time employment
• Job or vocational training programs
• Community service or volunteer opportunities
• Higher education programs

States will redetermine the eligibility of Medicaid recipients every six months. 

Several groups of individuals will be exempt from meeting the work requirements, including, among others:

• People who care for a child under 14 years of age
• Pregnant women or those who need postpartum medical care
• Caretakers of a disabled relative
• People who have a disability or health condition that prevents them from fulfilling the work requirement
• Current or former foster children under the age of 26
• Native Americans and Alaska Natives
• People who are incarcerated or have been in the last three months
• Veterans with a 100% disability rating

The OBBB also provides a temporary opt-out process (known as a waiver) for states with an unemployment rate over 8% or 1.5 times the national unemployment rate. These states’ citizens could struggle to meet the work requirements because of particularly high barriers to work.

The states will get more specific implementation and reporting instructions from the federal government in June 2026, and they could then decide to apply more restrictive work requirements than those in the OBBB.

What are the current Medicaid work requirements in Ģ����Ƶ?

Ģ����Ƶ 2.2 million Ģ����Ƶns were enrolled in Medicaid as of May 2025, and around 67% of the adult beneficiaries were already working. 

Ģ����Ƶ has a head start compared to many other states that don’t have previous experience with Medicaid work requirements. The state implemented the program in 2023 to provide valuable health care assistance to low-income Ģ����Ƶns who aren’t eligible for traditional Medicaid.   

The Pathways to Coverage program supports adults ages 19-64 whose household income is less than 100% of the federal poverty line. To receive benefits, recipients have to take part in 80 hours per month of qualifying activities similar to those listed above. 

The Pathways program has slightly different exemptions than those in the OBBB. For example, adults are exempt if they take care of a child under age 6 instead of age 14. Recipients also only have to verify their exemptions or their involvement in qualifying activities when they apply for benefits and when they renew their application each year. 

Both administrators and enrollees have run into challenges with the Pathways program, but Ģ����Ƶ’s previous experience with work requirements will be an advantage going forward. It’s important to note, though, that the current requirements for the Pathways program may change with the implementation of the OBBB.

What are the SNAP work requirements under the new federal law?

Many SNAP recipients faced new work requirements as of November 1, 2025. The groups of people below now have to meet these requirements: 

• Able-bodied adults ages 18-64 without dependent children (in the past, this only applied to people through age 54)
• Parents whose youngest child is 14 or older��
• Veterans
• People experiencing homelessness
• Former foster children��

Like with Medicaid, individuals can meet the work requirement by working, volunteering, or participating in an approved educational program for at least 80 hours per month. People who aren’t able to meet these requirements can only receive SNAP benefits for three months every three years. 

States can also be more restrictive with the work requirements, but they can only temporarily opt out of the enforcement of these requirements if their unemployment rate is 1.5 times the national average. 

In Ģ����Ƶ in particular, about 1.3 million people, or over 705,000 households, receive food stamps each month. Ģ����Ƶ 69% of these households have kids, and 28% include an older adult or a person with a disability. It’s noteworthy that about 37% of Ģ����Ƶ’s SNAP recipients already live in households with a working family member. 

What are the pros and cons of work requirements?

The updated SNAP and Medicaid work requirements will bring both opportunities and challenges to beneficiaries and state governments.

Pros:

• Family and community well-being: When people take rewarding jobs, they’re setting foot on a pathway out of poverty and toward self-sufficiency. The families of those who work are also more stable, and strong families can change entire communities for the better.��
• Health benefits: Work brings a sense of dignity, purpose, and self-worth to people. As a result, working adults often experience less anxiety, fewer symptoms of depression, a decreased risk of suicide, and lower mortality rates. The children of employed people also tend to have better mental and physical health.
• Private health insurance options: Some of the people who join the workforce will become eligible for private health insurance through their employers. This will both bring stability to workers and their families and reduce the number of Medicaid recipients.
• Local economic growth: Increased labor force participation helps businesses grow and thrive. This then boosts local economies and spreads greater prosperity to surrounding areas.

Cons:

• Barriers to work: Many recipients of government benefits, including those who are able-bodied, face multiple barriers to work. These can include a lack of childcare, a lack of transportation, and age-related biases. Some Americans who rely on Medicaid and SNAP also live in rural or impoverished areas. These communities often have fewer jobs and educational or volunteer opportunities that would enable people to meet the work requirements close to home.��
• Difficulties with reporting work or exemptions: Many Medicaid and SNAP recipients could face hardships related to the reporting requirements. Administrative hurdles, a lack of internet access, and the difficulty of documenting exemptions or unstable earnings may cause people to lose benefits.
• High administrative costs: Implementing and enforcing work requirements demands significant administrative resources from state agencies. States will need to act quickly and efficiently to prepare to verify both the eligibility and ongoing work status of public assistance recipients.
• Benefits cliffs: Without additional reforms, work requirements put people at risk of experiencing benefits cliffs. By taking a job, an individual’s income could increase too much to qualify for assistance, but it still might not be enough to cover all the essential needs like food, health care, housing, and child care. This could leave people worse off, despite their efforts to meet the requirements. The Congressional Budget Office estimates that around 5.3 million people could lose much needed Medicaid support and about 2.4 million people could lose essential SNAP benefits because of this difficult situation.

What else can policymakers do to reform the safety net?

Work is crucial to overall well-being because it’s a gateway to upward mobility and a better future. Many public assistance recipients who can work should be able to meet work requirements and find rewarding opportunities. But these requirements are only a first step. 

To spark real change for those who are struggling, state lawmakers should explore a to managing government benefits and workforce services. With this strategy, both benefits programs and job training assistance would be linked together. This would allow states to connect people to work while ensuring they receive the vital support they need. 

Ultimately, a One Door policy goes far beyond work requirements. It has the power to provide public assistance recipients with a clearer path into the workforce and toward financial independence. This, in turn, will help people realize their full potential as human beings and find opportunities to truly flourish.

Additional resources

Alliance for Opportunity

Alliance for Opportunity

Alliance for Opportunity

Center for Medicaid and CHIP Services

Center on Budget and Policy Priorities

Center on Budget and Policy Priorities

Center on Budget and Policy Priorities

Ģ����Ƶ Budget and Policy Institute

Are work requirements good or bad?
Ģ����Ƶ Center for Opportunity

Ģ����Ƶ Department of Human Services

Ģ����Ƶ Pathways to Coverage

Johns Hopkins Bloomberg School of Public Health

KFF

KFF

Medicaid.gov

Sutherland Institute

U.S. Department of Agriculture

USAFacts

USAFacts

Image Credit: Canva

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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.