GCO is a nonprofit, nonpartisan organization that focuses on ensuring access to quality education, fulfilling work, and healthy family lives through research, policy analysis, and community initiatives. We advance solutions that increase opportunity and give Ģ����Ƶ families a durable path out of poverty. We are also a founding member of the Alliance for Opportunity, a multi-state coalition focused on improving state-administered public assistance and workforce programs to help Americans achieve lasting opportunity and stability.

The Stronger Workforce for America Act aligns with our work and includes an invaluable option for state flexibility, the Make America Skilled Again Grants. These grants would allow 10 states to implement the model, which would empower them to integrate their safety net and workforce systems.

Utah has had this authority for nearly 30 years, after being grandfathered into the strategy. This has enabled Utah to provide its citizens with both support to meet their immediate needs and a clearer path into the workforce and toward self-sufficiency.

The results of Utah’s One Door policy are impressive. For example, the state has outpaced the national labor force participation (LFP) rate, or the number of working-age people employed or looking for a job, by an average of 5.3%. As of late 2025, Utah’s LFP rate was approximately 67.6%, one of the highest in the nation.

In contrast, Ģ����Ƶ’s LFP rate is 60.6%. Put another way, nearly 40% of Ģ����Ƶns, many of them prime-age men, who can work are choosing not to.

Eric Cochling, GCO’s Chief Program Officer and General Counsel, emphasized the detrimental impact of these statistics and the critical importance of work for a flourishing life:

“A good job offers more than just a paycheck. It provides purpose and stability and is one of the most durable ways to empower people to break the cycle of poverty.”

He also stressed the need for reform: “If we truly want to expand opportunity in Ģ����Ƶ and across the country, individual workforce and safety net programs must start functioning as a true system—one that’s designed to support human dignity and flourishing. The Stronger Workforce for America Act is a much-needed step in the right direction.”

Ģ����Ƶ policymakers are paying attention to the success of Utah’s integrated welfare and workforce system and are seeking opportunities like the Make America Skilled Again Grants to implement similar reforms that benefit both Ģ����Ƶns and the state economy.

As Buzz Brockway, GCO’s Vice President of Public Policy, said:

“The ability to link workforce and safety net systems is key to boosting Ģ����Ƶ’s current trajectory as a leader in economic opportunity. The Make America Skilled Again Grants included in the Stronger Workforce for America Act would give Ģ����Ƶ’s leaders a powerful way to strengthen families, expand the workforce, and set the state on a path to more rapid growth.”

Randy Hicks, GCO’s President and CEO, added:

“Every state deserves the ability to design an integrated system that enables people to thrive. Right now, every wasted hour navigating disconnected programs is an hour that could have been spent building a better future. This bill ensures that states can rethink the status quo and create pathways to opportunity for every citizen.”

Through the changes it proposes, the is poised to make meaningful welfare and workforce reforms possible in Ģ����Ƶ, and GCO strongly urges its enactment.

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Ģ����Ƶ Center for Opportunity (GCO) is independent, non-partisan, and solutions-focused. Our team is dedicated to creating durable paths out of poverty for families in Ģ����Ƶ and beyond. To achieve our mission, we research ways to help remove barriers to opportunity and promote our solutions to policymakers and the public so that public policy and civil society can effectively and innovatively strengthen family stability, economic mobility, and child opportunity in the communities where lives are lived. 

Send media inquiries to:

Rebecca Primis
Ģ����Ƶ Center for Opportunity
RebeccaP@foropportunity.org 

The post GCO Praises Federal Leaders for Empowering States to Strengthen Pathways to Work through the Stronger Workforce for America Act 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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But none have mentioned a priority that is not only connected to those issues but has a significant impact on the well-being of millions of Ģ����Ƶ families — welfare reform. And with new federal work requirements set to take effect, policymakers will no longer be able to overlook Ģ����Ƶ’s public assistance programs.

With more than struggling to make ends meet, reforms to the safety net should be a top priority for Ģ����Ƶ’s next leader.

These low-income residents turn to Ģ����Ƶ’s safety net programs for help, including Medicaid for health insurance, the Supplemental Nutrition Assistance Program for food support and Section 8 for housing assistance.

System fails to move people out of poverty

Both Republicans and Democrats agree these programs are a critical support system for disadvantaged communities.

But disagreement tends to emerge over whether welfare truly serves these people — helping them move from reliance on public assistance to independence and a more fulfilling life.

On that measure, — and its shortfall should capture the attention of Ģ����Ƶ’s next governor.

Not only does Ģ����Ƶ’s welfare system — like nearly all states’ — fail at its stated goal of moving people out of poverty, but it also compels recipients to stay dependent, keeping them in a cycle of poverty that so often defines generations of low-income Americans.

Welfare discourages recipients from getting married before having children and from working — troubling given those factors align with two of the three indicators in the , a series of life milestones that research has shown are the keys to happier lives, stable families and upward mobility (the other factor is obtaining a high school degree).

Ģ����Ƶ’s next governor would do well to recognize that the implications of this flawed system extend beyond just welfare recipients. It has a significant impact on the state’s budget and economy.

Low labor participation rate is a warning

Social safety net programs, particularly Medicaid, are often the biggest expenses in a state’s budget. While the federal government partially funds welfare programs, the states are responsible for a significant share of the costs and are responsible for managing the system. With these high costs, policymakers should assess whether the billions spent on welfare is moving people out of poverty or keeping them on the economic sidelines.

And then there’s the direct impact on Ģ����Ƶ’s workforce. Ģ����Ƶ’s labor force participation rate, or the number of working-age people employed or looking for a job, is . Or put another way, nearly 40% of Ģ����Ƶns, many of them prime-age men, who can work are choosing not to.

A low labor force participation rate is a warning sign for the state’s economic health. Every nondisabled Ģ����Ƶn who opts out of work isn’t just losing income — our state loses tax revenue, businesses lose workers and communities lose engaged citizens who are the foundation of thriving neighborhoods.

Ģ����Ƶ’s next governor should ask, then, why the state’s welfare programs fail to connect beneficiaries to resources they need to help them find a stable job. Unemployment is one of the primary reasons individuals seek assistance in the first place.

And yet when someone in Ģ����Ƶ turns to the welfare system for support, they are not connected to work. Workforce development programs exist, but they oddly operate separately than the social safety net.

Follow other states in integrating workforce aims with welfare

Fortunately, policymakers in Ģ����Ƶ have a road map to turn to called “” which integrates workforce development with welfare. Under this policy, people who access the safety net for help are connected to one caseworker who not only helps them meet their immediate needs but connects them with resources to find a job. Utah passed this reform in the 1990s and now boasts the lowest numbers of people on Medicaid and food stamps — along with consistently low unemployment rates.

Louisiana passed One Door legislation in June. Mississippi created a task force to explore the reform. And Arkansas also recently approved an audit of its workforce and safety net programs to identify needed changes. Ģ����Ƶ should follow the lead of its southern neighbors to the West.

Welfare reform isn’t a second-tier issue. It’s central to sustaining Ģ����Ƶ’s current trajectory as a leader in economic opportunity. Ģ����Ƶ’s One Door gives the next governor a way to strengthen families, expand the workforce and set the state on a path to growth.

Buzz Brockway is the vice president of public policy at the Ģ����Ƶ Center for Opportunity.

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Ģ����Ƶ lawmakers wrapped up the 2025 legislative session with some big decisions that affect our state’s families, students, and workers.

Several new laws were passed to improve education, job opportunities, and access to childcare — while a few important changes didn’t quite make it through.

“The 2025 session included some key victories to improve public school classrooms, expand school choice options, and improve workforce opportunities,” said Buzz Brockway, vice president of policy for GCO. “While there were some disappointments on bills that didn’t make it across the finish line, we are pleased with the progress lawmakers made this year in promoting an agenda to allow all Ģ����Ƶns to flourish.”

What Passed: New Ģ����Ƶ Laws in 2025

These bills passed out of both the House of Representatives and the Senate and are headed to the governor for signing. 

: Less phone distraction, more student engagement

K-8 classrooms now face stricter limits on student cell phone use during school hours. The goal of this policy is to cut down on distractions and help kids stay engaged in the classroom.

: More support for charter schools

With this legislation, local boards of education must reconsider denied charter petitions and provide detailed explanations for their decisions. To incentivize approvals, schools receiving charters are eligible for grants of $250,000 a year for three years to help them get started.

and : Helping kids read better

Two bills aimed to boost reading skills among Ģ����Ƶ students. HB 307 updates dyslexia screening and interventions and improves statewide coordination to help at-risk students earlier. SB 93 makes sure future teachers are trained in proven methods to teach reading. State-approved educator preparation programs must align their core curricula with the science of reading—a move that aims to enhance literacy instruction by prioritizing evidence-based methods.

: Bigger tax break for child care

Families can now get a larger credit on their state taxes (up to 40% of the federal tax credit) for expenses related to child and dependent care. By allowing Ģ����Ƶ families to subtract more child care expenses from their annual taxes, this measure eases the financial burden on working families across the states.

: Simplifying licensing for businesses and trades

HB 579 makes it simpler and faster to get professional, business, or trade licenses in Ģ����Ƶ, reducing paperwork, red tape, and other barriers getting in the way of people looking for steady work.

: Free college prep tests for homeschoolers

SB 63 mandates that homeschool students in Ģ����Ƶ must have free access to take AP, SAT, and PSAT exams at their local public schools. Improving access to testing for  all students helps level the playing field for college readiness.

​�ċWhat Didn’t Pass (But Could Still Come Back)��

Despite these successes, some significant bills were left on the table when the legislative session abruptly adjourned early.

: Second chance for job-seekers with a criminal record 

This measure would have helped people with past criminal records get job licenses more easily.  A simpler, fairer process gives returning citizens better opportunities to rejoin  the workforce and build stable livelihoods and futures. However, due to legislative discord, the bill didn’t get a final vote. 

: Making Ģ����Ƶ’s welfare programs work better 

This proposal sought to create a task force to streamline safety net and workforce development systems in Ģ����Ƶ. It was shelved due to disagreements, but it’s on the radar for next year’s session. Connecting welfare and workforce programs should be an immediate priority because it’s one of Ģ����Ƶ’s best opportunities to remove barriers to work and upward mobility for more people. 

Image Credit: Canva

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Crime, social and family instability, lack of quality education, and disengagement from work have all contributed to the sense that better futures are slipping out of reach for everyday Americans.

As these challenges persist, leaders and communities are taking notice of how typical government interventions fall short of meeting communities’ long-term needs. 

Ģ����Ƶ and many other states have incredible opportunities in 2025 to pursue better solutions that tear down social and economic barriers. Looking to the year ahead, here are a few key opportunities for supporting vibrant communities and flourishing lives in Ģ����Ƶ and beyond.

Elected leaders are looking more closely at barriers to work in the welfare system��

With the incoming presidential administration, there’s renewed interest in improving government efficiency. GCO has recommended that addressing the barriers to work in our safety net would be one of the best places to start. 

Congress began considering major safety net reforms in 2024 but ran out of time to pass any meaningful policy changes before the end of the year. In 2025, incoming officials have a fresh opportunity to pursue One Door reforms that would allow states to streamline their safety net and work programs. With these reforms, states could reduce systemic barriers that discourage individuals from growing careers and families. 

GCO and several of our partner organizations are continuing to educate federal lawmakers on how work-focused reforms can support social and economic mobility for safety net recipients. 

But states don’t have to wait solely on federal action to start improving their welfare programs. In 2025, GCO is working alongside several states to help them pursue safety net audits. This process is a first step to identifying inefficiencies and incentives that discourage people from work. It also helps states see where recipients face benefits cliffs—the sudden and often unexpected loss of assistance that occurs with slight increases in wages and leaves recipients financially worse off despite earning more.

In Louisiana, for example, the collaborative efforts of GCO and our partners in identifying ways to enhance their social safety net system. Similarly, our initiatives have inspired lawmakers in Arkansas to push aimed at evaluating and strengthening the state’s workforce and social services infrastructure.

BETTER WORK is empowering community-based pathways to employment��

While we work to remove policy barriers to employment, our BETTER WORK program is harnessing the power of community to help Ģ����Ƶns connect to immediate job opportunities in their own neighborhoods. 

The program’s success in Gwinnett and Columbus counties has shown how employment not only provides income but also restores dignity and purpose. BETTER WORK is set to grow in Gwinnett and Columbus in 2025, and we have begun to collaborate with partners in additional communities that want to use our BETTER WORK model to build their own local efforts to support economic and social mobility. 

“Everyone wants to feel that their life matters to someone, that there’s a reason for their existence beyond just getting through each day. Work provides that sense of purpose. It offers us an opportunity to contribute to something bigger than ourselves, connecting us with others who share our values and goals. Through our work, we become part of a collective effort, united in a common purpose.”

— Kristin Barker, Vice President of Workforce Solutions at GCO

Families are getting a new education option with the Promise Scholarship��

The Promise Scholarship Program is launching this year, offering families in underperforming school districts the chance to access quality education. Families can use $6,500 scholarships to pursue alternative education options, unlocking opportunities for thousands of Ģ����Ƶ children.

Gov. Brian Kemp’s new budget includes full funding for the program. Once appropriated by the Ģ����Ƶ General Assembly, this funding could help an estimated 22,000 kids who meet the eligibility criteria. 

We’re also encouraging lawmakers to adopt better funding formulas to ensure Ģ����Ƶ’s public charter schools can access high-quality facilities. Charter schools have an essential role in addressing diverse educational needs, and improving their infrastructure will ensure more students can thrive.

“Adding Promise Scholarships to the menu of Ģ����Ƶ’s schooling options is a positive step toward an education system that honors every child’s unique situation and prevents a lack of quality education from limiting children’s futures. We look forward to working with the Governor and Legislature to see the program fully funded and implemented.”

— Buzz Brockway, Vice President of Policy for GCO

Legislative sessions hold opportunities for policymakers to strengthen public safety

Public safety is the first step to stability and prosperity in our communities. In the 2024 election, voters made it clear that they want elected leaders to take public safety seriously.

The 2025 legislative sessions offer elected officials the opportunity to focus on ensuring police departments are properly funded, sentences for violent offenders are sufficiently severe, and programming in prisons focuses on helping offenders become productive members of society upon release.

GCO is working with Ģ����Ƶ lawmakers to advance a crime reduction package based on our recommendations for restoring community safety in Atlanta. Our public safety expertise is also aiding leaders in Kentucky as they consider to improve data reporting and reduce recidivism in their criminal justice system. 

“In the 2024 election cycle, voters once again affirmed they want safe communities, less crime, and criminals held accountable. Though rates of certain violent crimes have fallen in recent years, it’s important to think about this decline as a response to positive policy change. Policymakers cannot take their eye off the ball now.”

— Josh Crawford, Director of Criminal Justice Initiatives

Communities are getting support to empower strong families

Empowering parents is at the core of our mission. The Raising Highly Capable Kids (RHCK) program equips parents with tools to nurture strong family connections, fostering children’s academic and personal success.

With expansion plans for 2025, we’re excited to bring this life-changing program to even more parents across Ģ����Ƶ, ensuring future generations thrive in stable and supportive environments.

“Empowering parents strengthens the bond between parent and child,” noted Joyce Mayberry, GCO’s Vice President of Family. “When parents feel confident and equipped, they can create a stable and nurturing home environment. This type of environment not only supports children’s well-being but also fosters academic success. Together, these efforts can transform the trajectory of a family’s future. Strong parenting within the home radiates outward, positively impacting neighborhoods, schools, and ultimately building stronger, more resilient communities.”

“When parents feel confident and equipped, they can create a stable and nurturing home environment. This type of environment not only supports children’s well-being but also fosters academic success. Strong parenting within the home radiates outward, positively impacting neighborhoods, schools, and ultimately building stronger, more resilient communities.”

— Joyce Mayberry, Vice President of Family

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PEACHTREE CORNERS, GA—Today, the Ģ����Ƶ Center for Opportunity (GCO) applauded Gov. Brian Kemp and the Ģ����Ƶ legislature for ushering into law the Promise Scholarships bill that will bring much-needed relief to the over half-a-million low- and middle-income kids stuck in low-performing schools.

“We are thankful to Gov. Kemp and the many House and Senate lawmakers who recognized the urgency of the moment and advanced a bill to provide much-needed opportunity to bolster academic options,” said Buzz Brockway, GCO’s vice president of public policy. “Passing Promise Scholarships is a momentous milestone for tens of thousands of Ģ����Ƶ kids struggling in a system that doesn’t work for them. It recognizes that Ģ����Ƶ is a diverse state with a diverse set of needs for education. After years of work, this bill is a positive step toward shaping an education system that honors every child’s unique situation and prevents a lack of quality education from locking children and communities into poverty.”

Senate Bill 233 will make students from the lowest performing 25% of public schools eligible to receive $6,500 a year set aside in an account. Parents can then use the funds to cover approved educational expenses, including private school tuition, books, uniforms, and even transportation.

SB 233 also gives first priority to students from families below 400% of the federal poverty level — around $120,000 a year for a family of four. Students above that threshold will be allowed to participate if funds are left over after the lower-income students are served.

Promise Scholarships will serve an estimated 21,500 kids when the program goes live for the 2025-2026 school year.

Ģ����Ƶ now joins a growing list of states offering educational options for all students. In the Southeast, Alabama, Florida, and North Carolina have recently enacted universal Education Savings Account programs, while South Carolina is in the process of creating a universal program in the coming years.

“The urgency to create an education lifeline for kids can’t be overstated. Education is a basic need. Lack of access to quality options is a major cause of many of the ills in our society, including putting a cap on upward mobility. A lack of quality education locks children into poverty and prevents communities from thriving,” said Brockway.

Although GCO praised passage of Promise Scholarships, Randy Hicks, GCO’s president and CEO, cautioned that the bill is just a first step.

“Unfortunately, the final compromise bill was watered down in a number of ways that will limit its reach,” said Hicks. “Funding for Promise Scholarships is capped to 1% of public school funding and there is a 10-year sunset on the entire program. It’s a positive step that over 20,000 students will be eligible for educational freedom, that number is a drop in the bucket compared to the need. We will continue building on this foundation for the future so that all of Ģ����Ƶ’s schoolchildren have options.”

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Ģ����Ƶ Center for Opportunity (GCO) is independent, non-partisan, and solutions-focused. Our team is dedicated to creating opportunities for a quality education, fulfilling work, and a healthy family life for all Ģ����Ƶns. To achieve our mission, we research ways to help remove barriers to opportunity in each of these pathways, promote our solutions to policymakers and the public, and help effective and innovative social enterprises deliver results in their communities.

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Key Points

• On March 14, 2024, the Ģ����Ƶ House voted 91-82 to pass Promise Scholarships (). The bill was confirmed in the Senate and signed into law on April 23, 2024.��
• SB 233 will create a much-needed education option for students zoned for a school ranked in the bottom 25% of public schools.��
• The Ģ����Ƶ House added parameters to the bill that reduce accessibility and set the bill to expire after 10 years. These issues will need to be addressed moving forward so that every child can have better opportunities to access quality education in Ģ����Ƶ.

On March 14, 2024, the Ģ����Ƶ House voted 91-82 to pass Promise Scholarships (). This bill is an important first step in extending an education lifeline to low- and middle-income kids in under-performing schools. While there is still much more to do as we press toward universal school access, we are thankful to the many House lawmakers who put the needs of kids above politics to advance this measure.

What’s in the Promise Scholarship Bill?

With these Promise Scholarships, students in the lowest performing 25% of public schools will be eligible to have $6,500 a year set aside in an account. These are the funds the state would have spent for their public school education. Under this bill, parents can direct the funds to cover approved educational expenses, including private school tuition, books, uniforms, and even transportation.

SB 233 also gives first priority to students from families below 400% of the federal poverty level—around $120,000 a year for a family of four. Students above that threshold will be allowed to participate if funds are left over after lower-income students are served.

To give public schools time to plan and adjust, public school districts will still receive state funding for a period of two years to cover any students leaving to participate in the program.��

“Our job is not decide for every family but to support them in making the best choice for their child.” — Gov. Brian Kemp, 2024 State of the State Address

“Our job is not decide for every family but to support them in making the best choice for their child.”
— Gov. Brian Kemp, 2024 State of the State Address

Limits to Promise Scholarships

While we are thankful that the bill moved forward in the 2024 legislative session, the version of SB 233 passed by the House is watered down in significant ways:

It restricts eligibility and access: The bill caps the amount of revenue available to fund Promise Scholarships to not exceed 1% of public school funding. Even if parent demand maxes out the program, this amount only covers an estimated 21,000-22,000 kids. That’s 0.012% of Ģ����Ƶ’s public school student population, and only a fraction of the 500,000+ kids that are stuck in the bottom 25% of public schools.

It applies expiration dates: Unless a future legislative body evaluates the program and chooses to extend it, the Ģ����Ƶ Promise Scholarship program will expire in 10 years. In that decade, lawmakers will still have to vote annually to fund the program. These measures add a layer of uncertainty that makes it difficult to secure a future of success and opportunity for our kids.

Curious how your representative voted on SB 233?
Ģ����Ƶ’s General Assembly puts the voting records online. Go to the legislature’s website to see the breakdown of support among state representatives.��

Student success is at the heart of Promise Scholarships

The passage of SB 233 can’t come soon enough. Ģ����Ƶ is now surrounded by states that are aggressively and urgently addressing the needs of the future generations by adopting , or ESAs, that are open to all students. Alabama, Florida, and North Carolina have recently enacted universal programs, while South Carolina is in the process of creating a universal program in the coming years.

ESAs, particularly universal ones, are good policy because kids need quicker solutions for accessing education options that will work best for them. We can’t wait on reforms that will take years or even decades to take hold. As we’ve seen before, increased funding is no guarantee that poor performing public schools will improve, much less improve quickly.

Every semester, our K-12 students have academic milestones they are supposed to hit. And we know that when they don’t achieve these goals, they are more likely to fall further and further behind their peers, putting themselves and their futures at risk.��

SB 233 provides immediate help by making Promise Scholarships available beginning with the school year in 2025.

Education is a building block of a flourishing life. Without access to quality education in Ģ����Ƶ, our kids and our communities will continue down a path where success and opportunity are not open to everyone in the state. An increasing number of families are looking for alternatives, and we must work to provide opportunities that meets the needs of all students, not just a few.

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The Alabama legislature has passed a bill that phases in universal Education Savings Accounts over time. It now goes to the desk of Gov. Kay Ivey for her signature. The ESA will be worth up to $7,000 for each student to be used for approved educational expenses.

The Ģ����Ƶ Center for Opportunity’s (GCO) take: “Ģ����Ƶ is now on the cusp of being surrounded by states with universal school choice, or near universal school choice,” said��Buzz Brockway, GCO’s vice president of public policy. “That means our state is now an outlier in the southeast when it comes to educational options. We shouldn’t be satisfied to maintain a status quo on this issue that leaves thousands of schoolchildren behind each year. It’s time for Ģ����Ƶ lawmakers to lead and pass legislation like the Promise Scholarships bill that expand educational opportunities across the state to students and families trapped in a system that doesn’t work for them.”

For more on the ways ESAs would help kids in Ģ����Ƶ, check out these resources:

• SB233 Could Help Thousands
• Aidan’s Story
• Education Designed for Everyone��

The post It’s Time for Ģ����Ƶ Lawmakers to Lead and Pass Legislation Like the Promise Scholarships appeared first on For Opportunity.

On March 29, 2023, the Ģ����Ƶ Promise Scholarship Act (Senate Bill 233) failed by a vote of 85-89 in the House of Representatives, despite passing the Ģ����Ƶ Senate on March 6, 2023. 

At the time, that was the furthest that an bill had advanced in the Ģ����Ƶ Legislature. Despite having support from Governor Brian Kemp, Lt. Governor Burt Jones, and Speaker Jon Burns, the bill still came up six votes short of passage in the House.

Ģ����Ƶ needs Promise Scholarships to build its future workforce and prosperity

In late 2023, Governor Brian Kemp announced a new program called . Ģ����Ƶ Match seeks to connect every high school senior with a post-secondary education path that meets each student’s needs. The program brings unprecedented cooperation between the Ģ����Ƶ Department of Education, The Technical College System of Ģ����Ƶ, and the University System of Ģ����Ƶ. It’s not an exaggeration to say this program can potentially transform Ģ����Ƶ’s educational system and workforce.

SB 233 would allow students zoned for a school ranked in the bottom 25% for two consecutive years, according to Ģ����Ƶ’s College and Career Readiness Performance Index (CCRPI), to use a Promise Scholarship. 

• Promise Scholarships would allow these families to access education options that they might not otherwise be able to afford or use. The scholarship could be applied to private school tuition, homeschooling materials, or other educational expenses defined in the bill.
  
  
• The state would put the scholarship amount ($6,500) in a parent-directed account controlled by the state of Ģ����Ƶ for these purposes.

Based on CCRPI scores, which were last calculated in 2018-2019, 298 schools currently fall into the bottom 25% criteria. These schools are located all across Ģ����Ƶ, but mostly in areas of high poverty.

It’s important to note that limiting the Promise Scholarship to only the bottom 25% of schools doesn’t cover all the schools in Ģ����Ƶ that receive D or F grades in CCRPI.

To see Ģ����Ƶ Match fulfill its potential, K-12 students must be prepared to succeed in the post-secondary education path they choose—especially those students eligible for a Promise Scholarship and those who deserve better economic and social opportunities to escape poverty. 

“Our job is not decide for every family but to support them in making the best choice for their child.”
— Gov. Brian Kemp, 2024 State of the State Address

��[16 Republican legislators opposed Promise Scholarships in 2023. Here’s why they should have changed their vote.

Over the past 10 years, Republican governors and legislators have passed and tried to implement reforms meant to improve Ģ����Ƶ’s lowest-performing public schools. From the failed Opportunity School District constitutional amendment to the all-but-gutted Chief Turnaround Officer legislation, efforts for transformational reform within the traditional public school system have been stifled.

Many of the schools in question also receive intensive assistance from the Department of Education (DOE) via the Comprehensive Support and Improvement (CSI) and Targeted Support and Improvement (TSI) programs. These programs require schools to develop improvement plans in close collaboration with DOE officials. 

While these programs have helped, there’s an important detail that voters and parents should know about. Several of these schools in the bottom 25% of CCRPI performance today were schools that qualified for the Opportunity School District program back in 2015. 

In other words, these schools are still among our state’s lowest-performing schools after eight years of intensive assistance. Should we continue to tell parents to wait for another program? If your children or grandchildren were zoned for these schools, would you tell them to wait?

For several legislators, including 16 Republican Representatives, the answer has been “yes.”

Of the 16 Republican legislators who voted against SB 233 in 2023, 13 have public schools in their districts that are in the bottom 25%. Yet all 16 of these districts have private schools ready to accept more students. In addition, Ģ����Ƶ has a robust homeschooling community in all corners of the state, as well as a burgeoning microschool movement. Promise Scholarship recipients can access these options no matter where they live.

Ģ����Ƶ’s Promise Scholarship Explained
Find out what the program is, how it works, and which students will be eligible. 

See the Promise Scholarship FAQs

To meet Ģ����Ƶ’s diverse student needs, the answer is to expand parental options.

If we truly want Governor Kemp’s Ģ����Ƶ Match program to succeed, parents need more options. If we truly want all of Ģ����Ƶ’s students to obtain a quality education and pursue post-secondary education that prepares them for a meaningful career and a stable life, parents need more options. If we want Ģ����Ƶ’s economy to continue to thrive and attract new industries to our state, parents need more options.

Expanding parental options will lift our entire educational system. To see this in action, all we need to do is look south. A November 2023 of Florida’s educational landscape found that as school choice programs matured, the positive effects were felt across the board, including within the public schools:

“We find that as public schools are more exposed to private school choice, their students experience increasing benefits as the program matures. In particular, higher levels of private school choice exposure are associated with lower rates of suspensions and absences, and with higher standardized test scores in reading and math.”

The students showing the most gains? Students with low–socioeconomic status (SES).��

Far from harming public schools, school choice actually improves public schools. Ģ����Ƶ’s students deserve to have this opportunity as well.

With SB 233, Ģ����Ƶ legislators had an incredible chance to set Ģ����Ƶ students on a path toward academic success and a bright future. Thankfully, SB 233 and Ģ����Ƶ’s kids received the support needed from lawmakers, and the Ģ����Ƶ Promise Scholarship passed in April 2024. The progam will become available for Ģ����Ƶ parents and students in Fall 2025. 

Related Articles

Ģ����Ƶ Needs to Widen Schooling Choices in 2024
(Buzz Brockway in the Atlanta Journal-Constitution)

Ģ����Ƶ Promise Scholarships (SB 233): Questions and Answers

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Why Educational Opportunity Is Good for Rural Areas, Too

The post SB 233: Ģ����Ƶ Promise Scholarships Would Help Thousands of Students. Why Did Some Districts Vote Against It? appeared first on For Opportunity.