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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When it comes to providing educational opportunities for families, Ģ����Ƶ ranks 14th out of 50 on measuring families’ access to school choice nationwide.����

At first glance, that doesn’t seem like such a bad position, but when you dig deeper, the picture becomes less flattering. Ģ����Ƶ is still lagging behind and we have our work cut out for us to ensure that every family has access to a great education.

Where Does Ģ����Ƶ Stand?

Ģ����Ƶ scored four out of a possible 100 on which weighs three major factors:

• Access to School Choice: Only 15% of Ģ����Ƶ’s K-12 students are eligible for school choice programs, far below what it takes to establish broad, equitable access.
  

• Flexibility in Educational Funding: While Ģ����Ƶ has made strides through its Promise Scholarship Program (an education savings account or “ESA”), current funding systems and program designs limit how well families can use educational funds to meet their unique needs.
  

• Funding Parity: Choice students in Ģ����Ƶ receive just 45% of the funding allocated to their public school peers. For example, public school students receive $13,810 per pupil, while choice students average $6,264 in funding.��

These metrics paint a clear picture of why Ģ����Ƶ’s score is so low. More significantly, it’s a reminder of the limitations facing families who are seeking to access the best education for their children.

Image Credit: EdChoice,

Ģ����Ƶ’s Neighbor to the South Earns the Top Score

To notch a perfect score of 100, states must have several policies in place. First, universal school choice is a must. That means all students, regardless of income or zip code, have access to a great education.

A second requirement is that all educational funds allocated to students must be fully usable for any educational expenses—anything from tuition to textbooks to needed therapies or tutoring.

Lastly, funding per choice student must be equal to the amount provided to public school students.��

So far, no state has achieved these standards, but Florida has come the closest with a score of 77 out of 100.�� Florida allows for all students to access school choice and receive 77% of the funding that public school students receive. Additionally, all students may use these funds flexibly.

Closing in on Florida are Arkansas (60), as well as Alabama and Arizona (each scoring 59).��

While these states are leading the way, the Friedman Index is a reminder that the majority of the country still has a long way to go on education choice and opportunity. The idea of a “school choice” revolution has sparked widespread conversation, but in reality, even higher-ranking states like Ģ����Ƶ have only begun to tap into the full potential of school choice and its benefits for families and communities.

Educational Opportunity Matters Most for Ģ����Ƶ’s Low-Income Communities

The limitations of Ģ����Ƶ’s school choice programs disproportionately affect children from low-income communities. For these families, access to the right education isn’t just a luxury—it’s a pathway to life-changing opportunities, such as improved academic performance, higher graduation rates, and better chances of long-term employment and financial stability.

Data consistently shows that providing families with education options leads to better outcomes for kids. For example, numerous studies indicate that students in choice programs are more likely to become proficient in core subjects like reading and math, areas that often determine future academic and career success.

One recent leap forward is the Ģ����Ƶ Promise Scholarship, a state-funded initiative designed to give families financial support to choose the best learning environment for their child. The program opens to families this year, providing scholarships of $6,500 a year that families can use for private school tuition, tutoring, special needs programs, homeschooling, or other customized options outside the traditional public school system.

While this program is an encouraging start, it’s not enough to rank Ģ����Ƶ among the nation’s top states for school choice. Currently, too few students have access to the program, and funding levels fall short of what’s needed to enable meaningful choice for all families.

The Friedman Index Gives Ģ����Ƶ a Roadmap, Not Just a Score

The factors that make up the Friedman Index give Ģ����Ƶ lawmakers clear steps to increasing education opportunity for all students:

• Expand Access to School Choice: Every family throughout Ģ����Ƶ should have access to educational opportunities that meet their child’s needs, regardless of income or location. This includes significantly increasing the percentage of students eligible for choice programs, particularly the Ģ����Ƶ Promise Scholarship.

• Increase Funding for Choice Students: Ģ����Ƶ must make substantial investments to bring funding for choice students closer to parity with public school funding. Providing families with adequate resources will make educational choice a real possibility—not just an option in name only.
  

• Focus on Students, Not Systems: It’s time for Ģ����Ƶ to reframe its education policies around the needs of students. Our goal shouldn’t be to improve Ģ����Ƶ’s ranking on an index, but to provide real hope and opportunity for the students who need it the most.

Image Credits: Canva, EdChoice

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On April 23, 2024, Governor Brian Kemp signed SB 233, the Ģ����Ƶ Promise Scholarship Act, into law. This program—the first of its kind in Ģ����Ƶ—will give parents access to $6,500 state-funded scholarships that they can use to afford the education option best suited to their child’s needs. 

The Promise Scholarship Program empowers parents to give their kids quality education and brighter futures��

Promise Scholarships will be state-administered, state-funded that give parents $6,500 per year and per student to use for approved education expenses. The program will be available beginning in the 2025-2026 school year. 

Parents can use these scholarships for a variety of education costs, including: 

• Tuition and fees for private schools, online classes, college courses, and vocational programs
• Tutoring services
• Curriculum and textbooks
• Educational therapies
• Technology, including adaptive or assistive technologies for students with special needs
• Transportation costs

Because of this flexibility, Promise Scholarships allow parents to consider a wide range of options—from homeschooling to private schools to other unique combinations of education services. 

“The best gift we can give our next generation is a quality education that opens the doors for new opportunities.” — Randy Hicks, GCO President & CEO

Promise Scholarship eligibility focuses on low- and middle-income students��

SB 233 limits Promise Scholarship access to students enrolled in the bottom 25% of Ģ����Ƶ’s public schools, as ranked by the Governor’s Office of Student Achievement. 

First priority will also be given 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.

These parameters—plus the funding cap that SB 233 puts on the program—means that Promise Scholarships will serve an estimated 21,000-22,000 kids out of half a million that are stuck in low-performing public schools. 

See all the student eligibility requirements here. 

The Ģ����Ƶ Promise Scholarship is an important step for updating our education system

SB 233 is a good step toward giving Ģ����Ƶ families access to high-quality, diverse education options. With more education options, students will have even better opportunities to get an education that’s tailored to their needs and sets them up for success in today’s fast-changing world. But if Ģ����Ƶ is serious about investing in our communities, we must keep working to close the education opportunity gap for all of Ģ����Ƶ’s kids. 

By passing SB 233, Ģ����Ƶ is catching up to neighboring states like , , that have already adopted education savings account programs. 

While Ģ����Ƶ is starting out with narrow student eligibility, these other states are opting for , opening access to all students. Ģ����Ƶ will need to be open to this model if we want to give our own students the best possible academic outcomes and opportunities for a flourishing life. 

Thank you to Gov. Kemp and the lawmakers who recognized the urgency of the moment and passed Promise Scholarships to strengthen the key building block of education for thousands of kids across the state. It’s a momentous step toward a system where every child has access to quality education and a good life, regardless of income, race, zip code, or other life circumstances. 

Learn more about the Ģ����Ƶ Promise Scholarship

The Ģ����Ƶ Promise Scholarship Act (SB 233): Questions and Answers (Ģ����Ƶ Center for Opportunity)

(Ģ����Ƶ Public Policy Foundation)

The Ģ����Ƶ Promise Scholarship (SB 233): What Private Schools Need to Know (Ģ����Ƶ Center for Opportunity)

Ģ����Ƶ Students Need More Schooling Choices (Atlanta Journal-Constitution)

(Atlanta Journal-Constitution)

(Washington Examiner)

The post Ģ����Ƶ Passes Promise Scholarships and Expands Education Opportunity appeared first on For Opportunity.

Key Points

• Research shows between years 2014 and 2019, charter school students were more advanced in math and reading than their public school counterparts.��
• Students ��who experienced the greatest benefits were black and Hispanic student.
• The data shows that charter schools have consistently performed better than public schools.

When it comes to favorable education outcomes, charter schools consistently outshine the traditional public school system.��

According to an annual report from Stanford University’s Center for Research on Education Outcomes (CREDO), between the years 2014 and 2019, charter school students were more advanced in math and reading than their public school counterparts. CREDO’s research concluded that over the course of a year, those gains equated to an extra six math learning days, and 16 extra reading days, above what public school students receive.��

In terms of performance, 83% of charter school students had stronger reading skills than their counterparts in public school. Seventy-five percent of students in charter schools had higher math performance.��

This is CREDO’s third study on charter schools since 2000. It covered 6,200 schools in 29 states. CREDO used data from standardized tests to obtain its findings.

“It’s clear that charter schools benefit Ģ����Ƶ families by offering a crucial alternative to a traditional public school,” said Buzz Brockway, vice president of public policy for the Ģ����Ƶ Center for Opportunity. “We can add this CREDO study to a growing body of research bearing this out.”

Charter schools benefit marginalized students most

According to the data in the CREDO report, marginalized students benefited the most from charter schools’ curricula and practices. Of these students, those who experienced the greatest benefits were black and Hispanic students, students enrolled in English-as-a-second-language programs, and students living in poverty.��

CREDO concluded that black charter school students experienced approximately 35 days of additional progress in reading, and for math, 29 days. These results added up to an extra month and a half of learning per school year.��

It’s crucial that those responsible for students’ wellbeing, from the family to the highest levels of government, take note of these findings. If we want to offer historically marginalized students their best possible educational opportunities, then we must consider making charter schools more accessible than ever before.

“Over time, the data shows that charter schools have consistently performed better than public schools.”

“Over time, the data shows that charter schools have consistently performed better than public schools.”

High-quality charter school networks have consistently performed better over time

Over time, the data shows that charter schools have consistently performed better than public schools. CREDO’s research team ultimately ran three studies from 2000 to 2023 to prove that an established pattern existed. With this year’s data in hand, it’s safe to say that charter schools continue to perform well, and the future is looking bright.��

Researchers at CREDO took their initial 2014-2019 time frame and expanded it to cover the years 2009 through 2023. They then compared it to national public school performance. Again, the results remained consistent, with outcomes continuing to track positively for charter school students.��

It’s also important to note the boom in charter school enrollment since 2019. According to the (NCES), enrollment at charter schools jumped by seven percent between fall 2019 and fall 2020 (the start of the pandemic). By the same token, public school enrollment dropped by four percent during that time.��

This increase in demand, combined with emerging data about charter school performance, indicates that we may continue to see charter schools rising in popularity well into the future.��

Ģ����Ƶ opted out of this year’s study. Why?

Although Ģ����Ƶ participated in CREDO’s previous two studies, the state opted out of this year’s study. It’s unfortunate, given that Ģ����Ƶ’s charter schools are improving education, graduation rates, and career opportunities for students all over the state. With additional positive data from Ģ����Ƶ in hand, we may have seen even further success reflected in the CREDO study.

That being said, we do have some Ģ����Ƶ specific data to share. The State Charter School Commission (SCSC) compared state authorized charter school growth scores to the growth scores of traditional public schools the students would otherwise attend, following the CREDO study methodology.

• Charter school academic growth compared to local traditional schools is rising nationally. The number of state charter schools in Ģ����Ƶ with higher progress scores than the local traditional schools increased from 2015 to 2019, with over half outperforming in the most recent school year for which data are available 2021-2022.

• Students of color perform better in charter schools. Nationally, the academic performance of Black and Hispanic students attending charters grew by large margins relative to their peers attending traditional public schools. In Ģ����Ƶ, the share of majority-minority state charter schools outperforming their local traditional school comparisons rose dramatically from 17 percent to 60 percent between 2015 and 2019.

• Charter schools yield better academic performance for students living in poverty. From 2015 to 2019, the academic progress of charter school students living in poverty nationwide surpassed that of their peers attending traditional public schools. In 2015, Ģ����Ƶ had 11 state charter schools serving large populations of economically disadvantaged students, and only one had higher growth scores than the traditional local schools. However, by 2019, the number climbed to eight out of 17.

• The instructional delivery model matters and varies by location. At the national level, student performance in fully online charter schools floundered across the five-year period compared to traditional brick-and-mortar schools. Conversely, in Ģ����Ƶ, virtual state charters showed significant progress during the same period. By 2021-2022, both statewide virtual charter schools outperformed their traditional brick-and-mortar counterparts in several grades.

The SCSC analysis mirrors the result of the CREDO study in all areas except one: Ģ����Ƶ’s virtual charter schools are performing better than virtual charter schools nationally.

Wrapping up

It’s essential that every participating state share their outcomes whenever possible. Studies like the one conducted by CREDO provide families and government entities with the compelling, factual information they need to make informed decisions. For families, that decision may mean the choice between a traditional public school and a higher-performing charter school that opens up new opportunities for their students.

For government entities, having plenty of hard data in hand to support charter schools could make it much easier for states to open up charter school access to more students. When states opt out of providing this all-important information, children ultimately suffer most.

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Across the country and in Ģ����Ƶ, parents have been calling for more choice and flexibility in K-12 education. In 2024, Ģ����Ƶ took a major step forward by passing the state’s first-ever education savings account program, the Ģ����Ƶ Promise Scholarship.

The program started during the 2025-2026 school year, and it gives eligible families up to $6,500 per year to access the education opportunity best suited to their child’s needs.  

What Is the Ģ����Ƶ Promise Scholarship?��

The Promise Scholarship gives families financial support to access education opportunities outside the public school system. Families can receive up to $6,500 per year for approved education expenses. This type of program is also known as an education savings account.

How Does the Ģ����Ƶ Promise Scholarship Work?

The state sets aside the scholarship amount in an account that the parent can direct. Parents can use these funds to choose the education environment that supports their child’s unique learning needs.

When Does the Promise Scholarship Program Open?��

There are two remaining application periods for families in 2026:

• August 1-31
• November 1-30

Families accepted into the program during these windows will receive funding for the spring 2027 semester.��See the for more details.

What Can Ģ����Ƶ Families Use Promise Scholarships For?��

Families can use the funds for a variety of educational expenses, giving them flexibility to choose the best education for their child’s needs. Approved expenses include: 

• Private school tuition and fees 
• Tutoring services 
• Textbooks and curriculums 
• Education therapies 
• Education-related technology 
• Transportation costs

Who Can Apply for a Promise Scholarship?��

To be eligible, families and students must meet the following criteria:

• Parents must have lived in Ģ����Ƶ for at least one year, with exceptions for active-duty military families.
• The student must be zoned for an eligible public school (one included on the Governor’s Office of Student Achievement’s list of the bottom 25% of public schools based on performance). 
• The student must have been enrolled in a Ģ����Ƶ public school for two consecutive semesters or be a rising kindergarten student.
• The student can’t be enrolled in a local school system, charter school, or state charter school while participating in the scholarship program.

The program prioritizes lower-income Ģ����Ƶ families. If applications exceed available slots, priority goes to families with household incomes below 400% of the Federal Poverty Level (roughly $132,000 for a family of four).

Parents must agree to use the accounts only for qualifying educational expenses. Once a child receives a scholarship, they remain eligible through 12th grade, until they enroll in a public school, or until they leave Ģ����Ƶ.

How Is the Promise Scholarship Amount Determined?

Amounts have been set at $6,500, which is approximately the average per-pupil amount the state sends to local school districts based on Ģ����Ƶ’s current student funding formula.

Who Does the Ģ����Ƶ Promise Scholarship Help?

Parents: Parents know better than anyone that children are unique and that a one-size-fits-all education approach doesn’t work for most kids. Ģ����Ƶ’s Promise Scholarship gives parents financial support to access other education opportunities when the local public school isn’t the best fit.

Students: For families seeking alternatives to under-performing public schools, Promise Scholarships provide an opportunity for students to access other school options, including those that may not be available or affordable otherwise. 

Public Schools:��States with robust education choice programs see better outcomes for all students, including��those in the public school system. Education savings account programs, in particular, have a track record of empowering public schools to����and increase student achievement.

Are Promise Scholarships the Same Thing as School Vouchers?

No, they’re two different types of programs.  allow parents to use public education dollars for private school tuition only. Parents can use the Promise Scholarship for a wider range of education expenses, offering families more flexibility. 

Are Promise Scholarships the Same Thing as 529 Plans?

No. With a , parents are responsible for contributing money to an account to save for their child’s education expenses. Promise Scholarships are state-funded and don’t require parents to contribute any of their own money. Parents can choose to use a Promise Scholarship account for education savings because up to 50% of unused funds can be carried forward to the next school year, but the account doesn’t have the same tax benefits that 529 plans do.

Do Promise Scholarships Take Money Away from Ģ����Ƶ’s Public Schools?��

No. The Promise Scholarship is funded separately from the money allocated to public schools.

Will Promise Scholarships Help Low-Income Families?��

Yes. Programs like the Promise Scholarship are some of the most equitable education pathways for students. They give low-income families  that are often only available to families with greater financial resources.

Ģ����Ƶ’s Promise Scholarship is also set up to give lower-income families priority if applications exceed the number of slots available.  

Does the Promise Scholarship Hurt Homeschooling Families?��

No. There are no provisions in the proposed law that would prevent homeschooling families from continuing down that education path. 

In fact, Ģ����Ƶ’s Promise Scholarship could make homeschooling an even more feasible option. Eligible families can use the funds to pay for curriculums, courses, tutoring, or other education resources needed to homeschool.

Resources for Families

Ģ����Ƶ Promise Scholarship Program Family Handbook

Ģ����Ƶ Promise Scholarship Program Family Information Sheet

List of Eligible Public Schools

Resources for Schools and Service Providers

Ģ����Ƶ Promise Scholarship Program Private School Handbook

Ģ����Ƶ Promise Scholarship Program Service Provider Handbook

The Ģ����Ƶ Promise Scholarship: What Private Schools Need to Know��

Ģ����Ƶ Promise Scholarship in the News

(Fox 5 Atlanta)

��(Washington Examiner)

��(Atlanta Journal-Constitution)

(Ģ����Ƶ Public Policy Foundation)

(Atlanta News First)

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No matter what chapter of history you look at, education is often one of the top issues that states and communities have wrestled with. Even today, Ģ����Ƶ is grappling with the reality that thousands of kids are stuck in underperforming schools, and change is needed if we are going to give them a chance to thrive. 

As we celebrate Black History Month this February, it’s a perfect time to look to the African American community for inspiration on the issue of education. Having suffered obstacles ranging from zero education access to segregation and racism in schools, numerous African Americans throughout our country’s history know firsthand the struggle—and the gift—that education can be. Many have dedicated themselves to the cause of education, driven by a shared passion and vision for giving every kid a quality education, regardless of their race or circumstance of their birth. 

Let’s meet a few of these leaders who dedicated their lives to fighting for more educational freedom and opportunity.   

1. Charlotte Forten Grimké (1837-1914)

grew up in Philadelphia in a family well-known for its activism against slavery. In her early school years, she was taught at home by tutors. Because Philadelphia’s school system was segregated, Charlotte’s parents sent her to Salem, Massachusetts, where she could attend a more progressive school that accepted Black students. As an adult, Charlotte paid the opportunity of education forward. She attended teacher training school, and during the Civil War, she was the at the Penn School in South Carolina, a school established to teach African-American children both while they were enslaved and after they were freed. After the war, Charlotte for the Freedmen’s Union Commission and the U.S. Treasury Department to help recruit and train more African-American teachers.��

May those whose holy task it is,

To guide impulsive youth,

Fail not to cherish in their souls

A reverence for truth;

For teachings which the lips impart

Must have their source within the heart.

– From The Journal of Charlotte Forten, 1853

2. Fanny Jackson Coppin (1837-1913)

was born into slavery and was not freed until age 12. For the rest of her young adult years, she worked as a servant for author George Henry Calvert in Newport, Rhode Island. Fanny yearned for education, so she used her earnings to employ a tutor for about three hours a week. Thanks to her academic diligence and financial help from an aunt and the local African Methodist Church, Fanny entered Oberlin College, Ohio, which was the first college in the United States to enroll both black and female students.��

It was at Oberlin College that Fanny embarked on her career as an educator—a vocation that would create learning opportunities for thousands of African Americans. While a student at Oberlin, she taught a free night class for African Americans in reading and writing. The College also appointed her to teach classes at their preparatory division, the Oberlin Academy, making Fanny the first black teacher among the Academy’s faculty. After graduating with her bachelor’s degree in 1865, becoming one of only three African American women to do so, she accepted a position at Philadelphia’s Institute for Colored Youth. Over the course of her career, Fanny would become the first African American woman to and to fill the role of superintendent of a United States school district. 

“I feel sometimes like a person to whom in childhood was entrusted some sacred flame…This is the desire to see my race lifted out of the mire of ignorance, weakness and degradation; no longer to sit in obscure corners and devour the scraps of knowledge which his superiors flung at him. I want to see him crowned with strength and dignity; adorned with the enduring grace of intellectual attainments.” – Fanny Jackson Coppin, writing to Frederick Douglass in 1876

3. Inez Beverly Prosser (1895-1934)

was born into a family that highly valued education. Opportunities were scarce for African American kids during Inez’s childhood, and her family moved often in search of the best education available for Inez and her 10 siblings. Inez’s schooling led her to earn a teaching certificate, a bachelor’s degree, and a master’s degree in educational psychology. 

Inez had a deep passion for education and believed in its power to change lives. She held various roles as a teacher and assistant principal in segregated schools, but her interest in psychology set her apart from other educators. She devoted herself to understanding and improving the educational and psychological development of African American students. In 1933, she became one of the first black women to earn a PhD in psychology. undertook a pioneering and bold examination of segregation’s impact on black students’ social, psychological, and educational development. Findings and arguments from her dissertation were cited in the larger debate about school segregation, carving out a legacy for Inez as one of the leading advocates for the educational and mental health of African American kids.  

“I am interested in that type of research which will lead to better teaching in elementary and high schools.” – Inez Beverly Prosser

“Many have dedicated themselves to the cause of education, driven by a shared passion and vision for giving every kid a quality education, regardless of their race or circumstance of their birth.”

4. Kelly Miller (1863-1939)��

From his early school days, showed a talent for math. After an impressive academic career spanning the study of math, sociology, Latin, and Greek, Kelly received a bachelor’s degree from Howard University. He became the first black man to be accepted into Johns Hopkins University for post-graduate work in mathematics, physics, and astronomy. 

However, Kelly was forced to leave Johns Hopkins when the school increased its fees, and he returned to Howard University where he took a teaching job and continued his own education, earning advanced degrees in math and law. In 1907, Kelly became the dean of the College of Arts and Sciences at Howard. His passion for education motivated him to modernize the College’s curriculum and to tour states across the South in recruitment of new students. Under his leadership, enrollment tripled, and curriculum improved.��

“The instruction which you have received here, and upon which your diplomas set a seal, will be of value to you only in so far as you digest and assimilate it, and wisely adapt it to the tasks which lie before you.” — Kelly Miller

5. Nannie Helen Burroughs (1879-1961)

was born in Virginia, and after her father’s death, she moved to Washington, D.C., with her mother where she completed high school and graduated with honors. While Nannie’s career began with roles in secretarial and bookkeeping work, education would eventually become her focus. 

Her mark in education was a unique one: Nannie wanted to help poor, working African American women. She believed that these women should have opportunities to learn skills beyond domestic work, so in 1909, she the National Training School for Women and Girls the National Baptist Convention and through the support of from the black community. The school provided job training and academic instruction to young black women, giving them the option to enter the workforce and pursue careers. The school was one of the first of its kind in the early 20th century, and Nannie served as its president until her death in 1961. 

“To struggle and battle and overcome and absolutely defeat every force designed against us is the only way to achieve.” — Nannie Helen Burroughs

6. Esau Jenkins (1910-1972)��

was a shining example of how community members can contribute to improving education for underserved kids. Having grown up in the era of segregation, Esau knew what it was like not to have access to educational opportunities. If he had anything to do with it, the kids in his South Carolina community would not have to suffer the same injustice. 

So, Esau and his wife used part of their income to to transport their own kids and fellow children on South Carolina’s Sea Islands to schools in Charleston. Esau also used his bus to help adult workers get to their jobs. During these rides, he and his wife would about the U.S. Constitution and other information that was required to pass literacy exams and become a registered voter. This experience showed Esau that a better approach to adult education was desperately needed, and he founded the first Citizenship School on Johns Island to provide more structured education for adults, including instruction in basic literacy and politics. Thanks to his efforts, thousands of African Americans became registered voters. 

Even while supporting adult education, Esau’s motivation to help kids did not falter. In 1951, Esau in establishing Haut Gap School on Johns Island so that the youth in that community would have a quality education option. Today, is a middle school that functions as a —a type of public school option that specializes in certain curriculum areas, such as STEM (Science, Technology, Engineering, and Math), the arts, or vocational training.

“It takes a pretty large person to love. Any small person can hate.” – Esau Jenkins

7. Septima Poinsette Clark (1898-1987)��

’s legacy was that of a community teacher. Septima grew up in Charleston, South Carolina—a place where the lines of segregation and class were strictly and harshly drawn, especially when it came to education. Septima was a bright student. After sixth grade, she tested directly into ninth grade at the Avery Institute and graduated from high school in 1916. Financial constraints prevented her from attending college, but even without a degree, she passed the state examination that allowed her to teach. 

Charleston did not allow African Americans to teach in its public schools, so Septima took a teaching job in the rural community of Johns Island just outside of Charleston. Throughout her 40 years as an educator, Septima had various jobs where she would teach children during the day. At night, on her own time, she would teach African American adults how to read and write and, in the process, she developed several innovative methods to help them pick up these skills more quickly. Septima believed that literacy and citizenship went hand-in-hand, so as she taught basic literacy skills, she also adults learn about their rights and become informed, registered voters. Through her work, she became an , known as “The Mother of the Movement” by Dr. Martin Luther King, Jr., and many others. 

“What we are working for is an educational program that has become a resource and rallying point for scores of brave southerners who are leading the fight for justice and better race relations in these crucial days.”

The post 7 African-Americans Who Fought for Educational Opportunity appeared first on For Opportunity.

This year, the Ģ����Ƶ Legislature is poised to once again consider creating Education Scholarship Accounts (ESAs) for families statewide. These scholarships would allocate funds to allow parents to choose the best educational option for their child’s unique needs.

Expanding educational access should be a welcome development for lawmakers and citizens alike. After all, who could argue with the idea of making educational opportunities more accessible? Unfortunately, expanding access to a wider variety of schools and academic opportunities can be an issue that divides lawmakers not only along party lines, but along the lines of an urban-rural divide as well.

For instance, Ģ����Ƶ lawmakers who represent rural areas have raised concerns about the impact that expanded educational opportunities could have on their local school districts. The argument goes like this: Rural areas tend to lack access to private or charter schools compared to urban areas, so efforts to increase the diversity of educational options will end up siphoning money away from traditional public schools, the one and only option available in rural districts.

As the Ģ����Ƶ Legislature is set to take up a bill that would create ESAs, now is a great time to debunk the myth that educational opportunity simply doesn’t benefit rural areas.

Let’s jump right into it.

Myth 1: There aren’t enough private schools near rural areas to justify ESAs

In a December 2022, Dr. Patrick Wolf busted the myth that families living in rural areas don’t have access to private schools. He cited a that revealed 69% of rural families live within 10 miles’ driving distance of a private school. 

“Ten miles is easy commuting distance, especially when you live out in the sticks like I do,” said Wolf. “So, the overwhelming majority of families in rural areas do have access to private schools.”

Of course, when there is demand for any product, service, or offering, society finds ways to meet those demands. The same is true for educational opportunities. Wolf explains: “The other thing that happens when school choice programs are launched statewide is more private schools spring up because there’s a greater opportunity to serve students. When you increase the demand for school choice by making it more feasible to more families, supply emerges to meet that demand. It’s just straight economics.”

In other words, ESAs could potentially open the doors to establishing more private schools in Ģ����Ƶ, in both rural and urban areas. 

At the time of this writing, there are across the state of Ģ����Ƶ, with 152,851 students enrolled. During 2021-2022, there were in the state as well. While that number is dwarfed by Ģ����Ƶ’s public schools (, with 1,728,049 students enrolled), it’s still significant.

Broadening educational opportunity would effectively give parents in rural areas a reason to demand more options where they live. If Wolf’s assessment of supply and demand is correct (and we believe it is), then we can expect that more rural families will benefit from private schools in the coming years as a direct result of ESAs. 

Myth 2: Disadvantaged kids don’t benefit from private or charter schools

Opponents of expanded educational opportunity often argue that disadvantaged kids don’t benefit from it. The National Coalition for Public Education argues that not only because fewer students attend public schools, but also because the students themselves have to take on heavier time and economic costs in order to attend private and charter schools. They also argue that public schools are the facilities best equipped to serve diverse student populations, including minorities, students with special needs, and students from low-income areas.

But the previously cited Brookings Institution survey revealed that the majority of rural families do have reasonable access to a private school. also shows that disadvantaged students do, indeed, benefit from expanded educational opportunity. Students in charter schools tend to perform better academically than their peers in public schools. What’s more, low-income and ethnic minority students showed the most significant academic gains when enrolled in charter schools.

Keep in mind, too, that ESAs would allow parents to allocate funds to their children’s specific educational needs. That means families can use those funds to choose a school that is the best fit for that child. While lobbying groups and district superintendents may argue that state-funded schools are the best equipped to handle those needs, parents are ultimately the primary authority on what their children need to be successful.

Ultimately, giving families more educational options has a positive impact on long-term results, academic achievement, and parental satisfaction.

Myth 3: Educational opportunity could hurt — not help — rural communities

Yet another argument against opening up educational opportunity is that it could hurt rural communities. In reality, though, it’s rural districts that fear losing students to private or charter schools. This isn’t a partisan issue — in fact, legislators on both sides of the aisle have argued against educational opportunity in rural areas.

They often make these arguments on behalf of superintendents, who claim that educational opportunity will have on their districts. For example, rural superintendents often argue that important will be lost as a result of tools like ESAs. Cuts in state funding could lead to, resulting in fewer public school resources and causing employees in the district to lose their jobs.

However, recent data out of Florida — a state with strong educational opportunity — shows that ESAs have a positive impact on families in rural communities. As of the 2021-2022 school year, there had been a 10.6% enrollment increase in rural charter, private, and homeschool students in comparison to the previous decade. Private school scholarships had boomed, coming in at 6,992 in 2021-2022 as opposed to 1,706 in 2011-2012.

On top of all that, the demand for private schools has resulted in the creation of more. Over the past two decades, Florida’s rural private schools have almost doubled, from 69 to 120. Arguably, any jobs lost in a public school district as a result of educational opportunity could be replaced by the expansion of private school availability in any given area.

Ultimately, giving families more educational options has a positive impact on long-term results, academic achievement, and parental satisfaction. As parents and students are a part of their rural communities, it’s difficult to argue that these outcomes are detrimental to the areas in which they live.

The post Why educational opportunity is good for rural areas, too appeared first on For Opportunity.

That’s the day when the Ģ����Ƶ Senate voted down a bill to create Promise Scholarships. Eight Republicans joined all Democrats in rejecting the scholarships, which would have offered families up to $6,000 a year for approved education expenses. Another six Republicans chose to abstain from voting, knowing that doing so would kill the bill.

Promise Scholarships would step far beyond a typical voucher by fully putting parents in the driver’s seat when it comes to their child’s education. The funds could have been used for private-school tuition, but there would have been added flexibility depending on each family’s unique needs, extending to paying for things like tutoring, specialized therapies, or homeschool co-ops.

It’s unjust that the best interests of Ģ����Ƶ’s schoolchildren have once again fallen prey to politics and special-interest groups. While some lawmakers were twisting arms to get votes to pass gambling programs to benefit a handful of people, others were voting “no” on Promise Scholarships that would allow tens of thousands of kids to flourish.

Simply put, a vote against S.B. 601 was a vote against the many Ģ����Ƶ families who desperately need help. Particularly as our state emerges from the COVID-19 pandemic where so many students are left behind, it’s unconscionable that we would deny this lifeline to families.

What’s also unconscionable is why politicians would reject educational freedom given that the vast majority of Ģ����Ƶns want it.

A recent poll from Ģ����ƵCAN found that 72% of respondents favor “expanding educational options by allowing a child’s state education dollars to follow that student to the school that best fits their needs, whether that is public, private, magnet, charter, virtual, or homeschool.” Support cut across party lines, with 79% of Republicans in favor, 78% of Independents, and 64% of Democrats.

Do Ģ����Ƶns favor the idea of Promise Scholarships? That same Ģ����ƵCAN poll put support for Promise Scholarships at 59%. Public school parents voiced even stronger support, with 67% in favor.

Those results are in line with other recent polling showing that between two-thirds and three-fourths of Ģ����Ƶns support the core ideas of educational opportunity for all students, not just those blessed with a high income or who live in the right zip code. The bottom line is that in our era of sordid political discourse and deep divides between the parties, there are few issues that garner as much bi-partisan support as educational opportunity and equity.

One of the attributes that makes Ģ����Ƶ a great place to live — and a great place to relocate to from other areas of the country — is our diverse and growing set of educational options. It’s the 21st century, and our policymakers recognize that a one-size-fits-all approach no longer works, least of all when it comes to the education of our children.

But while we’ve had important progress over the last few years, we need to keep moving forward. Traditional public schools will remain the right option for most families, but a swiftly growing number of families are choosing alternatives — public charter schools, private schools, or homeschools. As a state, our objective must be to support students and families in the educational environment that works best for them. Our priority must be funding student education, not systems of education that aren’t meeting the needs of every child in our state.

That’s precisely why we need the flexibility provided by Promise Scholarships. Passing Promise Scholarships would have put Ģ����Ƶ at the forefront nationally of giving all children the opportunity for a great education. And politicians running for office this year would be wise to pay attention. For evidence, look no further than Virginia’s recent gubernatorial election, when now Gov. Glenn Youngkin swept into office on a platform of empowering parents.

Remember, the midterm elections are just around the corner: All 56 state Senate and 180 state House seats up for grabs. Meanwhile, parents are clamoring for educational options like never before.

The question is, will Ģ����Ƶ politicians listen? The answer appears to be a resounding no.

The post Ģ����Ƶ Politicians Reject Educational Freedom At Their Own Peril appeared first on For Opportunity.

That’s the day when the Ģ����Ƶ Senate voted down a bill to create Promise Scholarships. Eight Republicans joined all Democrats in rejecting the scholarships, which would have offered families up to $6,000 a year for approved education expenses. Another six Republicans chose to abstain from voting, knowing that doing so would kill the bill.

Promise Scholarships would step far beyond a typical voucher by fully putting parents in the driver’s seat when it comes to their child’s education. The funds could have been used for private-school tuition, but there would have been added flexibility depending on each family’s unique needs, extending to paying for things like tutoring, specialized therapies, or homeschool co-ops.

It’s unjust that the best interests of Ģ����Ƶ’s schoolchildren have once again fallen prey to politics and special-interest groups. While some lawmakers were twisting arms to get votes to pass gambling programs to benefit a handful of people, others were voting “no” on Promise Scholarships that would allow tens of thousands of kids to flourish.

Simply put, a vote against S.B. 601 was a vote against the many Ģ����Ƶ families who desperately need help. Particularly as our state emerges from the COVID-19 pandemic where so many students are left behind, it’s unconscionable that we would deny this lifeline to families.

What’s also unconscionable is why politicians would reject educational freedom given that the vast majority of Ģ����Ƶns want it.

A recent poll from Ģ����ƵCAN found that 72% of respondents favor “expanding educational options by allowing a child’s state education dollars to follow that student to the school that best fits their needs, whether that is public, private, magnet, charter, virtual, or homeschool.” Support cut across party lines, with 79% of Republicans in favor, 78% of Independents, and 64% of Democrats.

Do Ģ����Ƶns favor the idea of Promise Scholarships? That same Ģ����ƵCAN poll put support for Promise Scholarships at 59%. Public school parents voiced even stronger support, with 67% in favor.

Those results are in line with other recent polling showing that between two-thirds and three-fourths of Ģ����Ƶns support the core ideas of educational opportunity for all students, not just those blessed with a high income or who live in the right zip code. The bottom line is that in our era of sordid political discourse and deep divides between the parties, there are few issues that garner as much bi-partisan support as educational opportunity and equity.

One of the attributes that makes Ģ����Ƶ a great place to live — and a great place to relocate to from other areas of the country — is our diverse and growing set of educational options. It’s the 21st century, and our policymakers recognize that a one-size-fits-all approach no longer works, least of all when it comes to the education of our children.

But while we’ve had important progress over the last few years, we need to keep moving forward. Traditional public schools will remain the right option for most families, but a swiftly growing number of families are choosing alternatives — public charter schools, private schools, or homeschools. As a state, our objective must be to support students and families in the educational environment that works best for them. Our priority must be funding student education, not systems of education that aren’t meeting the needs of every child in our state.

That’s precisely why we need the flexibility provided by Promise Scholarships. Passing Promise Scholarships would have put Ģ����Ƶ at the forefront nationally of giving all children the opportunity for a great education. And politicians running for office this year would be wise to pay attention. For evidence, look no further than Virginia’s recent gubernatorial election, when now Gov. Glenn Youngkin swept into office on a platform of empowering parents.

Remember, the midterm elections are just around the corner: All 56 state Senate and 180 state House seats up for grabs. Meanwhile, parents are clamoring for educational options like never before.

The question is, will Ģ����Ƶ politicians listen? The answer appears to be a resounding no.

The post Ģ����Ƶ Politicians Reject Educational Freedom At Their Own Peril | The Ģ����Ƶ Virtue appeared first on For Opportunity.

My family moved to Burke County six years ago. My husband and I have two children, both with  for special needs. My daughter has dyslexia and dysgraphia, while my son has mild autism, Tourette Syndrome, ADHD, dyslexia and severe dysgraphia.

For the past five years, I’ve been fighting for my children every single day in the local public school system. Unfortunately, children in Burke County with special needs don’t always have access to the help they desperately need.

I began my fight by advocating on behalf of my daughter. Although she had an IEP, she continued to fall behind in reading and writing. I was able to convince the school district to purchase the  for my daughter. I wanted all students with reading challenges to have access to the program. When this program wasn’t implemented with fidelity, she was able to access tutoring that would support her needs. She remains in the public school but only because we have advocated every step of the way. 

The story with my son has been more challenging. He would routinely come home from school with tears in his eyes, saying the school wasn’t treating him fairly. In digging more, I discovered they were not implementing his IEP as written but were putting pressure on my son to perform outside of the accommodations that were agreed upon. It caused a lot of meltdowns and angst.

The situation eventually became so severe that he began self-harm. That progression broke my heart because he is a good kid. He’s not aggressive. He’s not violent. But the pressures the school system put on him caused him to hurt himself.

For his own safety, we decided that he needed to be homeschooled. But what many people don’t realize is that home education is anything but cheap. My son has so many needs that we simply can’t pay for. He requires specialized therapies that our budget won’t allow for right now.

That’s where  come in. These accounts would provide up to $6,000 a year for families like mine to devote to a flexible menu of education options, such as occupational, speech or other therapies for special needs, tutoring assistance or homeschool co-ops that would help my son socialize and connect with other young people his age. Traditional vouchers that are available in Ģ����Ƶ right now wouldn’t work for our situation. Promise Scholarships would. I think many rural families are in the same boat.

It’s time for Ģ����Ƶ’s General Assembly to pass this legislation. Many other states have recently expanded school choice options to help families who have struggled during the pandemic with learning loss. We can’t afford to wait any longer.

There are so many other families like mine in Burke County. We basically have no school choice here, as the only private schools around do not have special educators or services and our closest charter school is 35 minutes away. Home education is our best option so that we can tailor an education to the unique needs of our children. Promise Scholarships would provide the type of resources to ensure that our children are not left behind.

The post Rural Ģ����Ƶ Families Need Promise Scholarships appeared first on For Opportunity.