As August ushers in a new school year, nearly are headed back to Ģ����Ƶ’s . How are the state’s schools doing when it comes to preparing kids for work and life? Here are a few key education measures that Ģ����Ƶ parents and communities should know about as students return to the classroom. 

Skills in Reading

Results from the latest show that students are still struggling with reading proficiency. A proficient reader can analyze challenging material and think critically about it.

Just 40% of eighth graders reached a level of reading proficiency in 2025. Third graders are even further behind—only 35% were proficient in reading last year. 

Achieving reading proficiency by third grade is a crucial milestone for Ģ����Ƶ’s students. Not only is it necessary for , but it’s also an indicator of future stability and economic opportunity. That’s because literacy, like math proficiency, is closely linked to high school completion and participation in the workforce.

Demographic data from the Milestones Assessment also shows that Black and Hispanic third graders are struggling the most when it comes to literacy.

State lawmakers are paying attention to these challenges, and through promising legislation (see the section on new laws below), they’re paving the way for more children to thrive in their academic development and build flourishing futures.

Enrollment Trends

Ģ����Ƶ public schools have enrolled 1,702,086 students in pre-kindergarten through 12th grade, according to the Ģ����Ƶ Department of Education’s spring 2026 . That number marks a drop of 34,644 students from the spring of 2025. 

The decline in Ģ����Ƶ follows a nationwide trend. The National Center for Education Statistics recently showed that , or almost 1.5 million students, from 2019-2024. Ģ����Ƶ’s decrease in enrollment was slightly smaller during that time at 1.4%.

Part of the reason for this drop might be the in the last several years. But Ģ����Ƶ has also taken steps to expand education opportunities, and more families are embracing new schooling options to find the best education fit for their kids. , and over applied to Ģ����Ƶ’s newest school choice program, the Promise Scholarship, between March and December of 2025.

Chronic Absenteeism Rates

Like many states, Ģ����Ƶ is battling a crisis of chronic absenteeism. The students involved are missing 10% or more of school days—a situation that and .

Chronic absenteeism rates tend to be among students from low-income families, students of color, and students with disabilities.  

Fortunately, . It dropped to 17.7% during the 2025-2026 school year. That’s down from a peak of 23.9% in 2021-2022. The rate has especially improved for grades K-5 and now stands at 13.5%. Lowering this rate even more will be key to making improvements in reading proficiency in the early grades. 

Public School Spending

On average, Ģ����Ƶ spends on K-12 education per student. Pre-kindergarten and K-12 education funds account for , making it Ģ����Ƶ’s biggest line item. In 2026, the budget included for Ģ����Ƶ’s public schools, approximately a $900 million increase from 2025.

Despite these amounts, state funding is only a portion of overall revenue for public schools. Local taxes are the biggest source of education dollars, and a small percentage comes from federal funding.

New Reading and Math Education Laws

Ģ����Ƶ lawmakers passed important education-related bills during the most recent legislative session. 

The will help more children read at grade level or above by putting literacy coaches—educators with expertise in teaching reading—in all elementary schools. Students will also be required to go to kindergarten before starting first grade, and their reading skills will be tested early in their academic development. 

In addition to addressing literacy, Ģ����Ƶ legislators passed the , which calls for an increase in the amount of time children spend on math during the elementary school day, an advanced (compressed and accelerated) math track for qualifying middle and high school students, and new requirements for teacher certifications. 

It’s important to note that qualified students will be automatically enrolled in the advanced classes to make sure all children have equitable access to them. This will help close racial, ethnic, gender, and socioeconomic achievement gaps among young Ģ����Ƶns. 

Improvements to the Classroom Environment

Ģ����Ƶ lawmakers also recently passed a that will require high schools to ban personal electronic devices like phones and tablets during the school day. A is going into effect for students in elementary and middle school this year. These changes should reduce distractions and help students stay engaged in the classroom.

And in 2025, Governor Brian Kemp signed the into law. Starting with the 2026-2027 school year, every Ģ����Ƶ school district will have an anonymous reporting system available. Schools will also provide evidence-based training on both suicide awareness and prevention and youth violence prevention to all students in grades 6-12. Changes like these will help create a safer environment where students can focus on learning and growing.

When it comes to artificial intelligence (AI), Ģ����Ƶ schools are shifting from asking whether students should use it to teaching them how to use it safely and responsibly. The that help students engage with AI in ethical ways, think critically about the information it provides, and build the skills they’ll need to thrive in an AI-driven workforce.

Next Steps for Education in Ģ����Ƶ

Ģ����Ƶ’s education measures are more than just data. Behind the numbers are real children who will be the next generation of mothers, fathers, business owners, employees, and voters in our state. A top-notch education will give them bright, opportunity-filled futures. 

Additional solutions to boost math and reading proficiency and address chronic absenteeism will not only help kids. They’ll also strengthen Ģ����Ƶ’s public schools and enable them to support students whose best—and sometimes only—education option is the local public school.

At the same time, Ģ����Ƶ leaders are continuing their work to remove financial and social barriers to quality education and to empower students and families to access the school of their choice. Prioritizing a range of options will open more doors for Ģ����Ƶ’s kids and give them new opportunities to flourish as they grow.

Image Credit: Canva

The post What to Know Ģ����Ƶ Education in Ģ����Ƶ as Students Go Back to School appeared first on For Opportunity.

Raising and educating young people takes . Everyone—parents, grandparents, aunts, uncles, teachers, friends, clergy, coaches—plays an important role. Within this collaboration, parental involvement is especially powerful and yields numerous benefits for both children and schools. 

Research consistently that children with engaged parents tend to have higher academic performance, better attendance rates, improved behavior, and increased motivation to learn. Moreover, by gaining valuable insights, fostering a supportive environment, and enhancing overall student outcomes. When our kids are successful and able to show up as their best selves, our entire communities benefit from future generations of healthy, responsible, caring adults who are well prepared for meaningful work, relationships, and community involvement. 

As families prepare for a brand new school year, here are six ways that schools and communities can empower students and their parents and caregivers throughout the school year. 

1. Build strong communication channels between parents, children, and schools.��

Schools can employ various strategies, such as regular newsletters, parent-teacher conferences, class websites, and digital communication platforms to keep parents informed about their child’s progress, school activities, and opportunities for involvement. Encouraging two-way communication ensures that parents feel valued and heard, enabling them to participate in their child’s educational journey.

2. Offer and promote parent education programs.��

Parent education programs and workshops play a vital role in equipping parents with the necessary skills and knowledge to support their children’s learning. Schools can organize workshops on topics like homework assistance, effective communication strategies, and understanding curriculum standards. By empowering parents with the right tools, they become better equipped to engage in their child’s education and make informed decisions.

3. Encourage volunteering and participation.��

Volunteering opportunities provide parents or other primary caregivers with hands-on involvement in their child’s school and community. Schools can offer various volunteering options, such as assisting in the classroom, organizing events, or participating in extracurricular activities.

Volunteering strengthens the parent-child bond, and it helps parents understand the educational environment and feel a sense of belonging within the school community.��

When our kids are successful, entire communities benefit from future generations of healthy, responsible, caring adults who are well prepared for meaningful work, relationships, and community involvement. 

4. Create family engagement events.��

Family engagement events serve as an excellent platform to bring parents, children, and educators together. These events can range from family fun days, cultural celebrations, or academic showcases. 

By organizing inclusive and interactive events, schools can create an inviting atmosphere that encourages parents to participate and form connections with other families, thereby enhancing the sense of community.

5. Leverage technology to give parents flexibility.����

In today’s digital age, technology can bridge the gap between parents, children, and schools.  Online platforms and applications give parents easy access to information about their child’s progress, assignments, and upcoming events. Schools can use technology for virtual parent-teacher conferences, webinars, or online discussion forums, enabling greater flexibility and engagement for parents who may have time constraints.

6. Partner with the community to enrich students’ educational experiences.��

Collaborating with the wider community enriches the educational experience and broadens the opportunities available to students. Schools can engage local businesses, organizations, and professionals to offer mentorship programs, career guidance, or specialized workshops. Community partnerships foster real-world connections, expose children to diverse perspectives, and demonstrate the importance of community involvement.

Additional Resources

Want to learn more about how communities can support parents and foster the academic achievement and well-being of our youth? Check out these resources based on our Raising Highly Capable Kids parenting program:

• 5 Summertime Tips to Support Children’s Development
• Why Parental Involvement Is Key to a Child’s Health

The post Back to School: 6 Ways Communities Can Help Parents and Kids Succeed appeared first on For Opportunity.

I grew up riding the big yellow bus to my local public school. My kids spent most of their education in public schools. I’m thankful for public schools and the teachers who work so hard to educate and enlighten our children.

Public schools are immeasurably valuable.

It’s my respect for that value that makes me question why so many have politicized fear around educational concepts like school choice, charter schools and scholarship programs. We must face the fact that our education system is overwhelmed. There is no possible way an area public school can meet the diverse needs of every single student.

Yet that is exactly what many expect of them. We expect that public schools will be able to address the learning needs of kids with a wide array of abilities, physical and emotional needs and unique home and personal challenges. You can understand why teachers are leaving the profession in droves.

Imagine going to work with a lesson plan and knowing that five of your students will struggle because they have a diagnosed or undiagnosed learning disability, another five will have ADHD and struggle to focus and another five will be facing home issues and food insecurity. A teacher’s lesson plan is expected to get each of these different students to the same level of success. Add in that we are asking teachers to instruct or guide moral standards and you have a recipe for frustration and burnout.

But it’s not just about teachers. It’s about the kids getting a quality education. Let me be clear, quality education is not an input solely determined by great teaching but an output of what is learned. You can have the greatest teacher, but if the child isn’t learning, they aren’t receiving a quality education. Many years ago, I worked on filming a documentary on education called “Flunked.”

Then, like now, the United States was falling behind internationally, and we wanted to see if there were any schools doing something different. We traveled up and down the West Coast talking with schools that served low-income, inner-city students, schools in rural areas and others that focused on performing arts. As a young parent, it was fascinating and inspiring to see what was available.

Sadly, as I returned home, I faced a different reality for my family. The teacher assigned to my then-5-year-old daughter told my wife and I that our daughter was likely to be bored and not challenged. The local school simply couldn’t provide what she needed, and we were forced to find alternatives.

Thankfully, we had family and others who helped us collect the money necessary to get her into an option that would challenge her. Eventually, we moved and were able to get her back into a public school where she thrived.

But what about the many kids and parents who have no opportunity because they can’t afford it or live in the wrong district? Is quality education only promised to those who can pay up or live in the right ZIP code?

We are stressing public schools by expecting them to be all things to all kids and we are failing to deliver quality education. Even as school choice options become more mainstream across the country, we’re still clinging to the fear of public schools going away. Even the fear that public schools will suddenly be defunded is a myth with per-student funding actually going up over the last decade despite more options being available.

We need to look to innovation in education and stop fearing change. Keep public schools at the center while decreasing the stress on the system by creating alternatives. After all, what we all want is a great education for our kids.

Corey Burres is the former Vice President of Communications at GCO. This op-ed was originally in the Atlanta Journal-Constitution on February 15, 2023.

The post Increase School Choice as Public Schools Can’t Meet All Kids’ Needs appeared first on For Opportunity.

By Eric Wearne��

On the afternoon of Monday, July 20—just a few weeks before schools would normally be opening—the Catholic Archdiocese of Atlanta announced that their schools would in fact all be opening for live classes in August. The Superintendent’s suggests “…the benefits of in-person instruction, compared with remote delivery, far outweigh the possible risks involved.” Families uncomfortable with in-classroom instruction may choose online instruction, following individual school plans.�� ��

Just a few hours before the announcement from the Archdiocese, Gwinnett County Public Schools—the largest public school system in the state—announced that they would be starting the school year . Though the system had announced earlier that it would give parents the choice between in-person and online learning, the most recent statement says, “The current COVID-19 situation required a change in those plans.” This has led to significant and at the system’s central office.

Both the Catholic Archdiocese schools and Gwinnett County Public Schools say they based their decisions following federal and state health guidelines and the advice of medical and educational experts. Why, then, such opposing decisions from the two school systems? Are the health guidelines contradictory? Are the Archdiocese and Gwinnett cherry-picking the medical and educational experts they listen to?���� ����

Likely none of the above. What we may instead be seeing is simply that smaller entities can be more nimble. And that larger entities would be well-advised to do what they can to learn from that agility.��

At an earlier this month, the founder of the growing microschool network , Kelly Smith, suggested that an important lesson all school systems might learn from smaller organizations—especially given the large health, economic, and educational issues presented by the pandemic—is ��that they should accept and in fact facilitate more segmentation among their constituents. This may be particularly true for public school systems like Gwinnett, which encompasses a relatively large geographic area and serves over 180,000 students in 141 different schools. Many students would benefit from more choices in schooling even under completely normal circumstances. At a time when everyone’s circumstances are even more unique and individualized because of the , more flexibility is even more important.

A major complication in this debate is that the reasons families want to return to school vary so much.�� That is, for some families, the dynamics of learning at home simply do not work well. As examples, some families have students with who require particular kinds of attention. Some families must work outside the home to survive financially. (A number of services are cropping up around Gwinnett County and elsewhere to facilitate online learning or simply childcare, set up by gyms, YMCAs, ��performing arts centers, or other places that are typically not full during the school day. While this is an example of civil society and the market responding to fill a need, it comes at a cost—sometimes a few hundred dollars per month, which many families cannot afford).��

Some believe any school openings for face-to-face learning means the school/system will not adapt no matter what circumstances arise and that such decisions are consigning people .�� Of course that is not true. The Archdiocese of Atlanta and other private and public schools who are offering face-to-face schooling will continue to monitor schools and said they will close down quickly if necessary.

It is too early to know whether opening schools in-person will lead to a worse health crisis, or keeping them online will lead to even worse .�� Other creative solutions, like moving as many classes as possible , or operating on a -style schedule (2-3 days per week) might be worth exploring to a greater extent than they have been so far.��

One thing both public and private schools should absolutely do in this moment is learn to be more responsive to smaller groups of constituents, rather than imposing singular, large-scale solutions.�� Families must, one way or another, find their way through this school year. They are already , outside of the constraints of their school systems. Legislators in Colorado, among other states, are considering whether to in response to school closures. School leaders need to adapt, quickly, or risk being left behind.

Eric Wearne is a faculty member in the Education Economics Center at Kennesaw State University.

He is also the author of��Little Platoons: Defining Hybrid Home Schools in America, forthcoming from Lexington Books.��Learn more about Eric.��

EVERY CHILD WITH ACCESS TO A QUALITY EDUCATION

A quality education is key to a child’s future success. Academic achievement paves the way to a good job, self-sufficiency, and the earned success we all want for our children. To learn more about education options in Ģ����Ƶ click here.��

The post Microschools, hybrid options, and online classes: Education during COVID and beyond appeared first on For Opportunity.

By Jennifer K. Hale��

 
It is a different world. Things are changing daily; numbers, statistics, and educated guesses are becoming the norm. It is in this climate that we are attempting to educate a nation of children in an unprecedented way—virtually.

Many states have had virtual schools for some time now, but not many states have attempted virtual education through large school districts all at one time like we are seeing in our nation as we approach a new school year. Each district has different plans and expectations, but all have the same goal—to give your student the highest quality education and help them achieve academic success.

As the school year begins, there are some things that your student’s virtual teacher will want you to know, prepare for, and pay attention to. In order for your child to be successful, give these points some careful consideration.

“…all have the same goal—to give your student the highest quality education and help them achieve academic success.”

• Virtual teachers are real teachers. In most schools, teachers have extensive training, certifications, and degrees in education and content. They continually attend professional development to hone their craft and they are professionals who are passionate about what they do.

• Virtual teachers are still learning. Every day new technology is developed that can help engage your child in exciting lessons and teachers are constantly learning how to implement these tools into the classroom.

• Please read all messages from the teacher carefully. Information is easy to come by if you commit to reading messages, emails, announcements, and communications from your student’s teachers, school, and school district.

• Your child is expected to be in class. Just because the platform might be virtual does not mean that the schedule is flexible. Students need to stay on the schedule set out by the district, school, and teacher.

• Teachers want your support! They need you to be engaged and aware of what’s going on in the virtual classroom so that you can be your student’s support from home.

• Teachers want to communicate with you. They are available to answer your questions and address your concerns—just reach out!

• Students need a calm learning environment free from distractions. When learning virtually, it’s very difficult for teachers to compete with the TV, cell phone, or other distraction at home. Please help keep those to a minimum during learning time.

• Teachers don’t expect perfection—just engagement! Students who show up, try, and make an effort are those who will reflect the most success.

• Virtual education can provide everything your student needs—if your student is willing to take advantage! Relationships can be built in a virtual setting just like in a traditional school and what’s more, your student can form relationships with students and peers they might never had have the chance to know otherwise!

• If your student is struggling, please let the teacher know. Typically your teacher will already be aware, but please don’t hesitate to reach out for extra help, support, and guidance.

• While there are certainly challenges that many families will have to address, don’t forget the advantages of virtual education:

��– Some flexibility in location for your student to learn

– ��More quality time at home making family memories

– ��Certified teachers who will be teaching your child, no matter if your student is at home �� ��with you or in a childcare setting

– ��No parent has to create their own curriculum—it’s all provided by professionals

– ��Meeting new people in the virtual classroom they might not have the opportunity to meet otherwise

– ��Saving money on school clothes and supplies

– ��Exploring classes that might not be offered in a traditional school

– ��Learning new technologies via the virtual classroom

Virtual education was once a wonderful option for families, but in this pandemic has become a requirement for many who weren’t expecting it. We’re all learning together and a positive attitude will go farther than anything else. We teachers encourage you to take advantage of this time in our history to make memories with your child so that one day they will look back on this time not remembering what they “missed” by not being in a traditional classroom, but what they gained by having the opportunity to learn virtually. Certainly history will reflect that the option of virtual schooling provided a nation of students the education they needed in a time when caution was most important.

 
Jennifer K. Hale is an Assistant Principal at High School. She is passionate about student success through high quality teaching and best practices. Originally a history teacher, she is also passionate about helping students to become active, knowledgeable citizens of our nation.

EVERY CHILD WITH ACCESS TO A QUALITY EDUCATION

A quality education is key to a child’s future success. Academic achievement paves the way to a good job, self-sufficiency, and the earned success we all want for our children. To learn more about education options in Ģ����Ƶ click here.��

The post What Your Virtual Teacher Wants You To Know appeared first on For Opportunity.

By Jennifer K. Hale��

Many of us got a little taste of what virtual schooling could feel like back in the spring when the spread of Covid-19 forced nationwide school building closures and a shift to virtual education. At that time, our nation’s educators faced a mountain of challenges: lack of information, lack of understanding of virtual platforms and how to make them work for students, lack of preparation, and for many students, a lack of reliable internet or computer resources in the home. Parents faced a lack of education themselves while also confronting issues with childcare. The shift came without much warning and the unpreparedness teachers felt was not their fault. Many veteran virtual educators came together to to help new online teachers become successful.

Students got a taste of virtual education in the spring as well, but as we prepare to return to school in the fall, the expectations of virtual education will be different and you should prepare your child for the changes and enhancements they will see in the virtual setting.

The key to preparing our students to have a successful school year is in how you present the information. Your student will react to your attitude, so the more excitement and enthusiasm you show, the more likely your student is to feel the same way. Positivity is key when facing a new challenge. What a wonderful thing it is that we live in a time when virtual education is an option to keep our nation going during a pandemic!

Here are some things that you and your student should know:

• Teachers have received more virtual education training. At this point, brick and mortar school teachers have had and continue to receive training about virtual platforms and tools and how to use them.

• Administrators have developed a detailed plan. Students and teachers have been virtually paired together with intention and scheduling has been taken into consideration.

• Teachers are now aware of more resources to help build a strong virtual classroom and are adding new resources daily.

• Platforms for live teaching have been purposefully obtained by school districts. Live sessions will be held on a schedule and with the purpose of live instruction.

• Successful virtual schooling requires support from parents and learning coaches.

So what should you do as a parent to help your student prepare?

• Once you have your student’s schedule, go over it with your child. Make sure your child knows when to log into live sessions. Set alarms, write it out and post it somewhere close to the schoolwork space, etc. As a parent, you’ll also need to look at your own schedule, childcare plans, and create a calendar that supports your student. Keep in mind virtual schooling will require student attendance and participation daily.

• Create a workspace at home with minimal distractions. Keep the TV off and the phone put away when students are working on schoolwork. This is absolutely vital for student engagement.

• Get your student excited about live sessions! Remind them that they will be able to talk to their teacher and engage with their peers, similarly to how they would in a traditional classroom.

• Communicate with teachers regularly. Read all emails from teachers and be aware of expectations, plans, and updates. This is key to your student’s success.

• Discuss expectations with your child. Virtual schooling may be challenging for some—learning on the computer is certainly not what they are used to. Talk about why it’s important to pay attention to the teacher, complete work on time, participate in class, and treat virtual education just as seriously as they would if they were in the traditional classroom.

• Create moments of rest and fun. During breaks from class, make sure your student is up and moving around, getting proper hydration and nourishment, and taking breaks from screen time.

• Be realistic. We live in uncertain times and plans change from day to day. Give yourself and your student grace and praise for getting through each day and accomplishing daily tasks.

Prepare your child for virtual education by encouraging them with positivity about the situation. Make the new schedule exciting. While you might not be shopping for back to school clothes or lunch boxes, make virtual schooling just as fun in other ways—new school supplies for home, allowing them to decorate their workspace and color their own calendar, etc. Allow your student to choose their “first day of school” outfit for their first day of live classes on camera and help them feel excited about the new way the nation is learning. Remind them they are not alone—millions of children across the country will be learning virtually this fall.

We’re all in this together. Thanks to technology, our children can continue their education with qualified teachers uninterrupted. With gratitude we can take on a whole new view of our current situation and the outlook of our nation. While tomorrow may be unknown, the future is still bright for our students.

Jennifer K. Hale is an Assistant Principal at����High School. She is passionate about student success through high quality teaching and best practices. Originally a history teacher, she is also passionate about helping students to become active, knowledgeable citizens of our nation.

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EVERY CHILD WITH ACCESS TO A QUALITY EDUCATION

A quality education is key to a child’s future success. Academic achievement paves the way to a good job, self-sufficiency, and the earned success we all want for our children. To learn more about education options in Ģ����Ƶ click here.��

The post How Should I Prepare My Child for Virtual Schooling? appeared first on For Opportunity.

We’re all familiar with the phrase “uncertain times.” We find ourselves there as a nation, as parents, as people. We’re watching history actively develop in 2020 and we don’t know what the fast-approaching school year will bring. As the government puts out its recommendations for education and local school districts develop plans for re-opening schools, many families are trying to decide what to do.��

Should I send my child back to their regular school? Should I choose the virtual option from my local school district? Should I enroll my student in a full-time virtual school outside of my school district? There are so many options!

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There is also much debate. Looking at social media for any amount of time will give you all the pros and cons of sending your child to school based on medical evidence, opinions and growing concerns of the unknown, so we won’t rehash that here. However, if your child or someone in your family is immune compromised, the virtual option is a fantastic choice to avoid exposure to germs. But for others, the choice isn’t so easy.

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I’ve been an educator since 2002 and have worked in a full virtual school for the past seven years. Virtual education is new but not “new.” We’ve been refining the craft for over a decade now in Ģ����Ƶ, so let’s address the question of “should I choose the virtual school option for my child?” from the considerations of what virtual schooling offers and what is required. Looking at it pragmatically might help you make your choice.

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First off, understand that virtual school doesn’t mean “homeschool.” Traditionally, homeschooling means that families choose their own curriculum, set their own schedules, and develop their own methods for learning. Virtual schooling provides accredited curriculum, certified, highly trained teachers, and expectations that mirror most public schools. This means that if your school district is offering a virtual option or you enroll your child in a public charter virtual school, you will have to meet all the same requirements as if your child was in a brick-and-mortar school, including attendance, adherence to school policies, and state testing requirements.

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What virtual schools can provide (among other things):

• High quality teachers
• ��Access to all the classes your child needs to stay on track
• Supportive staff including administrators and counselors
• Some clubs and after school virtual activities
• Occasional in-person activities for students (outside of pandemic times)

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What virtual schools cannot provide:

• Access to free meals
• Athletics or performing arts
• Before or after school childcare
• Daily in-person socialization

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If your child has special needs requirements or has an IEP, don’t write off the virtual school option. Public virtual schools will be able to meet those requirements and give your student the support they need. Also, many public virtual schools offer courses for gifted students, and at the secondary level, can provide AP courses and access to dual enrollment.��

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Here are a few things that are required for virtual students to be successful:

• • • Access to reliable internet.
    • A computer or learning device (many schools will provide these).
    • A calm learning space away from as many distractions as possible.
    • A schedule for learning that can be maintained on weekdays (with few exceptions). Keep in mind that virtual schooling does not mean flexibility to decide when your student does their work. They will have a schedule to adhere to.
    • For you as the parent to be involved also as the learning coach.
    • Patience. While some virtual schools have been doing this for a while, not all virtual teachers will be veterans. Patience is key as we all learn how to live in these “uncertain times” while providing your child with a high-quality education.

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If you’re still struggling to decide what to do, research the virtual options in your area. Make sure you look for accredited schools with certified teachers. You are your child’s best advocate and the only one who can make the best choice for your student and your family. Contact your local school district or virtual school in your state with questions!

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Jennifer K. Hale is an Assistant Principal at����High School. She is passionate about student success through high quality teaching and best practices. Originally a history teacher, she is also passionate about helping students to become active, knowledgeable citizens of our nation.

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EVERY CHILD WITH ACCESS TO A QUALITY EDUCATION

A quality education is key to a child’s future success. Academic achievement paves the way to a good job, self-sufficiency, and the earned success we all want for our children. To learn more about education options in Ģ����Ƶ click here.��

The post Help! Should I Choose Virtual School for My Child? appeared first on For Opportunity.

One blind spot the COVID-19 pandemic has shown us is the weakness of an education system built for one approach and a single learning style. The traditional public school system is based on this one-size, fits all option. But even as many families have flocked to alternatives—through charter schools, private schools, and homeschooling—that cry for flexibility will only increase in the coming months and years.

Our traditional school system offers a brick-and-mortar school that students come to for set classes and time periods during the day. Families will increasingly see that this archaic system no longer works in a 21st century education environment.

Here is what will be necessary in the post-COVID-19 education landscape:��

• Public schools will need to adapt to virtual learning and break down the technology barriers that unfairly inhibit low-income students from succeeding.��

• Elected officials must begin putting the needs of individual students and their families ahead of protecting “the system,” whatever that may look like. A wide diversity of educational options is key here—ones that maximize the potential of all students.

• Unfortunately, academic achievement gaps could widen as low-income students and those from rural areas struggle with the new technological demands. This makes it even more crucial that lawmakers prioritize ways to extend educational access and resources to all of Ģ����Ƶ’s students, not just those in wealthy zip codes and urban areas.

• Our state must give all students greater educational choice by passing an Education Scholarship Account in Ģ����Ƶ, which empowers families who wish to choose a private school to do so.

• We also must continue to support Ģ����Ƶ’s programs that expand educational access, including the Scholarship Tax Credit Program and Special Needs Scholarship Program.

To be sure, many parents will still prefer the traditional approach offered by traditional public school districts. Ģ����Ƶ must continue to support a strong public school system. But many others will want expanded options, and lawmakers and the K-12 education infrastructure must adapt.

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Today, students across the globe can learn in more ways than we can count, from books to to hosted by Harvard and MIT to computers installed on the sidewalk (even ). To better prepare every child for a successful future, parents, lawmakers, and educators need a new definition for what it means to learn. And one classroom might not be enough for a student.

Had Pugliese’s teachers recognized he was bored, clearly they would have tried to make their lessons more useful for the “real world.” No educator wants his students to be unprepared for life. Horace Mann inscribed the mission of generations of educators when he called education the “great equalizer of the conditions of men,” a phrase U.S. Secretary of Education Arne Duncan would repeat some 150 years later.

Yet how can education fulfill this noble treatise if schools can’t keep students in the classroom, or the very least, interested in the classroom?

Today, public education’s challenge is not just to limit the number of students dropping out of school, though that is critical. The percentage of students dropping out has been nearly cut in half since 1990, .

The implications of this decrease are profound. For example, black men of working-age (20 to 34) without a high school diploma are more likely to be in prison than employed, according to Pew research. A diploma may have far-reaching effects for these men.

But just attending school or even finishing high school isn’t enough. Students need to be challenged and inspired by learning experiences that meet their needs so that they can have a chance at the American Dream.

Education savings accounts provide parents and their children with the flexibility to choose from multiple learning options at the same time. As this blog has explained, education savings accounts, now law in five states, are bank accounts complete with debit cards that allow families to buy educational products and services for their children.

In Arizona, Florida, Mississippi, Tennessee, and Nevada, eligible families have more educational options than just their child’s assigned public school. The state deposits funding in each account, and families can pay for personal tutors, textbooks and curricular materials like science kits, online classes, private school tuition, and college classes. Families can even save money from year to year.

In Arizona, uses Nathan’s account to pay for tutoring services and private school tuition. The Visser family educates Jordan at home, swiping his education savings account card with different vendors in order to combine therapy services and educational instruction. The McMurray family uses the accounts to participate in extracurricular activities offered by a public school. that more than one-third of accountholders use their education savings account for multiple learning options.

This is the future of learning. For some students, it may just be a new school. Or a tutor to help them keep up with their classmates. For others, it could mean enrolling in classes offered on the other side of the world or using an iPad—with a data plan—to learn math with an app.

Education savings accounts allow for one or all of these options. Every Ģ����Ƶ child should have access to the future of learning.

Jonathan Butcher is education director at the Goldwater Institute and senior fellow with the Beacon Center of Tennessee.

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In its , , a project of the , argued:

State policy can remove barriers to innovative approaches or it can stifle them with restrictions, red tape, and reinforcement of traditional, unsustainable approaches. It can accelerate reform or it can further entrench the status quo. Without changing state policy, innovative tools and models will fail to scale.

According to the Report Card, however, the news is good:

“states are rising to the challenge of supporting next generation models of learning. In 2013, states debated more than 450 digital learning bills with 132 signed into law. This builds on a record year in 2012 when state lawmakers introduced nearly 700 bills and signed 152 into law.”

To explore these issues specifically, Ģ����Ƶ Center for Opportunity’s College and Career Readiness Working Group heard from Sam Rauschenberg, Deputy Director of the , who facilitated the Task Force, and Carla Youmans, Instructional Technology Specialist at in Forsyth County, who is coordinating a new hybrid program at that school.

The Governor’s Digital Task Force

In 2012, Governor Deal created a task force to look into online learning in Ģ����Ƶ.�� met over the course of 2012-13, and provided recommendations to Governor Deal in December of last year.�� The Task Force’s recommendations fall into three categories:

• Infrastructure
• Digital Content and Courses
• Blended and Competency-Based Learning

The state has already started to implement some of the Task Force’s recommendations on infrastructure.�� For example, the FY15 budget includes $3.9 million to connect school systems to the University System’s PeachNet.�� The AFY14 and FY15 budgets also include $14 million in bond funds to the Ģ����Ƶ Department of Education for district and school grants for equipment required to receive and use added bandwidth (edge devices, LAN, wireless, etc.), and $25 million in general funds to the One Ģ����Ƶ Authority for grants to support extension of high-speed internet access in schools.

Still, opportunities exist in the areas of digital content and courses, and experimenting with new models for blended and competency-based learning.�� For example the state, via the Ģ����Ƶ Department of Education, currently provides teachers with access to lesson and video content online. However, to maximize teachers’ use of the materials and the potentially transformative power of online learning, much more can be done.�� The working group discussed the concept of course choice, ,��and the idea of opening online schools developed in one school system to students from any other school system.�� Conceptually, the competition should make for improved products and services, all for the purpose of better serving Ģ����Ƶ children.�� The Governor’s Task Force report alludes to barriers that could make online learning easier and higher-quality.�� Enabling competition and other market-based approaches would help do that.

South Forsyth High School Hybrid

One school in Ģ����Ƶ that is experimenting within current structures is South Forsyth High School.�� South Forsyth is preparing to offer a hybrid schedule to a select group of students next year.�� Mondays are “synchronous”: students will sign on to their class websites when school starts, teachers will teach them online for a portion of the class period, and then students will work independently at home for the rest of the period.�� Then students will check in again when their next class starts.�� Tuesdays, Wednesdays, and Thursdays, students come to campus and attend class as all other SFHS students do.�� Fridays are “asynchronous”: students receive their assignments online, but are free to complete them at their own speed.�� If a students’ grade drops below a certain level, however, that student is obligated to come in and meet individually (or in very small groups) with the teacher.�� The implications of this kind of system are many: struggling students can be identified and also given individual help more easily, and within the normal time constraints of a school week; students receive the kind of practice in self-regulation they will need in college; etc.

South Forsyth’s arrangement may not work for every school or every student, and digital learning overall is still in its infancy – we simply don’t yet know the best methods or all the possibilities involved with online learning.�� But as one task force member argued, we don’t necessarily need one 100 percent solution to improve student achievement and to increase opportunities; we could be successful with 100 one percent solutions.�� The Governor’s Task Force and South Forsyth High School’s hybrid program play important parts in state and local experimentation that can lead to better outcomes for Ģ����Ƶ students.

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