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

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

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

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

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

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

What Are the Core Requirements in This Bill?

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

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

Have Other States Passed Similar Laws?

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

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

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

When Will the New Requirements Take Effect?

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

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

What Is the Science of Reading

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

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

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

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

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

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

How Can Increasing Reading Proficiency Open Doors to Opportunity?

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

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

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

Additional Resources

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

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

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

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

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

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

What Are the Key Elements of This Bill?

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

School Requirements

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

Automatic Enrollment

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

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

Revised Teacher Certification Requirements��

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

Supportive Student Services

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

Annual Reporting

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

How Will Students Qualify for the Advanced Math Classes?

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

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

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

When Will the Advanced Math Courses Be Available?

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

What Impact Will Automatic Enrollment Have?

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

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

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

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

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

How Can Advanced Math Classes Build Bridges to Opportunity?

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

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

Additional Resources

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

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.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

See the Promise Scholarship FAQs

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

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

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

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

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

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

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

Related Articles

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

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

Gov. Brian Kemp Champions Education Opportunity, Calls for Unity on Promise Scholarship

Why Educational Opportunity Is Good for Rural Areas, Too

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

Public school transfers explained

, also referred to as open enrollment for public schools, allow parents to move their student to a different public school than the one they’re zoned for. 

This is a great option for states to provide because it increases flexibility within the public school system—something parents increasingly want. The majority of Ģ����Ƶ students () attend public school, so transfers empower more parents to choose the public school environment that’s right for their child.

Public school transfers available in Ģ����Ƶ

• Allowed: Transfers within assigned school districts.��Ģ����Ƶ offers restricted public school transfers. Families can send their child to����as long as that school has space and has been operating for at least four years. This option is known as an “intra-district transfer.”��
• Not yet allowed: Transfers outside of assigned school districts.��Another type of public school transfer, called an “inter-district transfer,” permits students to switch to a public school outside of the district they’re zoned for. This option isn’t allowed in Ģ����Ƶ yet. Ģ����Ƶ lawmakers would need to pass a bill to make it available to families.

How Ģ����Ƶ’s public school transfers work

Parents must contact their local school system to see which schools will accept transfers and for which grades. The Ģ����Ƶ Department of Education provides a . 

Each school system is required to notify parents by July 1 about which schools have space, and many systems post this information on their websites before that date. Most districts only allow transfers at the beginning of the school year, but all can choose to accept students throughout the year. 

Parents must then apply for a transfer through their district’s website, at the district office, or at the local school. If more students apply than space is available, some school systems will make decisions on a first-come, first-served basis. Others will hold a random lottery.

Eligibility requirements

• A student must be enrolled in a public school in Ģ����Ƶ.��

School options

• Transfers open up access to other public schools within a student’s school district.��
• Transfers don’t apply to public schools outside a student’s assigned district. They also don’t apply to non-public schools.��
• A student who transfers to another public school may continue to attend that school until they’ve completed all grades at the school.

Cost to families

• School systems can’t charge tuition for students transferring within their district.��
• Transportation is the parents’ or guardians’ responsibility.��

Five application guidelines to follow:

1. Contact your local school system to see which schools accept transfers and in which grades.

2. Check your school system’s website by July 1. Each system is required to notify parents annually about which schools have space available. State law requires school systems to post this information by July 1, but it’s often available earlier, so consider checking the website as early as April or May.

3. Access the transfer application on your district’s website, at the district office, or at your local school and complete the application (note: some school systems require parents to do this in person at the district office).

4. Application periods can be as short as one to two weeks. For many districts, this application window opens in June or July. In other areas, it can open as early as January. Get in touch with your district or check its website early and often so you don’t miss any deadlines.

5. The school system will notify parents about whether their transfer request was accepted or denied. If more students apply than space is available, school systems will make decisions on a first-come, first-served basis or through a random lottery. 

How Ģ����Ƶ can expand public school options��

Ģ����Ƶ lawmakers could expand opportunities in the public school system by removing all restrictions on open enrollment and allowing both inter-district and intra-district transfers. 

Parents with children in schools across the country are widely in favor of reforms like this. showed that 78% of parents nationwide—regardless of their political affiliation—support open enrollment.

To set up a successful transfer program, Ģ����Ƶ could look to many other states’ examples. In 2025, the reported that policymakers in 24 states introduced at least 54 bills that focused on open enrollment, providing more evidence of the strong interest in these policies.

Of Ģ����Ƶ’s neighbors, Florida offers the broadest transfer opportunities to students and their families. The state passed a law in 2016 allowing  and required all districts to participate. Through the program, students can transfer from the school they’re zoned for to any public school that has space in their grade level. These transfers allow Florida students to attend the school that’s the best fit for them. They also enable parents to send their children to schools near their jobs, which helps lift barriers to rewarding work.

South Carolina followed suit in 2025 when it requiring school districts to implement an inter-district transfer policy once the state’s Department of Education issues guidelines. Intra-district transfers have already been allowed there for some time.

The open enrollment policies in other nearby states vary:

• Tennessee: The state currently allows intra-district transfers.
• Alabama: Open enrollment is limited and voluntary for school districts.��
• North Carolina: There is no statewide policy on open enrollment.

To better position Ģ����Ƶ as a leader in education choice, state lawmakers are paying attention to advances in open enrollment like those in Florida and South Carolina.

In Ģ����Ƶ’s 2026 legislative session, the House of Representatives is considering a bill () that would significantly expand current intra-district transfer options and also provide inter-district transfer options for Ģ����Ƶ students. 

If the bill becomes law, the state will be able to provide families with more educational opportunities and, ultimately, an educational system that better serves every child’s unique situation and needs.

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Key Points

• As Ģ����Ƶ lawmakers convene for the 2024 legislative session, multiple bills are on the table that could break down barriers in poor and disadvantaged communities.

• A key issue to track: education opportunity. Lawmakers have a chance to enact several options, including Ģ����Ƶ Promise Scholarships (SB 233), expansion of the Tax Credit Scholarship Program, and public school transfers.��

• Other bills to know include job licensing reforms to expand work opportunities for people with criminal records (SB 157) and a reform to better connect welfare and work support in Ģ����Ƶ (HB 738)

Ģ����Ƶ lawmakers are back in Atlanta for what could prove to be the most impactful legislative session in years. Ģ����Ƶ’s legislature is considering multiple bills that could break down barriers facing poor and disadvantaged communities.

The timetable is short. The session will end by March 28, so time is of the essence if our elected officials are going to improve the quality of life for the people they serve. Below is a list of a few bills our team is watching and working on to lift up vulnerable and low-income communities across Ģ����Ƶ.��

Our hope for the 2024 session: Give more Ģ����Ƶns better pathways out of poverty and into opportunity��

“During the 2024 session, we hope to see tremendous progress on expanding school choice through passage of Senate Bill 233, the Promise Scholarship bill,” said GCO’s vice president of public policy, Buzz Brockway. “In addition, we hope to see an increase in the cap on Ģ����Ƶ’s Tax Credit Scholarship program, which would also expand private school options parents have.”

“We also will be working on seeing SB 157 passed into law,” Brockway added. “This bill will create a pathway for people with a criminal record many years in the past to obtain an occupational license, opening up opportunities for many people to earn a living and support their family. Finally, we hope to make progress on reforming how Ģ����Ƶ delivers workforce and safety-net programs, placing people on a pathway toward self-sufficiency.”

Education: Expanding schooling options to help families find the best fit for their kids��

• : Would make $6,500 per student available for parents to direct toward the best educational opportunities for their children. The funds would be available for use for private school tuition and public school alternatives, such as homeschooling. The scholarships would only be available to students enrolled in the lower 25% of schools in Ģ����Ƶ, amounting to around 400,000 students. Status: The Ģ����Ƶ Senate passed the bill in 2023 but it fell short in the House by a 85-89 margin. However, it is eligible for reconsideration this session. In his recent State of the State address, Gov. Brian Kemp gave full-throated support to getting Promise Scholarships passed this year. To learn more, view our primer on Promise Scholarships.
• : Would allow students to transfer to a different public school within their district or a different district. This would provide much needed support for the majority of families who chose to continue sending their students to public schools in Ģ����Ƶ. Status: The Senate tabled this bill in 2023 but it is eligible for consideration this year.
• : Would raise the cap on the Tax Credit Scholarship from $120 million to $130 million. Through this program, businesses and individuals can donate toward private school scholarships for K-12 students enrolled in public schools. In return, they receive a dollar-for-dollar state income tax credit. In 2022, lawmakers raised the cap from $100 million to $120 million, but demand continues to increase, making another jump necessary. Status: The measures weren’t considered in 2023 but they are eligible for reconsideration this year.
• : This measure would reestablish the Office of Charter School Compliance under the State Charter Schools Commission. Currently, two entities oversee charter schools in Ģ����Ƶ: The State Charter School Commission oversees state authorized charter schools, while the Ģ����Ƶ Department of Education oversees charters authorized by local boards of education. This creates confusion and differences in application of laws and rules governing charter school laws. HB 318 would bring oversight of all charters under one roof, providing more resources and uniformed application of laws and rules regarding charters. Status: Both chambers passed this bill in 2023 but the Senate amended it and the House did not reconsider the changes. The bill is eligible to be considered this year.

Safety-net reform: Connecting our welfare system to work support

• : Our nation’s welfare system is a fragmented hodgepodge of programs. The dozens of programs that make up the system have different and, at times, competing goals, inconsistent rules, and overlapping groups of recipients. At the same time, there is often a disconnect between safety-net programs and welfare-to-work initiatives. The end result is that people stay mired in generational poverty rather than receiving a helping hand to live a better life. In this environment, the GCO team is on the vanguard of educating about safety-net reform. A key way we are doing so in Ģ����Ƶ is by pushing forward this legislation to create a One Door task force in the state. The task force would study how to integrate the safety net with workforce development, . Other states, including West Virginia and Louisiana, are weighing similar proposals. So why not here in Ģ����Ƶ? Status: The bill was introduced in the House in 2023 and is now moving through committee this year.

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Occupational licensing and public safety: Increasing personal safety and job opportunities in local communities��

• : Would create a preclearance process in licensing of individuals with criminal records who make an application to or are investigated by certain licensing boards and commissions. Often, returning citizens from the criminal justice system face huge barriers in finding work, and we know that attachment to work is a significant determinant of an individual not ending up back behind prison walls. Status: This measure was added to the House Rules calendar last year but didn’t receive any attention.

• : Would offer barbers and cosmetologists the opportunity to provide services like blow-dry styling, braiding, threading, and the application of cosmetics without requiring licensure by the State Board of Cosmetology and Barbers. Occupational licensing is needed in some industries and job categories due to public health and safety concerns, but the laws on the books today in many cases are an unnecessary roadblock to employment for workers. Status: The House tabled the bill last session but it is eligible for consideration this year.

• : Would revise Ģ����Ƶ’s requirement that criminal history records be disclosed in certain situations. Known as expungement, this is an important step for individuals who have served their time and need to reintegrate into the workforce. Status: The bill was amended onto Senate Bill 157 but never came to a vote.

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The post Ģ����Ƶ’s 2024 Legislative Session: An Agenda to Lift Up Vulnerable Communities appeared first on For Opportunity.

The year isn’t even halfway over, and six states have already enacted laws that create universal educational access for all students in 2023.

In total, Iowa, Utah, Arkansas, Florida, and now South Carolina and Indiana have enacted either universal—or nearly universal—educational opportunity this year. That’s on top of Arizona and West Virginia, which did so in 2021 or 2022.

Each state has its own version of a scholarship or educational savings account that the state funds for children’s needs outside of traditional public school. For example, these types of accounts send a portion of each student’s public school dollars to allow the child to attend a private school of their family’s choice. In some cases, families who choose to homeschool their children can use the funds for educational expenses.

Indiana

. That state’s scholarship program will now be available to any family below 400% of the amount required to qualify for the federal free and reduced-price lunch program. That translates to a salary of around $222,000 a year for a family of four. 

Previously, requirements were in place that further limited the program, such as it only being open to families with students previously enrolled in a public school or to children in the foster care system. Under the new law, only an estimated 3.5% of Indiana’s families won’t qualify for this option.

The Ģ����Ƶ Center for Opportunity led a state-wide campaign to educate parents and legislators on the positive impact that choice brings to public education.

South Carolina

Meanwhile, South Carolina governor Henry McMaster recently signed a bill into law that eventually expands that state’s scholarship program to families at or below 200% of F&R priced lunch as well. The program is more limited in scope than Indiana’s. It will only be available to 5,000 students the first year, 10,000 the second year, and 15,000 students the third year.

allows for the establishment of Educational Scholarship Trust Funds. Funds deposited in these accounts can be used not only for expanded school choice, but may also be used for special needs therapies, such as physical therapy, speech therapy, and occupational therapy. Tutors and transportation may also be included for families caring for special needs students. 

So, what happened in Ģ����Ƶ?

If the Ģ����Ƶ Legislative Session had passed Senate Bill 233, also known as the, it would have put $6,500 per student back into parents’ pockets so they could fund the best educational approaches for their children. The funds would have been eligible for use as private school tuition and public school alternatives, such as homeschooling. 

According to the Ģ����Ƶ Department of Education, families who qualified would have had students enrolled into the lower 25% of schools in Ģ����Ƶ. This amounted to roughly 400,000 students. 

SB 233 was a strong bill, passing the Senate with unanimous Republican support and going on to the House. Despite receiving no support from Senate Democrats, it’s excellent news that the bill made it so far through legislative proceedings. 

The House vote proved to be tougher, with bipartisan representatives voting against it. Rep. Mesha Mainor of Atlanta was the lone Democrat in the House to vote in favor. On its final day of session, SB 233 was only six votes short of the 91 it needed to pass. 

The good news is that the Ģ����Ƶ Promise Scholarship Act is eligible for reconsideration during the 2024 legislative session.��

Looking to what’s next

Public schools are not the problem. We love and support public schools—they will remain the right and best choice for the vast majority of Ģ����Ƶ families. But we can love, support, and move public schools forward while expanding education into new areas.

Public education is a foundational and vital part of the success of American society, but an increasing number of families are looking toward alternatives—and their choices are just as valid. We must work to deliver quality education to all students, which means finding ways to support families who take a different schooling path. While many will access their education through public schools, not all kids are a perfect fit for that system, and they cannot be left behind.

The post Add South Carolina and Indiana to the list of states enacting nearly universal educational opportunity appeared first on For Opportunity.

Key Points

• Ģ����Ƶ received a waiver from reporting its College and Career Ready Performance Index (CCRPI) metrics, including the A-F grading system for schools.
• The CCRPI metrics assess student performance, including comprehension of class content and preparedness for college and the workforce.
• GADOE announced its intention to request a permanent waiver from CCRPI grading, raising concerns about transparency and public input.

In the wake of the COVID-19 pandemic, many state school systems across the country were waived from receiving a grade from the US Department of Education (DOE) under (ESEA).

The unprecedented circumstances brought on by the pandemic created unforeseen educational�� challenges. Naturally, children who spent time in lockdown, away from school, and relegated to unfamiliar online classes could be expected to fall behind educationally. Like many other states, Ģ����Ƶ received a waiver from reporting its College and Career Ready Performance Index (CCRPI) metrics, specifically the A-F grading system for schools that gauge their performance.

But now the state of Ģ����Ƶ has asked to be permanently excused from reporting the A-F grading CCRPI evaluations. The state allowed less than a week for public comment on the proposal, opting not to announce the request via press release. In the past, similar issues have allowed a 30-day window for public comment, at the very least.

With students back in school and educational institutions back to their regular operations, why make this request now? And why the lack of transparency in the process? The exemption from the A-F reporting requirement takes away the public’s ability to easily assess how schools are performing. It’s a knock against real transparency that serves no one but the educational bureaucracy.

The bottom line is that wise school choice depends on parents’ ability to access information about school performance. Without that information, they’re risking their children’s educational opportunities—and maybe even their future.

“The bottom line is that wise school choice depends on parents’ ability to access information about school performance.”

“The bottom line is that wise school choice depends on parents’ ability to access information about school performance.”

Ģ����Ƶ the CCRPI and temporary COVID waivers

In 2012, the. Its purpose was to encourage more transparency in terms of school performance. Parents and the public needed to know more about how their local school systems were performing, and the CCRPI not only provides this information—it also allows parents to compare their child’s current school with others in the area.

In terms of measuring performance, the CCRPI to each school. The scoring system reveals how well students are performing in each school, including how well they comprehend their class content and whether they’re keeping up with their grade level. This score also reveals how well-prepared older students are for college and the workforce.

CCRPI scoring was waived beginning in March of 2020, and schools weren’t required to report data as usual. This waiver continued throughout 2021. However, in 2022, as the nation largely resumed business as usual, the Ģ����Ƶ Department of Education (GADOE) was.

Seeking a permanent exemption

GADOE published an announcement on its website on January 25, 2023, informing the public that it intended to ask the DOE for a permanent waiver from CCRPI grading. Although the state collects and aggregates all the required metrics, GADOE now seeks to stop submitting the data completely.

As the ESEA requires each state to create its own school accountability system and report its findings to the DOE, it seems questionable that Ģ����Ƶ would completely extract itself from transparency not only at the state level, but at the federal level, too.

Most alarming was the lack of transparency involved in the process. There was to announce the potential change. As previously mentioned, what’s even worse is that GADOE allowed for fewer than five business days for members of the public to submit their feedback, rather than the standard 30 days.

Reducing transparency hurts Ģ����Ƶ families��

While GADOE attempts to evade school grading, numbers don’t lie. Ģ����Ƶ’s most recent indicate that over 780 schools in Ģ����Ƶ received Ds and Fs. That’s about one-third of the state’s students. GADOE might argue that the proof of school performance lies in the state’s graduation rates, but graduation rates can be manipulated and aren’t a reliable indicator of how well a school performs academically.

Schools that receive Ds and Fs from CCRPI are, by default, not serving their students well. No matter how high their graduation numbers may be, the real proof is in how well (or poorly) they score according to CCRPI academic standards.

There is no compelling case that can be made as to why Ģ����Ƶ’s exemption from CCRPI reporting is an improvement, or how it helps families in our state.

GADOE appears to be skirting the standard process for notifying the public and seeking appropriate input. It’s up to Ģ����Ƶ voters to make their voices heard and demand continued school transparency from its elected officials.

The post Ģ����Ƶ parents deserve full transparency from state school systems appeared first on For Opportunity.

We have much to celebrate as the 2023 Ģ����Ƶ legislative session comes to a close. At the same time, there is still much work to be done. That’s what this blog post is all about. First, we’ll take a look at recent victories in the area of education during the session. Then, we’ll talk about the road ahead—what still needs to be accomplished for the good of Ģ����Ƶ’s schoolchildren and families.

The Ģ����Ƶ Center for Opportunity team serves as an important source of information to lawmakers on the impact new laws can have on communities around Ģ����Ƶ, particularly the poor and underrepresented.

School literacy bills

A bright spot in the 2023 legislative session was the passage of two literacy bills that will improve reading and writing skills among Ģ����Ƶ’s kids. According to the Ģ����Ƶ Department of Education, only 64% of Ģ����Ƶ’s third-graders read at or above grade level. These bills will pave the way for our children to enjoy greater literacy, which will impact their educational and professional future.

Here is more about the two bills:

House Bill 538: The requires the state Board of Education to “approve high-quality instructional materials to be used for teaching students in kindergarten through third grade.” This will give Ģ����Ƶ an opportunity to raise the bar on literacy education for public school students in every community.��

Senate Bill 211: This legislation establishes the Ģ����Ƶ Council on Literacy. The Council will work with local school systems to develop a five-year plan to improve reading and writing among Ģ����Ƶ’s students. Coupled with state-approved instructional materials, we have renewed hope for seeing significant improvements in literacy over the next few years.

School safety

The next bill passage regards school safety, which is always an incredibly important topic, but which has received heightened attention in recent months. Here’s a look at the coming changes.

• • House Bill 147: The Safe Schools Act requires local school districts to develop safety plans and submit those plans to the Ģ����Ƶ Emergency Management and Homeland Security Agency (GEMA/HS). Because of the heightened threats on schools these days, having districts work with the experts at GEMA/HS will increase the safety of our children.

��It’s important to act quickly, and act together, for the benefit of our kids.

��It’s important to act quickly, and act together, for the benefit of our kids.

School accreditation

Finally, let’s go over the school accreditation bill that passed during this year’s session.��

• • Senate Bill 204: This legislation puts parameters on what K-12 school accreditation organizations can consider when they evaluate school districts. The bill is designed to address concerns that these organizations were limiting local elected school boards’ important discussions and debates.

Bad news from the 2023 Ģ����Ƶ legislative session

Now for the bad news. Despite passing in the Senate and making significant gains in the House, the Promise Scholarship bill (SB 233) didn’t get enough votes to pass on the last day of session. This delay has forced 500,000+ kids in failing public schools to wait yet another year for this critical education option.

Ģ����Ƶ’s General Assembly missed opportunities to adopt three other good education reforms. We’ll address each, but first, we’ll cover what happened to SB 233.��

What happened to promise scholarships?

The, SB 233, would have given parents $6,500 per year, per student to find the right education options for their kids. This would have opened up many non-traditional options, including private school, for families who want alternatives to the public school route. Eligibility would have been narrowed to around 400,000 kids stuck in the bottom 25% of public schools, based on the Ģ����Ƶ Department of Education’s evaluation.

• • The Promise Scholarship bill passed the Senate with unanimous support from Republican senators but, sadly, received no support from Democratic senators. It went all the way to the House of Representatives for a vote. The fact that the bill made it that far in the legislative process is good news.

• • On the last day of session, SB 233 received 85 votes in the House—six votes short of the 91 needed for passage. Sixteen Republican representatives voted against the bill. All but one Democratic representative voted against SB 233: the brave Rep. Mesha Mainor (Atlanta), who voted for the bill on behalf of her constituents’ interests.

• • Thankfully, SB 233 is still on the table for the 2024 legislative session. In the meantime, Ģ����Ƶ students stuck in underperforming schools will be forced to wait another year for this education option to be considered.

The ugly: Public school transfers, charter school management, and tax credit scholarships

As promised, let’s look at three other important opportunities the Ģ����Ƶ Legislature missed during the 2023 session. None of the following bills gained the traction they needed, depriving Ģ����Ƶ families and children of important or increased educational opportunities for at least one more year.��

• • Senate Bill 147 would have allowed students to transfer to attend better public schools, even if it was in a different school district. Other states like Arizona, Florida, and Indiana have seen success with similar laws. The bill never gained any traction, but can be considered again next year.
• • House Bill 318 would have streamlined the oversight of state- and locally-authorized charter schools. The bill passed the House and Senate with bipartisan support, but late amendments to the bill delayed the process. The Legislature adjourned for the session without the opportunity to agree to the Senate changes.

• • House Bill 54 would have increased the cap on Ģ����Ƶ’s Tax Credit Scholarship program from $120 million to $130 million. After going through changes in the House, the bill passed that chamber and moved on to the Senate. In a raucous Senate Committee meeting, the Tax Credit Scholarship portion of the bill was amended several times with unfriendly amendments, and ultimately, the bill died. Fortunately, the program is still operating under the existing cap of $120 million, giving Student Scholarship Organizations the opportunity to continue serving many Ģ����Ƶ students.

Looking toward 2024

While Ģ����Ƶ made important strides forward in school literacy, safety, and accreditation for 2023, there’s still much to be desired when it comes to opportunities for students and their families. It’s our mission to continue championing the value of bills like SB 233. Putting school funding into the hands of parents who wish to depart from the state’s status quo only makes sense; families’ tax dollars should support whatever educational path they choose.��

Likewise, school choice and tax credit scholarships should be open to a wider demographic of families statewide. It’s important to act quickly, and act together, for the benefit of our kids. As we look forward to the next legislative session, we’ll do everything we can to champion positive change.

The post Education successes from the 2023 Ģ����Ƶ legislative session appeared first on For Opportunity.

Key Points

• Ģ����Ƶ’s request to waive several testing and attendance measurements for the 2022 school year was��approved by U.S. Dept. of Education
• This move locks in the learning loss that took place during the COVID-19
• American Relief Package Act requires at least 20% of funds be spent on recovering learning loss

Ģ����Ƶ’s request approved

��Ģ����Ƶ’s request to waive several testing and attendance measurements for the 2022 school year. “Our goal is to establish a new baseline, rather than compare your schools’ performance to pre-pandemic norms,” said School Superintendent Richard Woods.

The Ģ����Ƶ Center for Opportunity’s (GCO) take:

“By doing this we are locking in the learning loss that took place during the COVID-19 pandemic,” said��Buzz Brockway, vice president of GCO. “This means for some students, they will never recover from the pandemic learning loss they experienced, nor are they expected to recover. This ignores the millions and millions of dollars Ģ����Ƶ’s school districts are being sent via the American Relief Package Act, which requires that at least 20% of those funds be spent on recovering learning loss. What will local districts do with that money? Is giving up best for students? Ģ����Ƶ’s parents should march in loud protest to accepting that pandemic learning loss is the new norm.”

The post The U.S. Department of Education has approved Ģ����Ƶ’s request to waive several testing and attendance measurements appeared first on For Opportunity.