That’s why the Ģ����Ƶ Center for Opportunity has been on the vanguard of work-focused welfare reform that gives a hand-up to struggling people while preserving the social safety net for those who truly need it. The great news is that we’re seeing growing momentum—both at the state and national level—to make these reforms a reality.

Ģ����Ƶ lawmakers are poised to consider legislation in the General Assembly to take significant steps on welfare reform—what we call the “right to strive”—while nationally we are seeking waivers to expedite the reform package at the state level. In recent months, we’ve presented our welfare research to Ģ����Ƶ’s Rural Economic Development Committee, created by former Gov. Nathan Deal and the legislature to help rural Ģ����Ƶ communities become more competitive economically. The committee was already well aware of the damage caused by welfare cliffs in the lives of individuals and businesses, so they were very welcoming of our input. We’ve also met with policymakers in Washington, D.C., on our welfare reform proposals.

The changes can’t come soon enough. Although the Ģ����Ƶ economy is booming with a historic 3.6% unemployment rate, these trendlines obscure a hidden workforce crisis: Millions of Americans aren’t counted in the official unemployment rate because they’ve simply given up looking for work. A crucial step in the right direction for these non-working individuals is to create a welfare system that helps—rather than hinders—their connection to meaningful work.

The most important changes in our proposal are to reduce welfare “cliffs,” a scenario where benefit drop-offs unfairly punish workers for earning more and moving up the economic ladder. Secondly, our proposals eliminate the marriage penalty that encourages single parenthood.

A big step to accomplish this is by consolidating the major 15 welfare programs hosted by federal, state, and local agencies into five coordinated programs, headed by a sole lead agency. In the end, our reforms stabilize the safety net for those who truly need it, adopt a “work first” approach for those who are able, and create incentives to form marriages and households.

We’re optimistic that we will soon see work- and family-focused “right-to-strive” reforms in Ģ����Ƶ. Interested in learning more? Don’t miss our three-part series of reports on welfare reform: Part 1, part 2, and part 3.

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Most basically, it’s a mistake to measure the quality of education by the amount spent on education. Instead, the quality of education must be measured by results. And that starts with two goals: First, finding the right school setting for each child. Two, ensuring that parents can take advantage of choice and place their child in that setting.

Every child is different. That’s why families should have a variety of educational options for their child. The goal of real education reform—of enhancing choice in education—is to ensure that families have high-quality options. Of course, this includes traditional public schools, but it also includes public charter schools (where Ģ����Ƶ’s programs are growing in popularity); private schools (including for children with special needs and those who benefit from the Ģ����Ƶ Tax Credit Scholarship program); online education, homeschooling, and hybrid education options. Parents can then select the option or options that help their child learn and grow the best.

Fortunately, Ģ����Ƶns already favor choice in education. Now, as the campaign season is intensifying, the Legislature can prove their dedication to our kids by taking real steps towards education reform this year. For instance, lawmakers can raise the arbitrary cap on the tax credit scholarship program, as two bills propose to do. More parents want these scholarships, and more people want to give to make them a reality for Ģ����Ƶ’s children. The Legislature shouldn’t stand in the way. Special needs children, children with disabilities, and others can benefit from expanded scholarship programs based on choice.

As the legislative session winds down and the campaign season begins, I hope that voters will take the time to inform themselves on education issues and ask the candidates where they stand and why, rather than simply being satisfied with proposals for higher spending for public K-12 schools. A vibrant education system in Ģ����Ƶ will include high-performing public schools all across the state, but it will include independent schools as well. Each sector should be committed to excellence, and parents should have the option of choosing the educational settings that are right for their child.

Seven years ago, Gov. Nathan Deal called on Ģ����Ƶns to “be frugal and wise. Let us restore the confidence of our citizens in a government that is limited and efficient.” His words ring true with a spirit of promoting true education reform which contributes to both of the Governor’s goals – frugality and efficiency. Public education, too, will benefit from the competition that true choice brings, and the results will benefit both Ģ����Ƶ’s children and Ģ����Ƶ’s taxpayers. The competition that comes from true choice for parents will improve all schools, making education in Ģ����Ƶ not only more frugal and efficient but also much more effective.

And that is the point of true education reform: more choice, and better schools, for everyone. Let’s keep that in mind and keep education reform a priority in this political year.

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Because of these shocking trends, the Healthy Families Initiative is participating in which begins on February 7th and ends on Valentine’s Day.

The week is designed to shine a spotlight on the growing decline of marriages and help strengthen marriages and communities. The Healthy Families Initiative will host Love is a Choice, I Choose You, on February 10th, an evening for couples to renew their marriage vows and celebrate the joys of being married. This event will also be part of a #LoveIsAChoice, which will be a week-long campaign of daily challenges to become more engaged in your marriage.

For centuries marriage has been the weapon of choice to combat poverty, and today it is still the best defense. In fact, marriage is so important to strengthening today’s society, that Governor Nathan Deal has declared the week National Marriage Week within the state of Ģ����Ƶ. Marriages build strong communities and happier people.

Marriage has financial gains

• ����Married men are more successful in work as well, getting promoted more often and receiving higher performance appraisals.
• ����As for women, married women earn up to 10% more than their single peers.

Married people live longer

• ����������Single men have mortality rates that are 250% higher than married men.
• ����������Single women have mortality rates that are 50% higher than married women.

Married people are mentally more healthy

• ����Married people report lower levels of depression and distress, and 40% say they are very happy with their lives, compared to about 25% in single people.

Married people have more sex

• ����Ģ����Ƶ 40% of married people have sex twice a week, compared to 20-25% of single and cohabitating men and women.

Statistics are from The Case for Marriage Why Married People Are Happier, Healthier, and Better off Financially by Linda J. Waite and Maggie Gallagher.

For more information about strengthening your marriage and the FREE workshops that can help you accomplish your marriage goals, visit .

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The question was direct, clear, and as comprehensive as limited space would allow:

“Should Ģ����Ƶ empower parents with the right to use the tax dollars allocated for the education of their children, allowing them the freedom to choose among public, private, virtual and home schools?”

While these primary ballot questions are non-binding, they are a very effective way for a party to test support for an issue among their actual primary voters, not the “likely voters” approximated in poll samples.

These primary voters are the voters who will be especially important to those hoping to succeed Governor Nathan Deal in 2018 (here’s looking at you, Casey Cagle!).

Again, seventy-five percent of Republican primary voters said “yes” to school choice at the ballot. This overwhelming level of support for the ballot question is even more interesting when we consider that:

• More voters voted for school choice than voted in the U.S. Senate race–the race at the very top of the ballot. The question was a “down ballot” question, where there there is usually a significant drop-off of votes from the votes cast at the top of the ticket.
• The Ģ����Ƶ Association of Educators, the de facto teacher’s union in the state, long feared by politicians, publicly opposed and lobbied against the measure.
• The question won a majority of support in every one of Ģ����Ƶ’s 159 counties–rural, urban, big, small, wealthy, poor–it didn’t matter. School choice won everywhere.

Will Ģ����Ƶ Republican elected officials start listening to these voters, or continue to ignore them?

In recent years, legislators have been somewhere between skittish and unenthusiastic (to put it kindly) about considering school choice legislation. No less than ten education choice bills were introduced in the last two-year legislative cycle and all but one was killed by leadership and committee chairmen, and none received a vote on the House or Senate floor.

Why? Largely out of a perception that teachers will be against it, Superintendents will be against it, school boards will be against it. But does the education establishment represent those they serve? Apparently not.

Now that the voters have spoken, clearly and specifically, how will legislators respond? Will they listen to the people who elected them? Legislators have the opportunity to make good policy good politics — they can give kids the educational opportunities they need and deserve, while giving primary voters what they support and demand.

How will these state leaders respond to their district voters’ support for real school choice?

• Lt. Governor (and 2018 Gubernatorial hopeful) Casey Cagle:�� Hall County–75%
• Speaker David Ralston:�� Fannin County–76%, Gilmer County–74%
• Rep. Brooks Coleman, Chairman of House Education Committee:�� Gwinnett County–77%
• Same goes for Senate President Pro Tem David Shafer, also of Gwinnett
• Senator Lindsey Tippins, Chairman of Senate Education Committee:�� Cobb County–72%
• Senate Majority Leader Bill Cowsert: Clarke County–74%

2017 could be a big year for education. The Governor plans to move forward with plans to update the funding formula, providing more resources and flexibility to school districts. Will the Governor and leaders of the legislature listen to the people and include school choice in those reforms? If not, if they once again cower in fear of the education establishment and teachers’ unions, they may just have their base to answer to.

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Among the reforms are a number that will improve the ability of returning citizens to obtain employment, a key to reducing recidivism, including:

– Allowing first-time offenders to meaningfully shield their criminal record under the state’s First Offender Act,

– Providing greater access to occupational licensing, provided that the offense was not reasonably related to the license being sought,

– Reinstating driver’s licenses for those convicted of drug-related offenses that did not involve a motor vehicle,

– Expanding funding for Parental Accountability Courts that are problem-solving courts designed to reduce incarceration and constructively encourage parents to support their children. See our 2015 report on PACs here.

GCO is pleased that the reforms included recommendations we first made in 2013.

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It’s official. Governor Nathan Deal signed an on February 23rd to “ban the box” on applications for state employment in Ģ����Ƶ. This order will remove the question about felony convictions from the initial job application and postpone it to a later point in the hiring process. This policy is intended to provide those with a criminal record a fair shot at showing employers why they are the best candidate for a job without being automatically screened from the hiring process simply because they have a felony conviction.

The Governor specific hiring practices that government entities of the State of Ģ����Ƶ shall follow:

1. Prohibit the use of a criminal record as an automatic bar to employment.
2. Prevent the use of an application form that inappropriately excludes and discriminates against qualified job applicants.
3. Promote the accurate use and interpretation of a criminal record.
4. Provide qualified applicants with the opportunity to discuss any inaccuracies, contest the content and relevance of a criminal record, and provide information that demonstrates rehabilitation.
5. Require initial disclosure on applications for sensitive governmental positions in which a criminal history would be an immediate disqualification.

Ģ����Ƶ is joining who have implemented a fair hiring policy and is the first state in the South to do so. This policy will help to remove a barrier to employment for those with a criminal record by opening up more job opportunities for which motivated returning citizens may be qualified. The state is setting the example for how county, city, and private employers could aid people leaving prison in the reintegration process by giving them a fair shot at jobs for which they are good candidates.

Ģ����Ƶ Center for Opportunity (GCO) applauds the important step taken by the Governor to “ban the box” as well as the efforts of all those who have been involved in working to increase employment opportunities for returning citizens in Ģ����Ƶ. In December 2013, GCO published a report recommending that the state “ban the box” and set the example for private employers by hiring and maintaining qualified returning citizens as employees. This recent executive order is the first step in seeing this fulfilled.

In addition, GCO is pleased to see several other recommendations from our December 2013 report currently being considered by the General Assembly or state agencies. These recommendations include offering a to incentivize employers to hire returning citizens, for those with felony convictions, and prior to a person’s release from prison.

As Ģ����Ƶ continues to take positive steps forward in removing barriers to opportunity among those involved with the criminal justice system, the public should begin to see more examples of returning citizens who are not only making it in society, but flourishing.

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Successful reentry for those coming home from prison is a concept that is not easily defined.

Most often, success is defined in terms of low recidivism – that is, fewer people who return to prison within three years of their release. However, simply measuring successful reentry in terms of recidivism does not present a complete picture of what it means to successfully reintegrate. There is much more to it than a person simply not ending up back in prison. To gain a more complete picture of what it means to successfully reintegrate into society – into a community, a family, and a faith – it is helpful to a look at a real-life example of someone who has done it.

Meet Tony Kitchens – a husband, father, son, and brother – who spent 12 years behind bars in Ģ����Ƶ during the 1970s and 1980s. Today, Tony is an Evangelism Catalyst with the North American Mission Board (NAMB) and has consulted with the Governor’s Office of Transition, Support, and Reentry (GOTSR).

He is celebrating thirty years of successful reintegration this January 2015 – a journey which he says is still continuing to this day.

In honor of Tony’s thirty years of successful reintegration, in Northwest Ģ����Ƶ held a Reentry Celebration for him on January 9, 2015. The celebration provided the opportunity for family, friends, coworkers, non-profit leaders, Department of Corrections (DOC) staff, the residents of Walker and the Governor’s Office to recognize Tony for his successful journey of navigating reentry to reintegration; it also provided Tony a wonderful opportunity to give current inmates a picture of what is possible for their lives.

Tony – who was once an inmate at Walker State Prison – brings a unique perspective that carries a lot of weight among the men at Walker. He has the ability to address them as one who was once in their shoes; one who mopped the same floors they now mop and slept in the same cells they sleep in.

The Reentry Celebration took place in the prison cafeteria – a large space filled with hundreds of inmates dressed in white uniforms and nearly fifty guests. Above the stage hung large banners with seals from various state agencies, along with canvases painted by the inmates that included the seal of Walker Faith and Character Based Prison, the logo, and a creative rendering of a line Tony is often heard quoting:

“I keep the penitentiary in my rear view and what lies ahead in my pre-view.”

A quartet comprised of inmates from Walker opened the celebration by singing the national anthem. The performance astounded everyone, including Jay Neal, Executive Director of the Governor’s Office of Transition, Support, and Reentry (GOTSR), who commented that Super Bowls do not have performers who sing as well as they did. This performance was followed by an introduction of the speakers and a powerful recitation of the “Brothers Creed” in which hundreds of inmates pledged to live exemplary lives of character while in prison and once they are released into the community.

Jay Neal followed as the first of a several speakers who would present at the event. Neal spoke about the first step required for successful reintegration, which is having accountability in one’s life. He reflected on his own experience as a young man and learning the need to have accountability in place before entering the pastorate. He encouraged the inmates in attendance to take this same measure in their own lives, as it is an important aspect of living a life of good character.

The next speaker, Tony Lowden, a pastor and Project Coordinator for the Prison In-Reach Grant for the Ģ����Ƶ Prisoner Reentry Initiative (GA-PRI), built upon the principle of accountability and spoke about possibility. He recalled the biblical figure David and his calling to be a king, explaining that David had to first experience time hiding from his enemies in the Adullam Cave before he ascended to the throne. He paralleled this experience to inmates’ time in prison, calling it their “Adullam Cave,” and encouraged them to dream of being who they are meant to be – leaders of their families and communities.

Following Mr. Lowden, one of the inmates from the quartet sung R. Kelly’s “I Believe I Can Fly,” while another played the piano. The performance inspired the entire room and several shouts of approval could be heard from among the hundreds of inmates sitting in attendance.

Brenda McGowan, Southeast Regional Director for Prison Fellowship, came on deck third and highlighted the importance of sustainability for successful reintegration. Touching on the life of Chuck Colson and Tony Kitchens, a Colson scholar, she discussed how a transformed life is the only way a person can face the difficulties of reintegration without losing hope.

Last of all, Tony Kitchens delivered the keynote address which tied the entire message together. He drove home the point that reentry is a destination whereas reintegration is a journey. He compared reintegration to the game of baseball and explained that it is not ultimately about hitting a home run; rather, it is a day-by-day process that is slow and much more like advancing from one base to the next. First base is becoming accountable, second base is seeing and believing what is possible, and third base is sustaining that vision through a spiritual transformation of the mind and heart.

“Reentry is a destination whereas reintegration is a journey.”

Upon finishing, Tony received a standing ovation. He was presented with a personal letter from Governor Nathan Deal commending him for his excellent example for returning citizens and Ģ����Ƶns at large. Tony was also presented with a beautifully crafted grandfather clock that a group of inmates made out of recycled material from Walker prison – an excellent representation of Tony’s life in the way he has “redeemed the time” and used his gifts well in the community. The clock reads, “Celebrating 30 Years Free” on the front glass pane.

It was clear that the inmates at Walker were glad to see someone who is overcoming the collateral consequences of incarceration. Tony’s life serves as a powerful testimony to the redemption that is possible for returning citizens, and his message gives them hope that they can experience the same.

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Governor Nathan Deal

Ģ����Ƶ is receiving national attention as the state recently received four competitive federal grants from the (BJA) to implement its Prisoner Reentry Initiative (GA-PRI). Ģ����Ƶ is the only state to have received all four grants at one time – a testament to the smart framework that the state has developed to bring about significant reductions in recidivism.

The Governor’s Office of Transition, Support and Reentry (GOTSR) developed the GA-PRI Framework with the assistance of the last fall and began taking steps to implement it at five pilot sites around the state. GOTSR took these steps knowing that additional funding would be necessary to successfully carry out this initiative.

The office applied for the BJA grants around the beginning of summer with the hopes that it would receive the funding necessary to hire the right staff, provide evidence-based training and implementation, improve information sharing and measuring outcomes, and establish quality assurance mechanisms.

Jay Neal, executive director of GOTSR, explained that the office applied for the grants with the expectation that each one would fund a different component of the initiative and build on each other. This created a package deal that would enable the state to fully implement the GA-PRI framework without duplicating funds. This smart strategy appealed to BJA, who awarded the office each grant for which it applied.

The four grants that Ģ����Ƶ received for this initiative include:

Now that the state has received these grants, the next challenge will be to put all of its planning into action. This implementation phase will be critical to the success of prisoner reentry reform in Ģ����Ƶ, and the state understands that it will take collaboration among all stakeholders in the community for it to be successful, including businesses, churches, educational institutions, non-profits, and others.

GOTSR will be presenting its three year implementation strategy at the Justice Reinvestment National Summit in San Diego (November 17-19, 2014) where hundreds of people from over 30 states will be represented. These states will be looking at Ģ����Ƶ to see how well the state can implement its new reentry framework to reduce recidivism.

Ģ����Ƶ’s goal is to see a decrease in recidivism by seven percent in two years, and by 11 percent over five years.

Jay Neal, Executive Director of the Governor’s Office of Transition, Support and Reentry

The momentum for reform is strong right now in Ģ����Ƶ, but the true test of the state’s commitment to preparing citizens for successful reintegration will have to be seen in the coming years as the inevitable difficulties of implementation arise.

For now, the state’s leaders seem prepared to face those challenges as they arise. There is a prevailing optimism that can be heard in government boardrooms and local reentry coalitions around the state, especially as people recount the incredible progress that has been made in Ģ����Ƶ over the last four years in the area of criminal justice reform.

Image credit:�� (featured image), , and

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In this same vein, GCO recently had the pleasure to host Sajan George, the founder and CEO of��Matchbook Learning. Sajan not only introduced the��unique Matchbook blended-learning model, but he also shared ways his “turnaround” methodology can be applied to even the most underperforming schools in Ģ����Ƶ.

What is different about Matchbook Learning?

For students at a Matchbook school, grades are virtually irrelevant. Instead, the emphasis is placed on instructional levels of learning. Rather than go through curriculums associated with the grade they are in (i.e., 3rd grade), students begin lessons based on their skill level, which may be higher or lower than the actual grade they are in (e.g., they may be at a 1st or 4th grade level). Students advance from their individual starting points based on their ability to master a skill at a pace that is independent of other students’ progress in the classroom. This concept is commonly referred to as��competency-based��education.

By using��online learning platforms, Matchbook Learning has created a revolutionary learning system that does not just treat the symptoms of failing schools, but addresses the root cause of failure. Far too often schools focus on one-size-fits all instruction��and traditional seat-time to improve student outcomes. However, what is truly needed is the ability to customize learning paths to meet students where they are. This system has already proven its ability to propel struggling students to new heights academically by not overwhelming them with instruction far beyond their ability and by allowing them to progress at their own pace.

What is special about Matchbook Learning is that is does not just give��struggling students the autonomy to work independently, it also frees up teachers to work with students on a more engaged level. ��Through the online platform, teachers always know where their students are in their learning and can arrange their classes with ease to provide more help to students who need it.

Matchbook has already scaled turnaround success in classrooms, schools, and school systems in places like Detroit, MI and Newark, NJ.

Can the Matchbook model turnaround Ģ����Ƶ?

To apply these turnaround methods in Ģ����Ƶ, Sajan noted that a more innovative vision of education is needed across the state. One possible starting point, however, could be Gov. Deal’s proposed recovery schools districts. Looking to the Matchbook Learning system as a best practice for these would-be state charter schools could provide the much needed guidance to transform low-performing schools into student-centered learning environments.

Through collaboration with innovators such as Sajan George, Ģ����Ƶ Center for Opportunity continues to remove barriers to quality education by promoting solutions that have been proven to work. Considering models like that of Matchbook Learning are a much needed step in the right direction for giving Ģ����Ƶ a real chance to prosper.

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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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