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.

The post Governor’s Signature on School Choice Bill is Good First Step appeared first on For Opportunity.

Key Points

• A from Governor Brian Kemp has designated January 21-27, 2024, as School Choice Week in Ģ����Ƶ.
• Ģ����Ƶ School Choice Week celebrates the fact that every kid is unique and more education options mean parents, educators, and communities can improve education and life outcomes for all students.��
• In 2024, Ģ����Ƶ lawmakers can expand education options by passing Promise Scholarships, expanding the Tax Credit Scholarship for private school access, and allowing public school transfers.

A from Governor Brian Kemp has designated January 21-27, 2024, as School Choice Week in Ģ����Ƶ. Ģ����Ƶ is one of several states holding this event as part of .��

is an annual, multi-state initiative that engages parents, schools, community organizations, and elected officials in promoting the benefits of school choice and the education options available within each state.��

Ģ����Ƶ Governor Bill Kemp’s proclamation highlights the commitment to fostering diverse educational options so that the state is investing in one of our state’s most valuable resources: our students and their futures.

Ģ����Ƶ Governor Bill Kemp proudly celebrates National School Choice Week with a proclamation, adorned with official seals and signatures. The proclamation highlights the commitment to fostering diverse educational options for students throughout the state.

School Choice Week focuses on giving parents and educators the tools to improve education outcomes for all students��

First and foremost, School Choice Week celebrates the fact that every kid is unique. While public schools will continue to be a great option for many students, states are realizing that families need more education choices and flexibility overall. There’s no one-size-fits-all learning�� environment that can accommodate the diversity of learning needs that exist within our communities.��

Parents know this well—so much so that the desire to give kids a quality, customized education motivated one in five parents to switch schools between March 2020 and May 2022. In 2023, polling found that , including , supported more choices within the K-12 education system. Teachers share this support, as well: think that Education Savings Accounts are a good idea.��

Why all the positive support for school choice? More choice in education is . It expands opportunities for all families, not just those who can afford to make a choice or live in a certain area. States with robust choice programs tend to achieve , including those in the public school system.��

These education outcomes are directly linked to students’ long-term success. Students who complete high school , better health, more involvement in their communities, decreased mortality rates, fewer criminal records, and lower teen pregnancy rates.��

With so much at stake, a child’s zip code should not limit their access to a quality education.��

Ģ����Ƶ has opportunities to expand education options in 2024

Ģ����Ƶ’s School Choice Week coincides with the early weeks of the 2024 legislative session, making it a good time to consider the opportunities our elected officials have to shape a more modern, equitable education system in Ģ����Ƶ.��

Here are few ways Ģ����Ƶ lawmakers could expand access to quality education for families this year:��

• Pass Promise Scholarships (SB 233): The Ģ����Ƶ Promise Scholarship is a proposed education choice program that would allow parents to access the best schooling option for their child. These state-funded scholarships would give parents $6,500 per student for each school year and expand opportunity for kids in the bottom 25% of public schools. The bill needs to be passed by the House in 2024 and receive the governor’s signature in order to be enacted.

   

• Increase the Tax Credit Scholarship Cap: Costs often put private school options out of reach for lower and middle-income households. Ģ����Ƶ’s tax credit scholarship program alleviates some of this inequity by making private school scholarships available to K-12 public school students in need. Raising the scholarship cap would allow the program to serve even more kids. In 2024, the House of Representatives is considering that would raise the cap from $120 million to $130 million.

   

• Allow Public School Transfers: We often think of school choice as alternatives to public schools, but there are ways to build flexibility into the public school system itself. This is a worthwhile goal because strong public schools will continue to be beneficial to communities. A would allow students to within their district or a different district, making it easier for families to access the public school best suited to their child’s needs. Ģ����Ƶ Senators have a chance to pass that bill in the current session.

Behind all of these potential reforms, there’s a significant question about the future of education in Ģ����Ƶ: Will we keep pace with other states expanding education opportunity, or will Ģ����Ƶ continue to fall further behind?��

Ways to participate in Ģ����Ƶ’s School Choice Week

, and check out these ideas specifically for Ģ����Ƶ parents.��

• Thank the teachers and administrators at the school your child currently attends. School choice is also about appreciating the options we have today.
• Get to know Ģ����Ƶ’s school choice options.��
• Learn how to get information about ����

For communities, school choice is a powerful tool. When options exist—both public schools and alternatives—parents, educators, and communities have tools to focus on what matters most: Nurturing the development, success, and happiness of Ģ����Ƶ’s kids.��

The post Ģ����Ƶ School Choice Week: Gov. Kemp Encourages Access to Quality Education for Every Kid appeared first on For Opportunity.

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

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

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

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

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

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

When Does the Promise Scholarship Program Open?��

There are two remaining application periods for families in 2026:

• August 1-31
• November 1-30

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

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

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

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

Who Can Apply for a Promise Scholarship?��

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

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

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

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

How Is the Promise Scholarship Amount Determined?

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

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

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

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

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

Are Promise Scholarships the Same Thing as School Vouchers?

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

Are Promise Scholarships the Same Thing as 529 Plans?

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

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

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

Will Promise Scholarships Help Low-Income Families?��

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

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

Does the Promise Scholarship Hurt Homeschooling Families?��

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

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

Resources for Families

Ģ����Ƶ Promise Scholarship Program Family Handbook

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

List of Eligible Public Schools

Resources for Schools and Service Providers

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

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

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

Ģ����Ƶ Promise Scholarship in the News

(Fox 5 Atlanta)

��(Washington Examiner)

��(Atlanta Journal-Constitution)

(Ģ����Ƶ Public Policy Foundation)

(Atlanta News First)

The post The Ģ����Ƶ Promise Scholarship (SB 233): Questions and Answers appeared first on For Opportunity.

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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.

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We’ve paid a lot of attention to learning loss arising from school shutdowns during the pandemic, and rightly so. The results of the latest from the U.S. Department of Education, for example, show test scores in reading and math in public schools at their lowest levels in decades.

But there is another side to the cost of school closures that doesn’t get as much attention — the social side. Now, a new survey puts forward more evidence of increased social and behavioral problems among students in K-12 public schools arising from the pandemic.

According to the annual published by the U.S. Department of Education’s Institute for Education Sciences, more than eight in 10 public schools “have seen stunted behavioral and socioemotional development in their students because of the COVID-19 pandemic.”

The survey went on to find that “minor offenses, such as tardiness and classroom disruptions, are the most frequently cited illicit behaviors that have increased in part due to the COVID-19 pandemic.”

Here are some notable excerpts from the survey:

• 84% of surveyed public school leaders said the pandemic had “negatively impacted the behavioral development of students” in their schools
• 30% reported an increase in bullying as a result of the pandemic
• 33% reported physical attacks between students
• 36% reported threats of physical attacks or fights between students
• 49% reported a jump in student “rowdiness outside of the classroom (e.g., hallways, lunchroom)”
• 56% reported “classroom disruptions from student misconduct”
• 42% reported “use of cell phones, computers, other electronics when not permitted”
• 24% reported vandalism
• 11% of public schools reported an increase in physical attacks on teachers or staff members influenced by the pandemic
• 13% reported threats to injure a teacher or staff member
• 36% reported verbal abuse of teachers or staff members.

The Raising Highly Capable Kids model is built on an evidence-based program that teaches 40 developmental assets that reduce risky behavior in kids and teens. We are looking for partners to help bring this to our community.

Where to go from here

So, what are we supposed to do with this information? Here are three takeaways.

1. Learning loss is only part of the equation

We must remember that other factors are also at play beyond learning less when determining strategies to help students recover. Isolation, increased screen time, chance of physical or emotional abuse, substance abuse, and general anxiety over the direction of society . And the sad reality is that many of these negative trend lines were already in place for young people prior to the pandemic. The pandemic simply revealed and worsened them.

2. Ģ����Ƶ needs more options

The struggles students are facing in public schools underscores the need for a diverse menu of educational options, open and available to all families regardless of income or zip code. Every student deserves an education customized to his or her individual needs and aptitudes. . An ESA in Ģ����Ƶ would empower parents to pick the best educational option — or the best assortment of educational tools — for their unique student.

In the last session of the Ģ����Ƶ Legislature, lawmakers fell short of passing ESAs in the form of Promise Scholarships, which would have allotted $6,000 a year for families to choose alternative educational approaches. The Ģ����Ƶ Center for Opportunity team is hopeful things will be different this session and that ESAs will finally become a reality.

3. Students in traditional public schools need help, too

Even as educational options expand in Ģ����Ƶ, the fact remains that most families will still choose their locally zoned public school. These students need help, too. That’s why GCO is working to bring a new curriculum, called Raising Highly Capable Kidz (RHCK), to schools, nonprofits, churches, and other outlets across the state. RHCK is a 13-week evidence-based parenting program developed to build stronger families by empowering parents with the confidence, tools, and skills they need to raise healthy, caring, and responsible children. .

The GCO team will be working to roll out the RHCK curriculum across Ģ����Ƶ in the coming weeks and months, so stay tuned for more!

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

We have some great news to share! Lawmakers in the Ģ����Ƶ House are likely to take up Senate Bill 47 as soon as today. SB47 makes vital improvements and updates to the Ģ����Ƶ Special Needs Scholarship Program in light of the COVID-19 pandemic. This is an important way we can serve Ģ����Ƶ families and the special-needs community, as many of these students have been left behind due to school closures, learning loss, and lack of access to crucial therapies.��

Among other key changes, SB47 would:

• Expand the program to include a limited list of students with special needs (including autism spectrum disorder, cerebral palsy, and dyslexia) who have a 504 plan and formal diagnosis from a licensed doctor.
  ��
• Allow students who attended a public special needs preschool in Ģ����Ƶ to participate.
  ��
• Allow students with special needs who are adopted from foster care to access the program immediately.
  ��
• Make other updates to the scholarship program in line with the renewed need among families for help due to COVID-19.

Students are not all the same, so their education shouldn’t be a one-size-fits-all model.��

Sadly, the Ģ����Ƶ School Board Association is lobbying hard against SB47. The organization recently sent an email to supporters listing a number of objections to the measure and urging people to oppose it.

Here are those objections and our responses from the Ģ����Ƶ Center for Opportunity team:

“There is no requirement that a student be re-evaluated to determine the students’ continued needs or eligibility. For example, an elementary student might have an IEP to receive speech therapy that they would not need after a few years.”

This seems like a red herring. It’s unfair to burden both public school systems and parents with constant revaluations in an attempt to catch a handful who no longer warrant an Individualized Learning Plan (IEP) or 504 plan. This would also create a massive burden on schools to evaluate kids who are no longer in the public school system.

The bottom line is that if a child is succeeding in a new environment, that’s a good thing. It doesn’t mean we should take them away from that school and put them back in an environment where they were not succeeding. We must prioritize the needs of individual students and get them the help they need. That standard is even more important for our neighbors in the special-needs community.

“There is no requirement that a private school provide the services in the IEP or 504 plan that the taxpayers are funding them to receive.”

No, but parents aren’t going to send their child to a school (especially if they need to come out of pocket with resources to do so) if the school cannot or is not meeting the child’s needs.

“There is no report to the taxpayers as to whether the students are receiving services or not.”

“Receiving services” is not an indicator of success. Children who are enrolled in public schools are also “receiving services,” but if their families choose to leave based on this scholarship, those services presumably are not meeting their needs. Parents have their children in the school of their choice voluntarily and they aren’t going to choose a school that can’t meet their child’s needs.

“Parents must give up all federal rights under IDEA or Section 504 of the Rehabilitation Act to take the voucher.”

IDEA was something disability advocates had to fight for so that public schools would treat students with special needs the right way. IDEA rights only apply to public schools, so by definition if a child is not in public school, those specific rights do not apply.

This doesn’t mean that these students are being mistreated. In fact, a parent has the ability to leave any private school that isn’t serving their child well, which is currently not the case for public schools. If a child returns to public school at any time, their rights under IDEA are still fully intact.��

An imperfect analogy: You carry insurance on your car in case something happens. Then you move to a large city and can either walk or take the subway everywhere, so you sell the car. Someone might say, “But you gave up your insurance!” No, you gave up your car.

“There has never been an independent evaluation of the voucher program so we have no idea about a number of things including its effectiveness.”

There is literally a report that comes out on the program every year that includes 40 pages or so of information including academic performance data.

Parental satisfaction has been the major measure for accountability for this program and nothing in this bill changes that. That is completely inconsistent with a belief in transparency and accountability for the use of taxpayer dollars.

The issue lands here: Providing quality education to all students should be the goal of our education system. That system must prioritize the needs of individual students and families. When quality education is not accessible to a child — for whatever reason — we must provide options. It is our responsibility to give each child a sense of purpose and belonging as we prepare them for their future.

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