by Kimberly Sawatka | Feb 22, 2016
As a military brat sacrifice was my middle name. My siblings and I spent many family events, recitals, school plays, family dinners and holidays without my dad. We became exceptionally good at packing up our lives every couple of years and starting over in a new place, including a new school. This often meant in the middle of the school year too.
In each duty station we faced new challenges such as making new friends, finding someone to eat lunch with in the school cafeteria, and most of all worrying if we would be ahead or behind in our studies as part of a new class.
My parents would spend hours discussing our education with new teachers in order to figure out what learning track or reading group we needed to be added to.
Today, Georgia legislators are considering a bill that would ease the burden on military families as they are often required to move to multiple areas and schools.
Sen. Hunter Hill has introduced Senate Bill 395, the “Junior G.I.” bill, to allow the children of veterans, active duty military, national guardsman, and reservists to attend the school of their parents’ choice – using the money the state is already spending on their education in their current public school.
Students would not have to attend public school in order to be eligible, allowing those just moving to military bases around the state of Georgia to also participate in the scholarship program.
As a now military wife and mom, I see the benefits a program would have had on my education over the years, but also the positive impact that this could have for my child.
The military does not just enlist the service member, but the whole family – including the children. Let’s show our support for our service members and their families by contacting state legislators in support of the Junior G.I. scholarship program.
by Kimberly Sawatka | Jan 8, 2016
The new year has begun, which means writing resolutions, reorganizing the closets, forced time in the gym and change. For many Georgia parents, the new year brings hope for the passage of Education Savings Accounts (ESAs) and expansion of meaningful education choice.
It’s that hope that is bringing together more than 2,000 parents, students, educators and community leaders for the school choice rally at the Georgia State Capital on January 27th. The rally will take place at Liberty Plaza, next to the Georgia Capitol Building, to show support for allowing parents to decide how best to educate their children and to celebrate the options some families currently enjoy. The celebration is part of National School Choice Week’s nationwide spotlight on choice and empowering parents with the best education options to fit their children’s needs.
The program will begin at noon and feature student speakers, the National School Choice Week Dance, and a state proclamation declaring School Choice Week in Georgia.
In 2015 there were more than 11,000 events in support of choice throughout the United States, this year more than 13,000 schools, of all types, are participating in national celebrations around the country.
Join fellow Georgians later this month at the state’s capitol and show your support with the school choice dance. We want to see your moves!
Click here to watch dance video
Click here to watch dance video
by Georgia Center for Opportunity | Nov 19, 2015
Education Savings Accounts (ESAs) have dominated the school choice policy conversations as of late. However, many people are still unsure what ESAs truly offer, and some of the terminology can be confusing.
ESAs are similar to an Individual Retirement Accounts (IRAs) or a Health Savings Accounts (HSAs) in terms of the flexibility they provide but are used to pay for education expenses. A portion of the state’s allocated dollars that are already designated for each child’s public education are instead loaded onto a debit card that parents use to customize their child’s education. This money can be used for any educational resources including tutors, textbooks, private-school, homeschooling curriculum, and virtual learning.
Often these programs are confused with Coverdell Education Savings Accounts which are instead set up with personal money invested into tax-free accounts. These Funds can be used at any eligible educational institution whether that be elementary, secondary, or postsecondary. With a regular ESA, funds are coming from “legislative appropriations, local districts, and the federal government.”
Several states have already implemented ESA programs. For example, Arizona offers ESAs to children with special needs, attending failing public schools, in the foster care system, or children of active-duty military. Nevada offers a universal ESA program, allowing all public school students the opportunity to obtain quality education in the environment that best fits his or her learning needs.
Parents know their child’s learning needs best, so they are best equipped to decide how these resources should be spent to ensure their child obtains a quality education. By having control over the money the state is already spending on their child, parents who were previously limited by income or geography, now have access to more educational options for their children. Parents can keep their child in their school if they’re happy with it, but ESAs give more options to parents who feel that their child’s current school environment isn’t meeting their needs.
You can learn even more about ESAs at esaga.org.
by Georgia Center for Opportunity | Nov 11, 2015
In the late 19th century, Hawaiian sugar farmers struggled to prevent rats from eating their crop. Farmers introduced the Indian Mongoose to the islands to save the harvest.
Unfortunately, mongoose are active during the day, while rats are nocturnal. The mongoose did not quell the rat problem but even now the mongoose severely impact ground-nesting birds, including Hawaii’s state bird, the Nene, and endangered sea turtles. The mongoose is considered an invasive species in Hawaii.
We cannot always predict the outcomes of our decisions in the natural world, and history proves that the same is true in public life. Want the rich to pay more so we can balance the budget? In Maryland, the millionaires moved out. Want to increase the sales tax so people will smoke less? Now cigarettes are smuggled out of lower-tax states into other areas.
As the late Yogi Berra instructed, it’s hard to make predictions, especially about the future.
Still, in education, we all want every child’s future to be marked by success and achievement. This blog has explained how education savings accounts can provide Georgia families with opportunities to inspire their children to learn and find quality educational options. With these flexible accounts, families can make multiple decisions about what is best for their child’s education today and save for the future.
However, with every new law, rules and regulations must follow. These rules are important to help prevent fraud and misuse.
Families that use education savings accounts must be protected from fraudulent educators and taxpayers must be protected from mishandling of the accounts. But these rules should be written carefully, otherwise regulation may limit what students can achieve using an account.
In Arizona, where education savings accounts have been available to families since 2011, state policymakers adjusted the law after its enactment to include fraud protection provisions. The Arizona Department of Education must conduct regular account audits to stop misuse so that it does not become widespread.
Yet the department has still not used other measures, such as updating the cards’ technology to prevent a family from buying educational materials at an approved store (such as Walmart) and also purchasing something that has nothing to do with their child’s education, like a TV.
In Florida, lawmakers have enacted strict rules that often require parents using education savings accounts to spend their own money first and then apply for reimbursement from the state. It’s too soon to tell, but Florida may be too cautious with their rules, while Arizona is not cautious enough.
Three lessons are readily available to Georgia lawmakers:
1. Make deposits into education savings accounts quarterly, then audit every quarter. Families using an account should receive deposits every fiscal quarter. If there is misspending, either accidental or purposeful, quarterly audits will prevent the problem from growing.
2. Students should be allowed to use their education savings accounts at educational institutions and for educational products—but nothing beyond these purchases. We have the technology to limit the use of a debit card so that only educational items can be purchased. Policymakers should tell the financial institution distributing the cards that lessons from other states demonstrate this technology is vital in order to protect students and taxpayers.
3. Learn from other states’ mistakes. In healthcare, food stamps, social security and all other government programs, fraud is a fact of life. But that means we must use all the resources available to allow vendors and individuals to report fraud over the phone or online and ask participating educators to help catch misuse. The Goldwater Institute has additional resources available to lawmakers.
Education savings accounts have the potential to help students from different walks of life succeed in their education and beyond. The proper rules must be in place to allow for flexibility while still protecting students and taxpayers. If we are not careful, the rules may stifle innovation and student success. Lessons from states already offering education savings accounts will help to limit unintended consequences.
Jonathan Butcher is education director at the Goldwater Institute and senior Fellow at the Beacon Center of Tennessee.
by Georgia Center for Opportunity | Nov 4, 2015
While commonly referred to as the “Nation’s Report Card,” the National Assessment of Educational Progress or “NAEP” assesses student knowledge in “math, reading, and other subjects” and has been “viewed as a credible national measure of academic progress.” Last week’s release of NAEP test scores reflect a dismal outlook for Georgia students.
Peggy Carr, acting commissioner of the National Center for Education Statistics, said that the national scores were not encouraging and represent an unexpected downturn.
The percentage of Georgia fourth graders reading at a proficient level fell one point from 2013 to 33 percent. Making sure students improve their reading efficiency is a must. If a child is struggling with reading by the time they reach the fourth grade, their ability to learn new concepts and subjects is hindered, and they fall behind in other key areas where reasoning and logic are required.
For eighth grade students, the percentage of students scoring at a proficient level decreased to 30 percent from 32 percent in 2011. Students in the eighth grade must be able to read and comprehend different “works of fiction and nonfiction,” analyze information from different mediums and be able to interpret their findings and present them in a clear report.
For mathematics, fourth grade is when students are not just learning concepts, but are learning to problem-solve. The number of fourth graders who scored proficient in mathematics fell four points to 34 percent in 2015. The Atlanta Journal Constitution reported that “state education officials were particularly concerned about the four-point drop in fourth-grade math, and planned to refocus efforts on getting students better prepared in ‘foundational’ work.”
Eighth grade mathematic proficiency also decreased in 2015 to 28 percent (from 29 percent in 2013).
Georgia’s proficiency scores put the state on par with Arkansas and South Carolina, with only a point or two difference between the states. Most Southeastern states scored below the national average with the exception of Florida, which scored above the national average in both fourth and eighth grade reading. Florida is also home to the most robust school choice program options in the nation, allowing parent to choose the best learning environment for their children.
For several years Georgia students have fallen short of the national average education scores. Students are falling behind and parents need additional options and resources to put their children in the education environment that best fits their learning needs. Georgia currently has some limited choice programs, but expanding choice – through ESAs or other school choice programs – is the only way to put Georgia students first.
by Georgia Center for Opportunity | Sep 29, 2015
A few weeks ago, Wired magazine editor Joe Pugliese told readers a story that should sound familiar to anyone who followed the careers of computer icons Bill Gates and Steve Jobs: Pugliese almost didn’t finish college because life outside the classroom was more interesting.
“By the time I was 20 I had found full-time work as a designer, and I was serially ditching class in favor of time at the office,” Pugliese wrote in the September issue. “Prerequisites and lecture halls seemed like a distraction from the place where I knew I was learning the most—the real word.”
Today, students across the globe can learn in more ways than we can count, from books to YouTube videos to free online classes hosted by Harvard and MIT to computers installed on the sidewalk (even Wired magazine has partnered with the University of Southern California to create a graduate program). To better prepare every child for a successful future, parents, lawmakers, and educators need a new definition for what it means to learn. And one classroom might not be enough for a student.
Had Pugliese’s teachers recognized he was bored, clearly they would have tried to make their lessons more useful for the “real world.” No educator wants his students to be unprepared for life. Horace Mann inscribed the mission of generations of educators when he called education the “great equalizer of the conditions of men,” a phrase U.S. Secretary of Education Arne Duncan would repeat some 150 years later.
Yet how can education fulfill this noble treatise if schools can’t keep students in the classroom, or the very least, interested in the classroom?
Today, public education’s challenge is not just to limit the number of students dropping out of school, though that is critical. The percentage of students dropping out has been nearly cut in half since 1990, from 12 percent to 7 percent.
The implications of this decrease are profound. For example, black men of working-age (20 to 34) without a high school diploma are more likely to be in prison than employed, according to Pew research. A diploma may have far-reaching effects for these men.
But just attending school or even finishing high school isn’t enough. Students need to be challenged and inspired by learning experiences that meet their needs so that they can have a chance at the American Dream.
Education savings accounts provide parents and their children with the flexibility to choose from multiple learning options at the same time. As this blog has explained, education savings accounts, now law in five states, are bank accounts complete with debit cards that allow families to buy educational products and services for their children.
In Arizona, Florida, Mississippi, Tennessee, and Nevada, eligible families have more educational options than just their child’s assigned public school. The state deposits funding in each account, and families can pay for personal tutors, textbooks and curricular materials like science kits, online classes, private school tuition, and college classes. Families can even save money from year to year.
In Arizona, the Howard family uses Nathan’s account to pay for tutoring services and private school tuition. The Visser family educates Jordan at home, swiping his education savings account card with different vendors in order to combine therapy services and educational instruction. The McMurray family uses the accounts to participate in extracurricular activities offered by a public school. Research finds that more than one-third of accountholders use their education savings account for multiple learning options.
This is the future of learning. For some students, it may just be a new school. Or a tutor to help them keep up with their classmates. For others, it could mean enrolling in classes offered on the other side of the world or using an iPad—with a data plan—to learn math with an app.
Education savings accounts allow for one or all of these options. Every Georgia child should have access to the future of learning.
Jonathan Butcher is education director at the Goldwater Institute and senior fellow with the Beacon Center of Tennessee.
