GCO is seeking an experienced Communications Manager to manage and execute on our communications strategy and day-to-day communications needs in cooperation with other team members. We are especially interested in candidates who want to grow with the organization and demonstrate an ability to build and, ultimately, lead a communications team.
If you are interested, please visit our careers page and fill out the careers form.
Earlier this month New York Times columnist David Leonhardt joined the nationwide conversation with his article — “School Vouchers Aren’t Working, but Choice Is”—tackling the crucial issues of charter schools and vouchers in the broader school choice debate.
Mr. Leonhardt is right on point when he writes that charter schools “have the potential to help a lot of poor children in the immediate future.” Indeed, school-age kids have no time to spare when it comes to academics. Falling behind a few months in any grade can put them permanently behind.
Unfortunately, while we praise Mr. Leonhardt for acknowledging the many triumphs of charter schools, his analysis of the success of parental choice vouchers, which grant tax dollars to families to allow their children to attend private schools, falls short of the mark.
There are several glaring shortcomings with the study cited by Mr. Leonhardt. Conducted by the U.S. Department of Education, the study examined voucher use among public schools in the District of Columbia. Mr. Leonhardt uses the study’s findings to repeat a number of myths surrounding the question of parental choice vouchers.
First, Mr. Leonhardt praises random lottery selection for public charter schools and claims a major flaw in voucher programs is the ability of private schools to choose only the best students. But he fails to acknowledge that the voucher students examined in the Department of Education study received vouchers by winning a random lottery as well—the same way students get into public charter schools.
Secondly, the study only measured student performance after one year. Anytime a child shifts to a new education environment, the initial disruption frequently stunts test scores in the short term—partly due to a more rigorous curriculum and higher standards than the school they came from.
Students generally don’t switch schools unless there is a need, so those receiving vouchers or other forms of choice are usually already playing catch-up academically—and are doing so in a new school environment.
Along the same lines, the study compared apples to oranges by failing to track and evaluate these students before they switched to a new school via a voucher. Many students seek a different school environment—be it a public charter school or a private school through a voucher—because they aren’t learning well in their current environment.
Academic performance is best measured over a longer period of time. At a minimum, students should fully transition to a new school climate before measurements take place. In order to reach an accurate conclusion, a study would need to measure the same students before receiving a voucher and after—not just comparing to a control group that remained in public schools.
And finally, this point is crucial to remember: The D.C. voucher program is only one of many across the nation. So the research must be reviewed as a whole before declaring the whole idea of school choice vouchers a failure.
We commend Mr. Leonhardt for acknowledging the numerous successes of charter schools in helping students and families. And we applaud him for encouraging opponents of school choice “to look at the full evidence with an open mind.” But we also encourage Mr. Leonhardt to take his own advice by keeping an open mind on private-school choice through vouchers, even as he urges progressives to do the same with public charter schools.
All of us would do well to remember that education policy is not a zero-sum game. We need to stay focused on what kids need most—immediate access to a quality education.
“Children of today are the leaders of tomorrow and education is a very important weapon to prepare children for their future roles as leaders of the community.” – Nelson Mandela
The Georgia Department of Labor recently released a list of the state’s chronically failing public schools, which are schools that have received an F for three consecutive years on the College and Career Ready Performance Index.
More than 87,000 Georgia students are currently impacted by one of the 153 failing schools on the list. Failing schools equal failing students, and Georgia’s children deserve much better.
Georgia’s overall education data doesn’t provide much of a silver lining. Sixty-six percent of Georgia’s fourth graders are reading below proficiency, which means they cannot read at grade level. The data only gets more grim as grade levels increase – among eighth graders 70 percent are below proficiency in reading. In math, fourth graders are 65 percent below proficiency and eighth graders are 82 percent below proficiency.
A quality education is paramount to success as an adult. Research from the Brookings Institution shows that “those who finish high school, work full time, and marry before having children are virtually guaranteed a place in the middle class.” The report goes on to say that “only about two percent of this group ends up in poverty. Conversely, about three-fourths of those who have done none of these three things are poor in any given year.” Statistics like these also affect the future of our state and nation’s economy, as students today are in the military and workforce tomorrow.
Georgia Center for Opportunity recognizes this crisis and injustice to our students and continues to fight for expanded school choice options for students. Empowering parents with the opportunity to choose the high-quality education that best fits their children’s learning needs is the only way to get children away from failing schools immediately.
For more information about school choice options and educational savings account, which are currently being considered by the Georgia legislature, visit foropportunity.org/esa/.
In a recent project spearheaded by the Center of the American Experiment, Georgia Center for Opportunity’s President and CEO, Randy Hicks, tackled the one topic even politicians and religious leaders are shying away from – family fragmentation.
The written symposium “Was Trump and Clinton’s Campaign Silence Regarding Family Fragmentation Golden?” is a collaboration of thirty writers answering two questions.
1. “Was Trump and Clinton’s campaign silence regarding family fragmentation golden?
2. Or was it leaden, especially when it comes to reducing poverty, improving education, and reversing crime?”
Click here to see the full essay.
Jamie Lord, GCO’s Director of Government Affairs, has been on the air waves discussing the benefits of school choice with the team at The Morning Show with Bill and Joel.
I hope you will take a few minutes to watch the video below and learn more about Georgia’s founding and how it relates to our work at Georgia Center for Opportunity.
General James Edward Oglethorpe and the original Colonial Trustees founded the colony of Georgia with a commitment to opportunity and human dignity and even adopted the motto “Non sibi sed aliis” – “Not for self, but for others.” The history of Georgia, this land we call home, is rooted in that commitment. It arose out of a vision that was noble, inspired and inspiring.
At Georgia Center for Opportunity, our work is grounded in a similar vision – in our commitment to human dignity and opportunity, to the well-being of our neighbor. And while we want all Georgians to do well, we have focused much of our efforts on what Oglethorpe called “the distressed” – those Georgians whose prospects for social and economic well-being are sparse.
We’re committed to breaking through social and economic barriers so that Georgia children and families have a real chance to prosper. We want to see people moved from dependency to self-sufficiency, which we believe to be the key to living a life that can be rightly described as “flourishing.”
That’s why we work on the issues of education, employment, and family stability. We’ve found, and research shows, that when people are successful in these three areas, they are much more likely to avoid poverty, lead fulfilling lives and realize their full potential.
If you share our commitment to human dignity and opportunity, please consider investing in our mission today.
