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Educational equity

Georgia lawmakers have crafted bills that will expand opportunities for students to take advanced math classes and pursue meaningful careers.

Key Points

  • Both chambers of the Georgia General Assembly have drafted bills that will create opportunities for students to take advanced math classes earlier in their academic development.
  • Among other measures, the bills will require automatic enrollment for qualified students to make sure all children have equitable access to the advanced classes. This will help close racial, ethnic, gender, and socioeconomic achievement gaps among young Georgians.
  • Research shows that students who pass Algebra I by ninth grade are more likely to graduate from high school. They’re also more likely to succeed in college, accept meaningful jobs, and become financially stable.

Legislators in the Georgia General Assembly have drafted a pair of bills that are set to transform the way math is taught in the state. If the bills become law, they’ll open doors for students to receive a high-quality math education and ultimately shape the direction of their lives.

The Senate’s Quality Basic Education Act (SB 171) will require Georgia’s Board of Education to develop an advanced math pathway for children in grades 3-8. This compressed and accelerated math track will prepare students to take high school-level math classes like Algebra I in middle school and, if desired, to pursue careers in science, technology, engineering, and math (STEM). 

The House of Representatives’ Math Matters Act (HB 1030) will bring detailed updates to the way math is taught in Georgia schools, including the adoption of new math standards, increases in the amount of time spent on math during the school day, and new requirements for teacher certifications. It shares SB 171’s goal of preparing students to take advanced math classes and setting them up for greater success after graduation.

The bills are based in part on recommendations from the Georgia Center for Opportunity (GCO), with additional support from ExcelinEd and GeorgiaCAN. The opportunities they create will pave the way to fulfilling jobs, economic opportunity, and brighter futures for participating students, and especially for young African Americans, Latinos, and girls, who haven’t traditionally received significant STEM education.

“GCO has helped lead the charge in crafting these bills to bring more opportunity to all of Georgia’s students. A strong math education will empower young Georgians to reach their full potential and flourish in their careers and lives.”

Buzz Brockway, Vice President of Policy, Georgia Center for Opportunity

What Are the Key Elements of These Bills?

The two bills are similar in several ways. They differ just slightly in how they’ll require schools to prepare students for advanced math classes.

School Requirements

  • Per SB 171, all local school systems will offer an advanced math pathway in grades 6-8, and they’ll be able (but not required) to offer it as early as third grade.
  • Per HB 1030, schools will provide at least an hour of core math classes every day starting in grades 4 and 5.

Automatic Enrollment
School districts will automatically enroll students in advanced math courses if they meet the program’s qualifications. 

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

Additional Assistance for Teachers 
The bills enable local school systems to provide extra training and resources to teachers so they can help students build positive mindsets around math and excel in the classes.

Supportive Student Services
The bills grant school systems the ability to offer tutoring or bridge programs to support students in the faster-paced courses.

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

How Will Students Qualify for the Program?

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

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

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

When Will the Advanced Math Courses Be Available?

The advanced classes should be available during the 2027-2028 school year.

What Impact Will Automatic Enrollment Have?

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

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

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

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

Opening doors to all students and exposing them to challenging math coursework early in their academic development can help close racial, ethnic, gender, and socioeconomic achievement gaps and pave the way for young people’s future success and upward mobility. 

How Can Advanced Math Classes Build Bridges to Opportunity?

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

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

Additional Resources

Indicator: Successful Completion of Algebra I by 9th Grade
Education-to-Workforce Indicator Framework

Math Policy
ExcelinEd

From Gatekeeper to Gateway: Creating More Paths to Algebra I Success
National Math Improvement Project

The STEM Labor Force: Scientists, Engineers, and Skilled Technical Workers
National Science Foundation

Employment in STEM Occupations
U.S. Bureau of Labor Statistics

2024 Black Students and STEM Report
YouScience and Black Girls Do STEM

Image Credit: Canva

Stanford University’s Center for Research on Education Outcomes (CREDO), charter schools, charter school, alternative education, education options, GA schools, GA education, ga learning

Key Points

  • Research shows between years 2014 and 2019, charter school students were more advanced in math and reading than their public school counterparts. 
  • Students  who experienced the greatest benefits were black and Hispanic student.
  • The data shows that charter schools have consistently performed better than public schools.

When it comes to favorable education outcomes, charter schools consistently outshine the traditional public school system. 

According to an annual report from Stanford University’s Center for Research on Education Outcomes (CREDO), between the years 2014 and 2019, charter school students were more advanced in math and reading than their public school counterparts. CREDO’s research concluded that over the course of a year, those gains equated to an extra six math learning days, and 16 extra reading days, above what public school students receive. 

In terms of performance, 83% of charter school students had stronger reading skills than their counterparts in public school. Seventy-five percent of students in charter schools had higher math performance. 

This is CREDO’s third study on charter schools since 2000. It covered 6,200 schools in 29 states. CREDO used data from standardized tests to obtain its findings.

“It’s clear that charter schools benefit Georgia families by offering a crucial alternative to a traditional public school,” said Buzz Brockway, vice president of public policy for the Georgia Center for Opportunity. “We can add this CREDO study to a growing body of research bearing this out.”

 

Charter schools benefit marginalized students most

According to the data in the CREDO report, marginalized students benefited the most from charter schools’ curricula and practices. Of these students, those who experienced the greatest benefits were black and Hispanic students, students enrolled in English-as-a-second-language programs, and students living in poverty. 

CREDO concluded that black charter school students experienced approximately 35 days of additional progress in reading, and for math, 29 days. These results added up to an extra month and a half of learning per school year. 

It’s crucial that those responsible for students’ wellbeing, from the family to the highest levels of government, take note of these findings. If we want to offer historically marginalized students their best possible educational opportunities, then we must consider making charter schools more accessible than ever before.

 

“Over time, the data shows that charter schools have consistently performed better than public schools.”

“Over time, the data shows that charter schools have consistently performed better than public schools.”

High-quality charter school networks have consistently performed better over time

Over time, the data shows that charter schools have consistently performed better than public schools. CREDO’s research team ultimately ran three studies from 2000 to 2023 to prove that an established pattern existed. With this year’s data in hand, it’s safe to say that charter schools continue to perform well, and the future is looking bright. 

Researchers at CREDO took their initial 2014-2019 time frame and expanded it to cover the years 2009 through 2023. They then compared it to national public school performance. Again, the results remained consistent, with outcomes continuing to track positively for charter school students. 

It’s also important to note the boom in charter school enrollment since 2019. According to the National Center for Education Statistics (NCES), enrollment at charter schools jumped by seven percent between fall 2019 and fall 2020 (the start of the pandemic). By the same token, public school enrollment dropped by four percent during that time. 

This increase in demand, combined with emerging data about charter school performance, indicates that we may continue to see charter schools rising in popularity well into the future. 

 

Georgia opted out of this year’s study. Why?

Although Georgia participated in CREDO’s previous two studies, the state opted out of this year’s study. It’s unfortunate, given that Georgia’s charter schools are improving education, graduation rates, and career opportunities for students all over the state. With additional positive data from Georgia in hand, we may have seen even further success reflected in the CREDO study.

That being said, we do have some Georgia specific data to share. The State Charter School Commission (SCSC) compared state authorized charter school growth scores to the growth scores of traditional public schools the students would otherwise attend, following the CREDO study methodology.

 

  • Charter school academic growth compared to local traditional schools is rising nationally. The number of state charter schools in Georgia with higher progress scores than the local traditional schools increased from 2015 to 2019, with over half outperforming in the most recent school year for which data are available 2021-2022.

 

  • Students of color perform better in charter schools. Nationally, the academic performance of Black and Hispanic students attending charters grew by large margins relative to their peers attending traditional public schools. In Georgia, the share of majority-minority state charter schools outperforming their local traditional school comparisons rose dramatically from 17 percent to 60 percent between 2015 and 2019.

 

  • Charter schools yield better academic performance for students living in poverty. From 2015 to 2019, the academic progress of charter school students living in poverty nationwide surpassed that of their peers attending traditional public schools. In 2015, Georgia had 11 state charter schools serving large populations of economically disadvantaged students, and only one had higher growth scores than the traditional local schools. However, by 2019, the number climbed to eight out of 17.

 

  • The instructional delivery model matters and varies by location. At the national level, student performance in fully online charter schools floundered across the five-year period compared to traditional brick-and-mortar schools. Conversely, in Georgia, virtual state charters showed significant progress during the same period. By 2021-2022, both statewide virtual charter schools outperformed their traditional brick-and-mortar counterparts in several grades.

 

The SCSC analysis mirrors the result of the CREDO study in all areas except one: Georgia’s virtual charter schools are performing better than virtual charter schools nationally.

 

Wrapping up

It’s essential that every participating state share their outcomes whenever possible. Studies like the one conducted by CREDO provide families and government entities with the compelling, factual information they need to make informed decisions. For families, that decision may mean the choice between a traditional public school and a higher-performing charter school that opens up new opportunities for their students.

For government entities, having plenty of hard data in hand to support charter schools could make it much easier for states to open up charter school access to more students. When states opt out of providing this all-important information, children ultimately suffer most.

In The News

As states like Utah and Iowa pass sweeping school choice legislation, it is important to understand no one is trying to defund public schools. The millions of American parents pleading with legislators across the country to open up educational options for their kids are not secretly hoping public schools go away. It’s a partisan myth that is dividing us on education and resulting in burnout and frustration for everyone.

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.

Originally posted by The Atlanta Journal-Constitution

Black History Month School Choice

Key Points

  • Access to quality education is a top conversation in Georgia and many other states and has been for decades.
  • Stories of black educators offer inspiration for continuing to pursue better education opportunities for every kid. 
  • The examples set by African American educators remind us how critical education is for supporting kids’ mental health, preparing them for jobs, and helping them become active citizens in their communities.

No matter what chapter of history you look at, education is often one of the top issues that states and communities have wrestled with. Even today, Georgia is grappling with the reality that thousands of kids are stuck in underperforming schools, and change is needed if we are going to give them a chance to thrive. 

As we celebrate Black History Month this February, it’s a perfect time to look to the African American community for inspiration on the issue of education. Having suffered obstacles ranging from zero education access to segregation and racism in schools, numerous African Americans throughout our country’s history know firsthand the struggle—and the gift—that education can be. Many have dedicated themselves to the cause of education, driven by a shared passion and vision for giving every kid a quality education, regardless of their race or circumstance of their birth. 

Let’s meet a few of these leaders who dedicated their lives to fighting for more educational freedom and opportunity.   

  1. Charlotte Forten Grimké (1837-1914)

Charlotte Forten Grimké grew up in Philadelphia in a family well-known for its activism against slavery. In her early school years, she was taught at home by tutors. Because Philadelphia’s school system was segregated, Charlotte’s parents sent her to Salem, Massachusetts, where she could attend a more progressive school that accepted Black students. As an adult, Charlotte paid the opportunity of education forward. She attended teacher training school, and during the Civil War, she was the first Black teacher to work at the Penn School in South Carolina, a school established to teach African-American children both while they were enslaved and after they were freed. After the war, Charlotte worked for the Freedmen’s Union Commission and the U.S. Treasury Department to help recruit and train more African-American teachers. 

 

May those whose holy task it is,

To guide impulsive youth,

Fail not to cherish in their souls

A reverence for truth;

For teachings which the lips impart

Must have their source within the heart.

– From The Journal of Charlotte Forten, 1853

    1. Fanny Jackson Coppin (1837-1913)

    Fanny Jackson Coppin was born into slavery and was not freed until age 12. For the rest of her young adult years, she worked as a servant for author George Henry Calvert in Newport, Rhode Island. Fanny yearned for education, so she used her earnings to employ a tutor for about three hours a week. Thanks to her academic diligence and financial help from an aunt and the local African Methodist Church, Fanny entered Oberlin College, Ohio, which was the first college in the United States to enroll both black and female students. 

    It was at Oberlin College that Fanny embarked on her career as an educator—a vocation that would create learning opportunities for thousands of African Americans. While a student at Oberlin, she taught a free night class for African Americans in reading and writing. The College also appointed her to teach classes at their preparatory division, the Oberlin Academy, making Fanny the first black teacher among the Academy’s faculty. After graduating with her bachelor’s degree in 1865, becoming one of only three African American women to do so, she accepted a position at Philadelphia’s Institute for Colored Youth. Over the course of her career, Fanny would become the first African American woman to serve as a school principal and to fill the role of superintendent of a United States school district. 

     

    “I feel sometimes like a person to whom in childhood was entrusted some sacred flame…This is the desire to see my race lifted out of the mire of ignorance, weakness and degradation; no longer to sit in obscure corners and devour the scraps of knowledge which his superiors flung at him. I want to see him crowned with strength and dignity; adorned with the enduring grace of intellectual attainments.” – Fanny Jackson Coppin, writing to Frederick Douglass in 1876

    1. Inez Beverly Prosser (1895-1934)

    Inez Beverly Prosser was born into a family that highly valued education. Opportunities were scarce for African American kids during Inez’s childhood, and her family moved often in search of the best education available for Inez and her 10 siblings. Inez’s schooling led her to earn a teaching certificate, a bachelor’s degree, and a master’s degree in educational psychology. 

    Inez had a deep passion for education and believed in its power to change lives. She held various roles as a teacher and assistant principal in segregated schools, but her interest in psychology set her apart from other educators. She devoted herself to understanding and improving the educational and psychological development of African American students. In 1933, she became one of the first black women to earn a PhD in psychology. Her research undertook a pioneering and bold examination of segregation’s impact on black students’ social, psychological, and educational development. Findings and arguments from her dissertation were cited in the larger debate about school segregation, carving out a legacy for Inez as one of the leading advocates for the educational and mental health of African American kids.  

     

    “I am interested in that type of research which will lead to better teaching in elementary and high schools.” – Inez Beverly Prosser

    “Many have dedicated themselves to the cause of education, driven by a shared passion and vision for giving every kid a quality education, regardless of their race or circumstance of their birth.”

    “Many have dedicated themselves to the cause of education, driven by a shared passion and vision for giving every kid a quality education, regardless of their race or circumstance of their birth.”

    1. Kelly Miller (1863-1939) 

    From his early school days, Kelly Miller showed a talent for math. After an impressive academic career spanning the study of math, sociology, Latin, and Greek, Kelly received a bachelor’s degree from Howard University. He became the first black man to be accepted into Johns Hopkins University for post-graduate work in mathematics, physics, and astronomy. 

    However, Kelly was forced to leave Johns Hopkins when the school increased its fees, and he returned to Howard University where he took a teaching job and continued his own education, earning advanced degrees in math and law. In 1907, Kelly became the dean of the College of Arts and Sciences at Howard. His passion for education motivated him to modernize the College’s curriculum and to tour states across the South in recruitment of new students. Under his leadership, enrollment tripled, and curriculum improved. 

    “The instruction which you have received here, and upon which your diplomas set a seal, will be of value to you only in so far as you digest and assimilate it, and wisely adapt it to the tasks which lie before you.” — Kelly Miller

    1. Nannie Helen Burroughs (1879-1961)

    Nannie Helen Burroughs was born in Virginia, and after her father’s death, she moved to Washington, D.C., with her mother where she completed high school and graduated with honors. While Nannie’s career began with roles in secretarial and bookkeeping work, education would eventually become her focus. 

    Her mark in education was a unique one: Nannie wanted to help poor, working African American women. She believed that these women should have opportunities to learn skills beyond domestic work, so in 1909, she founded the National Training School for Women and Girls in partnership with the National Baptist Convention and through the support of small donations from the black community. The school provided job training and academic instruction to young black women, giving them the option to enter the workforce and pursue careers. The school was one of the first of its kind in the early 20th century, and Nannie served as its president until her death in 1961. 

     

    “To struggle and battle and overcome and absolutely defeat every force designed against us is the only way to achieve.” — Nannie Helen Burroughs

    1. Esau Jenkins (1910-1972) 

    Esau Jenkins was a shining example of how community members can contribute to improving education for underserved kids. Having grown up in the era of segregation, Esau knew what it was like not to have access to educational opportunities. If he had anything to do with it, the kids in his South Carolina community would not have to suffer the same injustice. 

    So, Esau and his wife used part of their income to buy a bus to transport their own kids and fellow children on South Carolina’s Sea Islands to schools in Charleston. Esau also used his bus to help adult workers get to their jobs. During these rides, he and his wife would teach the workers about the U.S. Constitution and other information that was required to pass literacy exams and become a registered voter. This experience showed Esau that a better approach to adult education was desperately needed, and he founded the first Citizenship School on Johns Island to provide more structured education for adults, including instruction in basic literacy and politics. Thanks to his efforts, thousands of African Americans became registered voters. 

    Even while supporting adult education, Esau’s motivation to help kids did not falter. In 1951, Esau played a key role in establishing Haut Gap School on Johns Island so that the youth in that community would have a quality education option. Today, Haut Gap is a middle school that functions as a magnet school—a type of public school option that specializes in certain curriculum areas, such as STEM (Science, Technology, Engineering, and Math), the arts, or vocational training.

     

    “It takes a pretty large person to love. Any small person can hate.” – Esau Jenkins

     

    1. Septima Poinsette Clark (1898-1987) 

    Septima Poinsette Clark’s legacy was that of a community teacher. Septima grew up in Charleston, South Carolina—a place where the lines of segregation and class were strictly and harshly drawn, especially when it came to education. Septima was a bright student. After sixth grade, she tested directly into ninth grade at the Avery Institute and graduated from high school in 1916. Financial constraints prevented her from attending college, but even without a degree, she passed the state examination that allowed her to teach. 

    Charleston did not allow African Americans to teach in its public schools, so Septima took a teaching job in the rural community of Johns Island just outside of Charleston. Throughout her 40 years as an educator, Septima had various jobs where she would teach children during the day. At night, on her own time, she would teach African American adults how to read and write and, in the process, she developed several innovative methods to help them pick up these skills more quickly. Septima believed that literacy and citizenship went hand-in-hand, so as she taught basic literacy skills, she also helped adults learn about their rights and become informed, registered voters. Through her work, she became an influential civil rights leader and activist, known as “The Mother of the Movement” by Dr. Martin Luther King, Jr., and many others. 

     

    “What we are working for is an educational program that has become a resource and rallying point for scores of brave southerners who are leading the fight for justice and better race relations in these crucial days.”

    Tuesday, March 15, was a sad day for kids in Georgia.

    That’s the day when the Georgia 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 Georgia’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 Georgia 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 Georgians want it.

    A recent poll from GeorgiaCAN 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 Georgians favor the idea of Promise Scholarships? That same GeorgiaCAN 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 Georgians 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 Georgia 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 Georgia 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 Georgia politicians listen? The answer appears to be a resounding no.

    Originally Posted In Real Clear Policy

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