PEACHTREE CORNERS, GA—Today, the Georgia Center for Opportunity (GCO) applauded Gov. Brian Kemp and the Georgia legislature for ushering into law the Promise Scholarships bill that will bring much-needed relief to the over half-a-million low- and middle-income kids stuck in low-performing schools.
“We are thankful to Gov. Kemp and the many House and Senate lawmakers who recognized the urgency of the moment and advanced a bill to provide much-needed opportunity to bolster academic options,” said Buzz Brockway, GCO’s vice president of public policy. “Passing Promise Scholarships is a momentous milestone for tens of thousands of Georgia kids struggling in a system that doesn’t work for them. It recognizes that Georgia is a diverse state with a diverse set of needs for education. After years of work, this bill is a positive step toward shaping an education system that honors every child’s unique situation and prevents a lack of quality education from locking children and communities into poverty.”
Senate Bill 233 will make students from the lowest performing 25% of public schools eligible to receive $6,500 a year set aside in an account. Parents can then use the funds to cover approved educational expenses, including private school tuition, books, uniforms, and even transportation.
SB 233 also gives first priority to students from families below 400% of the federal poverty level — around $120,000 a year for a family of four. Students above that threshold will be allowed to participate if funds are left over after the lower-income students are served.
Promise Scholarships will serve an estimated 21,500 kids when the program goes live for the 2025-2026 school year.
Georgia now joins a growing list of states offering educational options for all students. In the Southeast, Alabama, Florida, and North Carolina have recently enacted universal Education Savings Account programs, while South Carolina is in the process of creating a universal program in the coming years.
“The urgency to create an education lifeline for kids can’t be overstated. Education is a basic need. Lack of access to quality options is a major cause of many of the ills in our society, including putting a cap on upward mobility. A lack of quality education locks children into poverty and prevents communities from thriving,” said Brockway.
Although GCO praised passage of Promise Scholarships, Randy Hicks, GCO’s president and CEO, cautioned that the bill is just a first step.
“Unfortunately, the final compromise bill was watered down in a number of ways that will limit its reach,” said Hicks. “Funding for Promise Scholarships is capped to 1% of public school funding and there is a 10-year sunset on the entire program. It’s a positive step that over 20,000 students will be eligible for educational freedom, that number is a drop in the bucket compared to the need. We will continue building on this foundation for the future so that all of Georgia’s schoolchildren have options.”
###
Georgia Center for Opportunity (GCO) is independent, non-partisan, and solutions-focused. Our team is dedicated to creating opportunities for a quality education, fulfilling work, and a healthy family life for all Georgians. To achieve our mission, we research ways to help remove barriers to opportunity in each of these pathways, promote our solutions to policymakers and the public, and help effective and innovative social enterprises deliver results in their communities.
PEACHTREE CORNERS, GA—Yesterday, a bipartisan majority of the U.S. House passed H.R. 6655, a Stronger Workforce for America Act, which establishes a crucial demonstration waiver for a handful of states to implement safety-net reforms similar to Utah’s “One Door” policy. As a member of the coalition group the Alliance for Opportunity, the Georgia Center for Opportunity has played an important role in educating lawmakers on the perils of the current social safety net that creates barriers to work and upward mobility.
H.R. 6655 revises the Workforce Innovation and Opportunity Act for the first time since 2014. The bill would give four states leeway to explore a “One Door” safety-net reform strategy similar to Utah’s model enacted in the 1990s. Utah consolidated federal workforce development and social safety-net programs into a single state entity and fully integrated the safety-net system into workforce development programs.
“This is an important first step toward improving the social safety-net in all 50 states and breaking down barriers to work and a flourishing life,” said Randy Hicks, president and CEO of the Georgia Center for Opportunity. “The next step is to broaden the scope to allow every state to explore ways to integrate workforce and safety-net programs. These reforms are badly needed. There are 8.9 million open jobs across the U.S., and the workforce participation rate hasn’t fully recovered from the COVID-19 pandemic. We must create a safety-net system that doesn’t trap people in generational poverty but provides a pathway to a better life.”
Under H.R. 6655, the five-year innovation waiver is only available to states with populations of less than six million and a labor force participation rate below 60%. According to the Alliance for Opportunity, currently only nine states fit the bill: Louisiana, West Virginia, Missouri, South Carolina, Arkansas, Alabama, Maine, Kentucky, and New Mexico.
Under the current version of WIOA, states are barred from implementing such reforms. Utah was grandfathered in and is the only exception.
The bill contains another potential pathway toward a One Door model as well. Three years after enactment of the law, any state’s governor can consolidate workforce programs into one entity, but doing so would require the approval of half of the chairpersons of local workforce boards.
“These reforms would advance the end goal for every work-capable individual in a safety-net program to participate in effective employment and training programs,” added Hicks. “Numerous studies show that the benefits of work extend well beyond finances, encompassing overall wellbeing and a host of other benefits. One Door reforms will help ensure we have a system that encourages people to find work and improve their lives.”
###
Georgia Center for Opportunity (GCO) is independent, non-partisan, and solutions-focused. Our team is dedicated to creating opportunities for a quality education, fulfilling work, and a healthy family life for all Georgians. To achieve our mission, we research ways to help remove barriers to opportunity in each of these pathways, promote our solutions to policymakers and the public, and help effective and innovative social enterprises deliver results in their communities.
On March 14, 2024, the Georgia House voted 91-82 to pass Promise Scholarships (Senate Bill 233: The Georgia Promise Scholarship Act). The bill was confirmed in the Senate and signed into law on April 23, 2024.
SB 233 will create a much-needed education option for students zoned for a school ranked in the bottom 25% of public schools.
The Georgia House added parameters to the bill that reduce accessibility and set the bill to expire after 10 years. These issues will need to be addressed moving forward so that every child can have better opportunities to access quality education in Georgia.
On March 14, 2024, the Georgia House voted 91-82 to pass Promise Scholarships (Senate Bill 233: The Georgia Promise Scholarship Act). This bill is an important first step in extending an education lifeline to low- and middle-income kids in under-performing schools. While there is still much more to do as we press toward universal school access, we are thankful to the many House lawmakers who put the needs of kids above politics to advance this measure.
What’s in the Promise Scholarship Bill?
With these Promise Scholarships, students in the lowest performing 25% of public schools will be eligible to have $6,500 a year set aside in an account. These are the funds the state would have spent for their public school education. Under this bill, parents can direct the funds to cover approved educational expenses, including private school tuition, books, uniforms, and even transportation.
SB 233 also gives first priority to students from families below 400% of the federal poverty level—around $120,000 a year for a family of four. Students above that threshold will be allowed to participate if funds are left over after lower-income students are served.
To give public schools time to plan and adjust, public school districts will still receive state funding for a period of two years to cover any students leaving to participate in the program.
“Our job is not decide for every family but to support them in making the best choice for their child.” — Gov. Brian Kemp, 2024 State of the State Address
“Our job is not decide for every family but to support them in making the best choice for their child.” — Gov. Brian Kemp, 2024 State of the State Address
Limits to Promise Scholarships
While we are thankful that the bill moved forward in the 2024 legislative session, the version of SB 233 passed by the House is watered down in significant ways:
It restricts eligibility and access: The bill caps the amount of revenue available to fund Promise Scholarships to not exceed 1% of public school funding. Even if parent demand maxes out the program, this amount only covers an estimated 21,000-22,000 kids. That’s 0.012% of Georgia’s public school student population, and only a fraction of the 500,000+ kids that are stuck in the bottom 25% of public schools.
It applies expiration dates: Unless a future legislative body evaluates the program and chooses to extend it, the Georgia Promise Scholarship program will expire in 10 years. In that decade, lawmakers will still have to vote annually to fund the program. These measures add a layer of uncertainty that makes it difficult to secure a future of success and opportunity for our kids.
Curious how your representative voted on SB 233? Georgia’s General Assembly puts the voting records online. Go to the legislature’s website to see the breakdown of support among state representatives.
Student success is at the heart of Promise Scholarships
The passage of SB 233 can’t come soon enough. Georgia is now surrounded by states that are aggressively and urgently addressing the needs of the future generations by adopting education savings accounts, or ESAs, that are open to all students. Alabama, Florida, and North Carolina have recently enacted universal programs, while South Carolina is in the process of creating a universal program in the coming years.
Every semester, our K-12 students have academic milestones they are supposed to hit. And we know that when they don’t achieve these goals, they are more likely to fall further and further behind their peers, putting themselves and their futures at risk.
SB 233 provides immediate help by making Promise Scholarships available beginning with the school year in 2025.
Education is a building block of a flourishing life. Without access to quality education in Georgia, our kids and our communities will continue down a path where success and opportunity are not open to everyone in the state. An increasing number of families are looking for alternatives, and we must work to provide opportunities that meets the needs of all students, not just a few.
Public school transfers are an education option that allows parents to move their child to a public school they’re not zoned for (as long as the school has space).
Georgia currently allows public school transfers within a student’s district but not outside of it.
Parents must apply for a public school transfer. Scroll down to find out how to check with your local school district for availability and application deadlines.
Public school transfers explained
Public school transfers, also referred to as open enrollment for public schools, allow parents to move their student to a different public school than the one they’re zoned for.
This is a great option for states to provide because it increases flexibility within the public school system—something parents increasingly want. The majority of Georgia students (84%) attend public school, so transfers empower more parents to choose the public school environment that’s right for their child.
Public school transfers available in Georgia
Allowed: Transfers within assigned school districts. Georgia offers restricted public school transfers. Families can send their child to any school within their assigned local district as long as that school has space and has been operating for at least four years. This option is known as an “intra-district transfer.”
Not yet allowed: Transfers outside of assigned school districts. Another type of public school transfer, called an “inter-district transfer,” permits students to switch to a public school outside of the district they’re zoned for. This option isn’t allowed in Georgia yet. Georgia lawmakers would need to pass a bill to make it available to families.
How Georgia’s public school transfers work
Parents must contact their local school system to see which schools will accept transfers and for which grades. The Georgia Department of Education provides a database of public school contact information.
Each school system is required to notify parents by July 1 about which schools have space, and many systems post this information on their websites before that date. Most districts only allow transfers at the beginning of the school year, but all can choose to accept students throughout the year.
Parents must then apply for a transfer through their district’s website, at the district office, or at the local school. If more students apply than space is available, some school systems will make decisions on a first-come, first-served basis. Others will hold a random lottery.
Eligibility requirements
A student must be enrolled in a public school in Georgia.
School options
Transfers open up access to other public schools within a student’s school district.
Transfers don’t apply to public schools outside a student’s assigned district. They also don’t apply to non-public schools.
A student who transfers to another public school may continue to attend that school until they’ve completed all grades at the school.
Cost to families
School systems can’t charge tuition for students transferring within their district.
Transportation is the parents’ or guardians’ responsibility.
Five application guidelines to follow:
1. Contact your local school system to see which schools accept transfers and in which grades.
2. Check your school system’s website by July 1. Each system is required to notify parents annually about which schools have space available. State law requires school systems to post this information by July 1, but it’s often available earlier, so consider checking the website as early as April or May.
3. Access the transfer application on your district’s website, at the district office, or at your local school and complete the application (note: some school systems require parents to do this in person at the district office).
4. Application periods can be as short as one to two weeks. For many districts, this application window opens in June or July. In other areas, it can open as early as January. Get in touch with your district or check its website early and often so you don’t miss any deadlines.
5. The school system will notify parents about whether their transfer request was accepted or denied. If more students apply than space is available, school systems will make decisions on a first-come, first-served basis or through a random lottery.
How Georgia can expand public school options
Georgia lawmakers could expand opportunities in the public school system by removing all restrictions on open enrollment and allowing both inter-district and intra-district transfers.
Parents with children in schools across the country are widely in favor of reforms like this. Polling from June 2025 by EdChoice-Morning Consult showed that 78% of parents nationwide—regardless of their political affiliation—support open enrollment.
To set up a successful transfer program, Georgia could look to many other states’ examples. In 2025, the Reason Foundation reported that policymakers in 24 states introduced at least 54 bills that focused on open enrollment, providing more evidence of the strong interest in these policies.
Of Georgia’s neighbors, Florida offers the broadest transfer opportunities to students and their families. The state passed a law in 2016 allowing state-wide open enrollment and required all districts to participate. Through the program, students can transfer from the school they’re zoned for to any public school that has space in their grade level. These transfers allow Florida students to attend the school that’s the best fit for them. They also enable parents to send their children to schools near their jobs, which helps lift barriers to rewarding work.
South Carolina followed suit in 2025 when it passed a bill requiring school districts to implement an inter-district transfer policy once the state’s Department of Education issues guidelines. Intra-district transfers have already been allowed there for some time.
The open enrollment policies in other nearby states vary:
Tennessee: The state currently allows intra-district transfers.
Alabama: Open enrollment is limited and voluntary for school districts.
North Carolina: There is no statewide policy on open enrollment.
To better position Georgia as a leader in education choice, state lawmakers are paying attention to advances in open enrollment like those in Florida and South Carolina.
In Georgia’s 2026 legislative session, the House of Representatives is considering a bill (HB 917) that would significantly expand current intra-district transfer options and also provide inter-district transfer options for Georgia students.
If the bill becomes law, the state will be able to provide families with more educational opportunities and, ultimately, an educational system that better serves every child’s unique situation and needs.
Key Points
Indiana passed a scholarship program that will allow any family below 400% of the amount required to qualify for the federal free and reduced-price lunch program to access education scholarships.
South Carolina expanded their scholarship program with similar guidelines to those in Indiana.
Georgia failed to pass a transformative education scholarship program that would have positively impacted the lowest performing communities in the state.
The year isn’t even halfway over, and six states have already enacted laws that create universal educational access for all students in 2023.
In total, Iowa, Utah, Arkansas, Florida, and now South Carolina and Indiana have enacted either universal—or nearly universal—educational opportunity this year. That’s on top of Arizona and West Virginia, which did so in 2021 or 2022.
Each state has its own version of a scholarship or educational savings account that the state funds for children’s needs outside of traditional public school. For example, these types of accounts send a portion of each student’s public school dollars to allow the child to attend a private school of their family’s choice. In some cases, families who choose to homeschool their children can use the funds for educational expenses.
Indiana
Indiana is the most recent state to join that list. That state’s scholarship program will now be available to any family below 400% of the amount required to qualify for the federal free and reduced-price lunch program. That translates to a salary of around $222,000 a year for a family of four.
Previously, requirements were in place that further limited the program, such as it only being open to families with students previously enrolled in a public school or to children in the foster care system. Under the new law, only an estimated 3.5% of Indiana’s families won’t qualify for this option.
The Georgia Center for Opportunity led a state-wide campaign to educate parents and legislators on the positive impact that choice brings to public education.
The Georgia Center for Opportunity led a state-wide campaign to educate parents and legislators on the positive impact that choice brings to public education.
South Carolina
Meanwhile, South Carolina governor Henry McMaster recently signed a bill into law that eventually expands that state’s scholarship program to families at or below 200% of F&R priced lunch as well. The program is more limited in scope than Indiana’s. It will only be available to 5,000 students the first year, 10,000 the second year, and 15,000 students the third year.
South Carolina’s program allows for the establishment of Educational Scholarship Trust Funds. Funds deposited in these accounts can be used not only for expanded school choice, but may also be used for special needs therapies, such as physical therapy, speech therapy, and occupational therapy. Tutors and transportation may also be included for families caring for special needs students.
So, what happened in Georgia?
If the Georgia Legislative Session had passed Senate Bill 233, also known as theGeorgia Promise Scholarship Act, it would have put $6,500 per student back into parents’ pockets so they could fund the best educational approaches for their children. The funds would have been eligible for use as private school tuition and public school alternatives, such as homeschooling.
According to the Georgia Department of Education,families who qualified would have had students enrolled into the lower 25% of schools in Georgia. This amounted to roughly 400,000 students.
SB 233 was a strong bill, passing the Senate with unanimous Republican support and going on to the House. Despite receiving no support from Senate Democrats, it’s excellent news that the bill made it so far through legislative proceedings.
The House vote proved to be tougher, with bipartisan representatives voting against it. Rep. Mesha Mainor of Atlanta was the lone Democrat in the House to vote in favor. On its final day of session, SB 233 was only six votes short of the 91 it needed to pass.
The good news is that the Georgia Promise Scholarship Act is eligible for reconsideration during the 2024 legislative session.
Looking to what’s next
Public schools are not the problem. We love and support public schools—they will remain the right and best choice for the vast majority of Georgia families. But we can love, support, and move public schools forward while expanding education into new areas.
Public education is a foundational and vital part of the success of American society, but an increasing number of families are looking toward alternatives—and their choices are just as valid. We must work to deliver quality education to all students, which means finding ways to support families who take a different schooling path. While many will access their education through public schools, not all kids are a perfect fit for that system, and they cannot be left behind.
Key Points
The Georgia Promise Scholarship is a statewide program that empowers parents to access the best education for their child. It creates state-funded scholarships that give eligible families up to $6,500 per student for each school year.
Eligibility is limited to students zoned for low-performing public schools and who meet certain other criteria.
Applications will be open for families during four periods in 2026. Sign up to be notified of application deadlines and tips.
Across the country and in Georgia, parents have been calling for more choice and flexibility in K-12 education. In 2024, Georgia took a major step forward by passing the state’s first-ever education savings account program, the Georgia 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 Georgia 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.
Families accepted into the program will receive funding for the 2026-2027 school year. See the Georgia Promise Scholarship website for more details.
What can Georgia 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 Georgia 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 Georgia 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 Georgia families. If applications exceed available slots, priority goes to families with household incomes below 400% of the Federal Poverty Level (roughly $129,000 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 Georgia.
How is the Promise Scholarship amount determined?
Amounts have initially been set at $6,500, which is approximately the average per-pupil amount the state sends to local school districts based on Georgia’s current student funding formula. The final 2026-2027 scholarship amount will be announced soon.
Who does the Georgia 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. Georgia’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 improve their budgets and increase student achievement.
Are Promise Scholarships the same thing as school vouchers?
No, they’re two different types of programs. School vouchers 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 529 plan, 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 other states have programs like Georgia’s Promise Scholarship?
Yes, 18 states have adopted some form of an education savings account program, including all of Georgia’s immediate neighbors.
Alabama passed the CHOOSE Act, which gives parents up to $7,000 annually per student to use for the education option of their choice.
Several other states are moving their education savings account programs to a universal eligibility set-up, where every kid has access regardless of income, race, zip code, or other circumstance.
Georgia is paying attention, and legislators are considering options that will grant Promise Scholarship eligibility to more families. During the state’s 2025 legislative session, senators introduced SB 124, which would allow the children of active-duty military families to be eligible for the Promise Scholarship program, even if they aren’t zoned for a low-performing public school. Georgia lawmakers also introduced SB 152, which would grant eligibility to the biological or adopted children of foster parents, even if their local school isn’t under-performing.
These bills didn’t become law in 2025, but they could be reintroduced in the 2026 legislative session. If they move forward, they could give more kids the best possible opportunities at school and in life.
Do Promise Scholarships take money away from Georgia’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 more opportunity to access schooling options that are often only available to families with greater financial resources.
Georgia’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, Georgia’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.
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, Georgia’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.
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.
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
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
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.”
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
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
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
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.”
COVID-19 Makes the Case for
Educational Flexibility Even Stronger
By Benjamin Scafidi
With respect to school openings during this COVID-19 pandemic, a public health professor recently observed, “There are no ideal solutions here. No matter what schools do, they won’t make everyone happy.” Of course, that is true in the monolithic K-12 education system we have now. But we can move away from a monolithic system. We can move to a system that empowers parents with more choices.
Calls for giving families choice in K-12 education go back to Thomas Paine in the Rights of Man, John Stuart Mill in On Liberty, and—the modern father of choice in education—Milton Friedman. Instead of giving government exclusive control over taxpayer funds for the education of youth, Paine, Mill, and Friedman suggested that taxpayer funds should go directly to families of school-aged children—where families would decide where their children are educated. The core issue is this: Who decides how taxpayer funds for education are spent—the government, as is largely the case now, or families?
Many reasons to support expanded educational opportunity
Giving parents control over where their children are educated allows them to choose school and non-school offerings that are tailored to their children’s interests and needs. Under such a choice system, prospective schools and other education providers are incentivized to provide customized educational and social environments that meet the interests and needs of students and their families. And the evidence—including evidence here in Georgia—suggests that families that exercise choice are overwhelmingly much happier with the services in their students new schools of choice.
In this era of COVID-19, there are now additional reasons to support educational opportunity—families have different health risk tolerances; families, students, and teachers have different underlying health conditions; and families have different health preferences. Public school districts going fully online do not permit families to sort their children into schools (and teachers to sort into schools) based on their varying health preferences. When entire public school districts go entirely online, they are providing what many families desire, but they are not providing what many other families want or need.
As an example, a family with (a) one parent who can stay at home or work part-time from home; (b) a family member with an underlying health condition; and (c) older children may be delighted that their public school is fully online.
However, other families may not be happy with fully online schools. A family with one parent who works full-time outside the home; (b) young children; and (c) no underlying health concerns may desire five-day, full-day, face-to-face schooling with safety precautions. Online schooling may force some parents to quit their jobs. Of course, families of children with special needs may be subject to the most hardships with online schooling.
It is impossible for a one-size-fits-all approach to health concerns to meet the needs of all families. Meeting the diverse educational and social needs and interests of children—and now the differing health needs of students and their families in this era of COVID-19—is only possible in a choice system.
What can states do to provide more educational choice to families?
First, to the extent permitted by federal law, states should use existing and forthcoming federal education funds to offer families choice. South Carolina and Oklahoma are using federal CARES funding to provide scholarships for school-aged children. South Carolina is providing scholarships to defray private school tuition costs up to $6,500 for 5,000 students from low- and middle-income families, where $6,500 is just over half of what taxpayers spend to educate students in their public schools.
The track record of existing education choice programs in the United States is strong. COVID-19 only makes the case for choice stronger. Hopefully, policymakers will rise to the occasion and give students and families an educational lifeline during these challenging times.
A quality education is key to a child’s future success. Academic achievement paves the way to a good job, self-sufficiency, and the earned success we all want for our children. To learn more about education options in Georgia click here.
PRESS RELEASE
Today, the Georgia Center for Opportunity (GCO) released the following recommendations for governments and schools to adopt to safely return to normal during the COVID-19 crisis. These recommendations come on the heels of President Trump’s announcement that states should begin reopening the economy at their own pace beginning May 1st. GCO will be releasing further recommendations in the near future.
1. Establish a Georgia Task Force on the Economy and Education
We encourage state leaders to put together a task force on reopening the economy. This task force will invite business leaders to submit industry-specific guidelines on how they will operate safely in a restrictive environment until the threat is over, such as when a vaccine is found. These business leaders will receive guidance from the U.S. Centers for Disease Control and Prevention and Georgia’s Commissioner of Public Health. Gov. Kemp can then use these guidelines to loosen restrictions in a safe manner. In addition, GCO recommends that the governor consider modifications to his shelter-in-place order to allow people to shop, a vital step for businesses to rebound successfully.
Second, we recommend another task force providing advice to families and school districts on facilitating remote learning. This task force should also create a plan and timetable for the safe return to brick-and-mortar schools in a restrictive environment. We also recommend that school systems develop a plan to ensure students are caught up on schoolwork they might have missed. Additionally, school systems should prepare for COVID-19 outbreaks during the 2020-2021 school year and be ready to return to remote learning when and if that occurs, including a plan to assist students with limited internet access and limited access to appropriate technology.
2. Tap Into Civil Society Resources
Now is the time for civil society to work with government to plan out the reopening of our economy. Workers are being hurt because of forced closures, and we must focus particularly on individuals in vulnerable sectors of our society who could be working now but are unable. Our small businesses are hurting, too. A recent survey by the U.S. Chamber of Commerce reported that one-in-four small businesses are on the brink of closure and half are considering a temporary shutdown.
In this environment, civil society is more important than ever through nonprofits, community organizations, and churches. We recommend the state of Georgia tap into these resources through coalitions such as GCO’s Hiring Well, Doing Good initiative that matches local businesses with workers.
3. Working with Neighboring States
We are seeing positive examples of other states forming regional coalitions to fight the coronavirus. The Georgia government should consider working with neighboring states. For example, the Port of Savannah is close to the South Carolina border, and many people work at the Port and live in the Palmetto State. It would make sense for these two state governments to coordinate reopening this area at the same time.
Quote from GCO President and CEO Randy Hicks
“We are in unprecedented times, and we recognize the suffering from those affected directly by the disease, but also by those impacted by the mass closure of our economy, schools, and way of life. The time has come to create actionable items for reopening Georgia. No recovery plan is without risk, but we must weigh the risk and rely on health and business professionals to do so. Now is the time for everyone to come together to explore solutions that protect our neighborhoods and respond to community needs.”
Six years ago, supporters of the national Common Core academic standards thought they had the formula to measure student success. Under the Common Core, states would agree to teach the same material in the same sequence to all students. The ensuing tests would measure all students according to the same material. We would track the results and compare student achievement across the country.
If only teaching children was so simple.
As centrally-planned policies are prone to do, the Common Core unraveled. South Carolina and Oklahoma left the standards citing, among other things, “federal intrusion” and vowed to replace the standards with better content. A group of states that agreed to offer the same test to students lost half of its state members by 2015. Three months ago, New Jersey had to postpone all student testing in grades 3-11 because the Pearson Education’s testing software malfunctioned.
Despite this morass, some in Georgia still claim that alternatives to national standards and testing will cause more problems than pressing ahead with the Common Core. Most parents would agree that “whether they come from a civilian or military family, all children deserve to be held to high, consistent academic expectations that fully prepare them to succeed after high school.”
Yet there are other—and better—ways to do this than national standards.
Arizona Gov. Doug Ducey signed HB 2544 this year, which allows public schools to choose from a “menu” of tests to measure student progress. Rep. Paul Boyer, chair of the House Education Committee, and Sen. Sylvia Allen, chair of the Senate Education Committee, led the legislative effort.
Schools should be allowed to choose from existing national norm-referenced achievement tests like the Stanford series of tests or the Iowa Test of Basic Skills. This way, schools could use a test that aligns with what they already teach—not curriculum imposed from somewhere else—and, because the tests are nationally normed, the scores could be compared across schools.
Critically, district and charter schools would have the same autonomy to choose what and how to teach while still measuring achievement in a comparable way across localities. The Common Core didn’t deliver, so Georgia lawmakers should be looking for solutions like those in Arizona and New Hampshire.
