Susan Pendergrass speaks with Doug Burris, retired Justice Services Director and Chief United States Probation Officer, about criminal justice reform in Missouri and St. Louis. They discuss Missouri’s risk-based approach to sentencing and supervision; why building more prisons may not reduce crime; low violent-crime clearance rates in St. Louis; the case for bail reform and expanded electronic monitoring; the Safer Supervision Act before Congress; and more.

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Episode Transcript

Susan Pendergrass (00:00):
Welcome to the podcast, Doug Burris, who has been in and around criminal justice reform. I know you’ve been making a lot of pushes nationally, and you’ve worked within Missouri. What I want to talk about today is that in St. Louis city and county, folks are really celebrating this reduction in crime. Murders are down, and therefore we are on the verge of solving this issue. But it doesn’t feel that way to people who live there. I know you ran the county jail for a while and you’ve been closely involved in what’s going on there. What is your perspective on the St. Louis region in terms of where things stand today, in the middle of 2026, when it comes to criminal justice reform and identifying and clearing crimes?

Doug Burris (00:57):
Well, first of all, Susan, thank you for having me as a guest on your show. It’s greatly appreciated. I’m such a fan of the Show-Me Institute. To answer your question, there has been some progress, but I think what we have done is taken baby steps and we still need to walk and then run. There’s much work that needs to be done. I think the state of Missouri as a whole has been a great example of what can happen when criminal justice reform is done correctly. What was done with the Department of Corrections with prior work, including House Bill 1525, allowed for focusing on more high-risk cases and moving low-risk cases through the system quicker, getting them productive and out once they are. That’s what should be done more at the federal level, following what the state of Missouri did, and also at the local levels in the city of St. Louis. I think that’s exactly where we’re headed.

Susan Pendergrass (02:00):
So what did happen at the state level in Missouri? How did they shift their focus? It sounds kind of strange, but to make this system more effective and efficient, you need to find and lock up violent criminals, but people who are not violent criminals who commit a crime could be dealt with differently. What did Missouri do specifically?

Doug Burris (02:01):
Well, Missouri led the way for the rest of the country, as did Texas, where they implemented various reforms. One was making sentencing decisions and supervision decisions based on a risk level, where they had risk assessments that followed the science of criminal justice on who needs to be the most supervised and frankly the longest incarcerated, as opposed to the exact opposite. I’ll give two extremes of the situation. At the federal level, we have a grandmother who continues to cash her dead husband’s Social Security check, and that person ends up on federal supervision on the same caseload as a violent child predator. It’s really not necessary to have that woman on supervision when the real focus should be on the violent person. There is the Safer Supervision Act that’s before Congress right now, and we’re really hoping that gets passed so there will be more emphasis on supervising the people who are at highest risk, using risk assessments as a tool to determine that.

Susan Pendergrass (03:45):
And how long has Missouri been doing this? Do we know anything about how it has impacted the size of the prison population?

Doug Burris (03:53):
That’s a fantastic question. It’s been in play for about five years now. What has happened is the population of both the prisons in Missouri and the people on supervision has decreased, but the crime rates have not gone up. The same thing has held in Texas, which has done it for just a little bit longer than Missouri. So following the science really does work. And it’s at a considerable expense. It’s about thirty thousand dollars to house someone in a Missouri prison, and in a federal prison it’s over forty-two thousand dollars. It might be cheaper to send these people to college than to send them to jail or prison. And of course there might be more good done too, because there have been all kinds of studies showing that people who get an education or vocational training have drastically lower recidivism rates. That’s what we really need to be focusing on, and not the grandmother I talked about earlier.

Susan Pendergrass (04:58):
Well, it seems to me that a lot of states, including red states, are moving toward the idea of just building more and bigger prisons and locking everybody up, because if you want to show that you really care about crime, you demonstrate that you are ready to lock everybody up. But that’s not effective or efficient, right?

Doug Burris (05:21):
No, that’s exactly right. And unfortunately we’re seeing that in our neighboring state of Arkansas, where they’re constructing a new prison expected to cost one billion dollars to open the doors. One billion dollars. And then to operate it, if their annual rate of housing someone in prison equals Missouri’s, it will cost about a hundred million dollars a year to operate. And again, we’re going to have people in there who could be supervised in the community or given opportunities like drug treatment, job training, and education, things that will have people contributing to the tax base rather than taking from it.

Susan Pendergrass (06:03):
How do you convince people that a risk assessment is going to work when they want all the criminals off the streets?

Doug Burris (06:10):
Well, it’s twofold. One is we have to educate people that putting someone in prison is going to cost tens of thousands of dollars every year, and in the end they may come out more angry and less able to adapt to the community. The other thing is to follow the science. Look at what Missouri has done and what Texas has done, where they have lowered the prison population and crime has actually gone down. This is something other states should be following as well. We can’t keep everyone in prison forever. We just can’t afford it. And not only that, but it’s also inhumane. The cost would be astronomical if we start keeping people in prison for low-risk crimes that in some cases have no victims.

Susan Pendergrass (07:10):
A couple of things came up in the last legislative session. Governor Kehoe passed a violent crime clearance rate grant program, but the legislature hasn’t funded it. What are your thoughts on that?

Doug Burris (07:27):
When it comes to violent crime, I’m all in favor of keeping the most violent people in as long as possible and perhaps even for life. The question is where can we find ways to save money with those who aren’t violent? That’s what we really need to be focusing on. When you’re supervising a violent person but you also have nonviolent people on your caseload, it really just doesn’t make sense.

Susan Pendergrass (08:01):
Well, I was just thinking specifically about trying to direct some funds toward clearing crimes, because even though murders are down, clearance rates on murders are still pretty low in St. Louis, in the thirty to forty percent range. I would think that the same people who are interested in locking everybody up would like to clear more of these crimes. If you look at carjackings, most of those go unsolved. Maybe one in ten is cleared. While we focus on risk assessment, which is a great idea, there are other things we could be doing, like working harder to clear the crimes that are committed.

Doug Burris (08:39):
Absolutely. That makes complete and total sense, because when you’re talking about the worst of the worst, they don’t commit one crime and then never do it again. This is an excellent idea for putting resources toward making the community safer.

Susan Pendergrass (08:56):
Another thing that came up in the last legislative session was DNA testing people who are arrested, running their DNA and then disposing of it if they don’t match anything. I don’t think that went anywhere. I know there are a number of bills that have moved through trying to make Missouri a safer place. It wasn’t a really productive legislative session in 2026 in Jefferson City. A lot of things didn’t happen, but things are being attempted. What about St. Louis specifically? Having run the jail in the county, what do you think needs to be done there to improve residents’ feeling of safety?

Doug Burris (09:38):
I think more resources need to be directed at the court level, first of all, and at the investigative level like you talked about. But there are people in jail awaiting trial who have not been found guilty for three to five years. Can you imagine what it would be like to be in a place where you don’t see the sun for three to five years? You don’t feel the sun on your face or the hug of a loved one. I saw some of those cases where people were headed to trial and after three to five years the case just goes away. I think we need to really focus on giving the courts resources, and that includes both prosecutors and public defenders. Public defenders have some of the highest caseloads in the nation here in Missouri. If someone is innocent or can be dealt with quickly and given a path to become a productive citizen, that’s what we really should be focusing on.

Susan Pendergrass (10:37):
What about the bail system? Does that need reforming?

Doug Burris (10:41):
Yes, I really think so. That’s one of the things some other states have done that has shown incredible results: using a risk assessment at bail. The federal system does that currently, and I think it’s still underutilized. There are things that can be done with that risk assessment in terms of supervision strategies, but I think the judge needs to know the absolute risk of that person and what can be done to address it when making a decision on bail.

Susan Pendergrass (11:14):
Can’t we put more people on monitoring? I hate to suggest everyone gets an ankle monitor, but can’t we monitor more people while they’re awaiting trial rather than having to house and feed them?

Doug Burris (11:31):
Yes, absolutely. That’s an area that needs to be expanded. In the St. Louis County jail, for example, which is the largest jail in Missouri, there are three hundred people in custody right now who are low risk. We’re spending about a hundred and twenty dollars a day to keep them in jail, potentially for years. Low-risk people, if you follow the science, can typically be supervised in the community.

Susan Pendergrass (12:06):
So do you think that if we were to implement all of these reforms, do a risk assessment on every person charged, only lock up the violent criminals, and let people await their trial at home, that St. Louis would feel more safe or less safe?

Doug Burris (12:07):
Well, I think with proper supervision you’d have to do it right. You just can’t let everyone out. Utilizing the risk assessment would really be the key, because someone may be charged with a low-risk crime this time, but they could be on parole for a prior murder or rape or something along those lines. That’s why you really need to look at the risk assessment to determine the appropriate strategies for releasing people.

Susan Pendergrass (12:42):
Yeah. This just seems to be a growing sector of our economy and a growing slice of the budget pie. Missouri has budget problems. We’re putting so much money toward this idea of reducing crime, and for some reason people still just don’t want to walk to their car alone at night. I know there’s a lot of general public disorder in St. Louis, graffiti, homelessness, panhandlers, that also contribute to it. I wish I could understand a reasonable, cost-effective approach to

Doug Burris (13:26):
Yes.

Susan Pendergrass (13:37):
improving those conditions, because I know other cities have and I believe St. Louis can do it, but we have this reputation of being a crime-ridden city, and I think that’s so unfortunate.

Doug Burris (13:47):
Right. I completely agree with you. The truth is the answer isn’t to lock everybody up. The United States has the second highest rate of incarceration on the planet, only behind North Korea. The Department of Justice reports that if incarceration rates remain the same, one out of every fifteen adults in the United States will serve a prison term. One out of every fifteen. And that’s a prison term for a felony conviction, not a jail term for a DUI or a bad check. The costs are astronomical: thirty thousand dollars a year to house someone in a Missouri prison, paid for by the taxpayers. There have been proven strategies for getting people in and out of the criminal justice system. Ninety-three percent of those who remain employed on supervision successfully complete supervision. Those who remain unemployed throughout their supervision have a more than fifty percent failure rate. Getting people a decent job where they can care for others and find meaning is really one of the keys to lowering crime.

Susan Pendergrass (14:45):
Yeah. And there are public-private partnerships, and partnerships through religious organizations and other programs that have been shown to work, if we would free them up.

Doug Burris (15:13):
That is so true. Chuck Colson’s old organization, Prison Fellowship, is one of the best with the programs they offer in prisons and to people when they get out. It has proven, particularly in Iowa, to show drastic reductions in recidivism.

Susan Pendergrass (15:25):
Wow, that’s great. So I’m surprised to hear that Missouri has led the way on prison populations. I thought there was consideration about building a new prison, but I believe it’s not happening. Is that right?

Doug Burris (15:55):
Yes, that’s exactly right. Our prison population has actually decreased in the last few years.

Susan Pendergrass (16:03):
Wow, that’s really surprising to me. But good to hear. So what are you looking for the governor or the state legislature to do in the coming years?

Doug Burris (16:12):
I think they should build on the reforms that have already been proven to be successful. The one thing you mentioned that I think is frankly brilliant is the idea of working to close open violent crime cases, because on the violent cases, the chances are it’s not one crime they committed and then they go to work the next day and never commit another crime. I think that would be something fantastic for the state legislature to do.

Susan Pendergrass (16:37):
And at the federal level, what are you hoping to see done?

Doug Burris (16:46):
The Safer Supervision Act, as I mentioned before, is actually a bipartisan act, but it’s being led by the right right now. The conservatives are the ones who have introduced it into Congress. The Department of Justice is in favor of it. It would make the assessments we talked about more prominent, and it would also give people incentives to do things right, like getting a college education or a good-paying job and paying off restitution, where they can get off supervision earlier. That makes complete sense. But also, almost everyone convicted of a federal crime now is given supervision, like the grandmother I mentioned earlier who cashed her dead husband’s Social Security checks after he passed. This would allow for a more

Susan Pendergrass (17:33):
Mm-hmm.

Doug Burris (17:42):
thorough assessment at the time of sentencing, for the judge to not put people on supervision who don’t need it. That would clear up resources so more time could be spent on the people who really need to be supervised, as opposed to those who don’t.

Susan Pendergrass (18:01):
Yeah. A lot of the sentencing reform we hear about involves mandatory minimums, which force judges into incarcerating people whether they want to or not. I assume that’s not something you would support.

Doug Burris (18:16):
No. I worked in the federal system for twenty-three years and saw the damage that mandatory minimums have done. For instance, with crack cases, I saw a judge sentence someone who was selling five grams of crack. A gram is equal to about a sugar packet you put into your coffee, and five grams carried a mandatory five years. And then you would have people with no mandatory minimums who robbed a bank and did a shooting receive lower sentences than drug cases. Thankfully there were two reductions in the crack mandatory minimums, applied retroactively. Over 23,000 people had a resentencing, and when they were released, they did not offend at higher levels than those who served their full terms. That was money well saved. The judge has a better idea on sentencing someone when they have all the facts of the case before them, rather than relying on a statistical report done ten years prior that says, because he was convicted of this crime, he gets this sentence.

Susan Pendergrass (19:17):
Yeah. Right. Well, I’m relatively new to this area, but I think it’s all pretty fascinating. We struggle enough to get people to live in our cities, and if they don’t feel safe, that’s not going to help. I look forward to learning more about this area of policy and following more closely what Missouri and St. Louis specifically are doing. I would like to have you come back and talk about it again when there are real policies being considered, because it’s not going away and there’s a lot to learn.

Doug Burris (20:11):
Well, I appreciate it. I enjoyed my forty-year career in the criminal justice system, and hopefully I’ll be the only guy you’ve ever met who has been in more prisons than John Gotti.

Susan Pendergrass (20:16):
Hopefully. Thank you so much, Doug. I really appreciate it.

Doug Burris (20:27):
Thank you, Susan. It was a real honor.

Produced by Show-Me Opportunity

The post Risk, Reform, and Public Safety in Missouri with Doug Burris appeared first on Show-Me Institute.

Susan Pendergrass speaks with J.S. Onésimo “Ness” Sandoval, demographer and professor in the Department of Sociology and Anthropology at Saint Louis University, about what the data says about the future of the St. Louis region. They discuss record low birth rates and what they mean for school enrollment, why St. Louis is among the top regions in the country for deaths outnumbering births, how the region compares to Pittsburgh and Cleveland, and why suburbs like Chesterfield and St. Charles are aging faster than most people realize. They also discuss the role of housing supply, school choice, crime, and domestic migration in whether St. Louis can attract and retain young families, and more.

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Episode Transcript

Susan Pendergrass (00:00): Well, certainly not the first time we’ve spoken, Dr. Sandoval. At St. Louis University, you are such a fascinating demographer of the region, and I’ve been following your work as new census data has been released. You’ve been writing about it and creating what I think are really cool mapping tools that folks can look at to see how the St. Louis region is impacted. Thanks for coming on to talk about that. But first I want to sort of expand our view, because pretty sure that I read within the last week that the number of babies born in the United States was at an all-time low. Is that right?

Ness Sandoval (00:35): Yeah, so every year the United States will probably be breaking records. The data coming out for 2025 is a record low, and the data coming out for 2026 is even lower. The first few months of 2026, the provisional data that’s out shows even fewer. And this is what we expected. We call this a demographic shock, because in 2026, whenever you create an atmosphere of uncertainty and fear, rational people do not have children until they understand that their job is safe, there’s not a recession coming, and we’re not at war. When you create this sense of fear, young people do the rational thing and don’t have children. We saw this in 2020 with COVID. We saw this in 2008 with the Great Recession. Anytime there is uncertainty, young people will postpone births. And that’s what we’re seeing. This started in November. We started to see the decline in births, and it’s continued from November, December, January, February. And so this is what we’re going to see.

Susan Pendergrass (01:51): So next year is going to be lower. And when you look at the state of Missouri, I’ve been saying this ad nauseum for years that our K-12 school enrollment is declining and will decline because of that sort of peak in 2008, just before the Great Recession. So our biggest kindergarten class was around 2012, and our kindergarten classes have by and large declined ever since. And so those kids are moving through the system. You can project that we will just have fewer and fewer kids enrolled in our K-12 system in the state of Missouri.

Ness Sandoval (02:06): No, we peaked in 2008.

Susan Pendergrass (02:11): By and large declined ever since 2012. And so those kids are moving through the system. So you can project that we will just have fewer and fewer kids enrolled in our K-12 system in the state of Missouri.

Ness Sandoval (02:24): Yeah, this is true, and we have a pretty good chart. We make these for every city. We’re replacing very large cohorts of children who were born. I have a son who was born in 2007, just before the recession. That cohort that graduated in St. Louis was 40,000 students. The baby birth cohort is now 27,000 students. So that’s just in that one year a 13,000 decline. And it’s going to decline every year for the next 15 to 18 years, because we don’t know what the bottom is yet. It has not reached the bottom.

Susan Pendergrass (03:01): Right. People say where are the kids going? I’m like, they’re not going anywhere. They weren’t born. The St. Louis region, like Clayton is declining, Ladue was, I mean, all of these school districts, I think almost everyone in the county has fewer kids today than they had 10 years ago.

Ness Sandoval (03:07): They weren’t born. Yes, and it’s not just St. Louis County. St. Charles County is experiencing this. There are some parts that are growing, in the Wentzville area, O’Fallon, but if you look at the old St. Charles areas, they’re experiencing decline. Families with children are declining in those areas. We had made an interactive map that I think shocked a lot of people, of seniors outnumbering youth. People could not comprehend this. Like, my gosh, this is not 2000 where youth were dominating these neighborhoods. I live out here in Chesterfield. The entire Route 64 corridor is senior citizens dominating the youth in Chesterfield. People are shocked. More seniors lived in Chesterfield than youth in 2010, and that’s only grown since. This is happening throughout West County.

Susan Pendergrass (04:14): Wow. And your maps actually go down to the zip code, right? You have very granular data.

Ness Sandoval (04:27): Across into Illinois, yes. The only way you can turn this around is young people from across the United States deciding that they want to make St. Louis their home, have a family there, create a business there. This is what I promote. We have to get younger. We really should have a preferential option for families with children. And that’s a hard message for a lot of people because they’re like, wait a minute, we grew from 1970 to 2020. And I’m like, but all of that growth was driven by babies born. Over 1.8 million babies were born. And I tell people, just do the math. 27,000 babies per year times 50. That’s the back of the envelope for what’s coming over the next 50 years. Unfortunately, that’s not what’s going to come. It’s going to be a lot lower than that. People are starting to get it. We’re not going to have 1.8 million babies born over the next 50 years.

Susan Pendergrass (05:33): Yeah, and I think about things like individual school systems building new elementary schools when there have got to be a lot of buildings that are empty. And also, won’t there be more competition for public resources between children and older people?

Ness Sandoval (05:49): Yeah. At my previous job at Northwestern, we did a project on this in one of the suburbs because we were studying seniors. There was a debate about how to spend public money. Was it for transit for seniors or transit for children? This was 2006, and this was the debate happening in Chicago. How do you provide paratransit for senior citizens when that number is increasing? We’re just having this discussion because St. Louis is leading. We’re in the top three of regions. Pittsburgh leads the country, Cleveland is second, and St. Louis is third, tied with Tampa. More people dying than babies born. We simply don’t have the number of babies born for the size of our population. And it’s because we’re a very old region. We’re the ninth oldest region in the country.

Susan Pendergrass (06:58): Yeah, I mean, we used to have 800,000 people in the city of St. Louis, right? And now we’re 280,000 or something.

Ness Sandoval (07:05): Yeah, and I was just looking at the numbers. It is very possible within two years that Kansas City will have more babies born in absolute numbers than the St. Louis metro region. That’s how few babies. I’m talking about the region. Indianapolis is about 700 babies behind St. Louis. Nashville is about 800 babies behind. All of these smaller regions are having lots of babies, and young people are moving there. Your future depends on the number of children born. And when you look at population projections, I kind of know what this looks like. When you fall below Kansas City in number of births, at some point Kansas City will be larger than St. Louis. We can project this out. We’re talking absolute births, not birth rates. We had lots of babies born 10 years ago. We were fine 10 years ago.

Susan Pendergrass (08:09): Yeah, wow.

Ness Sandoval (08:29): We can go back and talk about what happened since 2010.

Susan Pendergrass (08:35): Yeah, please. I’m curious what did happen. I know you call it the death spiral when there’s more deaths than births, but how did we get into this?

Ness Sandoval (08:41): So I moved here for the Great Recession. I moved in 2008 to start my job at SLU. And there was hope when I got here. There was some positive momentum happening. I think the region took it for granted that it didn’t have to do anything. We just have to be St. Louis. We don’t have to do anything. Unfortunately, Nashville came on the scene. Then you started to see regions change. Regions thinking we need to get young. And St. Louis absolutely did nothing. Since I’ve lived here, there’s been a lot of resistance to economic development in the region. Nashville, I think it was the popularity of being young, being pro-development. I went to Nashville to actually look at it, like why are young people there? And I went to Vanderbilt. And I saw this really interesting integration between the city and Vanderbilt University. That does not exist here in St. Louis. Making it a vibrant, cohesive, urban experience.

Susan Pendergrass (09:47): Yeah. Right. Now you step off campus at SLU and you’re in an area you don’t want to walk at night.

Ness Sandoval (10:00): Yeah, and even if it was WashU, right. And then you can talk about the Loop. It never recovered from COVID, traffic is down. I think the region has really struggled to attract young people to stay here and live here.

Susan Pendergrass (10:13): Well, we’ve been looking into the issue of crime in St. Louis quite a bit, and I know it’s down and everyone’s celebrating that fact, but I’m not sure when you survey people and ask how they feel walking alone at night, that it’s changed all that much. Even if the number of murders are down, I don’t know that people feel safer walking alone at night, and that’s got to have an impact on whether you want to stay in St. Louis after you have kids.

Ness Sandoval (10:47): Yeah. I think in the city you move out to the suburbs. The challenge is they work and you live for affordability. So many suburbs are against new development, even though they can develop. We see these debates in Chesterfield, that debate in Creve Coeur, several debates out in St. Charles. They don’t even talk about Jefferson County, because they’re celebrating voting down housing. My point is if you don’t want to build housing, Indianapolis is going to build it. Columbus is going to build it. Nashville is building it. We are no longer in the top 50 in new housing permits in the country. We’re 58th.

Susan Pendergrass (11:34): Why though? Is it because there’s not demand, or is supply being constrained?

Ness Sandoval (11:42): Supply is being constrained. Part of it is, when I speak to people, they say it’s going to hurt my home values. People want supply down. But you understand there’s a consequence to this. And home values are always good in St. Louis. But again, we always say there’s a city that we can look to that’s our future, and that’s Pittsburgh. If you really study Pittsburgh and look at it, you’re like, wow, there’s a lot of things we can learn as a city, and say this is not what we want to be. Pittsburgh leads the country in discounted rates on home sales. When people offer their price, most people do not get the price that they want. It’s a significant discount because the demand’s not there. We are about 20 years behind Pittsburgh.

Susan Pendergrass (12:25): Wow. I think a lot, in what I do, about the educational offerings in the region. Before we were recording we were talking about Texas. Texas, number one, doesn’t have an income tax, and also you can pick your child’s school from the get-go. They have hundreds, if not thousands of charter schools. And now they have a private school choice program that I think 250,000 families apply to. And Missouri has an extremely limited private school choice program, maybe 6,000 or 7,000 kids in the state, and not even the ability within St. Louis County to go outside of these tiny little districts. You can’t even go from Clayton to Brentwood. People really feel strongly about this and fight the idea of opening up the county and letting kids go within the county to any school district, and then the legislature fights it every year. And I’m like, we are just becoming less and less competitive.

Ness Sandoval (13:36): I don’t think people understand. I do a lot of work with schools now. We’re going to lose at a minimum 100,000 children under 15 by 2045. This loss is built into the system based on 27,000 births right now. The numbers are starting to show up in kindergarten. We have a smaller kindergarten class, a smaller first grade class coming in. And so a lot of schools are like, wait a minute, what’s going on? This is just starting. You have another 20 years, because we have these large cohorts that were still born after the Great Recession that are going to be replaced by smaller cohorts coming in. And there is no significant migration of children coming into the region.

Susan Pendergrass (14:28): So there are going to be difficult staffing decisions, and people don’t want to hear it. Like, we cannot continue to hire more teachers.

Ness Sandoval (14:32): You have to close schools. You have to close schools, have to merge schools. I’m doing some work in Parkway. People should not be surprised. Parkway is having meetings this month about what Parkway looks like going forward, and people are discussing consolidation. Rockwood is talking about a 15% decline in 10 years. Go out another 10 years, Rockwood will be talking about school consolidation. St. Charles will be talking about school consolidation in the old St. Charles area, the city of St. Charles. This is coming. Everybody focuses on the city and says the city needs to close schools. But you will see a discussion, I think, between Clayton and Brentwood.

Susan Pendergrass (15:06): For sure. Clayton had 2,500 kids. Now they’ve got closer to 2,000. I mean, that’s teachers, that’s buildings. And I know in Indianapolis, I’ve talked to a superintendent in that area. All parents can pick a public school. And he was like, I had some under-enrolled elementary schools and it was great for me because I put a language immersion program in one to bring parents in. I think the resistance to this idea is all about not wanting kids who aren’t paying property taxes, but I think it’s going to flip. Then you’ll be like, we’ve got to fill these seats. We’re paying the same teacher for 18 seats that we could pay for 22 kids. At some point they’re going to have to start laying off teachers. So I think there are some very difficult decisions ahead that you can see now, and there are things that could be done now, like at least not filling open positions.

Ness Sandoval (16:16): I think universities are seeing this, because many of them are relying on tuition and those dollars are not coming in. A smart university has to make cuts because it doesn’t get any better next year or the following year. There will be fewer students coming in. So universities that want to survive are making necessary cuts to survive.

Ness Sandoval (16:45): Again, we don’t know what the bottom of the birth decline looks like. We just happen to live in a state and a region that has seen a significant decline in children. I keep saying we’re modeling the future for people, either as a good or bad thing. They’re like, we want to be like St. Louis, or we don’t want to do what they did.

Ness Sandoval (17:13): I think a lot of people are starting to understand this. It’s like, we’re letting our children go, and we’re not doing a very good job of trying to keep them here. When you had 1.8 million births, you had enough to let children leave your region, leave the state. You don’t have that luxury anymore. Our models show the region should have anywhere between 1.3 million to a million births coming in over the next 50 years. We hope it’s not a million births, because that means you have an 800,000 decline in your population under 50. Or it’s 1.3 million births, which is only a 500,000 decline. But that’s coming.

Susan Pendergrass (17:43): How does immigration factor into it? Because I remember the last time we talked, you said that St. Louis is not very immigration friendly. And of course, the current national environment is not very immigration friendly.

Ness Sandoval (18:03): Missouri and St. Louis cannot rely on immigration to save it. It’s not a state that immigrants are going to come to in large numbers. They’re going to go to Florida. Miami leads the country. Even though domestic migration has people leaving, international migrants are going there as their top destination. They’re going to Philadelphia, they’re going to New York. We get immigrants who come here, but it’s a very small number, like 6,000 a year. We’re not even in the top tier as a top 25 metropolitan region. And Missouri is not either. So Missouri has to rely on domestic migration.

The data will show that probably for the decade, there will be more people dying than babies born in Missouri. Missouri will start to have from a natural perspective more people dying than babies born. And 91 counties across the whole state will have more people dying than babies born. So Missouri will become dependent for growth on domestic migration.

Susan Pendergrass (19:29): Or do we just accept that we’re not going to grow anymore? What’s the impact of that?

Ness Sandoval (19:33): Again, it’s going to be specific. I do think the Springfield area is going to grow, the Branson area, there’s growth. Part of this is retirement, I think. Kansas City is growing.

Susan Pendergrass (19:42): Why Kansas City more than St. Louis? What’s attracting younger people to Kansas City that is not happening here?

Ness Sandoval (19:49): Kansas City is a younger region. St. Louis is a fairly old region. Kansas City is a lot younger and it has a large Latino population, and that’s the largest growing population in the country, birth-rate wise. Latinos are now the second largest population in Kansas City. They surpassed the Black population, which I think even shocked me, because we thought we knew this was coming, but we thought this was going to be post-2030. The fact that it already happened shows just how many Latinos are moving there. And then you have an exodus of Black residents leaving Kansas City as well as St. Louis. I always tell people, when you have young Black families leave or young Black adults leave, those children ultimately leave too. And so that’s part of the story.

Ness Sandoval (20:48): When young people leave, the children that traditionally were born to those young people are now being born in Charlotte, Atlanta, Houston. The number one challenge for St. Louis and the state is the decline in births. If that doesn’t change, then you’re going to see that decline start to show up in five to ten years in our schools.

Ness Sandoval (21:17): And the private schools will simply go out of business because that’s dictated by the private market. Or they’ll do what many of the Catholic schools are doing. They think, we’re going to have middle school now, or we’re going to be K through 12. But then what about the parochial schools? There’s no growth. They’re just taking children out of other schools and putting them in their school system.

Ness Sandoval (21:45): And so again, I go back to Pittsburgh. Pittsburgh is about how do we manage population decline? The city is growing a little bit, but 100% of the growth in terms of the losses is in the suburbs. And that’s going to happen in St. Louis. When this loss starts to show up in the demographic accounting, most of the loss is going to be outside of the city of St. Louis. It’s going to be in the Chesterfield areas. It’s going to be in St. Charles.

Susan Pendergrass (22:18): So what could be done from a policy perspective? Chesterfield is trying to have this arts and entertainment district. They put in Topgolf and the concert venues. They’re trying to attract younger people there. Is it working?

Ness Sandoval (22:34): It’s not working. I mean, they have the same slight increase. I just posted this yesterday. People are shocked. The growth is in non-family households in Chesterfield. If you look at the new development, I call it downtown West Chesterfield. These are million-dollar homes, very expensive. Very few families with kids are there. These are empty nesters or dual-income, no-kids households. It’s very expensive for young families to get into Chesterfield today, when your entry-level home that was $170,000 in 1980 is $600,000 today. These are the challenges.

Susan Pendergrass (23:23): So build more starter homes?

Ness Sandoval (23:32): You need more entry-level homes. I’m not even going to use the word affordable. You need attainable homes for two incomes. And they can be built. But what I’ve heard is that a lot of cities do not want these homes. They want the $600,000 to $700,000 homes because of taxes. And so there is this tension there.

Ness Sandoval (23:56): Parkway and Rockwood are going to look very different in 30 years. They were very attractive amenities for young families with children. But I look at the data, and my kids are in Parkway. These schools are under-enrolled. You go and objectively look at the classrooms, you’re like, there should be 30 kids in these rooms and there’s 15. It’s great for me as a parent. I’m glad there’s only 15 kids for my fourth grader. One of the classes in Parkway Central, in the middle school, in his math class, there are eight students. I love it as a parent, but as someone who looks at the data, this is not sustainable.

Susan Pendergrass (24:45): Yeah, lots of one-on-one. Yeah. I’m just trying to figure out what would cause a renaissance in St. Louis. It doesn’t feel super safe. It has some great amenities and a great food scene and now MLS soccer. What would it take? Well, number one, you do have the school system problem where the St. Louis public school system is kind of a dumpster fire. So people want to move out if they have small children.

Ness Sandoval (25:32): Yeah, the decision to move out is made within the first three years once the baby’s born. We can see that in the data. When we moved from Chicago, because we lived in the city of Chicago, we wanted to live in the city of St. Louis. I think most people who move from Philadelphia or Boston are living in the city. We thought the city of St. Louis would be offering the same amenities. Because of the Great Recession, I came a year before my family, and we soon realized the city of St. Louis was not the city of Chicago in terms of amenities. And so we ended up in St. Charles. And I think most people make that same decision.

Susan Pendergrass (26:25): Yeah, my husband and I moved right into the city.

Ness Sandoval (26:27): We see it in the data. People are moving into the city from Philadelphia, from Boston, from Houston. But then, like me, if you have children and you’re not going to pay for private school, because that’s a tax in many ways, they’re going to exit out. And then with the Catholic schools closing in the city, there are going to be fewer options.

Susan Pendergrass (26:50): Yeah. But the public transportation is no good. I mean, there are things.

Ness Sandoval (26:57): And it’s interesting. We did see a kind of experiment during COVID. When COVID happened, the Catholic schools in the county opened up. A lot of families wanted their children in face-to-face instruction. So they left the city. They did not stay. So we had kind of a quasi-experimental design there. Education was very important.

Ness Sandoval (27:26): A lot of people left the city because of that and never came back. And that started before COVID. But I think this idea of school choice is something where parents want it. We have enough anecdotal evidence. When Normandy closed, the school system closed, families moved to Normandy to get their kids into Francis Howell. There’s enough evidence to show that families want to make these decisions. The question would be, would Parkway accept all of the students that would want to be in Parkway?

Susan Pendergrass (27:56): Yeah, the law would have to say that they would have to. You couldn’t let them pick and choose.

Ness Sandoval (28:15): Yeah. And so the question is, you have a lot of people who would love to be in Parkway. I gave a talk at Marquette and I was shocked because a good percentage of the students there were saying those public school students, but the parents had left to get out to West County for their children. So the question is, do you just let the private market dictate this? Those who can leave the city will ultimately leave the city and get out to West County.

Susan Pendergrass (28:50): There’s movement out. And I think in terms of domestic migration, to get parents to move in, you can go to our northern border, Iowa. The state pays for private school tuition. Oklahoma to the south, the state pays for private school tuition. Kansas, you can go to any public school in the state. It’s 100% open enrollment. Arkansas is one of the strongest for school choice, both public and private. I think we’re going to be surrounded by it and just have our arms folded across our chest. Because Parkway doesn’t want all those kids coming, or Rockwood doesn’t want all those kids coming. Parents are simply going to move across the border to a state where they can pick any public or private school. I’ve talked to some parents who have reached out to say, I’m thinking about moving to the region, is it true I can’t pick a school? And I’m like, it is true. You cannot pick a school. And I think they’re like, forget it. I’m not going to make this big decision on where to buy a house. I think if we don’t do things that are family friendly, and if we don’t get crime under control in some way, or have a 911 system where when you call somebody responds, I think it’s interesting that St. Louis will become this example for the nation of what a dying city looks like.

Ness Sandoval (30:08): We have three examples today: Pittsburgh, Cleveland, and St. Louis. Tampa is kind of unique because it is a destination for retirees. The Wall Street Journal has an article today on Cleveland, the renaissance of downtown Cleveland. And Detroit too, it’s a renaissance.

Susan Pendergrass (30:29): Wow. What about Detroit now? So St. Louis hasn’t figured out our renaissance yet.

Ness Sandoval (30:49): And to be honest with you, I think it will be hard. I’m not pro anything, but I find this whole debate about the city and county interesting. I’m not from here, so I don’t have this history of growing up here. But I think objectively, when I look at the budget of the city of St. Louis and compare it to Pittsburgh, Pittsburgh is a little bit bigger. It’s got 25,000 more people. But their budget is significantly smaller than St. Louis City’s budget. Part of me wonders, because the city is both a city and a county, it doesn’t have enough people or revenue to operate as both. And this is what’s helping Pittsburgh out. This is what’s helping Cleveland out, because that county revenue is spread among more taxpayers. In St. Louis City, the county functions are spread among a dwindling number of taxpayers. The city probably cannot be a county anymore. There’s just too few taxpayers to provide both city services and county services.

Ness Sandoval (32:08): I looked at these budgets and I’m like, my gosh, why is St. Louis’s budget so much more? I’m talking not a little bit more, a lot more than Pittsburgh’s budget. Pittsburgh is having trouble. And I don’t see the long-term fiscal situation turning around for the city because it’s got to provide all of these services. The tax base is going to decline. The next three years are probably going to see population loss in the city. The numbers just came out in March, but we’ll get the numbers in May. It’ll probably lead the country again in population decline for large cities.

Susan Pendergrass (32:58): Are we still a top 20 city? We’re number one in population decline, but what about in population size?

Ness Sandoval (33:01): We’re number one in decline. Last year, St. Louis City was number one. We’re declining. We’re not in the top 20 yet, but we’re very close. If we go back to 2020, we’re smaller than we were in 2020. The only reason we’re not number one in decline is because we had so many immigrants that offset our domestic migration loss. But this will be an interesting 2030 census, because it’ll be the first time the region will go into a census with more people dying than babies born. In the last census, we had about 75,000 natural growth. We’re looking at about 25,000 to 30,000 natural decline going into this census without any domestic migration. I tell people that this story is just starting. We have 74 years of the century left.

Ness Sandoval (34:18): I’m just trying to get people to move from the mindset that this is 2010 St. Louis. You don’t have 36,000 births anymore. You have 27,000 and it’s declining, one of the fastest declines in the country. Because of it, we’re aging very fast, and so we have to shift. The region has to make a choice that we start to organize our economy around senior citizens. There’s lots of money to be made from senior citizens, but we will never be viewed as Nashville or Austin as a place for young people.

Susan Pendergrass (34:52): Absolutely. That Route 64 corridor is just going to be all retirement homes.

Ness Sandoval (35:04): We won’t be talking about single family homes anymore. We’ll be talking about senior housing. We’ll be talking about a workforce that’s going to work with seniors instead of a workforce for children. And there is money to be made in that economy. I’m not saying that this is a bad thing. But again, we can look at other parts of the country where this transition has happened. Local government spending is being consumed by senior citizens, the healthcare of senior citizens, the paratransit of seniors. Seniors will lose their ability to drive. That cost typically gets covered by local governments. And so you will not be providing buses for children. You’ll be providing paratransit to get seniors to their doctors. Churches will have to think about being accessible to seniors. I go to Church of the Ascension and they are not prepared. At Easter, one of the Masses, one-third of this section was senior citizens in wheelchairs. The churches are simply not prepared for a parish that’s going to be 50% of the population at 70 years old and older. Restaurants have to think about this.

Susan Pendergrass (36:30): Wow, that’s crazy. Well, interesting stuff. I hope you’ll come back and talk about this more. And certainly I’m very interested in reading everything that you write about what St. Louis can do. We need to figure out a renaissance.

Ness Sandoval (36:51): We’ve got to get younger. The kids are giving us a try. They’re coming to school, they’re coming here because they have hopes. We just have not responded the way we need to. A lot of companies are starting to recognize this. I talked to the mayor and said, you need to be a more proactive voice on this. But the region, this is not a city of St. Louis issue. This is a St. Charles issue, a Jefferson County issue, a Chesterfield issue. Most of the people live outside of St. Louis city. The loss we’re projecting is going to come from the suburbs. And that’s what’s happening in Pittsburgh, that’s what’s happening in Cleveland. 100% of the demographic loss is in the suburbs.

Susan Pendergrass (37:21): Yeah. Wow, that’s crazy. Well, fascinating. Thank you so much for explaining it. I don’t want to be depressed about it, but it’s not super optimistic. We’ll find a silver lining. Thanks, Dr. Sandoval.

Ness Sandoval (37:59): All right, thank you very much.

Produced by Show-Me Opportunity

The post St. Louis Demographics and the Future of the Region with Ness Sandoval appeared first on Show-Me Institute.

In his January 30 op-ed for the Post-Dispatch, Kansas political scientist Michael Smith called Governor Mike Kehoe’s proposal to cut income taxes in Missouri a “near carbon copy” of Governor Sam Brownback’s 2012 income tax cuts in Kansas.

But Kehoe’s proposal for Missouri has large and important differences from Brownback’s. It isn’t a “carbon copy” at all.

The single largest flaw in Brownback’s tax cut was a peculiar change that eliminated all income taxes on “pass-through” business entities such as limited liability corporations (LLCs) without changing the tax code for other types of businesses. Even the right-leaning Tax Foundation criticized the provision at the time. Put simply, it didn’t encourage investment; it ended income taxes for one type of business while keeping them for others.

Not surprisingly, many businesses changed their corporate structure to suddenly become pass-through entities. The Tax Foundation found that over 390,000 entities claimed the exemption by 2015, more than double what was projected. These businesses didn’t invest in the state, hire more workers, or do anything other than change their legal status. Tax revenues declined significantly, and little growth followed.

Kansas also made critical mistakes in how it implemented income-tax cuts. The state slashed its top income-tax rate by nearly 30 percent immediately in 2012, with plans to cut even further. At the same time, Kansas’s elected officials failed to rein in spending. The combination of the pass-through exemption, immediate and deep rate cuts, and lack of spending discipline during this period fostered a fiscal crisis that could have been avoided. Even worse, the timing of these actions gave the state little room to adjust when projections weren’t borne out.

Kehoe’s proposal is fundamentally different. It asks Missouri voters whether they want to eliminate the income tax. If they do, the state can then expand and adjust its sales tax to replace the lost revenue. While many details remain to be finalized (and Missourians have every right to be skeptical while awaiting those details), the plan ensures that income tax rates can only be lowered after meeting revenue benchmarks, meaning Missouri would only cut taxes when it has the fiscal capacity to do so.

Setting aside the phasing out of the income tax, addressing Missouri’s outdated sales tax system is long overdue. While states nationwide are broadening what they tax, Missouri’s system remains narrow, with much of what is sold today escaping taxation entirely. Larger exemptions like home sales and healthcare services might make sense, but other current exemptions clearly don’t.

When you buy a book in person at Barnes & Noble or have the same book delivered to your house by Amazon, you pay the sales tax. However, when you buy the same text as a download to your Kindle, you pay no sales tax. Correcting such inconsistencies in Missouri’s tax code can level the playing field while expanding the sales tax base at the same time.

Opponents can point to Missouri’s western border all they want, but Missouri has other neighbors besides Kansas. Look at Iowa, Oklahoma, and Arkansas, which have all cut income tax rates significantly in recent years without any of the issues Kansas had. Look to our southeast border to see Tennessee, a state that has been growing rapidly for years thanks, in part, to having no state income tax. This isn’t surprising, as decades of economic research have shown consistently that states without income taxes grow faster economically than those with them.

As the Tax Foundation, which was highly critical of Kansas’ tax cut, wrote in 2024 about the larger picture of state tax cuts between 2012 and 2022:

In fact, far from tax cuts precipitating a Kansas-like crisis, tax collections have risen more on average in the past decade in the 25 states that cut income taxes (31.9 percent in inflation-adjusted terms) than in the four states and D.C. that raised them (27.8 percent).

The lesson from Kansas isn’t that eliminating the income tax is a bad idea, it’s that implementation matters. There’s no doubt that states without income taxes are growing faster than Missouri, and our state needs a new approach to keep pace in the national competition for families and businesses. Voters deserve the full picture, not an overly simplistic “Kansas” bogeyman, when debating our state’s tax future.

The post Missouri Doesn’t Have To Be Kansas appeared first on Show-Me Institute.

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Susan Pendergrass (00:00)
Great. Mike McShane, EdChoice, always great to have you on the podcast. I read your Substack, Informed Choice. I know you do not write them all, but you write a lot of them, and I think they are super interesting. A month or so ago, there was a lot of “what’s out, what’s in,” closing down 2025 and starting 2026. I really liked your post about six words for 2026, but…

Mike McShane (00:03)
Always great to be with you. Thanks for having me. I tried to.

Susan Pendergrass (00:28)
I want to talk about that, but generally speaking, I have been having this feeling, and I think we have even talked about this on the podcast, that something has changed in K–12 education in the United States. Something seems different than it did. You track the number of kids in private school choice programs, which took forever to get to a million, and now it is like a million and a half, right? It just seems to have been growing so fast.

Mike McShane (00:52)
Yeah. I think there has definitely been a shift. I have noticed that, with the start of the year and legislative sessions starting across the country, I am talking to journalists and other folks, and it seems like the normal conversation I would have had in the past was, “Are we going to have these programs, is there going to be choice, or what?” Now it is, “What is the shape of it going to be?”

So much of choice now is being taken as a given. I think we are even seeing that within public school districts. Even in states that might not have private school choice or robust charter schools, they are at least saying, “Parents are going to need to have choice, and maybe we can keep the genie in the bottle by just having it within public school districts, or in between public school districts.” But the idea that we are going to go back to residentially assigned public schools…

Susan Pendergrass (01:41)
Like Kansas.

Mike McShane (01:50)
…with the odd aberration here and there, it just seems like that shift has happened. Now it is a question of what it is going to look like, and it is going to look different in different states. It is not a “whether,” it is a “how.”

Susan Pendergrass (02:03)
That’s right, because we have a whole bunch of second-generation choosers, right? We have parents of young kids whose parents chose it, so they are not, like you said, going to go backwards.

Another interesting outcome you have talked about over the years is that the Catholic school movement is growing again, right? Like in Florida, we are seeing a resurgence in Catholic schools, and in Iowa, because parents did not necessarily not want to send their kids to Catholic schools. Some got mad about the scandals…

Mike McShane (02:05)
Yeah, for sure. Iowa, Florida, and probably other places when data comes out, for sure.

Susan Pendergrass (02:32)
…or they did not want to pay tuition, and now they can. And certainly this survey you all have done for so long, on where parents would send their kids to school versus where they do send their kids to school, maybe we are going to see some sort of convergence where parents can actually send their kids to the school they want.

A couple of the words you said are going to be big in education in 2026, “participants,” is that right? Participants.

Mike McShane (02:34)
Yeah. Totally, absolutely. “Participants” is one of them.

Susan Pendergrass (03:02)
And “supply side.” What do you mean by “participants”?

Mike McShane (03:06)
“Participants” is, there is this big debate now, and in the piece I started with very general words that are part of the broader conversation, and then I got very narrow into school choice research words. “Participants” is kind of a school choice research word, but not entirely. I think it is going to be part of broader debates about choice in general.

There is a big question out there, who uses these programs? Who is going to participate? There are competing theories. Skeptics say it is going to be all rich kids, or kids who are already in private schools. Stronger advocates say it will be low-income kids, or kids desperate for more options.

The answer is probably somewhere in the middle, and it will probably be different in different places at different times. Some of the emerging research suggests that when universal private school choice programs first start, for reasons that are perfectly predictable, students who are already in private schools are the first movers.

Susan Pendergrass (04:01)
Sure.

Mike McShane (04:28)
That is probably because private schools find out about these programs and have an audience. They can say, “Hey, you all know how you are paying to go here? Now you do not have to do that anymore.” And then over time, the circle expands outward.

Susan Pendergrass (04:33)
They pass out a piece of paper in every backpack, yeah. “You should get this.”

Mike McShane (04:48)
More and more, those families have neighbors, cousins, and people they play YMCA basketball with. The word gets out over time. A lot of traditional channels for educating people do not work as well. It is not like everyone watches the nightly news or reads the local newspaper.

Susan Pendergrass (05:08)
“Put it on your website.” That’s a Missouri legislative mainstay, put it on your website.

Mike McShane (05:14)
So a lot of this comes out via word of mouth or discussions. You could look at the same state and see participation change over time.

Because these programs are rolling out in different states at different times, there is not going to be one national answer to who is participating. It could be the first year in Mississippi, but the second year in Alabama, and the makeup of students will be different. Because of the nationalized nature of coverage, people will keep pushing for “the one answer,” but there isn’t one. Though, to be fair, some people will say there is. I do not think that will be true.

Susan Pendergrass (06:07)
Yeah, I get a ton of questions around the rural issue. Either it is going to be the demise of our rural school system because we are all going to close, or rural families do not need it, which are opposites. It is opposites, right?

Mike McShane (06:09)
Yeah. It cannot be both. And yet a frequent criticism is that it will be both of them.

Susan Pendergrass (06:25)
But I get that a lot. “There are no private schools for them to go to,” and “it is going to cause rural schools to close.”

Certainly in Missouri, even our MOScholars program is quite small, and we do not really have charter schools outside of two districts, two very far away places. So I think for a lot of folks in Missouri, it is mysterious, who would do this, and why would anyone want it? And of course, “All the poor kids are going to go to the wealthy school districts.” Still a lot of talk about property taxes. It is almost like 2005 in Missouri, a lot of that going on.

But the reality is, in long-running programs, and now I am thinking open enrollment, anywhere you let parents pick, you get a lot of rural participation. They have the fewest choices, right? And you get a lot of urban participation, and some suburban participation. Like you said, I do not think you can…

Mike McShane (06:55)
Yeah, right.

Susan Pendergrass (07:20)
I have had so many parents over the years say, “We do not need that here because all our schools are good.” And I am like, I promise you there is a child who got on the bus with a stomach ache this morning because they did not want to go to school, for whatever reason. They think the teachers do not like them, or they are being bullied, whatever it is. I promise you there are families who would leave if they could easily do it.

Mike McShane (07:30)
Yeah, for sure. Totally.

One thing that is going to be interesting, as we watch this play out, with questions about who is participating and who is leaving public schools, is that there are broader trends of public school enrollment decreasing. You hear in some states, “My gosh, all these public schools are closing because of choice programs.” But the state next door that does not have a choice program, their public schools are closing too, because there are just fewer kids than there were before.

So that is another thing we have to disentangle, the broader population trends. I was just seeing something earlier about how congressional seats and electoral college seats are going to change because of population shifts.

Susan Pendergrass (08:17)
It’s huge.

Mike McShane (08:26)
You look at states like New York and California losing large numbers of people, Florida and Texas increasing numbers of people. These are people in general, because that is how it all happens. We have to start with that baseline and then layer these other things on top, because I feel like school choice is going to get blamed for this, even in places where it does not exist.

Susan Pendergrass (08:36)
Yeah. I cannot tell you how many times I have talked about this and shocked people. Every school district in St. Louis County, for example, has declining enrollment by large numbers. Clayton’s declining enrollment, Ladue declining enrollment, all declining enrollment. People are like, “Where are they going?” And I say, “They were not born.” They simply were not born.

We had our biggest kindergarten cohort in 2013. That moved through to senior year of high school like two years ago. It is just demographics. They just were not born.

Mike McShane (09:00)
Right? Yeah.

Susan Pendergrass (09:20)
We have net out-migration of some groups of people, people with bachelor’s degrees, but for sure, it is demographics. These kids were not born.

There is going to be this push and pull between five-to-seventeen-year-olds and retirees, basically, because we are getting more old people and fewer young people. Do we build a school or a nursing home? I think it is going to be a thing.

And we still have school districts getting bonds, 30-year bonds, to build schools and buy buses. I do not know if that is the right answer. At least the charter school sector, and probably similarly the private school sector, figured out how to not be in the real estate business, how to lease a building, or do different types of arrangements. They are going to benefit from this, while the public school system is still building schools. The kids are not being born, but we will see how that plays out.

Another thing you mentioned, one of your words I have been thinking about a lot, two of them, is “transparency.” I have wondered, can I start calling accountability transparency? Because accountability is kind of negative, but transparency, of course.

And you talk about “rage bait.” Sorry, I am rolling these into one, but with early media stories around some of these private school choice programs, like Arizona, people really jumped on what parents were spending their money on. As though they cannot be trusted to spend this money, in the way the public school system can be trusted with billions, I mean trillions, of dollars. Parents cannot be trusted with this $8,000, they will simply…

Mike McShane (10:52)
Totally. This is the irony. The irony is kind of like the discussion earlier, how there are no places in rural America, and everyone will leave rural schools to go to these non-existent places. Both cannot be true at the same time.

We cannot say these programs are not transparent and then talk about all the individual purchases families are making. That has to be transparent for you to be able to make those arguments. It is kind of a shell game people are playing when they talk about transparency.

When you say, “Here are ways in which ESA programs are not transparent,” your research is a perfect example of the opposite. Transaction-level data, you have published papers that offer transaction-level data on every purchase in the ESA program.

Susan Pendergrass (11:59)
Trust me, there are hundreds of thousands of records.

Mike McShane (12:00)
Right, hundreds of thousands of records that are available for anybody to look at.

I think this is actually good. We need to have discussions about what should be included in these programs and what should not. It is an education savings account, not just a savings account, so we have to draw the borders around what is an educational purchase and what is not.

We live in a big, vibrant democracy, so we need to have these discussions. Should you be able to buy a trampoline, or a Lego set, or whatever? Let’s talk about it. That’s fine. Maybe we decide in some cases it is allowed, and in some cases it is not.

This is part of transparency and accountability. You are democratically accountable, we need to participate in this.

But I am still blown away by the number of people who claim these programs are not transparent, when what we know about what parents are doing is more granular and more detailed than any public school district, any charter school network, almost any institution you are going to see. You just do not get transaction-level data on anything.

We can debate whether those are good purchases or not good purchases, but to say they are not being transparent is wild to me.

Susan Pendergrass (13:09)
No, I mean, my kids all went to public school. They certainly went to amusement parks. They certainly watched a lot of movies. They would not want anyone scrutinizing every, you know, you have 30 teachers buying 30 whiteboards. Decisions were made that were not the best.

I did not see anything in the transaction-level data that made me think, “This is outrageous.” And who am I to say woodworking is not an okay thing for your child to learn? Swimming lessons, I had to swim. I do not know.

I do not want to get into that conversation because I assume the best intentions for parents. I cannot understand why a parent would invest the time and effort to get into these programs to simply buy themselves a trampoline, and not really care if their kids are reading or not. I do not understand that, but that is what…

Mike McShane (14:04)
Right.

Susan Pendergrass (14:15)
…they are throwing mud at the wall to try to discredit. Clearly, it is what parents want.

I am baffled that, when you look at politics in the United States right now, those on the left just refuse to accept this fact. It is a fact. Parents want to choose their school.

There are certainly Democrats for education reform, and plenty of people working hard from the left, but the general approach feels very last century. The teachers’ union saying, “Nobody wants this, we have to stop it at all costs. We have to put a halt to this and put more money into the public school your address sends you to. We need to fund those fully first before we can ever let kids out.” That is such a failed argument to me.

Mike McShane (15:18)
Look, this is why “accountability” and “transparency” are two of the words for 2026. Opponents to choice have figured out they cannot just go out hammer-and-tongs against it, or directly say, “We are against choice.” People do not learn lessons in politics, but they learn that one.

I was looking at the gubernatorial candidate just to Missouri’s north in Iowa. It was interesting. There was an interview with the Democratic candidate for governor, Rob Sand. He would not come out and condemn the ESA program outright. The interviewer perceptively drilled down and asked, “Are you saying you are not opposed to this program, you just want changes?” He never said yes to that. He has never said, “I am for this program.” If you read between the lines, he is saying, “I am not for this program, but I cannot come out and say it.”

His pivot was immediately, “I am just talking about accountability and transparency.” He wants private schools to follow every single one of the same rules that public schools do, and expects them to somehow do better.

Part of it is, these are folks working in red states who need to make arguments that appeal to conservatives. Accountability appeals to conservatives. Fiscal responsibility appeals to conservatives, not wanting to waste tax dollars. So it is smart strategy. People need to see what it is.

If this is a blue state, these exact same people are making arguments that appeal to progressives. But you are in a red state, so they are trying to make arguments that appeal to you. If you think about it for a little bit longer, what they are saying does not hold a lot of water.

Susan Pendergrass (17:41)
Yeah, and with this federal tax credit program, even though every state has to decide whether or not they are going to take the money, it is going to be a weird shifting of resources. If I live in a state that says, “We are not going to take the money,” that is fine. I can give my $1,700 to a scholarship group in any state. I will just send my $1,700 to another state.

Some states, like Virginia, the governor, one of the last things he did when he left was opt in. Now the new governor is going to have to make this weird choice. Do I want to go against it? If you looked at any poll of parents, any poll, you would know they want to be able to choose where their kids go to school. Do you really want to be the person that withdraws?

Mike McShane (18:21)
Yeah, when she seems to be in a perfect position to just say, “Oh, the last guy did this on the way out, so I guess we are going to do it.” Once they do it for a year and everybody is fine with it, it is just, “Oh well, whatever.”

Susan Pendergrass (18:33)
I do not know. I did not do it.

I think it is going to be really interesting because, again, the way we started this, there is a groundswell. I do not think you are going to turn it back. If you stay on the side of saying it is better when kids can only go to their assigned public school, you are in quicksand. You are going to bury yourself.

Mike McShane (19:03)
Yeah. The only thing I would say, and it was another one of my six words, is “rage bait.” It is always lingering in the background for me. I am seeing it more and more, all day, every day, stuff that shows up in your feed deliberately to upset you, terrify you, whatever.

Rage bait is unpredictable. You never know what is going to catch fire and cause a big shift. There is obviously potential for rage bait content, as we mentioned, we have crossed one and a half million, hundreds of thousands of people in various states, with lots of flexibility in what they can buy. People making bad decisions, people stealing things, it is totally possible that happens. Something egregious could happen.

With a large enough population, even very improbable events can happen. One fear I do have is that something rage-bait-y happens and people lose their minds over it.

But this is the key, if one parent in Arizona does something crazy, that does not mean the other 1,499,999 parents around the country should not have the right or opportunity to do this. We have to be able to say, “This is rage bait, this is not actually what is happening.”

Susan Pendergrass (20:51)
Yeah, we have talked about this. Those of us who have pressed for school choice for so long have said, “We will do anything you want, take our arm. We will put all our data out there, we will be as transparent as possible.” And your colleague, Marty Lueken, had a Substack about this recently, like, “We will take half the money. We do not need all the money, half the money will be…”

Mike McShane (21:08)
For sure.

Susan Pendergrass (21:19)
…150 percent transparent. We will jump through all these hoops just to get this thing that everybody wants, and it is from that transparency that we are going to get those stories. We are going to pay for that.

Mike McShane (21:29)
Yeah. It is important for people to be more attuned to the rage bait they are getting. People ask, “Have you seen this thing that happened in this place?” And I am like, okay, yeah, even if it did, what do you extrapolate?

A teacher in Sacramento did something crazy. There are north of a hundred thousand schools across America. There are north of three million public school teachers. At any given moment, someone is doing something dumb. I do not know what to extrapolate from that. It could just be one crazy person.

This is not just education. Across public policy, you point to one person in the military doing something terrible to delegitimize the military in general. Do not fall for this.

To be fair, sometimes we in the school choice movement, or education reform, have done rage bait of our own. People have used social media to point out, “My gosh, look at this assignment that a second-grade teacher in Poughkeepsie did, this is why we need school choice.” People have done that.

The measure with which you measure will be measured back to you. If you live by the sword, die by the sword.

Susan Pendergrass (22:54)
John Oliver did a story on charter schools. Remember, it was the guy in Florida that was letting a charter school be a nightclub at night? There is no way that is representative of charter schools.

Mike McShane (22:58)
Yeah, I remember that.

Susan Pendergrass (23:10)
That was an example I found shocking, but it is not representative. And you are right, they will find those stories.

Mike McShane (23:13)
Yeah, totally. We should all use less rage bait. We should not use rage bait to say just because one teacher in one place did something dumb, that is an indictment of public education in general. Nor should we allow the same thing to be done in reverse, which is, because one family did something crazy, we should not have choice at all.

Susan Pendergrass (23:49)
That leads to another one of your words, “slop.” There is so much talk about AI in schools and what to do about it. Is one person going to figure this out for every school everywhere, or are we all going to figure it out individually?

Mike McShane (24:03)
Yeah, I played out the scenario I am worried about. I do not know if it will happen in 2026, but it might.

We have heard a lot about AI in schools, students cheating, which is real and worrisome. But the specific scenario I have not heard as many people talking about is the prevalence of AI video, and the ability to create videos of things that did not happen.

How many, if you have a student in a classroom, after taking a picture or a short, unrelated video of their teacher, they can put it through a series of prompts, “Hey, have this teacher do,” and then insert whatever horrible thing, say something horrible, do something horrible.

Susan Pendergrass (24:34)
Yeah.

Mike McShane (24:53)
And if you are not savvy, and I will be the first to say I think I am a savvy consumer of the internet, I have been fooled or very close to fooled. AI videos of animals doing things, dogs protecting people from bears, or that one recently that went around with a bald eagle that had ice on its beak that someone knocked off, whatever.

Susan Pendergrass (24:58)
It is like a parlor game, right? No dogs are going off diving boards, just to clarify. The rabbits on the trampoline, these are not happening. But you are right.

Mike McShane (25:20)
People who are not as savvy, the thing I spelled out was, someone does that, and then suddenly the next PTA meeting is flooded with people because this viral thing went around. The superintendent or principal has to say, “This did not happen, it is not real.”

If you do not have the media literacy, it is like one person’s word versus another. “We saw it happen, it is on video.” “No, it did not happen, it is AI.” How we adjudicate those things, and how it could be weaponized by teenagers, or by bad actors, all of that stuff will happen. Whenever a new model is released, everyone tries to break it immediately, they are much more creative than I ever was.

I am worried for teachers, worried for schools, worried for school board meetings. It could be anything. It could be taking video at a football game and saying something happened that did not. Even if it all works out eventually, the time and energy wasted dealing with it…

Now, again, I am hoping more and more schools, this could be a real kick in the rear end to get phones out of schools and say, “We are not going to have phones in schools, because people are going to be making AI videos of their teachers.” That is one of a thousand reasons we should not have phones in schools.

But it is not the only place kids are interacting with one another, or with teachers. So we have to be really skeptical when we see that video of that teacher, or that student, or that principal doing something. Take a deep breath and ask, “Is this video real? Does this pass the smell test? Does this sound like something a teacher would actually do?” I am increasingly worried about that. There are many other things people worry about that I do not really worry about, but AI video in the context of schools, bad news bears.

Susan Pendergrass (27:53)
Yeah, I think we are going to have to start adjusting our thinking to only believing things that happen in front of our face, things we can touch. The prevalence of, you know, Amazon ads now, they are… I mean, I went to get my haircut and somebody was holding up a picture, and she was like, “Okay, well, that is not a real person.” We are going to have to default to disbelief if it is on a phone or on a screen. If it is happening in front of you, you can touch it, you can believe it. But the rest of it, I think we are going to become extra skeptical, because I do not believe much stuff anymore.

Mike McShane (28:22)
Totally. Are schools going to need CCTV cameras everywhere? Are we going to be oddly surveilled in a lot of different ways, just for CYA? “If people are going to be making up fake videos, we need the real video of what is going on.” I do not know how that is going to go, but…

That was the “rage bait” one, my plea to people, please do not fall victim to rage bait. It is pinging parts of our brains that we should not. I get wrapped up in it too. “My God, I cannot believe that is happening.” Then you take 10 seconds and you are like, “Wait, why am I fired up about this road rage incident in South Carolina?” Someone cut somebody off on the highway. Who cares? I am not there. It is not my deal.

I think this “slop” stuff is also something we are going to have to be really cautious about and thoughtful about, because it could cause lots of problems.

Susan Pendergrass (29:35)
Yeah, but then people are like, “I am not going to allow AI, I am going to check it.” I think AI, we are going to have to accept, right? We have to live with it.

Mike McShane (29:41)
Yeah, we are going to have to realize this is just part of it. There will be so many great things that come out of it, the creativity it will unleash.

In our own Substack, a bunch of the graphics we do are AI generated. I could not, I laugh, I have young kids, they are better drawers, I am horrible at it, but I can do this stuff with a couple of prompts in ChatGPT. “Hey, make me…” and they can be funny. You can do someone in the style of a famous painter and suddenly it is a Renaissance painting of me.

That is incredible productivity. The fact that I do not have to have a graphic designer, I can basically do it myself and put out essentially a small newspaper with some contributors and a bit of AI. That is an insane productivity increase, and it is incredible, but we have to be cautious of the downsides.

Susan Pendergrass (30:48)
Finally, your last word, “supply side.” In Missouri, folks will say, “Well, we do not need private school choice in our rural areas, there are no private schools,” as though the supply of private schools is fixed. It is treated like a natural result of how much interest there is, the kind of people who live in the community, and what is there is there, without thinking that if parents suddenly had $7,000 or $8,000 to spend, maybe somebody would open a new school.

Or not even a new school. Maybe somebody would open a visual arts business, or a soccer academy, tutoring, dyslexia therapy, whatever it is they think parents want or need. You would be free to be an entrepreneur in that space. That piece is largely overlooked, because it is like, “We have this many private schools with this many seats, so we can only have this many scholarships.” It is like, no, that is not fixed. Do you think we are going to see a lot of changes in that area?

Mike McShane (32:00)
Yeah, because another dimension where people think things are fixed is not only the number and locations, but the shape of what schools look like. “We are not going to have a private school in this small area because we cannot have a brick-and-mortar building with 30 rooms and 250 kids.” That is not what we are talking about.

If you can get 10 kids together at $8,000 apiece…

Susan Pendergrass (32:26)
There are no buildings.

Mike McShane (32:36)
…you can do a lot of interesting stuff. Especially if you can get space donated, leverage resources in the community, maybe some online stuff, and a local teacher. You could put together a heck of an education on $80,000 or $100,000.

It is happening. What makes it challenging to talk about is that it is happening across different dimensions. At the same time we are talking about Catholic schools growing and starting new schools in a traditional sense, two blocks away in some rented bungalow people are creating a Montessori micro school.

Because these things get spoken about in national terms and in a thousand-word news story, we struggle to discuss multiple dimensions. Existing schools are growing, new schools are emerging, and those new schools are going to look different. Some will grow, some will shrink, all these things can be happening at once.

Our job as researchers and observers is to do a lot of descriptive work, describe what is happening. There has been a push in earlier generations of school choice research toward causal results, horse-race comparisons, “Are they better than public schools?” “Is this type of private school better than that type?” But the only reason we were able to do that in 1998 is because, for a hundred years before, people did descriptive work to know, how many schools, what are they doing? Then you can talk about who is doing better, because you have to decide what they are doing, where they are, who is attending, are there differences.

It is almost like we are starting over.

Susan Pendergrass (34:39)
Yeah.

Mike McShane (35:01)
…doing that basic descriptive work. What is actually happening? What are people doing?

Susan Pendergrass (35:08)
Yeah, I know somebody who started a school in a barn on their property, and the parents came and converted the empty barn to a school. I know somebody who started a mobile school, basically in a big van, so that the school came to their house one day a week. And I know someone who started one in a high-rise in Queens. It is only limited by people’s imagination, basically, right?

And a like-minded group of parents. There are more people homeschooling now than used to be, so you could do this individually, but there are many more opportunities to do it. Parents, what emerged from the pandemic, at least, is they want their kids home maybe two days or three days. That is popular, and people are finding that two days out of the house creates unique opportunities in that space.

I think it is limited by people’s imagination, and some curriculum standards, and perhaps some accountability. But if you can meet those, I think we are seeing this idea.

I am not trying to be anti-traditional public school, but I butted up against this when my kids were little. “We are the only ones who know how to do this, so you have to accept our way of doing it because it is tried and tested and comes out of our schools of education at the universities.” This is the one and only way you have to teach the number line in third grade. “This is how it has to be, we cannot vary it because we are the great equalizer of civic society in the United States.”

Your boss, Rob Enlow, really shut me down on this. It has not panned out. We only read and do math less well each year.

I cannot imagine that letting all these flowers bloom is going to have a worse result. If we fast forward 20 years and look at median earnings and educational attainment rates, and we let this thrive, I think the outcome would improve. I do not see how it goes down.

Mike McShane (37:23)
That is the thing. You mentioned the interesting times we are living in now. So many of the “parade of horribles” choice opponents talked about forever, polarization, balkanization, people retreating to silos, it is like, hey guys, that already happened without choice. You cannot blame choice, because choice did not exist yet for that to happen.

Lots of people pushing each other in the streets went to public schools. Statistically, these are public school graduates having large problems with one another.

The conservative in me says things can always get worse. The fundamental progressive view is things can always get better, and the fundamental conservative view is things could always get worse. That strand in me says, yes, things could get worse. But across a lot of these dimensions, academic outcomes, civic outcomes, there is a lot of room for growth, and not nearly as much bottom end to fall out. So the risks associated with giving people more choices are not nearly as severe as proponents of the traditional public schooling system make it out to be.

Susan Pendergrass (38:58)
Yeah. Well, in Missouri, 40 percent of our fourth graders are below the basic level in reading, which means they cannot read at all. They cannot read. They are illiterate.

Would 40 percent of parents, if given the money to spend on their child’s education, have a nine-year-old and say, “Turns out they cannot read. I tried and tried, we just did not get there. They just cannot read.” I do not think so.

I know this is not the perfect solution, that accountability through parental choice is the answer. I am not saying that. But I do not think that if parents were truly put in charge, four out of 10 would just say, “Gosh darn it, this kid is never going to read, there is probably a lot of opportunity in the service industry.” I do not think so. I think that would be a much better check on the system.

Interesting stuff. Thanks so much for joining us. I really appreciate it, always.

Mike McShane (39:42)
Yep. Yeah. I agree with you. Agreed, 100 percent.

Susan Pendergrass (39:59)
So great to talk to you. What is your Substack called?

Mike McShane (40:02)
Informed Choice, so people can check that out. Informed Choice on Substack. Subscribe, it would be great.

Susan Pendergrass (40:05)
Yeah, it is really interesting. Great. Thanks so much.

Mike McShane (40:10)
Thanks for having me.

Produced by Show-Me Opportunity

The post The Six Words Driving the Education Debate in 2026 With Mike McShane appeared first on Show-Me Institute.

For the past several years, the Missouri Legislature has considered letting parents choose a public school in another public school district than the one in which they live—also known as open enrollment. It seems that DESE and the BOE are preparing for the moment that the legislature takes another crack at this idea. And by preemptively adding the word “voluntary,”, they have signaled that they prefer a weak and less effective version of this policy.

Currently, there are sixteen states, including our neighbors Kansas, Iowa, Arkansas, Nebraska, and Oklahoma, that require all public school districts to accept transfer students, provided that there is an open seat available. According to the Reason Foundation, students using open enrollment accounted for about 7 percent of publicly funded students in those states. In other words, open enrollment doesn’t have a massive impact on the system, but it can be a game changer for the students who use it.

In states such as Ohio, which have limited open enrollment to only those districts that voluntarily agree to accept students, high-income suburban districts have declined to participate. Thus, kids in Ohio’s largest urban districts, such as Akron or Cincinnati, don’t have any feasible open enrollment options. They would have to leapfrog over the suburban rings that surround their cities.

Missouri was called out last year in a national study for having district lines that mimic old residential red lines. That legacy could be ameliorated by making those lines more porous and less exclusionary. Regardless of the executive branch’s stated priorities, let’s not start the conversation on open enrollment with an eye toward a weak policy.

The post Voluntary Open Enrollment Means No Open Enrollment appeared first on Show-Me Institute.

Of course, the answer is obvious if you know anything about how educator pensions work in Missouri.

Missouri’s teacher pension system creates strong incentives for educators to retire as soon as they hit their pension’s peak benefit. This doesn’t mean they’re ready to stop working; it just means that staying on the job in Missouri would financially penalize them compared to retiring and working elsewhere. This system is problematic because it pushes experienced teachers, principals, and superintendents out of Missouri’s schools when they still have a great deal to offer.

When Missouri educators retire early, they take with them years of expertise and leadership. Instead of keeping our best and most experienced educators in Missouri classrooms, our pension system encourages them to leave for neighboring states. This harms our schools and weakens the overall quality of education available to Missouri students.

To fix this, we need pension reform. We should develop a retirement system that rewards long-term service without forcing educators into an artificial retirement timeline. Instead of a system that penalizes continued work, we should create one that allows educators to gradually phase into retirement, perhaps by working part-time or taking on mentorship roles while still accruing meaningful benefits.

Other states, such as Washington, have reformed their pension systems to better retain educators. Missouri should do the same. We cannot afford to keep losing our best teachers and leaders simply because our pension system makes it financially advantageous for them to retire and work elsewhere.

It’s time to change the incentives. Let’s keep our educators in Missouri, where they belong.

The post Missouri Pension System Pushes Out Another Great Educator appeared first on Show-Me Institute.

Elections and inaugurations are a time for reflection and a recommitment to principles. As Missouri prepares for the new administration of Mike Kehoe, it’s worthwhile to consider the performance of his predecessors—especially on issues relating to fiscal management of taxpayer resources.

The Cato Institute, a libertarian-minded think tank based in Washington, DC, rates the fiscal performance of governors. The good news is that Governor Mike Parson is not the worst governor in the United States, but he’s the worst one who claims to care about limited government.

Cato has issued its report every two years since 1992. The report methodology, available online here, issues a letter grade based on each governor’s success at restraining spending and tax increases. Parson earned a D grade in 2024. Author Chris Edwards wrote, “Parson has been a tax reformer, but he has dropped the ball on spending control. The general fund budget has jumped from $10.5 billion in 2022 to an expected $15.6 billion in 2025, a 49 percent increase in just three years.”

The D grade placed Parson 40th of the 48 governors rated. Florida governor Ron DeSantis was ranked 19th and Virginia Governor Glenn Youngkin came in 15th. Parson was closer to Minnesota governor and recent vice-presidential caudate Tim Walz, who came in last. Of Missouri’s neighbors, governors of Iowa, Nebraska, and Arkansas each earned an A grade, ranking 1st, 2nd and 4th respectively. Even Illinois governor J.B. Pritzker and California’s Gavin Newsom outperformed Parson, placing 32nd and 35th respectively.

If one uses Republican party identification to denote a preference for small government and low taxes—and that is arguable these days—Parson’s 40th-place ranking stands out even more. It made him the worst-scoring Republican in the nation. And 2024’s score is not a fluke; Parson scored a D in 2022 and a C in 2020.

Parson doesn’t just compare poorly to other current governors; he scored poorly compared to past Missouri governors. Parson’s letter grades surpass only those of Mel Carnahan (scoring D, D and F) and Robert Holden (F). Parson even seems to score worse than Jay Nixon, whose scores were B, C, D, and D. (If you’re wondering, Matt Blunt was the best scoring governor since 1992, earning Missouri’s only A in 2006 and a B in 2008.)

Note that the report’s methodology changed for the 2008 report but has remained the same since. Previous iterations relied on many more variables, but the outcomes are unlikely to have been much different.

Missouri’s total spending has practically doubled in the last five years, including not just the general fund, but other dedicated state funds and federal money. That total spending jumped from $27 billion in 2019 after Parson’s first year in office to a little more than $50 billion for 2025. It now costs three times as much to run Missouri as it did in the Carnahan and Holden administrations!

Parson’s profligacy stems from the decisions he’s made since the federal government’s COVID relief funds flooded Missouri’s budget with billions of dollars in one-time cash. States were given considerable discretion on how to use much of the relief funding, not to mention the state tax dollars the federal cash freed up for other uses. Unfortunately, Parson, with the help of Missouri’s General Assembly, fell victim to the allure of so-called free money.

Today, Missouri’s budget is littered with what were once temporary initiatives that never ended and now receive permanent funding. Or, perhaps worse, formerly federal obligations that are now borne by state taxpayers.

Key among these includes Parson’s decision to use state funds to maintain the higher childcare subsidies the federal government subsidized during the COVID pandemic, now costing state taxpayers at least $70 million annually. Parson also failed to meaningfully manage Medicaid spending. Missouri’s lackadaisical approach to checking program recipient eligibility, after the federal government lifted its COVID-era ban on the practice, has likely cost taxpayers hundreds of millions of dollars thus far.

In addition, Parson increased state employee pay by 7.5% plus an additional 3.2% cost of living increase last year. These raises were paid for with a temporary influx of state funds, but because the increased pay was not made commensurate with employee reductions, the higher salaries will require new permanent funding sources and will increase the obligations of the already underfunded state pension system.

Governor-elect Kehoe has a difficult job ahead of him administering government and working to attract more families and employers to the Show-Me State. Unfortunately, his predecessor has done him—and the people of Missouri—a great disservice by failing to properly manage taxpayer funds.

The post Missouri Must Do Better at Controlling Spending appeared first on Show-Me Institute.

According to the report, “Parson has been a tax reformer, but he has dropped the ball on spending control.” To Parson’s credit, he’s signed multiple bills into law that have cut Missouri’s individual income tax rate. When Parson entered office, the rate was 5.9%, and next year the governor has already announced that it will be dropping again to 4.7%. This will mark the 5th time the rate has been lowered since 2018.

Working against Gov. Parson is his support of the state’s gas tax hike in 2021. During the debate about the gas tax hike, I wrote frequently about my concerns with the bill. I am generally supportive of user fees and gas taxes, but the 2021 bill had a lot of problems. After multiple attempts to convince Missouri voters to raise the gas tax, our elected officials decided they could do it without public support.

At the time, I questioned whether the move violated the state’s constitution. The Hancock Amendment purportedly prevents Missouri’s general assembly from raising taxes without a public vote. But the bill sidestepped the amendment with a convoluted rebate scheme and implementation over several years.

Nevertheless, the biggest mark against Gov. Parson by Cato was the state’s out of control spending, which is another topic I’ve been writing about for several years. Missouri’s budget has grown tremendously under the current governor’s watch, in both size and scope. For several years, it was easy to attribute much of the increase to the federal influx of COVID-19 relief money, but that money is drying up, and Missouri’s expected general revenue (where our state income and sales taxes go) spending is still up nearly 50% from just three years ago.

Though it shouldn’t need to be said, this cycle of perpetual spending increases is unsustainable. Not only is our government spending outpacing inflation, but it’s also outpacing our neighboring states. Gov. Parson’s grade was tied for the worst among Missouri and its bordering states (Kentucky also got a “D”), with the governors of Iowa, Nebraska, and Arkansas receiving exemplary “A” grades.

It should be unacceptable that the Show-Me State lags our neighbors, let alone much of the country, in the stewardship of state tax dollars. Going into 2025, Missouri will have a new governor, and a new chance to improve its fiscal policy grade. Let’s hope our elected officials  take advantage of the opportunity.

The post Missouri Nearly Fails Cato’s Test appeared first on Show-Me Institute.

Governor Reynolds of Iowa publicly declared her dedication to elevating education for every student and actively built a coalition to make it happen.  Governor Sanders of Arkansas, in her first year in office, unveiled an education bill that she called “the most substantial overhaul of our state’s education system” in the history of the state. Governor Ivey of Alabama said last February that “passing an education savings account bill that works for families and for Alabama is my number one legislative priority.” Massive education reform happened in these states because governors led the way, much like Governor Jeb Bush of Florida and Governor Lamar Alexander of Tennessee did decades earlier.

That’s why I found it odd that the president of the state board of education in Missouri said that the outgoing commissioner of education deserves credit for surviving a governor’s attempt to shape education in the state, claiming she never “cracked under the pressure.” The former governor (Greitens) attempted to reconfigure the board of education into a more reform-minded board that could then bring in a commissioner willing to innovate. Ultimately, the strategy failed because that governor was forced out of office. But could, and should, a governor be able to challenge the education status quo in their state? Of course.

The current powers that be in Missouri public education disagree: “The idea that you had a governor that tried to influence the State Board of Education, tried to influence the selection of a commissioner, that wanted change for no other reason than political expediency.” He didn’t finish the sentence, but I assume he found the idea to be scandalous.

We will be electing a new governor this November. Let’s hope that whoever that person is, they will resist the entitlement of the existing power structure of public education in the state and lead the charge for students and families instead.

The post Who’s in Charge Here? appeared first on Show-Me Institute.

The single program started in Wisconsin in 1996 has grown to 75 school choice programs in 33 states, plus Washington, D.C., and Puerto Rico. And in just the last few years, 10 states have implemented universal school choice programs in which all or nearly all children in the state are eligible. These states are Arizona, Arkansas, Florida, Indiana, Iowa, North Carolina, Ohio, Oklahoma, Utah and West Virginia. Alabama and Louisiana will be joining the list next year.

When the one million private school choice students are added to the 3.7 million charter school students the result is that one in five children in the United States is receiving a publicly funded education outside of traditional public schools. What was once considered controversial has become mainstream.

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Next year, Alabama families making up to 250 percent of the federal poverty line ($78,000 for a family of four) will qualify to receive $7,000 in state dollars to customize their children’s education. By the 2027–28 school year, the scholarships will be available to every family in the state. Homeschoolers can receive up to $2,000. The money can be used for private school tuition or other educational expenses.

Like Missouri, Alabama’s scores on the National Assessment of Educational Progress (NAEP) have been poor for the last couple of decades. Like Missouri, Alabama has wide gaps in achievement between low-income and non-low-income students. Like Missouri, Alabama families whose children are struggling in their assigned public schools want (and need) an alternative. Alabama families now have that. What about Missouri families?

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Elsewhere, Tennessee has been lauded for completely overhauling its funding formula so that it is responsive, accountable, and student centered. Public funding is sent to where students attend school and not to where they attended school three years ago, as in Missouri. In the process of this redesign, Tennessee also raised teacher salaries and encouraged flexibility in teacher pay over the old step-and-ladder systems. Again, there’s nothing wrong with raising teacher salaries in the process of crafting good policy.

Currently, the Missouri Legislature is considering a bill that addresses a range of education issue, perhaps with the idea that if some groups like one part and others like another part, it may pass. That makes sense. The legislative sausage machine requires negotiation. But let’s look at this bill closely to see how much Missouri families might actually benefit.

The bill greatly expands eligibility for the existing MO Scholars education savings account (ESA) program. That could be a win for families. Almost every student in the state would qualify to receive a scholarship, because the income limit would be raised to four times the federal poverty line, or $120,000 for a family of four. The bill also eliminates the current geographic restriction on which students are eligible to receive scholarships—a much-needed change.

There’s just one problem with the ESA expansion proposed in this bill. Unlike Arkansas (or Iowa, Arizona, Utah, West Virginia, New Hampshire, North Carolina, and Florida), Missouri isn’t willing to provide the scholarships. Sure, Missouri is willing raise the cap on the amount of money that the existing six approved scholarship organizations can fundraise in order to pass out scholarships. But that’s as far as the bill goes—no public funding at all.

There is a distinct possibility that, to get this passed, Senate Bill (SB) 727 (or actually its committee substitute) will be amended to provide state funds to raise minimum teacher pay in the state from $25,000 to $38,000 with a provision that school districts can request reimbursement for any mandatory salary increases from a new Teacher Salary Baseline Grant Fund.

A gap seems to exist between those who believe in school choice and those who support public education. I’m for both, but I’m just one voice. I think it’s fine to try to bridge that gap by offering concessions to both sides. But let’s make sure they carry equal weight. If one comes with public funding and the other comes with “good luck getting the money together,” then they’re not really equal. Maybe it’s time to go back to the drawing board.

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A society grows great when old men and women plant trees . . . the shade of which they will never know or sit in.

I think this can be applied to our education system. We need great men and women to plant trees, yes. However, we also need great men and women to tend to them and help them grow. There are a few examples nationwide of this exact scenario happening—particularly in states such as Iowa, Florida, Arkansas, and Tennessee. To help our students flourish through school choice and educational reform, there needs to be a governor with a plan and a commitment to planting trees and cultivating our next generation.

Governor Huckabee Sanders proposed an ambitious education reform plan to the state legislature. Arkansas’ LEARNS ACT pairs teacher salary increases with curriculum protection and the establishment of a universal school voucher program. Passing this bill took a lot of hard work and a lot of horse-trading, but a determined governor was able to get it done.

Governor Reynolds proposed a plan to make “no child limited by their income or zip code” in Iowa. It was a priority of her administration. She sought to educate the public on her proposal and garner support. The end result was a victory for Reynolds—Iowa’s education savings accounts will be expanded to all students statewide. The governor proposed the bill, and she also continued to make it a priority for the state all the way to her final signature.

Governor Lee has gone to bat for his proposed expansion of Tennessee’s statewide school choice program, which would create opportunities for students to attend the school that best suits their needs. He was recently berated at an address advocating for major change to Tennessee’s educational status quo. Nevertheless, the governor has made it his priority to move this legislation across the finish line. Governor Lee has decided that the battle is worth it.

While no guarantee of success, it seems that the trend for getting major education reform passed is a determined governor who is willing to put his or her weight behind school choice. The question is whether we have such a governor.

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In a few states around the nation—particularly South Carolina, Tennessee, and Mississippi—dedication to the science of reading (explicit phonics instruction) has done more than solve Wordle puzzles. It has helped English/language arts (ELA) scores in these states surge past their pre-pandemic levels.

If you’re wondering if other states are experiencing a similar surge in scores, the answer is no. Researchers at Brown University have examined scores from nearly 30 states (data are not available for all states yet) and only Iowa, Mississippi, South Carolina, and Tennessee have exceeded pre-pandemic performances in reading.

With Missouri’s ELA scores continuing to decline post-pandemic (29% of Missouri 3rd graders had a below basic understanding of ELA), I believe that our new science of reading program, LETRS, will help our students, and I am happy that DESE is using it. However, I also think there is reason and opportunity to further commit to the science of reading.

For background, Missouri’s new LETRS program provides optional training opportunities for teachers in “evidence-based reading” and requires comprehensive reading examinations for K-3 students. Any student who is diagnosed or at risk for dyslexia must be provided evidence-based reading instruction. While this in itself is a good program, there is a key lesson from South Carolina, Tennessee, and Mississippi that we could adopt: Fully commit to the science of reading—for all students.

As I have discussed in previous posts, commitment to explicit phonics instruction could be key to making Missouri a leader in reading. Phonics instruction has a proven track record in independent research, in other states, and even in our own backyard. Back in 2019, the Greenville School District in South Carolina, with 77,000 students (largest in the state), failed to meet state literacy standards. Due to this, teachers in the district had to receive two years of training in the “science of reading” and use a new curriculum rooted in explicit phonics instruction. However, this “punishment” actually turned into a blessing: district scores on the SC READY state assessment have risen past pre-pandemic levels.

All three of these states have committed to the science of reading being the core of literacy instruction, while Missouri appears to emphasize it only after a struggling student is identified. When breaking out the scores by demographics, the data show that the science of reading was useful to all groups. While data were not available for Mississippi, ELA scores for every ethnic group improved at a near-equivalent rate in Tennessee and South Carolina.

In Tennessee, school districts with poverty levels between 0–10 percent and 15–25 percent saw the largest gains. In Mississippi, districts with poverty levels between 10–15 percent and more than 25 percent saw the largest gains. In South Carolina, districts with poverty levels between 15–25 percent saw the most improvement. These numbers demonstrate that students of all different backgrounds benefit from the science of reading, and it should not be compartmentalized into one particular group.

These states understand that our institutions of higher education are not adequately instructing our teachers how to teach reading. Mississippi requires that all prospective elementary school teachers pass a test in the foundations of reading (which largely includes phonics). Tennessee requires that all K-5 teachers complete at least one approved foundational literacy skills course. South Carolina requires classroom teachers to use evidence-based reading instruction that includes phonics. These states have also tied the science of reading to their third-grade retention strategy, which may be valuable for Missouri to evaluate. Missouri should strengthen LETRS by creating a requirement for all elementary teachers to participate in the program, and further commit by targeting science of reading instruction to all students, not just the ones struggling.

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Universal school choice—which is what we call it when all families can choose a school, not just those who can afford private schools or afford to move to a “good” school district—is having an interesting political movement. Bipartisan efforts have led to many of the recent universal choice programs. The concept that a child might find themselves in a school that is not working well for them seems to cut across party lines. Divisive issues such as vaccines, curricula, and bullying (particularly of LGBTQ students) also make it easier to understand why children and families might feel trapped by school assignment policies.

Those invested in the traditional public school system have fought hard against opening up the system to choice. Many still cling to the idea that one school or one district can serve every need equally well. Most children probably fall into some range of being able to adapt (though not necessarily thrive) to whatever is offered at their neighborhood school. But should we continue to kid ourselves that the system will adapt to support those students who can’t seem to learn in their neighborhood school or who dread going there in the morning?

North Carolina families have just become entrusted with a big responsibility—taking ownership of their children’s education instead of accepting the default. They join families in Arkansas, Oklahoma, Iowa, Indiana, West Virginia, Utah, Arizona, Florida, and New Hampshire. Don’t Missouri families deserve that trust?

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What’s interesting is that, to date, students in 96 out of Iowa’s 99 counties have received scholarships. In Kossuth County, with just 15,000 people, 183 students have received Students First ESAs. In Worth County, with a population of just 7,500 people, eight students have decided that they do, in fact, want and need school choice.

Is our neighbor to the north really that different? Missouri families need school choice. They need it when their local school is too small or too big, when it doesn’t serve their child’s disability, when their child feels bullied or lost, or when their high school student needs a high-level STEM or language course that the local district doesn’t offer. The assigned-school-only dominoes are starting to fall. And they’re falling in our backyard. When will Missouri leadership get it?

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The nonprofit yes. every. kid. released a report that discusses how allowing non-residential students (those outside the district) access to individual classes and extracurriculars could effectively complement open enrollment. Whereas open enrollment focuses on full-time transfers, this complementary policy would allow students to remain in their school and enroll part-time in individual classes—maximizing flexibility. According to the report, eight states* allow students to enroll in classes outside of their current school.  In these states, students in a smaller rural district could enroll in physics, AP calculus, or even a music program in another district if their school does not have these classes or programs available. If open enrollment finally gets its long-needed day in Missouri, this policy could create additional opportunities for families across the state.

First, how could this benefit students?

Well, the answer is pretty obvious—more classes and more opportunities to help every kid in our state!

Second, why would a school with no physics program want its own students to participate?

The number one reason is that districts should care about their students. Competition can be cooperative, and districts should all be on the same team to best educate the students of Missouri. I chose physics as my example subject because there is a legitimate shortage of qualified physics teachers. These sending districts should want every student in their district to succeed, and many simply cannot provide classes in valuable subjects. Additionally, allowing your students to participate would lower their incentive to leave. If Johnny wants to study physics in college, but your district does not have it, he may be forced to leave your district by moving or enrolling in a private school.

Third, why would a receiving school share its resources?

The freeloading problem goes like this: “This policy would incentivize bad schools to not expand or offer new programs because they can simply mooch off our resources (and tax levies).” In Arizona, one of the states that employs this policy, part-time students (those which enroll in individual classes at different schools) are funded by the state at one fourth, one half, or three fourths of a full-time student—depending on how many classes they are taking. Therefore, state funding follows the student. Missouri does not have backpack funding like Arizona does (which we need), but a similar policy could be implemented to compensate receiving districts. Additionally, if you properly paired this policy with open enrollment, these classes could attract students. It would go both ways, as many students would stay in their home district and take individual courses elsewhere so they would not have to transfer away from their friends, sports teams, or other extracurriculars.

Receiving districts should care about all the students in our state trying to receive the best education they can. I can understand why one might take issue with another district benefitting from your district’s resources, but the most important thing is doing what works best for students. One may not think it is “fair,” but is it “fair” that a student cannot learn physics just because they live within arbitrary boundaries? Petty jealousies over dollars and cents should not stand in the way of opportunities for children across the state.

*Arizona, Florida, Idaho, Iowa, Kansas, Minnesota, Utah, and Wisconsin (all these states have open enrollment)

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But I would be remiss if I didn’t mention how Indiana and Ohio joined the school choice wave this year by dramatically expanding their existing programs. In Indiana, families earning up to 400 percent of the federal poverty line (97 percent of families) are now eligible for the Indiana Choice Scholarship Program. The Ohio Legislature basically wiped out any income eligibility requirements for its EdChoice Scholarship, although the voucher amount tapers for families earning more than 450 percent of the federal poverty line. They also raised the voucher amount to over $6,100 for elementary and middle school students and over $8,400 for high school students.

Universal school choice—an idea proposed by Nobel Prize-winning economist Dr. Milton Friedman in 1955—is here. While Friedman clearly laid out the reasons why tax money should be used to pay for a system of schools, he questioned whether it is necessary for the government to run the schools. Rather, he suggested, couldn’t we funnel the money to parents and allow them to select a school from an education marketplace? We’ll soon be able to test his premise that a true marketplace will lead to higher outcomes at the system level. What we already know is that choice is what parents want. Generally, 65–85 percent of parents support school choice, depending on the type of program.

We’re not talking about Arizona or Florida here. We’re talking about our equally rural neighbors. Missouri is turning into an assigned-school-only island in a trust-parents-to-choose sea. The longer we hold out, the less attractive we will be to families with children.

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How would your family feel if your entire neighborhood had 5G internet access and you were still using dial-up? I’m guessing the kids might complain. After all, 5G is simply better, and sticking with an obsolete system seems like a stubborn refusal to change. That’s the situation Missouri families with school-aged children face. Just about all our neighbors wrapped up their legislative sessions by finally giving up address-based school assignments and letting parents choose where to send their children to school. We’re the last one in the neighborhood sticking with the outdated system.

• Early in their session, Iowa Governor Kim Reynolds signed the Students First Act, which will allow families to receive up to $7,600 per year to use toward private-school tuition. The law is phased in, but by 2025, every family in the state will be able to use the program.
• Heading west, Nebraska’s Governor Jim Pillen signed the Opportunity Scholarships Act. Although similar to Missouri’s Empowerment Scholarships program, this bill commits twice as much money and the scholarships are available to children statewide, not just in the largest cities as in Missouri.
• Over in Kansas, a robust public school choice bill passed last year will go into effect in fall 2024. No longer will Kansas school districts be able to opt out of accepting transfer students from other districts. Previously, each district set their own policies regarding whether or not to accept students. As of this fall, Kansas families can apply to transfer to a school of their choice.
• Oklahoma took an innovative approach to school choice in its session. All families in the state can now take a dollar-for-dollar credit against their state tax bill for up to $7,500 in private-school tuition. Homeschoolers can receive up to $1,000 off their state tax bill. And the tax credit is refundable, meaning that the state will pay families back if the tax credit is more than they owed in state taxes.
• Arkansas passed one of the most significant education reform acts this year. The Arkansas LEARNS Act, signed by Governor Sanders, gives families the option of having 90 percent of their state education funding deposited into an Education Freedom Account for private-school tuition and other education expenses. By 2025–26, all Arkansas families will be able to participate.

So, there you have it. School choice is not just happening in the far-flung states of Florida, West Virginia, and Arizona.  It is literally all around us. Our neighbors have figured out what Missouri hasn’t. School assignment by address is antiquated, it isn’t what families want, and it doesn’t work.

Imagine a school district as an ice cream shop that can only stock one flavor. They’re required to do their best to satisfy every student, so if most families want vanilla, vanilla it is. If some kids show up wanting pistachio, those can be tossed in. A couple of kids want chocolate? Add a chocolate ribbon. But now some kids want bubble gum in their ice cream. Does it really make sense to insist on offering a single flavor that turns out to be vanilla-pistachio-chocolate-bubble gum? No one wants that. There is no single, secret flavor that’s everyone’s favorite.

What our neighbors seem to understand is that it is better for the kids who need pistachio ice cream to get the very best pistachio out there. Parents are in the best position to know. And they may have a pistachio kid and a bubble gum kid in the same family. Try to please everyone at once, and you end up satisfying no one.

Over half of the 50 states now have mandatory open enrollment programs that allow families to choose any public school in the state. The number of states that include private schools among the options offered is growing fast. Missouri has neither. We allow charters only as interventions in our worst performing districts, rather than opportunities for districts to expand their portfolios. We have a scholarship program that addresses the needs of children in larger communities, but not rural children. Our legislature did not have the courage or determination to overcome their differences this year to bring even voluntary open enrollment to Missouri families.

Change can’t have been easy for policymakers in neighboring states, either. But they did it. Maybe it was out of a sense of fairness to children stuck in poor-performing schools, or maybe it was because they wanted their states to be attractive to growing companies and young families. It sure would be nice if such considerations would motivate lawmakers here.

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Once again, Missouri parents came up shorthanded. An admittedly weak open enrollment bill died when Missouri Senators couldn’t stop filibustering each other’s bills. A bill that would have made it easier for Missouri students to enroll in the state’s full-time virtual program met a similar fate, as did expansion of the extremely limited education savings account (ESA) program.

Nearly every family in the state of Missouri is given exactly one choice for their children’s education, and if it isn’t a fit—too bad. Or you can simply move to a neighboring state. Kansas, Iowa, Arkansas, and Oklahoma trust their parents to choose a school that works for them. Enrollment is already shrinking and our resistance to change is going to shrink it even more. And guess what happens when you have fewer K-12 students? You have fewer high school graduates, fewer college students, and fewer workers. It doesn’t make Missouri look like a very attractive state.

School choice is spreading like wildfire across the country because parents have stood up and demanded it. The longer Missouri sits on the bench, either because we’re not sure it’s a good thing or because we just can’t get our priorities straight, the less families will choose to raise their children here.

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