During his State of the State address in January, Governor Mike Kehoe indicated Missouri is opting into the federal government’s new school choice tax credit program. The program resembles Missouri’s MOScholars program. Taxpayers can receive a dollar-for-dollar federal tax credit for donations up to $1,700 annually to a scholarship-granting organization, or SGO, in Missouri. The SGO then distributes scholarships to families in Missouri seeking alternatives to their residentially assigned public schools.

For many families, the scholarships will be used to pay private school tuition. But the potential is broader. At least two public school districts in Missouri already participate in MOScholars, allowing nonresident students to use scholarships to pay transfer tuition; a similar arrangement may be possible under the federal program. Funds could also support homeschooling expenses, tutoring, after-school programs, or enrollment in a microschool (the latter is a fast-growing but loosely defined sector and there is no clear consensus on what defines a microschool). The eligibility criteria are still unsettled.

Non-traditional providers are pushing for few guardrails and minimal regulation, while others argue for stronger oversight and quality controls.

I have mixed feelings. The real value of this program is its potential to expand Missouri’s education marketplace. Competition improves quality in virtually every sector of the economy, and education is no exception. But markets don’t work well when consumers have poor information, so I’d like quality controls and transparency so parents can make informed choices. Here’s the tension: expanding choice and imposing quality controls can work against each other. To illustrate, consider a heavily regulated system in which schools that accept the tax-credit payments must administer standardized tests, publicly report results, and disclose detailed information about their curricula and finances. This level of transparency would reassure policymakers, but the problem is that we cannot force private providers to participate.

And if we make it too difficult (and too costly) to participate, which schools are the most likely to opt out? The answer: the ones that already have plenty of customers without this new program—likely the best schools. And if the best schools opt out, it undermines the value of the education marketplace we’re trying to build in the first place. (This is a complicated problem. See here for a deeper discussion in the context of research that finds negative effects of a voucher program on student achievement in Louisiana.)

I don’t have all the answers, but I hope Missouri lawmakers think carefully about how to strike the right balance, particularly if the federal government gives states meaningful discretion in implementation, which I expect it will. I’d favor a middle-of-the-road approach that requires participating schools to provide straightforward, low-cost information, but without overly burdensome regulations or reporting requirements. I want the best education providers to open their doors to more Missouri students; I don’t want to scare them away.

The post The Dicey Details of the Federal Government’s New School Choice Tax Credit Program appeared first on Show-Me Institute.

Susan Pendergrass talks with Matthew Ladner, senior advisor for education policy implementation at the Heritage Foundation’s Center for Education Policy, about a recent Washington Post article blaming Arizona’s Empowerment Scholarship Accounts for school closures in the Roosevelt Elementary School District. They unpack the real reasons behind declining enrollment, the role of open enrollment and charter schools, and why most Arizona students exercising school choice are still in public schools. The discussion covers how media narratives overlook parent-driven decisions, the political resistance to letting kids leave low-performing districts, and why open enrollment could be a game changer for states like Missouri. Ladner also shares his broader perspective on the post-COVID shift toward educational self-reliance and what it means for the future of public education.

Listen on Spotify

Listen on Apple Podcasts 

Listen on SoundCloud

Episode Transcript

Download

Susan Pendergrass (00:00)
Thank you so much for joining me on the podcast this morning, Matt Ladner of the Heritage Foundation. You are no stranger to Arizona education or school choice, right? Nor am I. I feel like I could be wrong, but we met at the Goldwater Institute around the year 2002. Does that sound right? It’s been a minute and it was so—

Matthew Ladner (00:03)
That could be, yes, indeed.

Susan Pendergrass (00:28)
It was surprising to me to see in the Washington Post a week or so ago, basically a hit piece on Arizona education. Because oftentimes Arizona’s held up like Florida as one of the states that’s really making strides in both test scores overall, but in particular in Arizona, test scores and growth scores for low-income kids. They’ve really taken bold moves and made an actual difference in outcomes.

And yet we have this piece that says because Arizona is giving parents the option of a scholarship instead of an assigned public school, that is killing this poor Roosevelt Elementary School in Phoenix. I assume you saw the article.

Matthew Ladner (01:08)
I did indeed. Well, so I moved to Arizona in 2003. Of course, I was doing work here before I moved here. So we probably met the year before at the Goldwater Institute.

Susan Pendergrass (01:10)
What’s your take? What’s your hot take?

Matthew Ladner (01:24)
The first I heard of the Roosevelt Elementary School District was in 2005, when someone I worked with had a child who was attending a Roosevelt school and was brutally assaulted. By brutally assaulted, I mean rushed to the emergency room based on what happened to this child.

Susan Pendergrass (01:39)
My gosh.

Matthew Ladner (01:49)
Obviously, the school administration did not react well. In fact, they questioned whether the attack had been provoked—classic blame-the-victim. At that time, I put my coworker in touch with someone who did informally what we would today call navigation—helping people find schools.

Susan Pendergrass (01:59)
Thanks.

Matthew Ladner (02:13)
At that time, it was incredibly difficult to find a school for this woman’s children. The school year had already started. There were charter schools in South Phoenix, where the Roosevelt Elementary School District is located, but they had waitlists. We had scholarship tax credits, but the school year had already started, the money had already been committed, and there were waitlists.

We had open enrollment, but school districts were not interested in taking students from Roosevelt. In fact, I recall my coworker calling about an open enrollment transfer, and when she said her kids attended Roosevelt Elementary, they hung up the phone on her. It was visceral. She was almost as stuck as she would have been in 1993, the year before Arizona started any kind of school choice.

Fast-forward 20 years, no one in Arizona is stuck like that anymore. Every child has access to an ESA program. While only a minority actually use it, it’s available to everyone. That, I believe, motivates these drive-by shooting journalistic exercises, because very powerful vested interests don’t like people having the option of leaving.

If you read the Washington Post article, the unstated hypothesis is that the world would be a better place if people like my former coworker did not have the option of going somewhere else.

Susan Pendergrass (04:04)
That’s exactly right.

They chronicle the closing of an elementary school in that district. People are sad, heartbroken, and anxious. It’s a tragic story. But dwindling enrollment is less due to the ESA program and more due to the fact that in Arizona, you can pick any public school in the state.

In fact, they cite one group of low-income parents of color who started their own micro-school to avoid going to that school. Yet the counterfactual is: “If only they didn’t have the option of leaving, this school would stay open.” As if we should have kept kids trapped in a failing school. Hard to believe that’s the case in 2025.

Matthew Ladner (04:52)
Absolutely.

It’s offensive to argue the world would be better if people didn’t have the option of leaving a situation that wasn’t working for their child. The reality is, the largest form of school choice in Arizona remains district open enrollment.

Back in 2017, a study of Phoenix-area school districts found that the number of open enrollment kids—within and between districts—was about twice the number of charter school students. And Arizona has the nation’s largest charter sector.

Susan Pendergrass (05:42)
About how many kids are in charter schools?

Matthew Ladner (05:44)
Today it’s around 21% of public school enrollment. Back in 2017 it was about 16%.

Open enrollment is the King Kong of school choice. If Arizona has a school choice justice league, Superman is district open enrollment. Then come charter schools, and trailing far behind are private choice programs.

I do understand people don’t like school closures. Even schools that are underperforming and half-empty have emotional attachment. When you move to close them, people say, “My grandfather graduated from that school—how dare you close it!”

Susan Pendergrass (06:33)
No, yes.

Matthew Ladner (06:55)
State data shows Roosevelt has 6,500 kids who live in the district and attend its schools. But 5,700 kids live in Roosevelt and attend a charter. Another 2,700 attend a different district. About 800 use an ESA.

A final report showed only 129 ESA students previously attended a Roosevelt school. If you’re running a 6,500-student district, you don’t close five schools over 129 students. The Post article was misguided and misleading. Roosevelt’s enrollment has been declining since about 2006. There’s also the baby bust since 2007, which Arizona has worse than most states.

Susan Pendergrass (09:11)
Right. And in addition to bad reporting, the article says this ESA program “offers a window into the GOP vision for K–12 education.” In other words, nothing to do with what parents want. It’s supposedly a GOP political strategy to kill public schools.

That’s damaging because a lot of people don’t read past the headline. In Missouri, we don’t even have open enrollment. Some of our lowest-performing districts demand to be carved out from letting kids leave because they believe they’ll all leave and the district will collapse.

For example, in Ferguson, only 3% of 8th graders are proficient in math. Yet they don’t want kids to leave, even though they’re arguably not even fulfilling the constitutional duty to provide a free and fair public education.

Matthew Ladner (11:02)
Yeah, it’s bad all around. The Fordham Institute’s open enrollment map of Ohio shows every urban district is surrounded by districts that don’t participate. Arizona is the opposite. Almost all districts do open enrollment, including Scottsdale Unified—where about 25% of kids come from outside the district.

They do that because 9,000 kids who live in Scottsdale attend elsewhere. Financial incentives pushed even wealthy districts to open up.

Susan Pendergrass (13:10)
Right.

Matthew Ladner (13:23)
The Post piece framed this as a GOP vision, but really it’s about giving families dignity and autonomy. The underlying hypothesis was that low-income Hispanic and African American parents in Roosevelt are doing something wrong by making the best choices for their kids. That’s offensive, and bad reporting on top of it.

Susan Pendergrass (14:14)
Right. In Missouri, we rank all schools. When we launched that website, protesters said it was racist because many low-performing schools enrolled Black and brown kids. But those kids are already stuck in F schools. Shouldn’t we let them out?

Instead, the approach is: “Let’s not tell them it’s an F school, and if they find out, let’s not let them out.” That’s insulting to parents.

Meanwhile, in St. Louis, schools are losing kids but the district passed a moratorium on new charters because they know a new charter would fill up immediately.

Matthew Ladner (15:42)
Right.

Susan Pendergrass (15:43)
What’s your global view? In Missouri, we’re fighting lawsuits against our scholarship program. Do you see this as a last gasp, or what?

Matthew Ladner (16:03)
Not a last gasp. The struggle will continue past our lifetimes. But we are making progress.

The reason you see lawsuits and agenda-driven journalism is that there was an awakening during COVID. People realized the district system isn’t run for parents—it’s captured by unions and contractors. Schools are not about your kids. They’re about employees and contracts.

Now we’re seeing a self-reliance movement in education—school choice, homeschooling, co-ops. It’s growing. And frankly, Randy Weingarten’s actions during COVID made her the poster child for this failure.

Susan Pendergrass (18:18)
In terms of keeping schools closed and how she reacted?

Matthew Ladner (18:21)
Exactly. If you didn’t realize during COVID that the system wasn’t about you, someone needs to draw you a picture.

Susan Pendergrass (18:33)
The protests with coffins in the street, saying we were sending teachers to their deaths—they overplayed it a bit.

Matthew Ladner (18:37)
Yeah. And now we’re in a different environment. Young parents I talk to say there’s no way they’re sending kids to district schools.

That’s not to say everyone in districts is bad. There are good teachers trapped in a bad system. But the exciting part is teachers leaving to start their own schools. In Florida, there’s nothing stopping them, and it’s beautiful to see.

Susan Pendergrass (19:46)
Yes. In Missouri, we’ve cut off the teacher-as-entrepreneur option. It’s too bad. Every summer, parents reach out to me desperate to transfer kids to other districts, but we have nothing for them—except paying very high tuition.

It reminds me of your coworker stuck in Roosevelt. People say, “Just move.” But not everyone can move, nor should they have to.

Matthew Ladner (20:49)
Right.

Susan Pendergrass (21:09)
When I see a major outlet still saying in 2025 that ESAs are killing public education, when it’s really poor parents finding alternatives, that’s sad.

Matthew Ladner (21:28)
Exactly. It’s not up to me or lawmakers to decide where kids go. Families should decide, and that’s as it should be.

Susan Pendergrass (21:55)
Thank you so much for joining us. We have to keep this in front of people, and I appreciate you coming on.

Matthew Ladner (22:05)
Thank you, Susan.

Produced by Show-Me Opportunity

The post What the Media Gets Wrong About School Choice with Matthew Ladner appeared first on Show-Me Institute.

During the COVID-19 pandemic many families formed small learning communities. These “pandemic pods,” as they were often called, caught the nation’s attention and were the subject of numerous stories in the New York Times and elsewhere. Now, though the pandemic is over, many have realized the benefits of alternative learning environments. With the expansion of school choice programs throughout the United States, new schooling options seem to be sprouting up everywhere.

Recently, I had the pleasure to attend the Heartland Hybrid and Micro Schools Summit where we heard from entrepreneurs who have started new schooling options in Kansas. It was exciting to see the possibilities that are opening as parents, educators, and entrepreneurs create unique schooling options to meet the needs of students and their communities.

Hybrid schools are schools that meet on an alternative schedule, blending school and home education. A hybrid elementary school, for example, might meet in person twice a week. The other three days, they will have intentional learning activities or experiences for students to engage in at home with their families. Some have called this hybrid-homeschooling, and it operates similarly to many of the homeschooling co-ops families have used for decades.

Micro schools are what they sound like, small schools. Often, students are taught in multi-age or mixed-grade classrooms. Some micro schools are intentionally small, with maybe 10 to 50 students enrolled. Other micro schools are startups that may grow into full-size schools at some point in the future.

Entrepreneurs are starting these schools for a variety of reasons. Some are concerned about the values taught in the local public schools, others want different teaching practices, and some find themselves as school founders almost out of necessity. In many cases, teachers themselves are the ones starting the schools.

• Josiah Enyart taught in the Shawnee Mission School District. He disagreed with school policies related to mask mandates during the pandemic and the district’s focus on critical race theory. After more than a decade in the classroom, he left and started Freedom Learning Academy.
• Madeline Herrera too was a veteran public school teacher. She loved leading her students through engaging, project-based learning activities. After a frustrating experience where her public school stymied her efforts with her class to engage in meaningful changes at the school, she started Limestone Community School in Lawrence, Kansas. She has made project-based learning the cornerstone of the school.
• When the Prairie Hills School Board voted to close the district school in Wetmore, KS, population 368, Analyssa Noe and other concerned community members jumped into action. They purchased the school building and started a new school, Legacy Learning Academy.

While this type of entrepreneurial activity is somewhat new in the heartland, it has been going on for a while in places with more generous school choice policies. In 2022, I contributed to a report, Leaving the Classroom but Starting a School, published by Step Up for Students, Florida’s major school choice organization. Our report highlighted the findings of focus groups conducted with 10 former public school teachers who founded private schools. The school founders in that report sounded a lot like the school founders I met at the Heartland summit. They were passionate educators who cared deeply about kids and had a vision for how schooling could be done better.

Hybrid and micro schools embody exactly what Show-Me Institute analysts have been writing about for nearly 20 years—when you empower educators and students with educational options, you unleash the creative and entrepreneurial spirit in education.

The post New School Options in the Heartland: Hybrid and Micro Schools appeared first on Show-Me Institute.

Listen on Apple Podcasts 

Listen on SoundCloud

Dalena Wallace is a busy homeschool mom of six. She manages a co-op serving 35 local homeschoolers and operates a hybrid microschool called AIM High. She is the founder of AIM Educational Collaborative LLC which helps provide assistance and coaching for others who would like to build Autonomous, Innovative, and Missional educational models.

To learn more about her work visit: www.aimeducationks.com/

Learn more about KPI’s September 23 event here: kansaspolicy.org/events/

Produced by Show-Me Opportunity

The post Highlighting Creativity in Education with Dalena Wallace appeared first on Show-Me Institute.

The post The System Doesn’t Work for Everyone with James Franko appeared first on Show-Me Institute.

Don Soifer is Chief Executive Officer of the National Microschooling Center, America’s comprehensive resource center, movement-builder and authority for the most exciting new education movement in a generation. He co-created and co-directed the Southern Nevada Urban Micro Academy, the nation’s first public–private partnership microschool with the City of North Las Vegas, delivering unprecedented academic growth with a previously underserved population of families under pandemic operating conditions.

Listen on Apple Podcasts 

Listen on Stitcher 

Listen on SoundCloud

Produced by Show-Me Opportunity

The post How to Start a Microschool with Don Soifer appeared first on Show-Me Institute.

In: letting parents find an education setting that works for their families

Out: giving every student just one assigned option

 So many reasons have popped up for this one in the last year or two. Parents want their children and everyone around them masked. Parents don’t want their children to have to wear a mask all day. Parents want everyone vaccinated. Parents want vaccination to be a personal choice. Parents like, or don’t care, about their school’s curriculum. Parents care a lot about their school’s curriculum. Regardless, the single, assigned option is “out” and letting every family avail themselves of at least one alternative is “in.”

In: school board meetings that include parents and the community

Out: school board meetings with no one but the board in attendance

People have discovered an interesting fact in the past year—school boards actually impact what happens in school buildings, including selecting curricula. Who knew? School boards create textbook selection committees. They hear from textbook publishers. They weigh the options and approve curricula. A broader understanding of their role will (hopefully) make broader participation in their decisions “in” and forgetting they exist “out.”

In: innovative new learning environments

Out: every student learning in a room with a teacher at the front and 20 other students

 When schools shut down, parents didn’t just go along with that program. They joined with other families and created micro-schools in someone’s basement. They sent their children to karate academies or churches for guided virtual learning. They decided to join the homeschool movement. They founded Boys and Girls Clubs, or some other nonprofit, that morphed into an outright school. Necessity is the mother of invention, and public education became inventive. The 1950s education model got tossed “out” in favor of bringing “in” new models of learning.

In: giving teachers autonomy and flexibility

Out: step-and-ladder pay scales

School shutdowns also affected teachers. Some teachers didn’t like teaching virtually; others loved it. Some teachers discovered that teaching just ten students in a micro-school means applying skills more directly, and no staff meetings or red tape. There is a massive opportunity for good teachers to take on gig work as tutors. Joining a school district at the age of 23 and staying in the same district until the age of 55 to be “taken care of” with a pension until death is so “out,” and teachers as entrepreneurs who can be paid directly to teach is “in.”

This list could go on. The bad news is that we are in the middle of a tough road back to recovering learning loss for so many students. The great news is that we’ve been forced change some of the old ways of doing things in favor of parent empowerment and engagement, systemwide flexibility and autonomy, and the notion that one size definitely does not fit all.

The post Year-end In-and-out list appeared first on Show-Me Institute.

Read the latest from Susan Pendergrass

Parents are angry and confused right now. Many are receiving mixed messages from school districts. Critical information arrives late in the process and changes frequently. It’s up to school districts and the Missouri Department of Secondary and Elementary Education to fix this. But that doesn’t seem likely to happen before school starts this fall—and parents need help right now. So we’ve created a resource page designed to help parents figure out what their options are and what sort of questions they ought to be asking. Of course, this is only a small subset of what is out there, but we hope you find the below information useful. Please feel free to share this with anyone you think might benefit.

Questions parents should be asking superintendents, school board members and legislators:

1. Can I have a portion of my child’s state funding to purchase in-person learning if my district isn’t offering it?
2. Will the district make teachers available for micro-schools for those who want and need them?
3. Could the district open some school buildings for students to do their virtual learning with an on-site teacher assisting?
4. What if I don’t have high-speed internet access? Hot spots were insufficient last spring.
5. I don’t like my school’s virtual education programming. Can I switch to MOCAP after the school year starts?
6. Why hasn’t the state waived the requirement for receiving district permission to enroll in MOCAP this year?
7. My child can’t attend school in person. Can I have state funds to enroll them in a high-quality virtual provider of my choice?
8. If I decide to have my child stay virtual, do I need to register as a homeschooler?

Options that may or may not be available for this school year:

Missouri Course Access Program (MOCAP) – MOCAP has 11 providers of full-time virtual education that have been vetted and approved by the Missouri Department of Elementary and Secondary Education (DESE). A law passed in 2018 gives all Missouri students the right to request enrollment in any of the providers. Currently, districts are required to assess the request and determine if virtual education is a good fit for the student or not. Parents can appeal a denial of permission. Districts have an unlimited amount of time to respond to MOCAP enrollment requests.

UPDATE September 22, 2020 – 10 Day Deadline for MOCAP Review

Missouri Virtual Ed

Letter: Missouri online program virtual lifesaver for students

Missouri committee may propose changes to virtual education program

Missouri panel to request temporary removal of districts serving as MOCAP gatekeeper

Free virtual resources:

Khan Academy

NoRedInk

Virtual resources that cost money:

Virtual Stream tutors

Florida Virtual School

Micro-schools – A group of 10-15 multi-age students with one teacher. There are several national networks, but parents would have to work fast to create a micro-school at this point. Any that aren’t charter schools charge tuition.

What Is a Micro School? And Where Can You Find One? (edweek)

Acton Academies:

Acton Academy

Lighthouse International 

Prenda network:

Prenda

More on the Micro-school Movement (Forbes)

What are “micro-schools” and “pandemic pods”? (Today)

Why and How to Open a Microschool (gettingsmarter)

PODs – Groups of families that agree to have their children learn in-person together while limiting their access to anyone outside the group. These are being formed in Missouri, but with no public assistance.

Parents turn to “pods” as a schooling solution

YMCA of Metropolitan Columbus offering learning pods

College Station Taekwondo business offering learning pods

Kansas City YMCA

At least one parent has started a POD business

Watch: How to Start an Education Pod

“Little Pod Platoons” Are Education’s Answer to Lockdowns This Fall

“Pandemic Pods” Are Fundamentally Reshaping K-12 Education

Microschools on the rise in Arizona, with COVID providing added boost (AZ Mirror)

Parents Turn to “Pods” for School During Pandemic (WebMD)

Scholarships – Giving state money directly to parents to pay for tuition or tutoring. These are not available in Missouri, but could be. Each governor received flexible stimulus money under the Governor’s Emergency Education Relief Fund (GEERs) program. Governor Parson has received $54 million. So far, Governor Parson has allocated $24 million to higher education. The allocation of the remaining $30 million is unknown. Other governors have used portions of their GEERs funds to create scholarships for low-income students.

Oklahoma used GEER funding to create a scholarship that will help low-income families purchase curriculum content, tutoring services, and technology 

South Carolina used GEER funding to create SAFE Scholarships

Governors Direct Federal COVID-19 Aid to Private School Scholarships (EDweek)

The post Fall 2020 Educational Resources for Missouri Parents appeared first on Show-Me Institute.

Micro-schools have been around for a few years, but they served a very specific niche. Now, they’re emerging as another in-person option for those who can find and afford them. According to a recent article in the St. Louis Post-Dispatch, micro-schools are popping up in the St. Louis region. Unfortunately, the micro-schools highlighted are charging between $500–$1,000 per month per student. What about the parents who can’t afford that?

Public school districts could join the effort. They could make space and teachers available to serve pods of students. The state could also join the effort. It could allow parents to access a portion of their children’s state education funding to either pay for attendance at a micro-school or to pool with other parents to create one of their own. We are undoubtedly sending substantial sums of money to public school districts for students who have already left. Allowing the funding to follow the child would change that.

There is a significant risk that achievement gaps between wealthy and poor children will get wider this year. As cool as it is to see parents of means figure out how to get their children the education they need, it clearly creates unequal access. Being trapped in a failing school that can’t or won’t provide the services that students need comes with a higher level of risk this year. We are facing a national education crisis and we should be funding every option for every kid.

The post It’s Time to Fund Everything for Every Student appeared first on Show-Me Institute.

Unhappy parents everywhere are pulling their children out of public schools. In Nebraska, requests to homeschool are up 21 percent. With textbook Toquevillian can-do attitudes, parents across the country are getting together with friends and neighbors and creating micro-schools. Parent unions are forming and some are calling for a “break up” with traditional education.

What could, or should, Missouri be doing during this upheaval? Number one, we need leadership. The Missouri Department of Elementary and Secondary Education (DESE) has only released reopening health guidelines. Should we expect that all 520 school districts simply figure out a great plan on their own? Meanwhile, Nebraska has created a website (Launch Nebraska) with comprehensive planning guides and toolkits.

Number two, we should be making several easily accessed choices available to parents. At least one district, Maplewood-Richmond Heights, is allowing parents who want a virtual education to enroll their students with one of the state-approved virtual providers under the Missouri Course Access Program (MOCAP). Other districts should follow its lead. This is not a year for inventing things from scratch. Parents should also be able to easily choose in-person enrollment at a private school. There are a number of apps, such as Classroom Wallet, that the state could use to provide parents with funds to purchase tuition. This is not a good year to settle the public versus private debate. This is a year to get kids back to learning.

Third, accountability and transparency must not be allowed to fall to the wayside. For the past six months, public school districts have been held harmless from consequences. If this continues much longer, children will be the ones to suffer and achievement gaps will grow.

Parents were put in the driver’s seat last spring whether they liked it or not. And now they’re supposed to give the wheel back to public school districts that seem to not even know how to start the car. It’s not at all surprising that they’re fed up.

The post Not So Fast, Public School Districts appeared first on Show-Me Institute.

I was in the produce section of a grocery store in a fairly rural school district yesterday and overheard two grandmothers discussing what they are going to do. These ladies are the primary caregivers for their grandchildren—not uncommon in rural areas—and they were talking about joining a micro-school being set up by a teacher on their street. Or they may join a group of students that are going to meet at their church. These children from a small group of families will either have a Zootor (A Zoom tutor who facilitates virtual education as the in-person guide) or have a teacher provide instruction in person. Like so many in my nonscientific poll, they said that what the district provided last spring was absolutely terrible. Regardless of their resources, they’re going to figure out a solution that isn’t more of that.

Here is the problem: We have an epic disconnect between how education is funded and how it is being delivered this year. We have about 100,000 school buildings across this country that have been largely unused for the past six months and may or may not be used for the next six. Are we keeping the lights on in them? Are we keeping them cool enough for the minimal personnel still using them? Are we keeping the full staff of bus drivers and custodians? And, given that the answer to all of these questions is probably “yes,” are we then asking parents and primary caregivers to go out of pocket to get an education for their children that is supposed to be provided by their district? Are we willing to even discuss making changes to the collection of property taxes and the distribution of state education funds in this new reality?

One thing that I know to be true—when called, parents show up. Of course, there are far too many children stuck in horrific households and we all need to make sure that they have safe places to be. But on the whole, parents will go to great lengths for their children. The grace given to their school districts last spring is beginning to wear very thin. The daily uncertainty driven by overdue and underdefined reopening plans is causing parents to figure it out on their own or with their friends and neighbors.

The money conversation is sure to follow. While the keepers of the pre-pandemic status quo would like to hold their breath, wait for this to pass, and get back to the way things were, there have been too many fundamental changes in the delivery of public education for that to happen without resistance. A significant amount of power has shifted into parents’ hands and, like it or not, it won’t be long before parents start talking about a shift in funding methods.

It’s been clear to me for decades that parents want direct control of at least some public education dollars. But they’ve been facing an impenetrable wall of the public education establishment that dictates how things “must be done.” Parents are starting to get a peek over the wall, and I look forward to seeing how the rest of that story unfolds.

The post A Fundamental Shift is Happening in Education appeared first on Show-Me Institute.