Susan Pendergrass speaks with Andy Smarick, senior fellow at the Manhattan Institute, about Missouri’s education leadership shake-up and what comes next. They discuss how to find the right commissioner of education, why outside reformers tend to succeed where insiders struggle, what the dismantling of the US Department of Education means for state accountability systems, why public complacency about poor academic outcomes persists, and more.

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Episode Transcript

Susan Pendergrass (00:00):
Thank you so much, Andy Smarick, for joining once again on the Show-Me Institute Podcast. We love having you on and I appreciate you taking the time. You’re a busy man, so it’s really wonderful to have you back.

Andy Smarick (00:06):
I love being here. It’s a treat. Thank you for having me. I always like talking to you, but also anytime I get to talk about state-level education policy, it’s a treat.

Susan Pendergrass (00:19):
Well, I know that you have experience serving on a couple of state boards, both K-12 and higher ed. Just to bring you up to speed on what’s happening in Missouri: we have a relatively new governor, about a year in, and we had a state board of education where people stayed in expired seats, rubber-stamped decisions, and were very complacent, I feel comfortable saying. Our governor shook up that group and appointed new people who came in and said, what do you mean we don’t have bylaws? It was like, this is bananas. At the same time, the governor issued an executive order requiring letter grades on schools and districts, new school report cards. I don’t know exactly how everything went down, but our Commissioner of Education resigned, our Deputy Commissioner resigned, and our president of the state board of education resigned, all in about one week. So we are now straightening things out and there is a new board president. But this new, relatively new board now has the task of finding a commissioner. The way things have happened in Missouri is we always get a new commissioner from the ranks of the state education agency, maybe from the legislature, always from Missouri. Just a real this-is-how-we’ve-done-it mentality. And we have not been big reformers. No Chiefs for Change in Missouri. Like a lot of states, our reading scores for young kids are tanking, forty percent below basic for third and fourth graders. We have a state accountability system called the Missouri School Improvement Plan in which 516 of our 520 districts are fully accredited and about four are provisionally accredited, none unaccredited. So we have this meaningless accountability system where every district is fully accredited, even St. Louis, which I can’t even go into. So here we are, and I want to know a few things from you. Number one, if you were on the Board of Education in Missouri, how would you go about finding a new commissioner? What would you look for? And then later I want to get into what’s happening at the national level. We are not doing well academically, we have never had a bold reformer in charge, we keep doing the same thing and getting the same result. What would you do if you were in their spot?

Andy Smarick (02:59):
So in education, I’m going to wind up to this answer, so just bear with me for a second. Conservative can mean two different things. One is the traditional conservative view, which is to preserve, to stand athwart big, swift, dramatic, perpetual change. You’re trying to keep things the way they are because there’s a lot of wisdom that has gone into it and people are accustomed to it. In education, there’s also this other right-of-center conservative view, which is we have to be much more open to choice, competition, accountability metrics, and so on. And it seems that Missouri has been one of those very red states that has tended to believe in the first kind of conservatism: protect our traditional school districts, protect the hierarchies we have, protect the tradition of you grow up as a professional, as a teacher, then a superintendent, then maybe go to the state education agency. A lot of people believe that’s the way to do it.

There probably is an ethic among a lot of people to keep it that way. The only way you get out of that is if there’s a recognition among leadership that we can’t continue to preserve the status quo, that we have to change some things. That is a big step for a place that has elevated the idea of preserving for a very long time. If they get to that step, then they have to do the very tough things, which is start to pull out the Jenga pieces of that conservatism. The most important one is having board leadership and having a state superintendent who come from outside the state, and then having a board chair or board president who is not going to just do what the staff of the state education agency says or what the district superintendents say. We saw this work quite well about fifteen or twenty years ago. There was a big movement nationwide in educational reform led at the state level, and a number of states chose out-of-state superintendents and commissioners of education who did a terrific job of shaking things up and advancing a bunch of important proposals. The downside is a lot of them were so brash and so young, and I have to say so cocky, that they made unnecessary waves and kicked a lot of people in the shins in the states where they landed. So my view is a place like Missouri should pick someone from out of state for a state chief, someone with a long track record of success, but someone who isn’t so green as to think he or she knows everything. Someone with enough humility and enough time on task to know what they don’t know, and who can come in and be bold enough to make some changes, but not think that everyone in the state is a dummy who needs to be ignored. That’s how I would think about it. And if you have a board chair and board membership who get all of this, it makes things a whole lot easier. But that might be the hardest part of all. Who is your board president? Who are the board majority going to be? They have to be the ones with the backbone.

Susan Pendergrass (05:57):
Yeah. I feel like we’ve had people come in and say, well, I’m only the commissioner, it’s not my fault that the kids don’t read. And then people say, well, we’re a local control state, so it’s really the local guys’ fault that the kids can’t read. Then the legislators are like, well, who’s supposed to be making sure the kids can read? And technically, kind of they are, but them plus the board, and there’s just fingers pointing every different direction with nobody really taking responsibility. If we had the capacity for hard things, we would not have all of our districts be fully accredited. There’s even pushback on the letter grade idea because folks will say, well, then the teachers in those F schools feel bad and the parents feel bad and the kids who go there feel bad. I’ve seen some states change it to colors or something where nobody feels bad. I’ve also heard folks say it’s racist because a lot of the D and F schools enroll large percentages of students of color. So there are just all of these reasons to resist. It’s going to happen because there’s an executive order, but I feel like we’re going to have a hard time finding somebody who’s willing to do those things.

Andy Smarick (07:17):
Well, your state, like every other state, has a state constitution that makes the state ultimately responsible for education. Your state, like others, has both tradition and some laws that give a number of powers to local districts. The weird thing, and I’ve seen this in a lot of different states, is the state government ends up in a very weird position. The state can get sued and state leaders can get criticized if kids aren’t learning, because the state actually has constitutional authority to make sure kids are learning. But as a matter of practice, and often of state statutes, a lot of this power is delegated to districts. States then try to recapture some of that power through the accreditation system. It’s the way the state can say, okay, districts, you have the power to do these things, but we’re going to hold you accountable for results and we’re going to accredit you or not. And then it turns out it’s virtually impossible to take away the accreditation of these districts because of legislative pushback, and the state typically doesn’t have the capacity to run a district if it does take away accreditation. It just becomes a complete hot mess. That’s why you need state leadership who has some experience but also some backbone to say, this is how we’re going to thread the needle of state authority, state responsibility, local control, and still making sure that kids learn. This is not easy, other states have gone through it, but it isn’t the kind of thing that someone who has lived in Missouri all their life and grown up professionally there can do easily. It’s going to be hard for that person to get out of that box. Having someone from the outside who can start to do some bold things, including hiring smart, tough lawyers, having board leadership who’s going to stick by it. But I just want to emphasize this point: every state I ever talk to begins by saying, well, you know, we’re a local control state, our districts have all the power. Everybody says that. Go back to your state constitution. The state is the one that’s going to be responsible. And if the state has the backbone, it can do a whole lot. But whether it has the backbone is the operative phrase.

Susan Pendergrass (09:41):
Yeah. So about seven years ago we developed our own school report cards with letter grades, called MOSchoolRankings. I’ll just plug it. It was with GPAs, and this year for the first time I just took the GPAs and converted them to letter grades because folks found GPAs tricky. I put up the methodology. I took all the data from our state education agency, DESE, and just tried to make it a map you can zoom in and out on, easier to navigate. And my thinking is you have to do these things, make sure you say how you do it, and then people can argue with you and debate whether it’s right or wrong or good or bad. And many people have. A lot of people don’t like that the average is a C. I’m open to discussing why the average should be anything other than a C, but you have to at some point just make the move and then be confident enough in what you did that you can defend it and change it if people point out flaws. But this is where I think we struggle at DESE. They struggle to just put that out there because they worry about every negative outcome and consequence. And it’s like, yeah, but at some point to not do it is worse than to do it.

Andy Smarick (11:10):
For sure. And I’ve gotten to the point of realizing that if you have been in a system at different ranks for thirty or thirty-five years, all of your friends, your reputation, your pension, your income, everything about your identity is wrapped up with that system. Expecting these folks to suddenly turn the corner and say, you know, we’ve messed up, tens of thousands of kids are not learning right now today in classrooms, and we have to start holding the adults accountable for that, including teachers and principals and local school board members and local superintendents, and we have to be courageous about it. That’s asking a lot of people who are of, by, and for the system. It can be a whole lot easier if you just get someone from the outside with the courage to do it.

Susan Pendergrass (11:54):
Yeah. So can you think of an example of a state that has done this well?

Andy Smarick (12:02):
Definitely during the late No Child Left Behind era and then the Race to the Top era, a number of states found people from outside. Tennessee was famous for this. Arne Duncan ended up going to a couple of different places, including Rhode Island. New Jersey ended up picking Chris Cerf. There was a movement where probably ten or fifteen states did this quite well. My state, Maryland, brought in the superintendent of Mississippi after Mississippi had had so many gains, so she could carry some of those especially reading reforms to our state. This is not uncommon. Texas did something like this for a while. Louisiana became very famous during the John White era for doing this. But in all of these cases it began often with a governor, and then some members of a state legislature who said, we just can’t keep doing things the way we’ve done in the past. We have to do things differently. Once the governor says something like that, he or she can appoint people to the Board of Education who will do things differently, and the legislature, at least his or her party, will start to fall in line, and the media then starts to understand how serious it is. It is hard to do this without the governor leaning forward and giving the blessing to the bureaucracy to do things differently. So the question for you is, is your governor going to spend any political capital on this and say things are messed up and we have to do things differently?

Susan Pendergrass (13:29):
I don’t know. I hope so. But I haven’t seen evidence of that. I suspect, though I could be wrong, that they’re looking more internally than externally. However, I just want to add one wrinkle to this context that we’ve been thinking a lot about at the Show-Me Institute. If you’re following the US Department of Education, I believe you used to work there. Is that right?

Andy Smarick (13:54):
Yes, back in the day.

Susan Pendergrass (13:55):
Last week they moved the Office of Special Education over to the Department of Health and Human Services. They moved the Office of Civil Rights over to the Department of Justice. The building where the Department of Education used to be is now vacated. All those people are over at an old Department of Energy building. It’s a significantly reduced staff. Without touching the Every Student Succeeds Act, they are effectively dismantling most of the structure over there, at a time when the current president said that sending education back to the states was one of his priorities. I’m particularly concerned that at a time when Missouri has this vacuum, we could be looking at the apron strings being cut, states being told to sink or swim from the federal perspective. You don’t have to maintain the accountability systems. The Secretary is encouraging states to submit requests to waive parts of the law. I don’t really know exactly where it’s headed, but that concerns me. Do you think they’re going to let off the gas on mandated accountability systems in exchange for flexibility?

Andy Smarick (15:15):
Such a good question. To begin with just some editorializing: it is astonishing that Congress has allowed this to happen. In general I’m a big fan of decentralizing education power to the states, but that they’ve been able to administratively dismantle a department without Congress doing anything about it is just shocking to me. Even members of the Republican Party twenty years ago, let alone forty or sixty years ago, who jealously guarded the prerogatives of the legislative branch to create departments and fund departments, would have been appalled at this. There would have been unanimous consent to stop this from happening. So that says a lot that Congress has just sort of excused itself from the discussion. It has been remarkable the extent to which that building where we used to work, and the thousands of people there, is just empty, and they are handing off all the tasks to other places. I don’t know how this is legal, but I guess they’re figuring out a way to do it.

Now, the people who are leading this from inside genuinely believe that education will be better off if Uncle Sam isn’t meddling in it so much. That requires a theory of action, or at least a theory, that the reason why things are bad is that Uncle Sam is causing them to be bad, as though if Uncle Sam backs up there’s going to be a sunnier future ahead. Or it requires believing that it is just morally wrong for Uncle Sam to get involved, and whether states sink or swim after he gets out, that’s up to them. That’s a theory, it’s an ideological approach, and they have the right to pursue it. Donald Trump was elected and he gets to hire who he wants to. But then, to your point, it starts to implicate the Every Student Succeeds Act, which still requires the federal government to do some things related to state accountability systems. And if you believe you have the power administratively to undo a cabinet department, I suspect you probably believe you have the power to ignore some federal accountability provisions and just allow states to do what they want. So we’re going to be left in this position of saying, all right, the federal government is getting out of the business of accountability, therefore the states need to do it well. And then anyone who cares about kids learning will ask, okay, are states going to do this well? And so I turn to you as a state leader. Is Missouri going to

Susan Pendergrass (17:23):
Yeah.

Andy Smarick (17:47):
kick butt and take names?

Susan Pendergrass (17:48):
I’m concerned. I mean, No Child Left Behind was difficult and a lot of people didn’t like it, but test scores went up. Strict accountability, test scores went up. As we backed off, the Race to the Top era with waivers, and then Every Student Succeeds, which allowed more waivers, states were able to lower a lot of bars. Some states raised bars, like you mentioned, Mississippi and Louisiana. Some states are doing a great job, especially with early literacy. Others are not. And so Missouri, I think of it like this: you have a college student and you’re paying all their bills. You’re writing the checks, ordering their textbooks, doing all that work. Then one day you say, you know what, instead of that, I’m going to give you $3,000 a month: you pay your rent, your utilities, get your own books. There are going to be kids who step up and do fine. And there are going to be a lot of kids who take that $3,000 and immediately go to Cancun. We know this. It kind of depends on what you’ve done with the kids so far. And I feel like we have lulled the states into a feeling of compliance. If we just tell you how we spend our Title I dollars, fill out this form, and report that our test scores keep going down, no one cares. There’s no stick. They don’t withhold the money. We just say our test scores this year are lower than last year, and they say, good to know, here’s your

Andy Smarick (19:14):
Yep.

Susan Pendergrass (19:22):
check. So if that’s how you were raising your kids so far, why would you expect them to step up and become suddenly responsible?

Andy Smarick (19:31):
Okay, I have to admit that I have learned a hard lesson in my years doing education policy, which is that I was wrong that the political system of its own volition will always push for big action to make sure schools are great. I believed that if we had accountability systems showing that schools were underperforming, there would be a perpetual energy within the public to say we have to fix this, that it was just a matter of making the knowledge available and then everything else would take care of itself. It turns out it just doesn’t work that way. You need leaders at the top to constantly push and say, we are not doing well enough, we have to do dramatic things to make sure kids are going to be better off. Otherwise, No Child Left Behind is in place for a while and then people get sick of it. Or you have some interesting testing regimes and then there’s pushback to that, or just resistance to Uncle Sam in general. And people like the two of us say, but kids aren’t learning anything anymore. We are seeing a cratering of student learning since the peak of No Child Left Behind’s learning gains. This is horrible. Kids just aren’t learning anymore. The Andy of twenty years ago would have assumed the nation would revolt and say, how dare we do this to our schools and our kids, we have to do something differently. Instead, I don’t want to say it’s crickets, but there has not been a major wave of energy to change things again. The only way to do this is for governors or presidents to say this is not good enough and keep pushing. It is the ultimate dog that didn’t bark. The story is why something isn’t happening. If things are so bad in student learning, why is there not a dramatic energy within the public to do things differently? So maybe I look to you. In Missouri, are people just satisfied? Do they just not want the hassle?

Susan Pendergrass (21:28):
Why do you think? Yeah, they are like, we love our schools. All the time: we love our schools. We love, love, love our rural schools. It’s hard, kids show up with a lot of baggage, it’s just hard. But we love our schools. God forbid we have tiny districts getting below fifty kids. We love it. There isn’t an appetite to say, well, thirty-some percent of our rural high schools don’t offer calculus, and we don’t think we need it. It’s like, well, those kids are going to join a world where a lot of other kids had access to these things. It’s just, I don’t know the word. Complacency for sure. And it gets exhausting to continue to talk about it because it feels like

Andy Smarick (22:20):
Yeah. So this is why it can feel that way. And listen, if I were a state superintendent, based on the things I have learned, I would always begin a big reform movement by saying, first, all of the things you just said, but sincerely, because I believe this. I would say I love our public schools. I know how much they do for kids. I know that we love our teachers. I know that these schools are part of the community. I know that they help shape young people in ways beyond reading and math scores. I know that we love to go to these sports events. I know that we love to go to our fifth-grade graduation. This is an important strand in the fabric of our community. We love these schools, we love our teachers, we need to protect them, and we have to do better. What I found in that previous movement of big, dramatic out-of-state actors who came in and took over is they were awesome at the we-have-to-do-better part and absolutely lousy at the we-love-the-schools-and-teachers part. And that just caused a lot of anger. It was toxic in the long run. It is so important to a state to hear the we-love-our-schools message. That’s why they end up picking leaders, board presidents and superintendents who are of the system, who sincerely love their schools and say that. But they’re bad at the second part: we have to do things differently. The key to leadership right now is finding someone who can say both. We love these schools. We love public education in our communities. But Lord, our kids deserve a whole lot better than this. We have to do some things differently. That’s a rare leader.

Susan Pendergrass (24:00):
Yeah. Well, I think that’s a great place to end, because what else can you say? That’s awesome. That’s what we’re looking at. We’re going to find out soon, and not just Missouri. Many states have the same problems. I would love to have you come back again, Andy. We love having you.

Andy Smarick (24:16):
I love getting emails from you or Zach asking me to come on. I’m happy to give my bad opinions on anything.

Susan Pendergrass (24:23):
No, you have such a good, crystallized view of these things, and your experience on state boards is invaluable. I do appreciate it. Thank you for taking the time. I know you’re busy and hopefully you’ll come back soon.

Andy Smarick (24:40):
Whenever you call. Have a great summer.

Produced by Show-Me Opportunity

The post The Case for an Education Outsider in Missouri with Andy Smarick appeared first on Show-Me Institute.

Earlier this month,  the United States Department of Education proposed a regulatory framework to hold postsecondary educational institutions accountable for their students’ labor market and earnings outcomes.

Under the proposed rule, students risk losing eligibility for federal loans and, in some cases, Pell Grants, if they are enrolled in undergraduate programs whose graduates’ earnings fail to exceed those of a typical high school graduate. Graduate programs face similar consequences should their graduates earn less than the average bachelor’s degree holder. Though the benchmarks are modest, in the sense that most college programs will meet these criteria, some will not. And the consequences for college programs are severe, as most universities rely heavily on federally subsidized tuition dollars.

For-profit colleges already have a related form of accountability in place: the 90–10 rule requires them to derive at least 10% of their revenue from non-federal sources. This proposed legislation marks the first major step to holding public colleges accountable in a similar way. It remains to be seen whether this rule will become law, and if so, how it will shape institutional outcomes. But this new regulation could create better accountability for the use of taxpayer dollars in higher education.

The post Proposed Accountability Rule for United States Colleges and Universities appeared first on Show-Me Institute.

Governor Kehoe reinforced his support for MOScholars in his recent State of the State address. Building on the $50 million state investment approved during the 2025 legislative session, the governor is calling for an additional $10 million this year, bringing total funding to $60 million. These public funds will be combined with contributions generated through state tax credits to expand school choice opportunities for families across Missouri. Although MOScholars remains small relative to the size of Missouri’s K–12 student population, this proposed increase is a clear positive step toward a richer and more robust school choice landscape.

The governor also announced that Missouri will opt into a new federal tax credit program designed to operate much like MOScholars, but funded through federal tax credits. Under this program, taxpayers may redirect up to $1,700 of their federal tax liability to support school choice in Missouri. If widely used, the federal credit could significantly expand the pool of available funding—possibly enough to generate meaningful competition within the state’s education system.

These developments provide real cause for optimism about the future direction of education policy in Missouri.

The post Kehoe Continues to Prioritize MOScholars in his State of the State Address appeared first on Show-Me Institute.

The school choice landscape in Missouri is improving, but most students are still limited to narrow district offerings.

The Solution

Fully commit to a modern school-choice landscape by requiring all school districts to participate in statewide interdistrict open enrollment, increase funding for the MOScholars program, and remove barriers to charter schools in any school district where demand exists.

Key Facts

• Because Missouri does not offer interdistrict school choice, students here are required to attend a school assigned to them based on their address, even if that school chronically underperforms academically or is persistently dangerous.
• As it is currently funded, the MOScholars program can provide scholarships for only about 20,000 of Missouri’s 880,000 public school students.
• Students have access to charter schools in just three of Missouri’s more than 500 school districts.

Interdistrict Choice

Under Kansas’s new interdistrict open enrollment law, every K-12 student can attend any public school in the state, regardless of where they live, as long as there are available seats in the desired school. School districts must participate in the program, and the Kansas Department of Education audits each district’s capacity annually to ensure compliance. Missouri students are largely denied this level of educational choice. In most cases, they are required to attend the school assigned to them based on their home address. In 2024, the Reason Foundation graded all states’ public school transfer and open enrollment laws, and Missouri received an “F.” There are many reasons why a family might want an alternative to their assigned school. The school could be too big or too small, a child may face bullying, or the school might not be able to meet the terms of an Individualized Education Program (IEP). Another issue that has come into focus of late is school safety—new federal guidance emphasizes that students who attend persistently dangerous schools must be provided with an opportunity to attend a safe public school.

Missouri students should be permitted to cross district lines to access any public school, and Missouri school districts should be required both to allow students to transfer out and to receive students from other districts when they have space. Information on available capacity should be posted on school and district web pages and monitored by the Department of Elementary and Secondary Education (DESE).

Expanding the MOScholars Empowerment Scholarship Account (ESA) Program

MOScholars, Missouri’s private school choice program, provides scholarships for students with disabilities and for low- and middle-income families to attend private schools. These scholarships are distributed through education assistance organizations (EAOs), which receive funding from two sources: (1) $50 million in public funding appropriated during the 2025 legislative session, and (2) private donations, for which donors receive full state tax credits subject to certain limitations. The total value of tax credits is capped at $75 million annually.

The 2025 appropriation of public funding for MOScholars was a step in the right direction, but there is more to be done. If all available tax credits are used, the combined public and private funding would total $125 million— enough to provide scholarships for approximately 20,000 Missouri students. While this is great news for the students who receive funding, it accounts for only a small share of Missouri’s nearly 880,000 public school students.

Voter and parent support for school choice programs is widespread. In a survey of parents taken in June 2021, approximately 75% of parents responded that they somewhat or strongly support ESA programs like MOScholars. If the legislature is serious about supporting this program, it should continue to expand funding to reach more students.

Charter School Expansion

Flexibility, freedom from bureaucracy, and the opportunity to innovate make charter schools a valuable addition to any school district—including those in remote, rural areas. Research shows that on average, charter schools outperform traditional public schools in raising academic achievement and some charter schools deliver results that are substantially better.

In nearly every state, charter schools are available to families in every type of community. In 2022–23, there were 984 rural charter schools enrolling 394,400 public school students nationwide, including 119 schools in communities designated by the Census Bureau as “remote rural.” However, of the 43 states with charter schools, Missouri is the only one with none located in rural areas.

As of 2025, charter schools are currently available to Missouri families in just three out of more than 500 school districts (Kansas City, the City of St. Louis, and Normandy). The reason is simple: In Missouri, charter schools in accredited districts can only open with the approval of the local school board. This is effectively a ban on opening charter schools in most locales. Legislation passed in 2024 allows charter schools to open in Boone County without the sponsorship of a local school board. No charter schools are operating in Boone County yet—it takes a while to open a new school—but they should be soon.

This legislation is a step in the right direction, but the real solution is to eliminate the requirement for local board sponsorship and let the market decide where charters belong. Every Missouri family should have access to this form of school choice.

Policy Recommendations

• Allow students to choose schools outside their residentially zoned districts in order to access broader education options.
• Continue to increase public funding for the MOScholars ESA program.
• Remove restrictions on where charters can open and who must sponsor them.

The post Statewide School Choice appeared first on Show-Me Institute.

Susan Pendergrass speaks with Christy Wolfe, director of K–12 policy at the Bipartisan Policy Center, about major shifts in federal education policy. They discuss recent Department of Education layoffs, the push to give states more flexibility through waivers, how Indiana is leading a new accountability approach, what it all means for states like Missouri, and more.

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Produced by Show-Me Opportunity

The post The Future of Federal Education Policy with Christy Wolfe appeared first on Show-Me Institute.

This is not a new concept for Missourians familiar with our similar state-level program, MOScholars.

How the Program Works

Each taxpayer can direct up to $1,700 of their federal tax liability to an SGO in any state rather than sending it to the IRS. While donor contributions are capped, there is no federal limit on the amount an eligible student may receive, or how many students are funded. SGOs determine funding allocation based on pre-set rules (evenly, tiered by income, etc.).

Participating SGOs must be federally recognized, legitimate nonprofits (not private foundations), and the governor or another state authority must approve the list of eligible SGOs. In Missouri, the State Treasurer’s Office approves organizations for MOScholars, so it may also have this role for the federal program as well.

State Participation

The federal program requires states to opt in to this new program. I expect Missouri will, but we have not declared our intent to participate at this point. The tax credit is slated to become available beginning in 2027.

If Missouri opts out, Missouri SGOs would not be eligible to receive or distribute federal funds. This means no Missouri students could benefit from the program. However, Missouri residents could still claim the federal credit by donating to an SGO in another participating state.

Participating in this program would complement MOScholars and bring even greater choice, flexibility, and opportunity to families around the state.

The post What the New Federal K-12 Tax Credit Program Could Mean for Missouri appeared first on Show-Me Institute.

Susan Pendergrass speaks with Shaka Mitchell, senior fellow at the American Federation for Children, about how a new federal scholarship tax credit, created through the One Big Beautiful Bill, could transform K–12 education across the country. They discuss what this means for Missouri families, the legal threats facing the MOScholars program, how education policy is shifting nationally, and more.

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Timestamps

00:00 The Evolution of School Choice in Missouri
02:59 Charter Schools and Teacher Innovation
05:40 The Impact of Lawsuits on Educational Freedom
08:35 Federal Tax Credit Programs and Their Implications
11:19 The Future of School Choice and Parental Empowerment

Episode Transcript

(Download)

Susan Pendergrass (00:00):
Thank you so much for joining us on the Show-Me Institute podcast, Shaka Mitchell of AFC. But I think you wear a lot of hats. We’ll just do that hat for now. There have been a lot of changes in the last few years—certainly since the pandemic—regarding how kids end up at the school they attend, especially with parents now getting more opportunities to choose instead of just being assigned. I know you’ve been on the front lines of this, especially through your work with charter schools.

In Missouri, we’re sort of creeping into it. We have a scholarship program now that’s growing, and finally, like in so many other states, the legislature has decided to put some public funding toward it. And now it’s tied up with a lawsuit. Are you following what’s going on with Missouri’s scholarship program?

Shaka Mitchell (00:45):
Yeah, thanks Susan. Thanks for having me on. I sure am following it. I’ve been encouraged in recent years by the steps Missouri has taken to expand school choice. As you know, there had been a charter school law for years, but it was really limited—to Kansas City and St. Louis. That’s a lot of students, but still many others couldn’t access those schools.

Then you had the MOScholars program, which I bet we’ll talk about. On the one hand, there are some encouraging developments coming out of Missouri. And then, per usual, there are lawsuits. Because, in the words of the famous 20th-century philosopher Taylor Swift, haters gonna hate.

Susan Pendergrass (01:30):
That’s right.

Let’s go back to this charter school thing for a minute. Now, for the first time, a charter school can open anywhere in the state—but only if the school board is the sponsor. That happens all over the country, but in Missouri, no school board would even consider authorizing a charter school. Not running them, just authorizing them.

Now there’s one other county where they can open without the board as the sponsor. But there is such strong resistance to the idea of charter schools. Do you find that surprising in 2025?

Shaka Mitchell (02:06):
Yes and no. I’ve worked in charter schools and with several charter networks. I have lots of friends still working in that space. At the American Federation for Children, we’re school-type agnostic. We support parents’ ability to choose.

In some ways, it’s not surprising that school districts—which have in many places become jobs programs for adults—don’t want to disrupt the status quo. Budgets continue to increase, while enrollments decrease. So they’ve got fewer students per classroom, but more money per pupil.

They’ve got it pretty good in terms of job security. But I think what you’re getting at is important: there are great educators who want to do right by kids. And many of them are trapped within that system.

We’re seeing some start their own schools or move to other states or online programs. There’s a lot of innovation happening. But unfortunately, you mostly see the negative reaction from public school districts when it comes to innovation and choice.

Susan Pendergrass (03:42):
Yes, and what’s so tragic in Missouri is that we’ve shut the door on teachers as entrepreneurs. We have plenty of entrepreneurial teachers. Some of the strongest charter school networks were started by teachers who said, “I have a great idea, and I need to do this outside the regulations and bureaucracy.” Cutting off the teacher-as-entrepreneur option is tragic.

Shaka Mitchell (04:10):
Yeah, super tragic. One of my colleagues, Dr. Patrick Graff at AFC, has done work on teacher spending accounts—similar to ESAs.

It’s a great idea. Teachers often say their classrooms are under-resourced. Every parent knows it’s almost back-to-school season—we’re about to get a list of supplies.

Every time I get that list, I think, “Why haven’t we budgeted for enough glue or crayons?” Patrick’s idea is that teachers should have accounts to buy what they need. Surprise: teachers love it, and legislators do too.

But when you say, “Cool, it works for teachers—now let’s do it for parents,” suddenly it’s hair-on-fire. The education establishment just says no. It’s unfair.

Susan Pendergrass (05:19):
Yeah. Public funding for MOScholars in Missouri currently serves mostly low-income students and students with disabilities in Kansas City and St. Louis. That’s where the program started. It’s expanded a bit—but only through tax-credit fundraising, and the organizations have to ask for donations.

Now the lawsuit is basically saying those kids have to go back to their old schools. That we can’t publicly fund private schools for students. It’s saying, “You have to go back to the school that didn’t work for you.”

I know the teachers’ unions brought the lawsuit, and they often take on the PR risk of being on the wrong side of things—like trying to take scholarships away from kids. I don’t see how they can sit well with that.

Shaka Mitchell (06:20):
Yeah. I had the great fortune of meeting a parent in Missouri, Becky Ucello. Her daughter was able to attend a private school through the program. Becky is a public school teacher.

So the idea that private choice programs are anti–public school is a myth. Of course she wants the best for her students—and her own daughter, who has exceptional needs. The district school wasn’t working. Who among us wouldn’t want the best for our child?

The unions get this wrong every time. And they usually get defeated in court. I expect the same in Missouri. There’s strong federal and state case law supporting the idea that parents can choose and that funds given out in a non-discriminatory way can be used at religious schools—because the parent is making the choice, not the government.

Susan Pendergrass (07:47):
In addition to the lawsuit, there’s a potential initiative petition in Missouri to amend the constitution to say you can’t spend public funds at private institutions for students.

But we already have several higher ed programs that work like Pell Grants—you can take them to public or private colleges. We have Bright Flight. This petition might even cut off those programs, too.

And even when open enrollment comes up, it’s often the lowest-performing districts that say, “We can’t be part of it—we can’t let our kids leave.”

Shaka Mitchell (08:41):
It’s totally short-sighted. Nearly every district already outsources some of their special needs education to private providers. That petition could cut off even that.

It’s absurd. Districts don’t make their own computers, books, or desks. They purchase from private companies all the time. The idea that public education is this sacred, fully public institution is a fiction.

Susan Pendergrass (09:33):
Cisco trucks are in every school. Pearson brings the textbooks. Public education is filled with private corporations. And we’ve made so much progress nationally.

I’d love for you to explain the potential for federal scholarship expansion through tax credits. What is that new program, and how will it work?

Shaka Mitchell (10:09):
Sure. The federal scholarship tax credit passed as part of the One Big Bill earlier this year. It’s the first-ever federal K-12 tax credit program.

First, it’s a tax program—not from the Department of Education. So it’s not adding to federal bloat or undermining local control.

Any federal taxpayer can direct up to $1,700 of their tax liability to a scholarship granting organization—like the ones already in Missouri. So instead of sending it to the IRS, I could say, “Let’s send this to a scholarship org in Kansas City.”

Then, the organization can award scholarships to families, most of whom will qualify based on income. The families can use them for a range of educational expenses—just like ESAs. It’s really exciting.

Susan Pendergrass (12:09):
I’ve heard opponents call it a federal voucher—but it’s not a voucher, right?

Shaka Mitchell (12:18):
Correct. Think of it like when your tax return asks if you want to give a dollar to the presidential campaign. But now it’s $1,700 to a scholarship org.

In Missouri, we have Catholic, Hebrew, and non-sectarian scholarship organizations. You can choose which one to support.

Susan Pendergrass (12:59):
Do you know the total amount of available tax credits?

Shaka Mitchell (13:06):
It’s unlimited, within that $1,700 per-taxpayer cap. Initially, there were discussions of state-by-state limits, but now the limit is per individual—not by state.

Susan Pendergrass (13:34):
So governors have to opt in, right?

Shaka Mitchell (14:10):
Yes. Governors or other state officials need to opt in. That may look different state to state. Some legislatures, like North Carolina’s, have already voted to participate.

Susan Pendergrass (14:45):
Where does Missouri stand?

Shaka Mitchell (14:59):
Probably not much discussion yet. It doesn’t go into effect until 2027, so there’s time. But Missouri is in a good spot—you’ve already got scholarship organizations and experience with tax credit programs.

Susan Pendergrass (15:20):
What about blue states like Oregon or California?

Shaka Mitchell (15:27):
Great question. All eyes are on states like California, Pennsylvania, New York. There are a lot of taxpayers there.

Imagine millions of California taxpayers sending $1,700 each to scholarships in Missouri. It would be crazy for a governor to allow that much money to leave their state. But we’ll see.

Susan Pendergrass (16:13):
What do you think those states will do?

Shaka Mitchell (16:25):
Hard to say, but some Democratic governors have said they’re researching it. It’s not really a partisan issue—it’s just the tax code. And everyone pays taxes.

Susan Pendergrass (16:55):
It’s an interesting political move—making school choice national.

Shaka Mitchell (16:59):
Exactly. And because it’s tax-based, it reaches everyone—Republican, Democrat, or Independent.

Are states really going to let billions in scholarships go to other states? I doubt it.

Susan Pendergrass (17:45):
It’ll be interesting to see how private school supply responds. Like in Arizona, where more parents have access, vendors have stepped in with customized, creative options. This could fuel huge innovation. The fact that it’s unlimited in size is surprising.

Shaka Mitchell (18:43):
Yes. These federal scholarships could stack on top of state programs.

Say your state gives $6,000, but tuition is $9,000. The federal credit could close that gap. That’s a big deal.

Susan Pendergrass (19:38):
Will there be a lawsuit?

Shaka Mitchell (19:39):
There probably will be. Lawsuits are easy to file. But this program is part of the tax code—it’s hard to challenge. It’s not clear who would even have standing.

If unions want to burn money on a lawsuit, I say go ahead.

Susan Pendergrass (20:27):
I think what works against them is how happy families are with these scholarships. Satisfaction is high.

Shaka Mitchell (20:53):
Yes. Since 2019, we’ve seen an explosion of education freedom.

And there’s now long-term data—like from Ohio—showing EdChoice students, especially Black and brown students, have higher college attainment. That kind of data is compelling.

Susan Pendergrass (21:59):
And the ROI is incredible. You keep one kid out of prison or help one finish college—you’ve already saved more than the scholarship cost.

These families take $6,000 when the public system spends $18,000. They make it work. I’ve never seen anything in traditional public education with this much impact.

Shaka Mitchell (23:10):
It reminds me of the early 2000s with the excitement around No Child Left Behind.

But this is even more grassroots. Parents are organizing—helping each other on Facebook, answering questions, forming communities. That’s powerful. You can’t put that genie back in the bottle.

Susan Pendergrass (24:34):
Right. I don’t think we’ll go from more choice to less. And I know people who considered moving to Missouri until they realized they couldn’t pick their child’s school.

Kids from these programs are having their own kids now. It’s not going backward.

Shaka Mitchell (24:40):
Exactly.

There was a great article today in the New York Times saying, “The monopoly is dead.” I mean—from the New York Times!

Susan Pendergrass (25:21):
That’s what these lawsuits feel like: a desperate last gasp.

Never underestimate parents. They’ll show up. Thank you so much for joining us today. That was fascinating. I know you’ll be following the lawsuit.

Shaka Mitchell (25:59):
Happy to do it. Thanks for having me, Susan.

Susan Pendergrass (26:01):
Great, thanks.

Produced by Show-Me Opportunity

The post The One Big Education Opportunity with Shaka Mitchell appeared first on Show-Me Institute.

Missouri anticipated around $80 million from these frozen programs. The Department of Education’s budget summary suggests the funding for many of these frozen programs will be consolidated and given as a lump sum under the K-12 Simplified Funding Program.

This fund seems to be designed like a block grant, as it would allow states to spend money on previously allowable activities (such as after-school programs) but with fewer administrative regulations. This model is not unprecedented, as Temporary Assistance for Needy Families (TANF) is currently funded using a block grant, and there have been discussions about switching Medicaid to a block grant structure as well.

The department’s actions could signal that federal funding to states may continue to decrease, and there may be fewer strings attached to federal funding. That would mean that states, including Missouri, will have to decide which programs that rely on federal funding will be sustained, and to what extent.

Evaluating Deeper Budget Decisions

Missouri likely will need to make some hard budget decisions in the coming years. Prior to COVID, federal dollars comprised about 14 percent of Missouri’s total revenue for K-12 education. In 2021–22, an additional $1 billion in federal dollars ballooned that percentage to 28. In 2022–23, the federal share fell slightly to 25 percent. In my colleague Elias Tsapelas’ paper “Saving Federalism,” he notes that the Department of Elementary and Secondary Education’s (DESE) inflation-adjusted federal spending was roughly 45% higher in fiscal year 2022 than fiscal year 2011.

This extra money is fizzling out as the pandemic spending evaporates and the Trump Administration continues to evaluate longstanding programs and rules. The changes at the federal level should incentivize Missouri to rightsize the budget by eliminating unnecessary or unhelpful spending. Establishing a Missouri Office of Government Efficiency would be a good initial step.

Beyond that, Missouri will need to take a more proactive approach to funding specific education programs. Should we increase funding for after-school programs at the expense of a program to improve teacher effectiveness? Before the recent federal policy shift, Missouri was largely guided in these decisions by what we could get federal money for. Now, DESE and school districts will need to set their priorities.

Here’s to hoping Missouri can rise to the challenge and prioritize programs with the greatest potential to benefit students.

The post A Freeze in July? appeared first on Show-Me Institute.

Susan Pendergrass is joined by Elias Tsapelas, director of state budget and fiscal policy at the Show-Me Institute, to break down the sweeping new federal legislation known as the “One Big Beautiful Bill.” They discuss what it really means for Medicaid recipients, food stamp programs, state budgets, and Missouri taxpayers.

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Timestamps

00:00 Understanding the One Big Beautiful Bill Act
06:44 Medicaid: Changes and Implications
11:23 SNAP Benefits: New Regulations and Effects
14:18 Tax Implications for Missourians
19:09 Future of Medicaid and State Budgets

Episode Transcript: Understanding the One Big Beautiful Bill with Elias Tsapelas (Download Here) 

Susan Pendergrass (00:00)
Okay, here we go. You ready? Elias Tsapelas, we are going to talk about IT—the big IT—the One Big Beautiful Bill Act. I don’t feel like I understand it. I suspect there’s a lot of people reading the news that don’t understand it, but you seem to understand a lot of it. So thanks for coming to talk to us about it today.

Elias Tsapelas (00:19)
No problem. I think there’s a lot of misconceptions, especially about what’s happening with the welfare programs in the bill. So I’m happy to dive into those.

Susan Pendergrass (00:27)
Yes, yeah. I’ve definitely seen claims that this is going to basically strip health care from millions and millions of people and that kids will be hungry. And I don’t want to minimize that. But we had Brian Blase on the podcast, and I thought I had an understanding of it that didn’t exactly line up with that narrative. So let’s just start there. People are saying that tens of millions of people are going to lose health insurance under the One Big Beautiful Bill Act. Explain that to me.

Elias Tsapelas (01:01)
Well, the first thing people need to understand about Medicaid is that it’s gotten tremendously more expensive in recent years. The Biden administration made a lot of changes during COVID—changes to how the program works and its future trajectory. Even after the One Big Beautiful Bill goes into effect, we’re basically just putting the program’s costs back on the trajectory it was on in 2021. This isn’t going back to the Stone Age—it’s more like going back five years.

A lot of this stems from efforts to eliminate waste, fraud, and abuse. And while there’s certainly some of that, what many people don’t realize is that most states, including Missouri, now contract with private health plans to cover people on Medicaid—particularly the Medicaid expansion population, which consists of healthy adults.

Susan Pendergrass (02:11)
Okay, so let’s just pretend we know nothing. Medicaid is a program that covers health insurance costs for low-income and disabled individuals?

Elias Tsapelas (02:24)
Yes. About 50% of kids in Missouri are on Medicaid. The program covers around two-thirds of all nursing home costs and over a third of all births in the state.

Susan Pendergrass (02:34)
So low-income pregnant women can get Medicaid coverage, and their children can as well. Who exactly is in the “expansion population”?

Elias Tsapelas (02:47)
Good question. And just to clarify—yes, Medicaid also covers a lot of very disabled individuals who private health insurance wouldn’t. But the expansion population refers to healthy adults making up to 138% of the federal poverty limit. These are not permanently disabled people. They’re generally able to work.

Before 2021, someone like me—unmarried and childless—couldn’t qualify for Medicaid in Missouri, even if I lost my job. Medicaid expansion changed that, and with it came a lot of problematic incentives. One issue is that states are paying health plans monthly for enrollees, but there isn’t always a process to verify whether those people are still eligible.

Susan Pendergrass (04:53)
Let me just stop you there. So the state is paying monthly premiums for people who might not even know they’re on Medicaid? And they might have a job now and no longer qualify, but the state hasn’t gone back to check?

Elias Tsapelas (05:40)
Exactly. Ideally, people would notify the government when they get a job, but most don’t, and the IT systems don’t really catch that. Previously, states just paid the bills as they came in. If someone didn’t go to the doctor, there was no cost. Now we’re paying premiums whether they use care or not, which adds up quickly.

Susan Pendergrass (06:40)
So what’s in the One Big Beautiful Bill? Are states required to recertify people?

Elias Tsapelas (06:45)
Yes. One big provision is that states must check eligibility at least twice per year. The Congressional Budget Office projects significant enrollment losses just from checking more often. That’s raised concerns about red tape, but the goal is to ensure people who are no longer eligible aren’t still receiving coverage.

Susan Pendergrass (07:13)
Can Missouri do that? Do we have the systems in place?

Elias Tsapelas (07:20)
I’d like to think so, but I’m not sure. During COVID, states weren’t allowed to check eligibility at all for over three years. Missouri spent an entire year catching up when that ended. Right now, about 1.2 million people are on Medicaid in Missouri, including 350,000 in the expansion group. So yes, it would mean more IT strain.

Another major part of the bill is requiring “community engagement” or work requirements for the able-bodied expansion group.

Susan Pendergrass (08:24)
So that’s people under 65 who aren’t disabled? How do they know who’s supposed to work?

Elias Tsapelas (08:32)
There are carve-outs—new moms, parents with kids under 14, people over 65, etc. The idea is to target people who could be in the workforce. There are also alternative ways to meet the requirements, like volunteering. And it’s worth noting: the SNAP program (food stamps) has had work requirements since the 1990s.

Susan Pendergrass (10:25)
Then why are people saying this will “kick people off”?

Elias Tsapelas (10:33)
Because people will have to meet work or volunteer requirements, and the state will recertify them more often. The question is: how many people will get caught in red tape? That depends on how well states implement the changes. Most of the bill’s provisions are phased in over time to allow states to adapt.

Susan Pendergrass (11:34)
Let’s talk about SNAP benefits. People are saying this will take food away from families. What’s actually changing?

Elias Tsapelas (11:46)
The federal government will now penalize states with high error rates in SNAP administration. Missouri’s overpayment error rate is about 10%, and some states are worse—Alaska’s is nearly 25%. Under the bill, if your error rate is over 6% for two years, the state will have to start covering some of the cost. So Missouri may have to pay a portion of benefits if it doesn’t improve.

Susan Pendergrass (14:06)
How does the bill impact taxes for Missourians?

Elias Tsapelas (14:14)
The standard deduction is going up—by $750 for single filers and up to $6,000 more for seniors. There’s also a new deduction for car loan interest and temporary exemptions for taxes on tips and overtime. Since Missouri’s tax code follows the federal code, that could mean less state revenue, too.

Susan Pendergrass (15:41)
So what will this cost Missouri?

Elias Tsapelas (15:46)
It depends. If we reduce our SNAP error rate, the cost isn’t too bad. But a bigger issue is the provider tax cap dropping from 6% to 3.5% over a few years. Missouri is at 4.2% now, so we’ll need to lower it. That tax generates about $1.5 billion per year for hospitals.

Susan Pendergrass (17:09)
How does the rural hospital fund come into play?

Elias Tsapelas (17:24)
The bill creates a $50 billion Rural Hospital Fund to be distributed over five years. States will get a portion based on how rural they are. The hope is this fund offsets the provider tax losses—at least through 2030. But after that, the fund ends. So there’s concern about what happens long-term.

Susan Pendergrass (19:18)
Senator Josh Hawley mentioned he supports the bill but hopes to fix the provider tax issue in five years.

Elias Tsapelas (19:29)
That seems to be the thinking—pass it now and revisit the unpopular parts later. A lot of the tax and spending changes are temporary, which is partly how they got the bill to comply with budget rules.

Susan Pendergrass (20:30)
This reflects what voters asked for—smaller government and more state responsibility. It reminds me of the Department of Education cuts. Missouri will have to decide which programs to keep and how to fund them. But I was surprised the expansion of the MOScholars tax credit program made it in.

Elias Tsapelas (22:35)
Yes, Medicaid will continue to dominate the state budget if we don’t address it. Every year it’s, “How much more is Medicaid going to cost?” Then we build the rest of the budget around that. This bill will force Missouri lawmakers to reevaluate some of those assumptions and perhaps reconsider whether managed care is working.

Susan Pendergrass (25:02)
That’s going to be interesting to watch. Thanks for breaking it down, Elias. This bill is being talked about a lot, but I think a lot of people are still unsure what it really does.

Elias Tsapelas (25:16)
No problem. I think we’re all looking forward to seeing what happens next.

Produced by Show-Me Opportunity

The post Understanding the One Big Beautiful Bill with Elias Tsapelas appeared first on Show-Me Institute.

This reminder came because most states are effectively ignoring the requirement. In 2024 only 25 schools nationwide were identified as persistently dangerous—15 of them in Arkansas alone. Missouri, despite ranking 50th in a recent analysis of School Safety, has never identified a single such school.

Missouri does have a definition on the books. Part of the definition is that a school must have an “act of school violence,” “violent behavior,” or a gun-free-schools violation in three consecutive years.  Unfortunately, there is plenty of violence and violent behavior in Missouri schools. For instance, there were 128 weapons violations and 335 violent incidents reported in Missouri schools just last year. A school safety hotline reported that they received nearly 1,600 tips of safety threats, including physical assault, threats to kill, guns, and drugs.

Yet there’s a catch. For a school to be labeled persistently dangerous in Missouri, it must also have more than five expulsions in two of three consecutive years (or more than 10 if the school enrolls over 250 students). However, schools can control expulsions and DESE data indicate that there were no expulsions of any student in the entire state in 2021, 2023, and 2024. Just 10 occurred in 2022. Meanwhile, nearly 13,500 students received out-of-school suspensions lasting 10 or more days last year.

Does it seem reasonable that no student in the entire state was expelled last year?

It is a policy failure that no schools in Missouri are classified as persistently dangerous, despite clear indications to the contrary. By allowing schools to manipulate their data—and in particular, to avoid expulsions at all costs—we are allowing them to circumvent the law. And the law exists for a good reason: to give students trapped in unsafe environments a real chance at success.

Parents have the right to expect their children will come home safely from school each day.  For children assigned to local schools that are persistently dangerous, ESSA is supposed to provide the opportunity to change schools. Missouri’s failure to take the law seriously has permitted persistently dangerous schools to operate without taking on the formal designation, and is a disservice to the children and families who are trapped in these schools.

The post Children Have a Right to a Safe Place to Learn appeared first on Show-Me Institute.

I’m often asked if school choice is an effective policy. In other words—do states that let parents easily choose from a number of publicly funded options for their children do better than those that don’t? We need NAEP to know the answer. Also, folks want to know if Missouri is improving or getting worse when it comes to educating our students. Well, the state has changed its own test several times in the last decade, so the only way we can know is to look at NAEP scores.

It’s difficult to achieve accountability in a vacuum. Gutting something in the name of cutting costs can be costly in itself. Missourians should hope that NAEP, federal education data collection, and the federal role in researching what works in education get rebuilt quickly and thoughtfully.

The post Don’t Throw the Baby Out with the Bathwater appeared first on Show-Me Institute.

Many believe that rural districts and students can’t benefit from open enrollment, but the reality is quite the opposite. Rural students often have few school options, and open enrollment can provide them with greater access to educational opportunities—particularly as the four-day school week expands. In states with open enrollment, rural districts have gained students, with many seeing it as a way to sustain their budgets. In Missouri, over 80% of rural high schools are within a 20-mile drive of at least one other high school, making open enrollment a viable option for many families. Instead of focusing on preventing student loss, rural districts can use open enrollment to attract students and strengthen their schools. 

Learn more about the need for Missouri to adopt strong open enrollment policies here.

The post Missouri’s Rural Schools Can Benefit from Open Enrollment appeared first on Show-Me Institute.

Click here to read the full report.

Listen to a podcast featuring the authors of the report:

The post Open Enrollment: Erasing Seven Myths in Missouri appeared first on Show-Me Institute.

Susan Pendergrass speaks with Tim DeRoche from Available to All about the importance of open enrollment in public schools, particularly in Missouri, where strict residential assignment policies limit access to quality education. They discuss the issue of educational redlining, the impact of district boundaries, and the need for policy changes to ensure equitable access for all families. DeRoche highlights transportation challenges, funding models, and successful open enrollment policies in other states that Missouri could learn from.

Read Tim’s full report “Show-Me the Way Out: Overcoming Educational Redlining and Strict Residency Restrictions in Missouri’s Public Schools”.

Learn more about Available to All

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Download Episode Transcript

00:00 Introduction
03:11 The Case for Open Enrollment
06:02 Missouri’s Unique Challenges
09:07 The Impact of District Lines
12:13 Educational Redlining and Its Consequences
15:03 Resistance to Change in Missouri
17:58 Comparative Analysis with Other States
20:51 Transportation and Accessibility Issues
24:03 Funding Models and Their Implications
27:08 The Future of Education in Missouri

Produced by Show-Me Opportunity

The post Ending Educational Redlining with Tim DeRoche appeared first on Show-Me Institute.

Missouri has both criminal and civil penalties for parents who use an address outside their residence to enroll their children in a different school district. This means parents could face fines and even criminal charges just for trying to give their child a better education. But there’s a solution: strong open enrollment policies. By allowing students to attend any public school with available space—regardless of their home address—Missouri can eliminate the need for families to risk legal trouble and empower parents with choice.

Learn more about strong open enrollment policies here.

The post The Crime of Address Sharing: Why Open Enrollment Matters in Missouri appeared first on Show-Me Institute.

So what does it do? It shuffles money around; adds unnecessary requirements and political agendas via its grants; and then passes the buck when it comes time to assess if any of that adds value. Here’s how it works: Congress appropriates funding for education; last year, it totaled nearly $80 billion. The department’s bureaucrats take in those billions, add strings and red tape, peel off a percentage to pay for themselves, and then send it down to state education agencies. Many of them do a version of the same and then send it to our schools. The schools must then pay first for administrators to manage all the requirements that have been added along the way. After all that, the money makes it to the classroom to help a student learn—maybe.

In other words, the Department of Education is functionally a middleman. And like most middlemen, it doesn’t add value. It merely adds cost and complexity.

DeVos concludes with a call to close the Department of Education. I encourage you to read her full piece. They are strong words coming from someone who once ran the agency.

The post Former Secretary of Education: “Shut Down the Department of Education” appeared first on Show-Me Institute.

Susan Pendergrass speaks with Chester (Checker) Finn, Distinguished Senior Fellow and President Emeritus at the Thomas B. Fordham Institute, about the recent federal executive order Ending Radical Indoctrination in K-12 Schooling. They discuss the balance between patriotic education and federal overreach, the limits on Washington’s role in curriculum, the latest NAEP scores, and more.

Read Checker’s piece here: “Trump should stay out of what students learn in school”

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Timestamps: 

03:00 The Current State of American Education
06:11 Federal Role in Education: Weaponization vs. Minimization
08:56 Reading Proficiency Crisis Among Students
11:57 Impact of Disbanding the Department of Education
15:03 The Need for Stronger Accountability in Education
17:59 School Choice and Funding Challenges
21:03 Optimism and Pessimism in Education’s Future
24:03 Addressing Chronic Absenteeism and Disconnected Youth

Download a transcript of this episode here. 

Produced by Show-Me Opportunity

The post Patriotic Education or Federal Overreach? With Chester (Checker) Finn appeared first on Show-Me Institute.

The 2024 results indicate that 4 in 10 Missouri 4th graders scored below the Basic level on the assessment. What does that mean? According to a researcher from the University of Virginia, “students performing below NAEP Basic level have less vocabulary knowledge and less world knowledge, which would limit their inferencing and comprehension capability.” Another researcher describes it thusly: “Below Basic on the NAEP means that a student is performing below the minimum expected level of academic achievement for their grade, indicating a lack of foundational skills and inability to demonstrate even basic mastery of the subject matter being assessed.”  The 42 percent of Missouri 4th graders who scored at below Basic last year are most likely now in the 5th grade trying to figure out what the heck their textbooks in any subject are trying to teach them.

Here is how the performance of Missouri 4th graders has changed over time.

This graph shows scale scores (NAEP is on a scale from 0 to 500). While Missouri was hovering just above the national average until 2017, we then began a steep slide that is barely leveling out.

But scores everywhere have declined because of COVID, right? Not so. In 2024, we outperformed just five states—Oregon, Alaska, New Mexico, Oklahoma and West Virginia. Here is the same chart for Mississippi.

Twenty six years ago, we outperformed Mississippi by 16 scale score points. Now, it’s ahead of us by seven.

What will Missouri look like in 15 years, when almost half of 25-year-olds are barely literate? We have a new governor and a new commissioner of education. Perhaps these questions should be put to them.

The post Missouri Public Schools Have a Very Serious Reading Problem appeared first on Show-Me Institute.

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