Table Of ContentDOCUMENT RESUME
ED 440 176
UD 033 470
AUTHOR
Rees, Nina Shokraii
TITLE
School Choice, 2000: What's Happening in the States.
INSTITUTION
Heritage Foundation, Washington, DC.
ISBN
ISBN-0-89195-089-3
PUB DATE
2000-00-00
NOTE
228p.; Foreword by Jeb Bush. For the 1997 report, see ED 412
320.
AVAILABLE FROM
Heritage Foundation, 214 Massachusetts Avenue, NE,
Washington, DC 20002-4999 ($12.99). Tel: 800-544-4843 (Toll
Free); Web site: http://www.heritage.org. For full text:
http://www.heritage.org/schools/.
PUB TYPE
Reports
Evaluative (142)
EDRS PRICE
MF01/PC10 Plus Postage.
DESCRIPTORS
*Charter Schools; *Educational Vouchers; Elementary
Secondary Education; Free Choice Transfer Programs; Minority
Groups; Nontraditional Education; Private School Aid;
*School Choice; School Restructuring; State Legislation;
*State Programs; Tax Credits; Tuition; *Urban Schools
ABSTRACT
This report presents an analysis of the school choice
movement throughout the United States, and a state-by-state analysis that
provides snapshots of each state's progress toward school choice and charter
schools. The Children's Scholarship Fund found that 1.25 million low-income
parents would take advantage of scholarships that would allow their children
to attend private or religious schools if given the chance. A number of state
initiatives affecting school choice are planned, but the one development that
could significantly alter the course of school choice is the Presidential
election. The state profiles contain information on the state's education
statistics, an overview of its educational reform efforts, and an analysis of
recent developments in school choice and charter schools, along with a review
of the positions of the governor and the state legislature on school choice.
State contacts for further information on school choice are provided.
Appendixes contain a list of national organizations that promote school
choice and a review of state home school laws.
(SLD)
Reproductions supplied by EDRS are the best that can be made
from the original document.
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U.S. DEPARTMENT OF EDUCATION
Office of Educational Research and Improvement
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
This document has been reproduced as
received from the person or organization
originating it.
El Minor changes have been made to
improve reproduction quality.
by Nina Shokraii Rees
Points of view or opinions stated in this
document do not necessarily represent
official OERI position or policy.
Foreword by Gov. Jeb Bush
PERMISSION TO REPRODUCE AND
BEST COPY AVAILABLE
DISSEMINATE THIS MATERIAL HAS
BEEN GRANTED BY
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TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERIC)
We
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wwwheritage.org
Washington, DC 20002-4999
214 Massachusetts Ave., NE
School Choice 2000
What's Happening in the States
By Nina Shokraii Rees
rol
Se
cliefitageToundatioq,
The Heritage Foundation
214 Massachusetts Avenue, NE
Washington, DC 20002-4999
www.heritage.org
2000 The Heritage Foundation
Copyright
ISBN 0-89195-089-3
Front cover photo credits (from left to right):
2000 Photo Disc, Inc.
Photo copyright
Photo courtesy of Charles Tack
Photo copyright © 2000 Photo Disc, Inc.
Photo courtesy of Institute for Justice
Back cover photo courtesy of Charles Tack
5
TABLE OF CONTENTS
Foreword
Montana
v
99
Acknowledgments
Nebraska
viii
101
A Note on Updating This Edition
Nevada
ix
103
An Explanation of the
New Hampshire
105
State Profile Categories
x
New Jersey
109
A School Choice Glossary of Terms
xii
New Mexico
113
School Choice 2000 Annual Report
xv
New York
117
North Carolina
123
STATE BY STATE ANALYSIS
North Dakota
127
Alabama
1
Ohio
129
Alaska
3
Oklahoma
135
Arizona
5
Oregon
137
Arkansas
11
Pennsylvania
141
California
15
Rhode Island
145
Colorado
21
South Carolina
147
Connecticut
25
South Dakota
151
Delaware
29
Tennessee
153
District of Columbia
31
Texas
157
Florida
35
Utah
163
Georgia
39
Vermont
167
Hawaii
43
Virginia
171
Idaho
45
Washington
175
Illinois
49
West Virginia
179
Indiana
55
Wisconsin
181
Iowa
59
Wyoming
187
Kansas
61
Mariana Islands
189
Kentucky
65
Puerto Rico
191
Louisiana
67
Maine
Appendix A
71
Maryland
75
Select List of National Organizations That
Massachusetts
Promote School Choice
79
193
Michigan
83
Appendix B
Minnesota
89
Mississippi
Home School Laws of the United States
93
197
Missouri
95
6
iii
FOREWORD
-11
O
a
CHOICE LEAVES NO CHILD BEHIND
THE HONORABLE JEB BUSH
Ideas really do have consequences, and if you
children gain a year's worth of knowledge in a
stick with them and you believe in trying them,
year's time.
and you are creativenot just in the ideas them-
Now, the elements of our plan are fairly simple.
selves, but in how to implement themgood
Our students will now be tested in grades three
things can happen.
through ten. Until now, we could not measure how
When I first became governor of the great state
one student did compared to another, but starting
of Florida, I set out to implement one such idea
this school year we will be able to measure how
that has been near and dear to my heart for a long
children have progressed. We have created high
while: educational choice. I, like many concerned
standards, and our test is a rigorous assessment of
Americans, believe that not enough children in our
those standards. This year, in Florida, we will
state or in our country get a year's worth of knowl-
clearly communicate how schools perform based
edge in a year's time; and so, over time, in incre-
on student achievement. Schools are graded on an
ments not necessarily discernible to everybody,
A through F grading system. We have also aligned
kids fall behind in school. They lose interest in
the schools based upon how they perform in stu-
learning. They don't connect what they do at
dent achievement: We graded all schools; and we
school with the potential it offers their lives. And
moved back to that principle of imposing different
we have quiet little tragedies unfolding across our
consequences for success and failure in some very
country.
meaningful ways. Here is how:
So we decided to do something dramatic in the
We will reward the schools that show improve-
state of Florida last year. Our A+ Education Plan is
ment. Three hundred schools are A-rated and
based upon some guiding principles.
others have shown improvement by moving up
at least one grade. These schools all will get an
First, we have implemented measures for mean-
additional $100 per student. They will be able to
ingful and undiluted accountability. For the public
education system, there are now different conse-
use that money for anything they want, with no
quences for success and failure. That must be one
strings attached.
of the standard principles for any reform effort.
As for those that fail, we now have a different
Second, we have zero tolerance for failure. Not
consequence. When schools are rated F for two
only do we have the honesty to admit it, but we
years running (to be rated F in the state of Flor-
also are creating a system in which we are going to
ida today requires that 60 percent of the students
roll up our sleeves to ensure that every child gains
taking the standardized test are below the basic
a year's worth of knowledge in a year's time. We're
level in reading, math, and writing) parents are
not going to excuse it away, as sadly happens so
given other choices. They can send their child to
often.
any public school in their school district; send
Finally, and most importantly, the education
their child to any private school that opts into
system in Florida is becoming child-centered. How
our system; or send their child to the same
many times do you hear the term "public school
schoolbut that school is going to be dramati-
system," with the focus on the word "system" and
cally changed because it will have to come to the
not on whether children are learning or not. We
State Board of Education with a dramatic plan of
don't want a school-centered system or a public
action to rectify its problems.
education-centered system. We want a child-cen-
tered system, where the whole objective is that our
V
For updates go to: www.heritage.org/schools
School Choice 2000
that were graded F, 85 percent are minorities, and
During the first year, 78 schools in Florida
81 percent are eligible for free and reduced-price
received an F grade. They serve a total of 61,000
lunches.
students. So this fall the A+ Program will expand
dramatically if there is not marked improvement in
Don't let people tell you this program only helps
these schools. This school year, 134 children in
people in the suburbs. It's not true. It is going to
two schools opted out of their current school. Sev-
advance student achievement across the board. It is
enty-six moved to another public school; 53 of the
not geared to the wealthy in our state; and I believe
students' parents chose to send their children to
that it is the appropriate thing to do. We should,
five participating private schools in Pensacola,
and will, focus our energies where learning
Florida: a Montessori School, and four parochial
achievement has been deficient.
schools.
The public school system in the state of Florida
The advocacy of ideas is more difficult when the
will always be there. It will always be the principal
issue is abstract. It is easier when you put a human
choice for most Floridians. It needs to be
face on it; and now, there is a human face on
improved, and it needs to be reinvigorated, and
parental choice in our state. And that is helping to
that is our objective. Because of that, people like
erase the myths about education that have been
Andrew Young, speaking to the NAACP Freedom
built up over time.
Dinner in Tallahassee, supported our Opportunity
Scholarships. The NAACP is suing us, but Young
Myth #1: The Brain Drain.
had the courage to step up to the plate and say he
You have undoubtedly heard about how only
is for Opportunity Scholarships because he knows
the smart students, only the really committed par-
it will help the kids that have been left behind. I
ents, will accept the choice of a scholarship to
applaud him for his courage.
send their child to another school. This myth is
Bob Butterworth, Florida's Attorney General,
constantly used by the advocates of the status quo
one of the highest ranking Democrats in the state,
who don't want to change any systems anywhere.
has to support the A+ plan as Attorney General
A study was conducted of the 53 children that
because the state is being sued left and right. But,
have gone to the private schools and the 70-plus
while he was not a personal supporter of this plan
students who are going to public schools, and the
as I proposed it during the campaign, he personally
several hundred students who have remained in
supports it now because he has seen the benefits of
the two elementary schools I mentioned earlier.
focusing our efforts where the effort needs to be
The study shows that their aptitudes are the same,
made: in schools where kids have not been given a
their family income is basically the same, and their
proper quality education. We are beginning to see
family structures are basically the same. I might
movement among the traditional advocates of the
add, 95 percent of these children are African
status quo, who are now recognizing that this plan
American, and about 90 percent qualify for the
is going to improve public schools across the
reduced-price or free school lunch program.
board.
So, the myth of the brain drain has been shat-
Myth #3: Schools that are failing will be
tered, at least in the case of our experiment, and I
left behind.
believe we will continue to see that parents will
Our whole approach, the whole point of this
make these choices in their own interest no matter
what level of income they have, no matter what
reform is to achieve the exact opposite result. I
their family structure is, no matter what the apti-
wish you all could have been at the cabinet meet-
tude of their child may be. That is exactly how it
ing where the State Board of Education heard from
should be. We should not be mandating and
the principals of the two schools that I mentioned
demanding that parents adapt to our model of
previously about their mitigation plans, their plans
to improve the quality of education at their
behavior. These are their children. They should
have the power to make those choices.
schools.
First, the state offered support for additional
Myth #2: Only the wealthy and elite will
reading programs. Second, the state and the local
benefit.
school district supported and approved their idea
A myth often repeated by the advocates of the
of expanding the school year from 180 days to 210
status quo is that only high-income families will
days. Third, the school district said that it was
benefit. In fact, of the 61,000 students in schools
going to give the power to the principals to select
VI
Foreword
and retain teachers. They could remove teachers
that allows us to do this. But now we are beginning
they did not want to retain, they could hire any
to see a very positive reaction to our plan. There
teacher they wanted who wanted to come to work
are smaller class sizes now in Broward County in
there. Trust me, this is a big deal in public schools
the 104 low-performing schools, the schools that
across the state of Florida.
were graded D and F. In Jacksonville, the School
Board decided to expand summer school and after-
Schools focused on after-school programs
school programs for the low-performing schools.
because they wanted to extend not only the school
In Tampa, Earl Leonard, the superintendent of the
year, but also the school day. They showed us a
Hillsborough County School District, made a pub-
plan that would have 70 volunteers in each school
lic statement that he would take a 5 percent pay
to provide mentoring and tutoring opportunities
cut in his salary, and all of his top administrators
for these young people. They explained how they
would do the same, if any of the schools in Hills-
were going to use direct instruction to ensure that
borough County were given a grade of F. A quote
kids in the early grades begin to learn to read at an
from a teacher says it all:
appropriate level.
I've seen principals eat worms. I've seen vice-
It was exciting: more money and a more focused
principals kiss pigs to get students to read a
approach to ensure that children learn. I'm not a
certain number of pages. But I have never
big gambling man, but I can almost guarantee that
seen a superintendent put his salary on the
these schools are going to see improvement, and
line.
that the children are going to get a year's worth of
knowledge in a year's time.
At the end of this process, in a decade perhaps,
we will.see rising test scores across the board; each
So, the myth that somehow the schools will be
and every year we will see more significant
left behind because parents are pulling their chil-
improvements in test scores among students at the
dren out, that they will languish, and that we're
25th percentile and below. We're going to see
going to "destroy" public education is not becom-
more resources go to the classroom and less to the
ing a reality. What this attitude reflects is pessi-
bureaucracy; and we're going to see a renaissance
mism about the condition of public schools.
of involvement by in public education.
Virtually every parent would have to remove their
child from a public school in order for them to be
I hope other governors will use the Florida
"destroyed." In fact, the exact opposite will happen
model as they set to reform education in their
if reform is done the right way, and, in Florida, we
states. With education a high priority among vot-
are committed to doing it the right way.
ers, one could fairly say now is the time we must
act to ensure that all children receive the best pos-
I wish you could see the reaction across the state
sible education.
to this plan. The folks in the system who are most
protective of it were probably a little more angry at
first than anything else when they saw the law pass
VII
For updates go to: www.heritage.org/schools
ACKNOWLEDGMENTS
School Choice 2000: What's Happening in the States is the product of many years of painstaking research
by education analysts and others at The Heritage Foundation, working closely with many school choice
supporters at the national, state, and local levels. The author wishes to thank all those who have
contributed to this ongoing effort over the years, especially our national and state contacts.
In addition, the author wishes to thank the many individuals at Heritage who have contributed to this
year's edition, including Angela Antonelli, Director, Thomas A. Roe Institute for Economic Policy Studies;
Devin Brown, Domestic Policy Administrative Assistant; Adam Condo, former Domestic Policy Research
Assistant; Jennifer Garrett, Domestic Policy Research Assistant; Erin Hymel, Domestic Policy Administra-
tive Assistant; Philippe Lacoude, Senior Database Programmer, Center for Data Analysis; William
Rasmussen, Center for Data Analysis Intern; Amber Williams, Domestic Policy Research Intern; and Sarah
Youssef, former Domestic Policy Research Assistant.
Special thanks to William T. Poole, Senior Copy Editor, for his diligent editing of the entire book.
The author also thanks John H. Dickson, Deputy Director of Online Services; Richard Odermatt, Senior
Editor; Janice A. Smith, Managing Editor; and the following members of the Publishing Services staff:
Ann Klucsarits, Director of Publishing Services; Anne C. Gartland, Design and Layout Specialist; and
Thomas J. Timmons, Deputy Director of Publishing Services.
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