The purpose of education is to know God and to make Him known; therefore, we believe education, like religion, is a sacred pursuit outside the jurisdiction of the state.
Kentucky Constitutional Amendment 2 would allow state funding for non-public education.
The Kentucky legislature passed Amendment 2 earlier this year. It will be on your ballot this fall. Amendment 2 will change the fabric of the state government by changing the Kentucky Constitution.
In a Nutshell
Amendment 2 can potentially compromise Education Independence. The language of the amendment and the existing authority by law could give taxpayer money to independent homeschoolers, leading to possible government oversight and regulation of their homeschools or legally changing the definition of the homeschooler in the state.
Below is a summary of the amendment’s language, concerns, and possible implications for Kentuckians. At the bottom of this news bulletin, you will find background information on government-funded homeschooling and resources.
âSection 2. IT IS PROPOSED THAT A NEW SECTION BE ADDED TO THE CONSTITUTION OF KENTUCKY TO READ AS FOLLOWS: The General Assembly may provide financial support for the education of students outside the system of common schools. The General Assembly may exercise this authority by law, Sections 59, 60, 171, 183, 184, 186, and 189 of this Constitution notwithstanding.”
Concerns & Possible Implications
Section 186:“All funds accruing to the school fund shall be used for the maintenance of the public schools of the Commonwealth, and for no other purpose.“
Would Section 186 Necessitate Private and Homeschools to Become Public Schools?
We have seen instances in other states where homeschoolers opt in for a program, and they are no longer legally classified (with its protections) as homeschoolers.
In Arizona, for example, the student is legally referred to as an âESA studentâ and no longer qualifies as a homeschool student by law, as stated by the Arizona Department of Education. “ESA studentsâŚare not considered âhomeschoolâ students by state law.â
Section 189: “No portion of any fund or tax now existing ⌠shall be appropriated to, or used by, or in aid of, any church, sectarian or denominational school.”
Would Amendment 2 Contradict Section 189?
Section 189âs language seems to be very clear on this matter.
The South Carolina Supreme Court recently ruled that the Education Scholarship Trust Fund (ESTF) (Act) was unconstitutional for this reason.
Watch Out for Policy Creep
Although the amendment does not pass School Choice law, we must acknowledge that it provides the opportunity for such legislation and the opportunity for policy creep in Kentucky. To aid your understanding of Education Independence and School Choice, hereis an article to help you. In Addition, investigate the resources below before you vote on Amendment 2.
Protect the Constitution & Education Independence on Election Day
Kentuckians can protect the state constitution and Kentucky from future bad policy.
Before election day, explore the resources below and share this urgent information. Protect Education Independence in your state and vote against the public capture of private education.
You Are Invited!
Classical Conversations cordially invites members of the community to an open forum to discuss Amendment 2. This important event will occur on October 9, 2024, from 6:00 PM to 8:00 PM at the Warren County Public Library, 175 Iron Skillet Ct., Bowling Green, KY 42104.
Join us for an engaging discussion led by Robert Bortins, CEO of Classical Conversations. This event serves as a conservative Christian rally for education independence.
Sadie Aldaya is the Manager of Research & Policy for Classical ConversationsÂŽ . Sadie and her husband homeschooled for over 20 years. She served as a Classical Conversations field representative for 15 years, providing community and support for other homeschooling families. Sadieâs passions are to stop government encroachment in areas where they have no authority or jurisdiction and to see Christians return to a biblical Christ-centered worldview.
Guess what? It’s time for another trip to the grocery store! I typically have a list of items that I intend to purchase. However, recently, I have found myself walking past items like apples only to say, “4 lbs. of Honey Crisp apples are not worth $7.25; that is too expensive.” Maybe you would have done the exact opposite and purchased the apples because you heard your grandma’s voice saying, “An apple a day keeps the doctor away!” To buy or not to buy apples might seem unimportant at this moment, but there is a more important thought to consider. How do we assign value to that bag of apples?
Talking About Educational Freedom
In her article “Independence,” Lauren Gideon said, “The cost of independence is expensive, but what is the value of freedom?” The reality is that the answer to this question might look different for each of us. Just like my earlier example of buying apples, we each have different reasons for valuing homeschooling and the freedom that comes with it. How do we find a way to come together when our value of an issue might not look quite the same? In the Challenge II Guide, under the Debate strand descriptions and goals, it states, “This strand holds together the ideas that we must learn to reason and argue well, that we must learn lessons of the past, and that we must seek harmony with our fellow man.”
The unfolding of this goal in my own home has been extremely beautiful. Hard conversations are just that, hard. However, with these skill sets of reasoning, arguing well, learning from the past, and seeking harmony with our fellow man, we are given the tools to navigate through hard conversations. So, let’s get to talking! There is value in talking about Educational Freedom!
What We Know
The Wyoming Education Savings Act was signed into law on March 21, 2024, and is governed by W.S. SS 21-2-901 through 21-2-909. It will go into effect for the 2025-2026 school year.
Families with a household income below 150% of the federal poverty guidelines will qualify.
21-2-903 (a) The total amount to be deposited in an education savings account for an ESA student each year shall be determined by the student’s household income compared to the federal poverty levels, using the most recent federal poverty guidelines for the student’s household size and income, as follows; six thousand dollars ($6,000.00) for students whose household income is at or below one hundred fifty percent (150%) of the federal poverty level.
Parents must ensure their children receive instruction in core subjects and take annual proficiency tests.
21-2-904 (b) (ii) (B) Requires that the ESA student take the statewide assessments administered pursuant to W.S. 21-2-304(a) or a nationally normed achievement exam.
The State Superintendent will be solely responsible for the ESA program.
21-2-905 (b) The state superintendent shall establish procedures for approving applications in an expeditious manner.
21-2-907 (a) Before receiving payment from an ESA, a prospective education service provider shall: (i) Be certified by the state superintendent of public instruction pursuant to W.S. 21-2-906(a) to receive payments from ESAs.
What We Don’t Know
New legislatures and programs often leave us wondering how they will all come together in the end. Maybe you had some questions as you read through the new ESA program in Wyoming. I know that I did. Even as I began writing this article, I still had many unanswered questions. What an excellent opportunity to practice those rhetorical skills that we are instilling in our students! As I navigated this topic of government-funded homeschooling, I quickly realized that being educated on not only current ESA policy but also past ESA policy in other states was the most efficient way to have a voice.
What do you do if you don’t know how to bake an apple pie? You go to a reliable source. Maybe that is your grandmother, or maybe it is Pinterest. In either case, the education begins! Here are a few ways to educate ourselves and find the answers to the things we don’t know.
In Wyoming, we are blessed with a state homeschool organization called Homeschool Wyoming. The folks at Homeschool Wyoming work diligently to defend our homeschool rights. They have read the legislation, broken it apart, and gleaned all the information available to help educate homeschool families in Wyoming. I encourage you to reach out to them and ask your questions.
Home School Legal Defense Association (HSLDA) is a non-profit advocacy organization that makes homeschooling possible by protecting homeschooling families and equipping them to provide the best educational experience for their children. On its webpage, HSLDA offers state-specific information on home school law in a user-friendly and approachable way. Contacting and talking to an HSLDA representative is easy; they are knowledgeable and resourceful.
Contact your local representative. They vote on our legislation; they are our voice. They have read the bills, worked with the committees, and taken phone calls from their constituents. If you are unsure of who your representatives are, you can find them by going to Wyoming Legislators.
The Wyoming Department of Education (WDE) is another resource for educating yourself specifically about education-related topics. After not seeing some of the things I had questions about while researching for this article, I contacted the WDE. I received a return call quickly, and every question I had was answered to the best of their knowledge.
Classical ConversationsÂŽ itself also offers a variety of information on Educational Freedom. If you are new to the idea of Educational Freedom, this is the place to start!
âAn educated person is not someone who knows something, but someone who can explain what they know to others.â Leigh A. Bortins, The Core.
Let’s get educated. Let’s commit to knowing. Let’s raise awareness. Let’s explain what we know to others. If not for someone initiating this conversation with me, I would never have moved toward being better educated on educational freedom and ESAs. We have the ability to know what we didn’t know before!
Moving Forward
Let’s go back to my original question. How do we assign value to that bag of apples? It isn’t really about apples, is it?It is about the value of the educational freedoms that we currently have and the value of maintaining them. The Apostle Paul writes, “I therefore, a prisoner for the Lord, urge you to walk in a manner worthy of the calling to which you have been called, with all humility and gentleness, with patience, bearing with one another in love, eager to maintain the unity of the Spirit in the bond of peace.” (Ephesians 4:1-3)
As we move forward into the uncharted waters of Educational Savings Accounts and government-funded homeschool options in Wyoming, my hope is that we walk in a manner that is honoring to Christ, that our conversations are seasoned with humility, gentleness, grace, and patience, that we continue to love one another and strive to maintain the unity of the Spirit. Will we always agree? No. Will we answer all of the questions?Probably not. But I confidently believe we can remain unified through Christ and grow through hard conversations. It is my prayer for the state of Wyoming to continue to honor and value our educational freedoms as homeschoolers. Please join me in this prayer!
Laura Taylor lives in northeast Wyoming. She and her husband, Pete, have four children aged 11 to 17. Laura is a Support Representative for northeast Wyoming and serves as a Challenge Director in her CC Community. She strives to seek God daily, support Pete in his business endeavors, and educate their children all for God’s glory. She enjoys gathering with friends and family and avidly supports her kids’ shooting sports activities. It is her prayer that in their daily lives, they can point others to Christ and the richness that can be found in a relationship with him.
Homeschool Days at the Capitol, Legislative Days, Capitol Days, Pie Day, and other similar events foster communication between parents and their elected representatives. Seize this excellent opportunity to teach your children the importance of the legislative process. Help them mature into civic leaders who will help protect American freedoms.
The chart below lists October Homeschool Days at the Capitol. Check your stateâs dates here if itâs not listed below.
Think about this: you are an Idaho homeschooler who is offered “free” money to use in your homeschool for tutoring sessions, curriculum, extracurricular sports, lessons, and more. Where do I sign up, right??
â⌠you will know the truth and the truth will set you free.â John 8:32
Where have we been?
Currently, Idaho is the most free state to homeschool, but it hasn’t always been that way.
Let’s go back to 1984, at which time the Idaho Code stated, “âŚUnless the child is otherwise comparably instructed, as may be determined by the trustees of the schooldistrict in which the child resides, the parent or guardian shall cause the child to attend a public, private or parochial school⌔ (emphasis added)
This meant that the law wasn’t uniform across the state and that the code allowed every school district in Idaho to set its own rules and standards for homeschooling.
One school district, in particular, chose to set a hard line, declaring that the children of several homeschool families were, in fact, truant, and the parents were charged with habitual truancy. The county sheriff and several armed deputies showed up at their homes and physically removed all children, from nursing infants through high schoolers, from the homes. The parents were arrested and sentenced to jail time, and their sentences were longer than another inmate convicted of child molestation!
The state media outlets accused the families of denying their children an education and that it was the government’s and community’s responsibility to ensure this didn’t happen, even if that meant stashing such parents in jail. (Paraphrased from Lewiston Morning Tribune, 12/3/84.) Another article stated that the families were challenging a “basic tenet of our society” and that they had “brought it on themselves.” (Idaho Statesman, 12/4/84)
However, as hard as they tried, the media was unable to discourage homeschooling among Idaho families, and it continued to grow, albeit with difficulties due to the existing code.
Where are we now?
Brave, pioneering homeschool families worked to ensure they could legally and freely educate their children at home. This came about by establishing a state coalition that was very active in local and federal policy to achieve the freedoms we have now and a support group that served parents through conventions, a quarterly magazine, and a wealth of information on myriad topics. These two groups have since combined to create Homeschool Idaho.
Homeschool Idaho (HSI) has worked tirelessly for 30+ years lobbying for home education in our state legislature. During this time, they have worked to promote, protect, and preserve home education in Idaho, including being instrumental in securing changes in the Idaho Code. In 2009, our current code was written into law, which states that Idaho home educators have the right to educate their children, aged 7-16, as they deem appropriate, without governmental regulation or requirements. More information about Idaho Law can be found at HSI Idaho Homeschool Law.
Our current homeschool freedom in Idaho was hard-won by these pioneering families, volunteers, and those passionate about ensuring we could walk out the calling and freedoms God has given us. But that can easily go away.
Where are we headed?
In 2019, approximately 2.5 million people in the US homeschooled. By 2022, that number had more than doubled! (And that only counts those homeschoolers who have to register with their state, of which Idaho homeschoolers do not.) Public schools realize they are losing money due to students leaving and understand they are not going to get homeschoolers back unless they make some token concessions. One of the ways they’re doing this is by partnering with for-profit companies to offer families “free” money to homeschool.
While Idaho has not passed an ESA (Education Savings/Scholarship Accounts) bill successfully through its legislative process, there are other for-profit companies within the state that offer “free” money to homeschoolers.
Sounds great, right?
Actually, no. When a family chooses to join one of these programs, they are NO LONGER a homeschool but a public school at home. The family chooses their own curriculum (with restrictions), sets their schedule and pace, and teaches their children at home, but when they choose to partner with these companies, they give up their homeschool status to become a public school at home.
How does that happen?
In order to access the funds, once the family signs on with the company, the company, in partnership with a local school district, will enroll the student in the public school system. The company will then have access to the state and federal educational dollars, keeping some for themselves, giving some to the public school district, and finally allocating a small portion of the funds to the family.
Why does that matter?
This matters because families have now chosen to give up the freedoms fought for and enjoyed by privately-funded Idaho homeschoolers. The family’s public school at home will now come under company and governmental regulations. These families will need to submit their students’ work bi-weekly, have their students meet with a “mentor” regularly, be told what they can and cannot purchase with the money, and submit to yearly standardized testing.
Additionally, it matters because the school district with which the company partners will be given money for services they are not rendering, for students they are not serving, and will also get “credit” for the test scores for the public school at-home students who are required to test. A family will be educating their children at home, and yet the school district will benefit from standardized test scores from children they didn’t serve, possibly bringing up their overall scores and being allocated more money in the process. Statistically, in Idaho, homeschooled students test 30 percentage points higher on the IOWA Test of Basic Skills than public schooled students.
These may seem like minor concessions, given the amount of money to which the family will be given access. But do you remember the frog in the pot of water where the water is gradually heated up? At first, it’s tolerable, maybe even enjoyable. The temperature is turned up slowly, so change is less noticeable, eventually leading to death. This is what we are already seeing happen within these programs. Regulation of home-educating families who choose to partner with these companies and accept the funds continues to increase yearly.
Because the families who choose these programs are public schools at home, the regulations will look similar to what a student in an in-person public school faces. The programs are accountable for ensuring that the students they are funding meet the public school regulations. Some of these regulations are frequently presented as equity, stopping discrimination, ensuring a rounded education, and more. As publicly funded institutions, both the brick-and-mortar public schools and the public schools at home will be regulated and, to an extent, will be mandated to teach the public school’s agenda.
The truth is that what the government funds, the government regulates. It has to, and we want it to! We want to know how our government is spending the money it collects from its citizens, and we want them to be accountable for their expenditures.
Yes, butâŚ
We hear repeated, defensive arguments from those families who choose to partner with these programs and accept government funding. Most of these arguments stem from a lack of understanding of how these programs truly work. Parents should gather all the information so that they may be equipped to make a fully informed decision that benefits their family and its legacy.
Argument 1: Offering “free” money promotes school choice.
We homeschool parents have a reputation for being skeptical of almost everything, including mainstream narratives about public education. This skepticism is rooted in an abiding desire to protect our children’s minds and hearts. But there has been a shift in the narrative, and typically cautious homeschoolers have found themselves caught up in a movement that has been gaining steam across the nation and right here in Idaho: School Choice.
“School Choice” has been touted as the miracle that will save the American education system. Proponents hawk sales-pitch slogans like “Fund Students, Not Systems” as if they were vendors at a carnival. State legislatures are frequently facing bills that spend more and more money on school choice programs, often pressured and funded by lobbying groups outside of the state.
The truth is that, in Idaho, we ALREADY have school choice. We can choose to educate our children at home or send them to public, private, parochial, or charter schools. This argument sounds good as it is presented. However, the argument is actually not about school choice but about WHO will fund the family’s choice of education for their child(ren). Families are, essentially, asking their neighbors and other taxpayers to pay for their choice.
Argument 2: They’re MY tax dollars, and I should get some back.
Actually, they’re not. The money we pay in taxes has never been designated for our personal use. Once it leaves our paychecks, it stops being our money. Many who make this argument are referring to property taxes, part of which is allocated to our local school districts. Very few Idahoans pay the $8,500 in property taxes that are earmarked per student for public schools. The amount of money from a family’s property taxes allotted to the public school is a mere fraction of what one student might receive when the family partners with the government to receive money for home education. The amount paid in our property taxes does not cover even one student’s allocation when using these “free” money programs. So, where does the rest of the money come from? Our neighbors: the other taxpayers. It is taking from our neighbors to fund our choice. And if there isn’t enough budget to fund these programs? Yup, you guessed it: raise taxes for all!
Argument 3: We are still homeschoolers. We choose our curriculum and teach our kids athome.
This argument is only partially true. As previously stated, a family who joins the program will become a public school at home. When a family partners with the government to accept funds for homeschooling, this results in the loss of parental control through regulations. The government must control everything that it funds, without exception. The for-profit companies will continue to control the funds through the funding mechanisms they have set up to administer them. It will pay only for things that it approves, and those things will have inflated price tags because the business providing the good or service has a captive client who can only purchase the item from the single source that is approved. Families do not have the autonomy to use the dollars however they see fit. For instance, a religious curriculum is not an approved purchase.
Additionally, by needing to check in regularly with a tutor or mentor and having a student’s work reviewed, the parent’s authority as teacher is questioned and minimized.
Argument 4:If the regulations become too much or are invasive, it’s okay⌠we’re members of HSLDA, and they’ll defend us or help us out of the situation.
HSLDA (Home School Legal Defense Association) exists to serve home-educating families. When a family partners with a company offering “free” money programs, they willingly give up their homeschool status to become public school at home. Therefore, HSLDA’s membership legal services will not cover families in public schools at home, charter schools, or families homeschooling using public funds.
Argument 5: Our family taking the money doesn’t affect anyone else.
As this “free” money comes from taxpayer dollars, what happens when the amount of money collected from taxpayers no longer covers the demand for it? Citizens are taxed more, even those who do not have school-aged children. This means that a family’s choice to participate will affect the amount of taxes paid by their friends and neighbors.
Additionally, legislators currently lump homeschoolers in Idaho into one large group without differentiating between privately funded homeschoolers and those who choose to partner with government-funded programs. By partnering with programs that allow for governmental regulation to enter their homes, those who choose these “free” money programs are telling the government that all homeschoolers don’t mind the regulations. As such, when legislation has come up regarding education in the state, homeschoolers have been grouped in with other educational options because the message has been sent that we all want and/or need the government to tell us how to educate our children. In actuality, Idaho homeschoolers have shown year after year that privately funded homeschoolers are excelling, thriving, and becoming well-spoken, intelligent, logical-thinking young adults.
Why do we homeschool?
Take a moment to ponder why your family has chosen to homeschool. Many of us decided to homeschool because we felt God was calling us to diligently teach our children about Him. Some of us feel the public school agenda is objectionable and directly contradicts the Biblical foundation we seek to impart to our children.
Then ask yourself, “Does partnering with these for-profit companies that will instill government regulations into our home support our vision for our children and our homeschool?”
âChildren are a blessing and a gift from the Lord.â Psalm 127:3 (CSV)
âYou shall love the Lord your God with all your heart and with all your soul and with all your might. And these words that I command you today shall be on your heart. You shall teach them diligently to your children, and shall talk of them when you sit in your house, and when you walk by the way, and when you lie down, and when you rise.” Deuteronomy 6:5-7 (ESV)
So, if our children are a gift from God and He has commanded us to teach them about Him, isn’t it possible that He would also have us teach them academics? To rely solely on Him for equipping, encouraging, refining, and providing for our needs?
We must choose. We cannot serve two masters.
âNo one can serve two masters, for either he will hate the one and love the other, or he will be devoted to the one and despise the other. You cannot serve God and money.âMatthew 6:24 (ESV)
TINSTAAFL
The truth is, There Is No Such Thing As A Free Lunch (TINSTAAFL)!
The money these for-profit companies promote as “free” is anything but. The money comes with regulations and impositions on other taxpayers. It requires families to surrender their homeschool freedom, which is given to us by God and was hard won by Idaho families.
So, what can I do?
TRUST God to supply all your needs. (Philippians 4:19)
CHOOSE carefully how to steward the money God provides your family through employment; telling our children’ no’ when we cannot afford all the lessons, all the newest technology, etc., will build their character and their faith.
LEARN more⌠ask questions! Do your research. If it sounds too good to be true, it usually is. Share what you are learning with your homeschool friends!
NEW to Idaho? Welcome! We do things a little differently here: You do not have to fall under a charter school’s authority or any other governmental regulations to educate your children at home in Idaho.
GET INVOLVED: Join Homeschool Idaho and participate in “Pie Day,” our day at the state capitol to strut our stuff to state legislators.
PRAY for home educators in Idaho to stand strong against governmental regulation, to be secure in the knowledge that God will equip the called, and to be convinced that God is able to do far more abundantly than we ask or think. (Ephesians 3:20)
Annie Grey is a Christ follower, wife, and Momma to two CC graduates. When she isn’t serving families in Montana, Idaho, and Wyoming as an Area Representative, she is enjoying the outdoors in many ways, working on the family homestead, teaching group fitness classes, engaging with her young adults in thought-provoking and interesting conversation, or curled up reading a good book. After launching her arrows, she is grateful in this season that God is still using her to encourage and support families who wish to homeschool.Â
It is that time of year again. Grills are lit, parades are attended, and picnics and fireworks have brought families and communities together. July 4th elicits my mixed sentiments. Inevitably, we are drawn into the topic of comparison. Side by side, we attend to the world leading up to 1776 and the world in which we now reside. How are they the same? How are they different?
In years prior, I had feelings of reluctance to celebrate the historic overthrow of tyranny when it seemed our own generationâs tides of tyranny were on the rise. My frustrations were aimed metaphorically far, far away at vague, distant targets of politicians, invasive policies, and oppressive enforcement agencies. Tyranny, freedom, independence; as I turn these ideas over and over in my mind, ideas and words take on different flavors. We all inherited the paradigm we live in, and sometimes, we do not realize the layers and connections to the foundation we stand on and live in. So, join me in this thought exercise.
Directly or Indirectly Opposed to Tyranny?
If the War for Independence truly was what it claimed to be, the war was in opposition to tyranny, but not directly. Tyranny is more directly the inverse of freedom. The word âfreedomâ is a math word. It is most similar to the idea of zero. The only way to define zero is to say what it is not. You can have zero money, zero time, and zero belongings, but without a unit of measurement, zero is an extremely abstract concept. Freedom is this same idea of zero. It is the articulation of zero chains, zero oppression, zero infringements, zero force, and zero fraud. Freedom is a big beautiful nothing!
What is Independence?
So then, what is independence? And how is it related? To understand and appreciate independence, we must also attend to its inverse as well. If independence is what we love, the inverse is the threat to that object of our love. Some have even postulated that we have an obligation to hate the thing that is a threat to what we love. And what is this imminent threat? Dependency.
The founding generation were students of historical patterns. They realized that these lines run parallel. To be free, one could not be dependent. Thus, they reluctantly resolved to pursue, teach, and propagate independence as their door to freedom.
The scary reality is that the path they walked has room for two-way traffic. If independence is the path toward freedom, dependency is the path back toward tyranny and totalitarianism. So, what does state dependency look like? In its simplest form, it is the publicâs tolerance of the use of collective, regulated resources to supply individual needs. Our generationâs oversight is that the threat of dependency is not fresh in our minds. We have grown ignorant, distracted, apathetic, and negligent in keeping our guard up against the threat of dependency. Ideas of entitlement, âschool choice,â âpublic-private partnership,â subsidies, and government grants are all modern manifestations of our collective, tacit-yet-obvious approval of state dependency.
The Cost of Independence
Being opposed to dependency does not carry the same exciting, unifying battle cry that âopposing the tyrantsâ offers. Why is that? It is easy to oppose some ugly dragon in a castle far, far away. It is much more difficult to come to terms with the tiny, toxic terrors living in our own hearts and communities. This breed of dragons pokes its little head out on Election Day when we vote for the most benevolent Caesars promising to open the coffers and fund the voter or the voterâs pet project with the collectiveâs treasury. With each locus in which we tolerate this level of state âpartnership,â we are actually surrendering more and more real estate from the domain of the free to the domain of the captured. Sure, the cost of independence is expensive, but what is the value of freedom? And what should we be willing to pay to expand and preserve it for generations to come?
Lauren Gideon is the Director of Public Relations for Classical ConversationsÂŽ. She has been a home educator since her first student was born 18 years ago. She came to Classical Conversations for support when the student count in their home grew beyond what she thought she could navigate on her own. In addition to homeschooling her seven children, she co-leads community classes that unpack our nationâs founding documents and civic responsibility. However, she is happiest at home, preferably outside, with her husband of 18 years, tackling their newest adventure of building a modern homestead.
Republicans and Democrats across the country are seeking to pass ESA and education voucher legislation in their states. This has sparked a nationwide debate between education vouchers vs. free market education and whether parents and schools should accept government funding for education.
ESAs & Education Vouchers Over Free Market & Individual Freedom
Join Leigh Bortins and Teryln Gregson on Episode 58 of Faithful Freedom asthey discuss how the question really comes down to whether parents and schools will choose government funds over the free market and individual freedom because, as Leigh likes to say, âThe king’s coin makes the king’s man.â
After detailing the failings of government schools and the dangers of ESA and school vouchers, Leigh illustrates how there are many other ways for families to educate their children that don’t enslave them to the government’s dime.
One of these ways is through Classical ConversationsÂŽ, which provides parents with the tools they need to give their children a classical Christian education that teaches them to âname like Adam, ask questions like Jesus, and persuade like Paul.â
Resources to aid your understanding of the issues of ESAs and educational vouchers.
Founder and Chief Visionary Officer of Classical ConversationsÂŽ
Educator, mother, grandmother, and daughter of the King, Leigh Bortins, is best known for creating lifelong learners through her educational support program, Classical ConversationsÂŽ, which organizes classical academic communities for homeschooling families. Leigh founded Classical ConversationsÂŽ (CC) in 1997 to know God and to make Him known through the power of community. CC supports classical Christian homeschoolers in all fifty states and thirty foreign countries, with well over 45,000 families enrolled in the program. After receiving a bachelor of science in aerospace engineering from the University of Michigan, Leigh went on to write her Doctor of Ministry thesis on church-based global education for Gordon-Conwell Theological Seminary. She has written several books, including The Core: Teaching Your Child the Foundations of Classical Education, The Question: Teaching Your Child the Essentials of Classical Education, and The Conversation: Challenging Your Student with a Classical Education, a series which explores the classical trivium from a parent’s perspective. Leigh has also authored curriculum and guides for parents and students, including The Math Map, a complete math curriculum for classical students of all ages. She enjoys speaking at conferences, to organizations, and on radio shows and podcasts to promote free-market education, and she also enjoys encouraging parents to take ownership of their children’s education. Leigh engages thought leaders, institutions, and families to develop both minds and souls through her enthusiasm. Leigh and her husband, Rob, homeschooled their four sons in North Carolina and now enjoy watching their three grandchildren become lifelong learners alongside their parents.
School choice has been a debated topic for many years, and while you might think it’s a good thing, there are compelling reasons to reconsider. Although it is sometimes difficult to determine causation from correlation, there is the potential-future issue of inflating tuition rates due to state funding. Consider St. Paul Catholic school in St. Petersburg, Florida, which recently explicitly stated that they would raise the price of admission with the new voucher program.
St. Paul Catholic School at 1900 12th St. N in St. Petersburg is one of many private schools expected to take advantage of Florida’s expanded voucher program this year.
On the face of it, one would think that state funding to aid familiesâ migration to the free market would be a positive. Of course, from that statement alone, itâs obvious that anything state-funded canât be a free market; these are diametrically opposed ideas. But just for argumentâs sake, letâs consider the prevailing idea that more money given yields more opportunity for choice.
Wouldnât this bring costs down? Likewise, shouldnât all U.S. families be on board with vouchers, ESAs, tax credits, and the like?
For some time now, many in the home and private school world have been sounding the alarm on these so-called school-choice policies. The primary issue raised concerns parental autonomy vs. state accountability (tantamount to coerced regulation). Letâs face it, when any policy is put on the books for spending, rarely does the growth of regulation shrink or go away. It typically grows. Regulation always follows funding.
And we want it that way, right? If the government is going to spend our tax dollars, donât we want them to track the money and assure us it is spent responsibly? Again, this regulation over parental choice is the very reason why private options exist.
State-Funded “Choice” Will Inevitably Inflate the Cost of Private Education
However, there is another principle that private educators warn of: State-funded “choice” will inevitably inflate the cost of private education.
Consider the fact that all organizations need money to sustain their work, whether for the short or the long-term. As long as decisions donât sink the buy–ability of a product, given the opportunity, companies will consider how better to fund their work.
This is exactly what is happening with St. Paul Catholic in Florida. After Gov. DeSantis (R) signed into law the stateâs newest voucher program, representatives of the school stated,
ââŚwe decided that we need to take maximum advantage of this dramatically expanded funding source. So instead of paying $6,000 per child, families at the school who are St. Paul parish members will now be charged $10,000 per child. Nonmembers will be charged $12,000 per child, instead of $7,000. Discounts for multiple-student families will be eliminated. Based on those numbers, and factoring in the $4,000 tuition increase, St. Paul could bring in nearly $1 million more in the school year starting this fall. Voucher critics said the decision was predictable, and expected more private schools to follow suit…â
Of course, one might argue that this still mitigates the cost of the program (likely only to aid families who can still afford it), and this would be true⌠at least for the present. However, keep in mind the annual increases in private K-12 and higher education.
From my experience working in higher ed. (public and private) âŚnot only does tuition tend to increase every year, but institutional administrators always also factor in going rates for other similar institutions competitive in the same fields. Also, keep in mind that it isnât necessarily popular to gravitate towards the cheaper education option. Rather, many opt for the more expensive programs because cost often indicates quality (i.e., people reason, “the greater the cost, the better the education”).
Moreover, even if tuition doesnât appear to increase on the surface, an increase in tuition paid might occur even if the sticker face remains unchanged. These increased, hidden dollars are typically reflected in other ancillary fees and like charges.
Currently, it can be a little hard to examine the U.S. statistics due to the infancy of these programs.[1] However, many who claim that there is no data for inflation should rather backtrack that notion. Barnum notes that some school choice programs (ones with unrestricted subsidies) âlead to price increases yet no change in enrollmentâŚâ He continues, ââŚprivate schools did not admit additional students, but did raise tuition â by an amount the researchers estimated to be roughly the same as the public subsidy.â[2]
Consider Ty Rushing, who recently reported how Iowa’s private schools hiked their tuitions in response to Gov. Kim Reynold’s (R) voucher-ESA plan.
âWhile some private schools introduced minimal tuition increasesâHoly Trinity Catholic School in Fort Madison increased tuition by less than a percent for parish members and about 3% for non-parish membersâothers swung for the fences including one Dubuque school that increased tuition by 40%, or an Anamosa school that literally doubled tuition.â[3]
Of course, I don’t blame them for wanting to better their programs, increase their functionality, and provide adequate salaries for teachers. But one canât deny the obvious connection. Brian Mudd (who denies the connection) even argues,
“In attempting to discern what the impact of school vouchers may mean for tuition rates it’s helpful to see how much capacity there is within the existing private schools as it’s unlikely rates would be increased unless they’re at capacity with demand outstripping supply.”[4]
Yet, this is exactly the state of hundreds of private institutions needing to made ends meet.
At the end of all this, maybe St. Paul’s decision doesnât seal the deal for many to correllate state funds and increasing tuition. Yet, the argument is not without warrant. It is worth everyoneâs consideration, especially those who grasp the current political climate, who understand the dangers of our ever-increasing debt, and who are concerned with expanding government overreach (which is embedded in all our collective COVID-19 trauma).
âTuition is going to keep increasing, because theyâre going to keep raising the voucher amount.â
Holly Bullard, Chief Strategy Officer for Florida Policy Institute
Holly Bullard, Chief Strategy Officer for Florida Policy Institute, states, âTuition is going to keep increasing, because theyâre going to keep raising the voucher amount.â With many raising the alarm, we should all heed the caution and prepare for tax increases to pay for these schemes.
See also, âESAs: What You Need to Know with Israel Wayne.â Refining Rhetoric, Episode 31. Feb. 1, 2023.
[1] Hungerman and Rinz (Notre Dame and NBER) cite a study by Angrist, Bettinger, Bloom, King, and Kremer (2002), who find that winning a lottery in Bogot Ěa for a voucher worth $190 raised average private school tuition and fees by $52 so that every dollar of voucher funding raised tuition and fees by about 27 cents, close to what the point estimate here suggests (vouchers worth $820 per user on average increase per-student revenue by $280 at baseline, or about 34 cents per dollar spent on vouchers).
Edward Murray currently serves as Manager of Special Projects and Policy Research for Classical ConversationsÂŽ and The Homeschool Freedom Action Center. He is a native of Augusta, GA, and an alumnus of Reformed Theological Seminary in Charlotte, NC, where he earned his M.Div. He lives in Newport News, VA, with his wife and three children.
At some point, youâve probably heard the question asked (or maybe youâve asked the question): why homeschool when your child can go to a public school funded by the government?
But perhaps we should flip that question around. Homeschooling has grown in popularity with families throughout the United States. Several studies suggest that between 5 and 6 percent of school-age children are homeschooled (thatâs about three million kids), and this number increases year by year. During the COVID-19 pandemic, many parents found themselves homeschooling either outright or de factoâand that only increased the popularity of homeschooling!
So what is it that makes homeschooling increasingly attractive and public schools so unattractive?
Why Homeschool?
There are more reasons to homeschool than ever.
Religious Freedom
Religious freedom is one of the most repeated answers offered by parents when making the decision to homeschool their child. Public schools donât incorporate religious studies into the classroom. Public school curricula may teach a different set of values and beliefs than what parents believe and want to instill in their child.
Homeschooling, on the other hand, affords parents the opportunity to incorporate Bible studies, prayers, and values throughout the lesson plan.
Safety and Security
Concern over a childâs safety is another reason why parents choose to homeschool. Some children are subjected to negative influences such as bullying and the presence of drugs and alcohol in public schools. These negative influences can affect a childâs academic performance in the classroom.
However, in a homeschool environment, parents are able to watch over their child and help them develop without those stressors and dangers.
Personalized Learning
In a homeschool setting, parents are able to offer more personalized learning for their child. Public school teachers have a classroom of students with different abilities and levels of learning. The lesson plans wonât be tailored for each individual student.
Homeschool allows for the parents to assess their childâs strengths and weaknesses and help build lessons around their needs. This type of teaching provides flexibility to give the child what they need to learn and skip ahead if they grasp the subject.
Family
Homeschooling is a family effort. There is collaboration between siblings and parents to come together and share knowledge and experiences. This level of connectedness goes beyond what can be provided in public schools.
The opportunity to reinforce family values and beliefs while developing a stronger sense of self is why many families choose homeschooling over public schooling.
These are a few reasons why homeschool parents often decide to homeschool their children rather than send them to public school. Here are two such reasons:
Lower Academic Outcomes
Studies have revealed that homeschool students typically score higher than public school students on standardized tests. Parentsâ level of education does not change the studentâs success.1
Homeschool students also typically do better in college. Homeschool students have a higher rate of graduating college than students who attended public school. One study revealed that homeschooled students graduated with an average GPA of 3.46 while their public school peers graduated with an average of 3.16. The same study also showed that homeschooled students graduated from college at a higher rate (66.7%) than their peers (57.5%).23
Poorer Social Environments
Contrary to the popular misconception, homeschool students are often better socialized than their public school counterparts. They are more likely to participate in political drives, sports teams, church ministries, and community work.4
Public schools, meanwhile, often present challenges for social development, such as bullying, discouragement, and negative peer influences. For example, according to one study, 5% of students between the ages of twelve and eighteen reported that they had been afraid of attack or harm at school in 2019.5
Thatâs 1 out of 20 students, and the average class size in the USA is 20.3.6
The evidence is abundant and the collective experience of homeschoolers shows that homeschooling works. Public schools, on the other hand, afford poorer outcomes all around.
Why send your child to public school when you can homeschool?
As I travel from state to state, I find two tables of homeschool resources: those that are total free-market options and those that are fully or partially taxpayer-funded. These resources could include tutoring services, classes, extracurricular activities, sports, fine arts, and so much more. What I have found remarkably interesting is that just like a gluten-free table, free-market options are either sparse or plentiful, bland or diverse.
An Illustration From My Gluten-Free Friends
Nearly every potluck I attend anymore has an accommodating table, based on the reality that a large segment of our population has chosen to abstain from gluten. We know there is a spectrum of reasons. Nearly every gluten-free consumer has some moderate to severe negative consequence they try to avoid, yet others take a proactive approach.
I also bet some are on the train becauseâŚwell, they get on all trains.
Motivations aside, in my lifetime, the potluck scene has completely changed to accommodate this demographic.
Ok, nothing against my anti-glutenomist neighborsâŚIf I still have you, follow me with the illustration.
The gluten-free consumer made a decision (forced or voluntary) that altered a major portion of their life. They have their position prior to any potluck. Once there, they are either delighted or depressed with the variety of gluten-free options. The most strict in this demographic choose only from this table. Rarely, in their disappointment, do they ever compromise and decide to browse the non-gluten-free selection. (If you have ever hung out with someone like this who has had accidental gluten contamination, you know why.)
Specifically, if there is no cake on the GF table, the consumer does not reluctantly go to the other table to get their cake; they simply go without cake. If this happens enough times, one of two things will probably happen. The friends and family of this individual will have compassion and bake a diet-friendly cake, or the consumer will get frustrated enough to bake their own cake.
How In The World Does This Intersect With Homeschooling?
As we evaluate options on the two tables, we must first step back and evaluate our commitment to the homeschool resource âdiet.â What are the pros and cons of only consuming free-market options? Are there any consequences to sampling options from the subsidized tableif you donât find what you like in the free market? Some states provide an âall or nothingâ choice. In these states, no state-funded options are available for those who have chosen to homeschool.
Do you know what they DO have? They serve a feast of quality, diverse, competitive, free-market services. How do they have such options? There, you will find a rich legacy of groups and individuals who found a way to make a GF cakeâby that, I mean a robust free-market buffet because the consumers in the state required that accommodation. In other circumstances, we find that families solved their own dilemmas with conviction and creativity.
In Many States The Free-Market Table Is Lacking
If you are in a state like mine, the free-market table is lacking. One reason this is true is due to the fact that the other table is easily accessible. Families discouraged by the free-market are welcome to browse the state-funded options. At first glance, this seems warm and hospitable. Consumers say things like, âI do not have a choice; the option I wanted (or a quality version of this option) was not available on the free market.”
Do you know what happens to our table when this is our outlook? Nothing. It stays sparse and bland.
What will drive change? The options are the following:
Families will set their âdietâ and commit to it before they ever attend the potluck
Families will ONLY chose the bland options, or…
Families will create better options, and more homeschool resources for the next generation
We all have a choice, and as we all know; all choices yield outcomes.
Lauren is a regular contributor. You can find Lauren’s other blogs here.
Lauren Gideon is the Director of Public Relations for Classical ConversationsÂŽ. She has been a home educator since her first student was born 18 years ago. She came to Classical Conversations for support when the student count in their home grew beyond what she thought she could navigate on her own. In addition to homeschooling her seven children, she co-leads community classes that unpack our nationâs founding documents and civic responsibility. However, she is happiest at home, preferably outside, with her husband of 18 years, tackling their newest adventure of building a modern homestead.
Many people in America own timeshares or at least have been to one of those awful presentations. The concept is simple. Merriam-Webster defines a timeshare as “an agreement or arrangement in which parties share the ownership of or right to use property (as a resort condominium), and that provides for occupation by each party, especially for periods of less than a year.”
The concept at hand regards how investors share ownership and rights to property. For many Americans, this is a tolerable relationship where all parties get pages of fine print and give their informed consent.
Does Joint Ownership Actually Exist?
Here is my question, though: Does joint ownership actually exist? In 1828, in the first edition of Webster’s American Dictionary of the English Language, ownership was defined as “property; exclusive right of possession; legal or just claim or title.”
The difference here is collective ownership vs. individual ownership. They sound similar, but they are, in fact, mutually exclusive. Once a collective owns something, the individual does not. And once an individual owns something, the collective does not have ownership.
Culturally, we like the concept of collective ownership. Why? Vacations are both valuable and expensive. They are genuinely beneficial to relationships, mental health, and stepping away from life to gain perspective, see new places, and gain education.
So many good things come from vacations. If time and money allow, one could say vacations are essential. For most families, the friction comes not from whether we should take a vacation but from the question: “How are we going to pay for a vacation?”
Enter the timeshare industry, which has capitalized on the strain between the value of vacation vs. the expense. The presentations capitalize on this tension and propose a solution: shared ownership. This proposal stems from the relationship between investing and ownership. (I don’t know of any timeshare holder who actually thinks they have exclusive right of possession.)
A Multiplicity of Ownership Means No Individual Ownership
This leads me to my point: a multiplicity of ownership means no individual ownership. Collective owners or investors are merely stakeholders. They each have a vote and a voice but are still subject to the collective’s will.
The unfortunate consequence with outside investors is thatâby definitionâyou have forfeited exclusive ownership. Individual ownership and collective ownership are mutually exclusive.
The stakeholder relationship works in many common relationships where responsible parties can tolerate giving up individual ownership. Roads, city ordinances, and vacation abodes are some of our collectively shared possessions.
But what about those central responsibilities we possess? When is deferring to the stakeholder option an abdication of responsibility? For instance, scripture indirectly warns about having outside stakeholders in a marriage (Gen. 2:24). No outsider should have a vote in your marriage. The couple answers to God alone; therefore, it is imperative that they do not sell out to other investors who do not share in their unique and personal responsibility.
This same idea can apply to very private matters of the human experience. As James Madison said,
“More sparingly should this praise be allowed to a government, where a man’s religious rights are violated by penalties, or fettered by tests, or taxed by a hierarchy. Conscience is the most sacred of all property; other property depending in part on positive law, the exercise of that, being a natural and inalienable right. To guard a man’s house as his castle, to pay public and enforce private debts with the most exact faith, can give no title to invade a man’s conscience which is more sacred than his castle, or to withhold from it that debt of protection, for which the public faith is pledged, by the very nature and original conditions of the social pact.”
To summarize, there should be no stakeholders in someone’s religion or conscience. Madison repeatedly warned against trampling the private property (exclusive, individual ownership) of someone’s conscience.
How Do We Categorize Our Family’s Education?
Here is our closing question. How do we categorize our family’s education? Is it common or sacred? Is it public or private? Referring back to the vacation dilemma, education is also an essential commodity. It is more essential than a vacation, and given our budget limitations, the appeal to invest with multiple investors is strong.
The unfortunate consequence with outside investors is thatâby definitionâyou have forfeited exclusive ownership. Individual ownership and collective ownership are mutually exclusive. Moreover, stewardship of your family’s education belongs to you at the end of the day; it cannot be outsourced. Our ownership in this field is sacred, and we all bear personal responsibility. This is the message we should aim to communicate to future generations.
Do not be conformed to this world, but be transformed by the renewal of your mind, that by testing you may discern what is the will of God, what is good and acceptable and perfect. For by the grace given to me, I say to everyone among you not to think of himself more highly than he ought to think, but to think with sober judgment, each according to the measure of faith that God has assigned. (Romans 12:1-2 ESV)
Lauren Gideon is the Director of Public Relations for Classical ConversationsÂŽ. She co-leads and teaches through an organization committed to raising citizenship I.Q. on U.S. founding documents. She and her husband homeschool their seven children on their small acreage, where they are enjoying their new adventures in homesteading.
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