Archives for the month of: February, 2021

Mercedes Schneider comments here on the Biden administration’s unexpected and ridiculous decision to insist on another round of standardized tests in the middle of the pandemic.

She begins:

On February 22, 2021, acting ed secretary Ian Rosenblum (formerly of testing-friendly ed reform org, Education Trust) sent this letter to state school superintendents informing them that standardized testing must happen in the 2020-21 school year “to understand the impact COVID-19 has had on learning and identify what resources and supports students need” and “to address the educational inequities that have been exacerbated by the pandemic.”

Anyone with a smidge of critical thought and modest powers of observation could easily make a short list of the impact that COVID-19 has had on learning. Furthermore, the biggest support public schools have needed for years is adequate (equitable) funding not tied to property taxes and not tied to any federal competition.

Surveying district and state superintendents about what they need in order to provide equitable education opportunities for their students would be a much better use of US Dept of Ed time and money than spending multiple millions on standardized tests.

But, but, but, according to Rosenblum, as a last-thought, tacked-on reason for administering tests during a pandemic, “parents need information on how their children are doing.”

I have been teaching the better part of three decades, and I have yet for any parent to ask me for standardized test scores so that the parent can know how their children are doing. They ask about grades on class assignments; they discuss specific skill areas that are challenging and ask for help with addressing the specific challenges arising from completing classroom assignments; they discuss supports needed when the children or other family members are facing health issues or other crises at home; they ask for assistance addressing behavior issues, but they never ask for standardized test scores out of a need to know how their children are doing.



Writing in Forbes, where he is a columnist, Peter Greene explains why the Big Standardized Tests are a very expensive waste of money and rime.

Leonie Haimson, executive director of Class Size Matters and board member of the Network for Public Education, responded to Biden’s broken promise about suspending the testing.

She wrote:

Today, Ian Rosenblum acting Asst. Sec. of the US Dept. of Education announced that states would NOT be given a waiver from administering standardized exams – though ten had already requested them, including New York.  Rosenblum is the formerly the Ed Asst. to Cuomo, and then worked at the pro-testing outfit Ed Trust, headed by John King.

His letter is here; article in Chalkbeat here.  The letter does say that the tests could be shortened, given over the summer (!) or even next fall. 

Surprising and depressing that they would make this announcement before Miguel Cardona, appointed as Secretary of Education, even took office, in the midst of a pandemic.  Check out the video here where Biden promised at an AFT forum that he would end mandated standardized testing.  Watch his answer here. Makes you wonder who is really running the show at the Dept of Education.

If states have to give these exams remotely, watch out for the surveillance spyware schools will ask to install on your children’s devices.  Best advice is to refuse and opt out of these exams altogether.

Leonie Haimson 

Executive Director
Class Size Matters

124 Waverly Pl.

New York, NY 10011
phone: 917-435-9329
leonie@classsizematters.org

www.classsizematters.org

The Biden administration chose a pro-testing advocate, Ian Rosenblum of Education Trust New York, to announce the decision that states must administer the federally mandated tests this spring. Miguel Cardona has not yet been confirmed as Secretary of Education nor has Cindy Marten been confirmed as Deputy Secretary. Who made this decision? Joe Biden? Jill Biden? Ian Rosenblum, who has not yet been confirmed as Deputy Assistant Secretary? (The Assistant Secretary has not even been announced.) Is the Obama administration back?

Joe Biden said unequivocally at a Public Education Forum in Pittsburgh when he was campaigning that he would end the federal mandate for standardized testing. Denisha Jones, lawyer, teacher educator, board member of Defending the Early Years, and the Network for Public Education, asked candidate Biden if he would end standardized testing. Watch his answer here.

This is hugely disappointing, first, because it is a broken promise; second, because it imposes standardized testing in the midst of a pandemic when access to education has been grossly uneven and unequal; third, because it diverts the attention of teachers and students to a meaningless exercise.

Please read this article that I wrote a few weeks ago for Valerie Strauss’s blog: What You Need to Know about Standardized Testing. It begins with the history of IQ testing, which was the forerunner to standardized testing, and shows its relationship to eugenics and racism.

In the middle, I summarize the pointlessness of the tests:

Politicians and the general public assume that tests are good because they provide valuable information. They think that the tests are necessary for equity among racial and ethnic groups.

This is wrong.

The tests are a measure, not a remedy.

The tests are administered to students annually in March and early April. Teachers are usually not allowed to see the questions. The test results are returned to the schools in August or September. The students have different teachers by then. Their new teachers see their students’ scores but they are not allowed to know which questions the students got right or wrong.

Thus, the teachers do not learn where the students need extra help or which lessons need to be reviewed.

All they receive is a score, so they learn where students ranked compared to one another and compared to students across the state and the nation.

This is of little value to teachers.

This would be like going to a doctor with a pain in your stomach. The doctor gives you a battery of tests and says she will have the results in six months. When the results are reported, the doctor tells you that you are in the 45th percentile compared to others with a similar pain, but she doesn’t prescribe any medication because the test doesn’t say what caused your pain or where it is situated.

The tests are a boon for the testing corporation. For teachers and students, they are worthless.

Standardized test scores are highly correlated with family income and education. The students from affluent families get the highest scores. Those from poor families get the lowest scores. This is the case on every standardized test, whether it is state, national, international, SAT, or ACT. Sometimes poor kids get high scores, and sometimes kids from wealthy families get low scores, but they are outliers. The standardized tests confer privilege on the already advantaged and stigmatize those who have the least. They are not and will never be, by their very nature, a means to advance equity.

In addition, standardized tests are normed on a bell curve. There will always be a bottom half and a top half. Achievement gaps will never close, because bell curves never close. That is their design. By contrast, anyone of legal age may get a driver’s license if they pass the required tests. Access to driver’s licenses are not based on a bell curve. If they were, about 35 to 40 percent of adults would never get a license to drive.

If you are a parent, you will learn nothing from your child’s test score. You don’t really care how he or she ranks compared to others of her age in the state or in another state. You want to know whether she is keeping up with her assignments, whether she participates in class, whether she understands the work, whether she is enthusiastic about school, how she gets along with her peers. The standardized tests won’t answer any of these questions.

So how can a parent find out what he or she wants to know? Ask your child’s teacher.

Who should write the tests? Teachers should write the tests, based on what they taught in class. They can get instant answers and know precisely what their students understood and what they did not understand. They can hold a conference with Johnny or Maria to go over what they missed in class and help them learn what they need to know.

But how will we know how we are doing as a city or a state or a nation? How will we know about achievement gaps and whether they are getting bigger or smaller?

All of that information is already available in the reports of the National Assessment of Educational Progress (NAEP), plus much more. Scores are disaggregated by state, gender, race, disability status, poverty status, English-language proficiency, and much more. About 20 cities have volunteered to be assessed, and they get the same information.

As we approach the reauthorization of the Every Student Succeeds Act — the successor law to No Child Left Behind — it is important to know this history and this context. No high-performing nation in the world tests every students in grades 3 to 8 every year.

We can say with certainty that the No Child Left Behind program failed to meet its purpose of leaving no child behind.

We can say with certainty that the Race to the Top program did not succeed at raising the nation’s test scores “to the top.”

We can say with certainty that the Every Student Succeeds Act did not achieve its purpose of assuring that every student would succeed.

For the past 10 years, despite (or perhaps because of) this deluge of intrusive federal programs, scores on the NAEP have been flat. The federal laws and programs have come and gone and have had no impact on test scores, which was their purpose.

It is time to think differently. It is time to relax the heavy hand of federal regulation and to recall the original purposes of the 1965 Elementary and Secondary Education Act: to distribute funding to the neediest students and schools; to support the professional training of teachers; and to assure the civil rights of students.

The federal government should not mandate testing or tell schools how to “reform” themselves, because the federal government lacks the knowledge or know-how or experience to reform schools.

At this critical time, as we look beyond the terrible consequences of the pandemic, American schools face a severe teacher shortage. The federal government can help states raise funding to pay professional salaries to professional teachers. It can help pay for high-quality prekindergarten programs. It can underwrite the cost of meals for students and help pay for nurses in every school.

American education will improve when the federal government does what it does best and allows highly qualified teachers and well-resourced schools to do what they do best.

Eve Ewing is a writer and scholar whose work I very much admire. When her book Ghosts in the Schoolyard: Racism and School Closings on Chicago’s South Side was published in 2018, I called it the best book of the year. Today, however, she published an article in the New York Times about charter schools that completely misses the point about the damage that charter schools do to public schools.

Basically, she says we should be happy whenever any school–whether public or charter–provides a good education. That is what I believed when I was an advocate for charter schools from the late 1980s until about 2007. It was then that I realized that charter schools were not producing better outcomes than public schools and were diverting money and the students they wanted from public schools. The more I learned about charter operators, their billionaire benefactors, their drive for money and power, and the corruption associated with their lack of accountability, the more I realized that this nation needs a strongly resourced, equitable, and excellent public school system. After thirty years of directing funding to charter schools, we have seen no systemic change of the kind that both Eve and I want.

The overwhelming majority of children in the United States attend public schools (only 6% attend charter schools). Public schools in many states are underfunded and have been since at least 2008–and some for even longer. When states authorize charter schools, they do not increase education funding. The funding pie does not grow. It is divided.

Some districts are in danger of being obliterated by charter operators: think New Orleans, which no longer has any public schools. New Orleans is supposedly the North Star of the charter lobby, but New Orleans today is as segregated and stratified as it was before Hurricane Katrina, and its academic performance is below the state average in one of the nation’s lowest performing states on NAEP.

Eve’s is the first article I have ever seen that celebrated the CREDO finding that only 19% of charter schools get higher test scores than public schools. She says, “Good for the 19%!” But what about the 81% of charter schools receiving public funds that are worse or no better than public schools? Those children and their parents were lured by false promises.

Her article does not acknowledge that many of the most “successful” charter schools are notorious for their disproportionately low numbers of students who are English language learners or have special needs. Nor does it note the high attrition rates or entry standards that winnow out the hardest-to-educate students, like the BASIS schools in Arizona and Texas, which regularly top lists of “best high schools” in the nation. BASIS requires its students to pass multiple AP exams in order to graduate and has high numbers of white and Asian-American students in a state with large numbers of Hispanic and Native American students. When Carol Burris reviewed the BASIS charters in Arizona in 2017, she found that the students at its 18 schools were 83% white and Asian in a state where those groups were 42% of the students in the state.

Eve completely ignores the recent explosion of voucher legislation in Red states. In the 2020 election, Republicans strengthened their control of state legislatures, which have now prioritized creating or expanding vouchers to pay for private and religious schools, for-profit schools, homeschooling, and whatever else parents want to spend public money on. Charters encourage consumerism, making schools a consumer choice rather than a civic good that we are all responsible to fund equitably. Charters pave the way for school choice, including vouchers.

Vouchers in Florida are subsidizing religious schools to the tune of $1 billion a year; voucher schools are completely unaccountable and they are allowed to discriminate against gay students and families and any other group they don’t like. Their textbooks teach creationism, racism, and religious dogma.

The photograph that accompanies her article–for which she is not responsible–features a KIPP school and says that KIPP runs more than 250 schools. Do we really want our public schools to be run by private corporations? Should parents who are unhappy with their school be satisfied to be told “leave and choose a different school”?

As I said at the outset, Eve today is expressing the same views I held 20-30 years ago, so I understand where she is coming from. She wants every school to be a great school. So do I.

She writes that parents:

want their kid to learn a language, study the arts, have a clean building, and books in the library.

What would it look like if we built an education policy agenda dedicated to ensuring those resources for all students? Not just the students who win a lottery, but the students who lose, or who never get to enter because they’re homeless or their families are dealing with substance abuse, and the adults in their lives don’t have the information or resources to participate in a school choice “market?” What if our system was built not to reward innovation for the few, but rights for the many?

What if we insisted that all our schools, for all our children, should be safe and encouraging places? What if our new secretary of education, Miguel Cardona, focused on a plan as audacious as the New Deal, as well-funded as the war on drugs, dedicated to an all-hands-on-deck effort to guarantee every child an effective learning environment? What if we as a society pursued the dream of great schools not through punishment (as in No Child Left Behind), and not through competition (as with Race to the Top) but through the provision of essential resources?

Are we likely to reach those goals if states are funding charter schools, voucher schools, home schooling, for-profit corporations, virtual charter schools, and education entrepreneurs? That in fact is where the current drive for more choice is heading. Multiple state legislatures are solely focused on school choice, not funding. Red states in particular start with charters, then move on to some form of public subsidy for religious and private schools. The U.S. Supreme Court is poised to approve the public funding of religious schools and to obliterate the “wall of separation between church and state.” Will the states increase their funding to account for the funding of all students now attending non-public schools?

Eve Ewing has a powerful voice. I wish she would rethink her message and acknowledge that the only way to achieve her vision is by funding and improving the only schools that admit all children and that are subject to civil rights laws and public accountability: Our democratically governed public schools.

This is a wonderful and well-deserved tribute to Angela Merkel, who recently stepped down as leader of Germany and (for now) leader of the western world (Trump abdicated that position). Angela Dorothea Merkel has been Chancellor of Germany since 2005. She served as Leader of the Opposition from 2002 to 2005 and as Leader of the Christian Democratic Union from 2000 to 2018. A member of the Christian Democratic Union, Merkel is the first female chancellor of Germany. (Not sure why the post says 18 years; she was Chancellor for 16 years.) She was born in Hamburg (in West Germany) but moved as an infant to East Germany when her father, a Lutheran clergyman, had a pastorate there. She earned a Ph.D. in quantum chemistry, then worked in research until the democratic revolution of 1989, when she became involved in political life. The story below about her domestic life reminds me of what Harry S Truman said, when a reporter asked what he would do when he got home to Independence, Missouri. He said he would carry the empty luggage to the attic.

Curt Cardine of the Grand Canyon Institute has calculated the cost of the proposed Arizona voucher proposal, which would give public money for private choices to the overwhelming majority of students in the state. If the proposal passes, even if relatively few students take vouchers, it will defund every school district in the state. The public schools of Arizona, already underfunded, will take yet another hit from a state that refuses to pay to educate its children.

Cardine has a 45-year career in education; he has worked in both public and charter schools. He has documented the ripoff of public school funding by unscrupulous entrepreneurs. Please read his book Carpetbagging America’s Public Schools: The Radical Reconstruction of American Public Education. And his book Schooling Alone: The Cost of Privatizing Public Education.

In the attachments, Cardine shows how much money each school district in Arizona is likely to lose, using the most conservative estimates.

Politicians in New York City and New York State eagerly seek the endorsement of the ultra-orthodox Hasidic community because it tends to vote as a bloc, favoring whoever supports their interests. One of their highest goals is to make sure that their religious schools are free of any state mandates. Andrew Yang has emerged as the leading defender of the yeshivas and their “right” not to provide a secular education.

An investigation of yeshivas by New York City officials that started in 2015 wasn’t completed until 2019. The investigation was prompted as a result of complaints by a group of yeshiva graduates called YAFFED (Young Advocates for Fair Education), led by Naftuli Moser. YAFFED said that some yeshivas failed to teach basic secular subjects such as English, science, and mathematics, leaving their students unprepared to enter secular society. YAFFED accused Mayor de Blasio of slowing down the investigation to placate his allies in the politically powerful Orthodox Jewish community.

In 2018, the New York Times ran an opinion piece by a graduate of a yeshiva complaining that all of his schooling had been taught in Yiddish or Hebrew, leaving him with no skills for the modern economy.

I was raised in New York’s Hasidic community and educated in its schools. At my yeshiva elementary school, I received robust instruction in Talmudic discourse and Jewish religious law, but not a word about history, geography, science, literature, art or most other subjects required by New York State law. I received rudimentary instruction in English and arithmetic — an afterthought after a long day of religious studies — but by high school, secular studies were dispensed with altogether.

The language of instruction was, for the most part, Yiddish. English, our teachers would remind us, was profane.

During my senior year of high school, a common sight in our study hall was of students learning to sign their names in English, practicing for their marriage license. For many, it was the first time writing their names in anything but Yiddish or Hebrew.

When I was in my 20s, already a father of three, I had no marketable skills, despite 18 years of schooling. I could rely only on an ill-paid position as a teacher of religious studies at the local boys’ yeshiva, which required no special training or certification. As our family grew steadily — birth control, or even basic sexual education, wasn’t part of the curriculum — my then-wife and I struggled, even with food stamps, Medicaid and Section 8 housing vouchers, which are officially factored into the budgets of many of New York’s Hasidic families.

Leonie Haimson, executive director of Class Size Matters, reported that the yeshivas “receive hundreds of millions of dollars in government funding, through federal programs like Title I and Head Start and state programs like Academic Intervention Services and universal pre-K. For New York City’s yeshivas, $120 million comes from the state-funded, city-run Child Care and Development Block Grant subsidy program: nearly a quarter of the allocation to the entire city.”

When the state or city says that the yeshivas should provide an education for their students that is “substantially equivalent” to secular education, their leaders cry “separation of church and state!” But, inconsistently, their representatives in the legislature actively lobby for tuition tax credits and vouchers. They want the state’s money but not its oversight of the education they provide.

Politico reported in 2019:

Only two out of 28 yeshivas investigated by the city’s Department of Education were deemed to be providing an education “substantially equivalent“ to that given at secular public schools, with another nine on their way to providing it, according to the city’s report on the long-delayed investigation into failing yeshivas.

The group Young Advocates for Fair Education, or YAFFED, lodged complaints against 39 yeshivas it deemed failing in 2015, which is when the city ostensibly began its investigation. After years of delay, the city narrowed its scope to only 28 of the schools. The DOE finished its visits to those schools this year, according to a letter schools Chancellor Richard Carranza sent to Shannon Tahoe, the interim state education commissioner, on

Out of those 28 schools, the DOE said only two were found to be substantially equivalent to legally mandated secular education standards; nine schools were found to be moving toward substantial equivalency; 12 were cited as “developing in their provision of substantially equivalent instruction,” and another five were deemed “underdeveloped in demonstrating or providing evidence of substantially equivalent instruction.

Some yeshivas refused to allow the investigators to enter.

Now comes an election for Mayor in 2021, and Andrew Yang is a prominent candidate.

Yang has made a point of siding with the Orthodox community and defending their “right” to ignore state curriculum standards (e.g., teaching secular subjects like mathematics and science in English, not Hebrew or yiddish). Consequently, he has become a favorite among the leaders of the Ultra-Orthodox community. Yang has made a point of his support for parent’s freedom to choose any kind of education they want.

As other candidates danced around the subject, Yang offered a blunt defense of the embattled Jewish private schools. “I do not think we should be prescribing a curriculum unless that curriculum can be demonstrated to have improved impact on people’s career trajectories and prospects,” Yang said.

He added, pointing to his own month-long Bible course at a Westchester prep school: “I do not see why we somehow are prioritizing secular over faith-based learning.”

The stance rankled some education advocates, who pointed to a 2019 report that found just a fraction of yeshivas were providing students with adequate secular instruction. Other observers described the comments, which echoed a similar answer recently given to The Forward by Yang, as a transparent attempt to curry favor with the Hasidic voting bloc.

This is a transparently disingenuous response, since studying the Bible as literature for a month is very different from religious indoctrination and studying almost all subjects in Hebrew or Yiddish. Certainly this does not prepare young people to enter the modern economy with the skills they need. (Apparently, Yang attended public high school in Somers, New York, in Westchester County, then the private Phillips Exeter in Massachusetts.)

“It’s like a horse race where one horse comes from last to near the top,” one leader in the Orthodox community, who asked for anonymity in order to speak candidly, told Gothamist. While Eric Adams and Scott Stringer were previously seen as the front-runner candidates, “nobody expected we’d even look at this guy,” the source added of Yang. “All of a sudden it’s ‘Whew!’ He’s certainly in that first tier pool of candidates.”

On Twitter, both the Satmar and Bobov, two of Brooklyn’s most influential Hasidic dynasties, have referred to Yang’s comments as “refreshing.” The head of New York government relations for Agudath Israel, an umbrella organization for Haredi Orthodox synagogues, also commended the candidate on Thursday.

The recent comments mark a shift from an answer Yang gave to Politico last month, in which he suggested that schools not meeting baseline standards should be investigated. In the time since, the outlet noted, the campaign has hired the Borough Park District Leader David Schwartz as director of Jewish Community Outreach.

“The things he’s saying echo with great precision what the pro-yeshiva groups are saying,” another source in the Orthodox community told Gothamist. “He’s very carefully putting these talking points out there.”

Yang defended his stance at a forum moderated by Randi Weingarten:

Gracie Mansion hopeful Andrew Yang on Thursday mounted an extraordinary defense of the Big Apple’s embattled yeshiva schools, telling a Jewish mayoral forum that the city has little business “prescribing” secular curriculum to the religious institutions.

Yang made the comments during a virtual New York City mayoral forum hosted by the New York Jewish Agenda after moderator Randi Weingarten asked him: “As mayor, how would you ensure that every child receives what the New York state Constitution calls a sound basic education on secular topics, including not just the public schools, but including the yeshivas and other religious schools.”

“When I looked at the yeshiva question, Randi, the first thing I wanted to see were — what were the outcomes, what is the data,” Yang responded.

The tech entrepreneur and a leading Democratic front-runner in the mayoral race, continued, “I do not think we should be prescribing a curriculum unless that curriculum can be demonstrated to have improved impact on people’s career trajectories and prospects afterwards.”

Yang’s remarks fly in the face of a damning 2019 report by the Department of Educationon yeshiva schools in the city that found that just two of 28 provided adequate secular education to their students.

“If a school is delivering the same outcomes, like, I do not think we should be prescribing rigid curricula,” said Yang who then spoke of his experience in high school.

“I will also say that when I was in public school we studied the Bible for a month. Bible as literature,” he said. “If it was good enough for my public school, I do not see why we somehow are prioritizing secular over faith-based learning.”

Andrew Yang is a cynical opportunist.

The New Hampshire House decided to hold off for a year with the universal voucher bill, that would funnel public money to religious schools, home schoolers, and anyone else who wants public money. However, the State Senate is barreling ahead with the same legislation.

On Thursday, February 18, the House Education Committee unanimously voted to retain HB 20, the statewide voucher bill, delaying further action until next year.

Moments later, the Senate announced a public hearing for SB 130, a nearly identical bill, on Tuesday, March 2, 2021. Both bills would create the most expansive voucher program in the country, and SB 130 would cost the state $100 million in new state spending in its first year alone. 

The public fiercely opposed HB 20 during the public hearing, noting that the bill included no protections for students, less transparency and oversight of taxpayer dollars, and almost no accountability for ensuring that programs funded by taxpayer dollars would be used appropriately or effectively. 

Altogether, 5,218 people signed on in opposition to the bill and 1,107 signed on in support over the course of the two-part hearing, which began on February 2 and had to continue the following week due to unprecedented turnout. 

SB 130 is nearly identical to the original HB 20, and would give families between $3,700 and $8,400 per student per year in taxpayer-funded “Education Freedom Accounts,” or vouchers, to pay for private school tuition, homeschooling expenses, computers, and other education-related costs.

“Our communities continue to struggle under the weight of an inequitable and inadequate school funding system, but this legislature continues to pursue an agenda that will divert resources away from our public schools and communities,” said Christina Pretorius, Policy Director at Reaching Higher NH. “Granite Staters have made it clear that they would rather be talking about expanding opportunities for all of our children, offering property tax relief, and investing in our communities, instead of siphoning off state funds for private education and downshifting costs to cities and towns,” she said.

The public hearing for SB 130 will be held on Tuesday, March 2, 2021 at 9 AM. Members of the public can register their support or opposition, and register to testify, using this link

HB 20: Historic Opposition and Last Minute Amendments

During a day-long executive session on Wednesday, House Education Committee members combed through a new amendment to HB 20 that attempted to address concerns that were brought up in the public hearing, but did not go far enough and in many cases, made the bill worse, according to Committee members. 

The amendment included income eligibility requirements and accountability measures, but did not address broader concerns with regard to discrimination against students and famillies, the potential for fraud and misuse of funds, and the fundamental concern with diverting public tax dollars to fund private and home school programs. 

The marathon executive session also revealed critical technical errors in the bill, particularly around the funding of the program. “A bill of this significance needs to be right. This Committee [is] the folks to do that, this is a good move to pause and reflect and get this done the way it should be,” said Representative Jim Allard (R-Pittsfield). 

Proponents of the bill are quick to point out that this doesn’t mean the conversation around HB 20 is over. Committee members will take the rest of the year to work on the bill, and have the opportunity to re-introduce it next year. 

“I think that if it’s going to be done, it’s going to be done correctly, we have to have bipartisan support and it has to be proven it has to be beneficial to everyone, to taxpayers, children, mostly for the children,” said Committee member Barbara Shaw (D-Manchester). 

About the amendment

The amendment created an income cap for eligible students, stating that only families with household incomes at or less than 375% of the Federal Poverty Limit would be eligible. For a family of four, that number would be about $99,375, which is higher than the median household income in New Hampshire. 

Even with the change, HB 20 would be the most expansive voucher program in the country, and could cost New Hampshire roughly $50 million in new state spending its first year alone. 

The Granite State is known to be parsimonious in spending on schools but the sky’s the limit when it comes to vouchers for religious schools and home schoolers.

The West Virginia legislature is rushing–like other red states–to pass voucher legislation. They know that very few students will apply for vouchers but that the cost will be enormous. West Virginia Republicans want to have the most expansive voucher bill in the nation (they are competing with New Hampshire and Arizona to supply everyone with the chance to use public money to attend a private or religious school).

However, the House Republicans decided to slow down when they saw how much their proposal would cost. And, they also noted that students can get a voucher not to “escape failing public schools,” but to pay for the religious school they already attend. In other words, the “voucher program” would be simply a subsidy to the 25,000 students already in private/religious schools and in home school. And it would cost $112 million a year to subsidize students whose parents are currently paying for them. And this money would be diverted from the state’s public schools, which enroll the vast majority of students.

Ryan Quinn of the Charleston Gazette-Mail writes:

After passing what could be the nation’s least-restrictive nonpublic school vouchers bill Thursday — one that would give every family in West Virginia money to private- and home-school their children if they want to remove them from public schools — the West Virginia House of Delegates recalled the bill.

On Friday, in a voice vote with no dissent heard, the Republican-controlled House recanted its passage vote of the day before. Delegates then sent the legislation (House Bill 2013) back to the House Finance Committee.

The West Virginia Senate had yet to pass the bill. House leadership indicated that it plans to fix issues with the bill and pass it again.

House Finance Chairman Eric Householder, R-Berkeley, said the reason for the move was a fiscal note he saw Thursday night.

“That’s why I decided to let people know what I discovered, what I read,” he said. “And now we’ve also asked [the Department of] Education to prepare a fiscal note, too. So, just trying to do the right thing, cover our bases, make sure everything is right.”

However, the state Division of Regulatory and Fiscal Affairs said the note was posted on the Legislature’s website on or before 11 a.m. Wednesday — so lawmakers could have seen it before voting Thursday.

Fiscal notes estimate how much bills will cost, but Republicans had rushed this bill to passage by just the end of the second week of this year’s legislative session.

The problem Householder cited is connected to the fact that the bill doesn’t specify how long parents must have their students enrolled in public schools to be eligible to receive the estimated $4,600 per-student, per-year to withdraw them and start private- or home-schooling.

“Based on our interpretation of the eligibility criteria, a parent of a student currently in private- or home-schooling could enroll their child in a summer public school program, making them eligible to apply for the Hope Scholarship Program,” the fiscal note said, referring to another name for the bill. “Alternatively, they could enroll their child in the public school system to become eligible. As this would introduce new students into the eligible population, it has the potential to substantially increase costs.”

The voucher for that amount is required to go to educational expenses, although that term is very broad in the bill.

Lawmakers had allowed for this cost increase by making the bill ultimately pay the $4,600 per-student, per-year for families who were currently home-schooling or private-schooling anyway. But they had added a provision saying those payments wouldn’t happen until fiscal year 2026-27 — the fiscal note said such costs could arrive much earlier.

“Based on data from the National Center for Education Statistics, there have been an average of 14,285 private-school students in West Virginia from 2003 to 2017, with no clear increase or decrease over time,” the fiscal note says. “For home-schooled students, we estimate approximately 10,000.

“Assuming current private- and home-school enrollment is similar, and assuming all of these students use one of these methods for becoming eligible for the Hope Scholarship, this could increase the cost of the program to the state by $112,300,882.65 per fiscal year, again assuming no increase in statewide average net state aid allotted per pupil.”

The note points out another potential problem with the likely unprecedented scope of the voucher program. Householder didn’t mention this issue, which is more fundamental to the bill.

The note said its participation estimates of 1% to 3% of current public school students that it used for calculating costs, even if the other problem were fixed, are based on the five states that have this kind of voucher program.