Author

Lisa Buie

Lisa Buie

Lisa Buie is online reporter for redefinED. The daughter of a public school superintendent, she spent more than a dozen years as a reporter and bureau chief at the Tampa Bay Times before joining Shriners Hospitals for Children — Tampa, where she served for nearly five years as marketing and communications manager. She lives with her husband and their teenage son, who has benefited from education choice.

AnalysisEducation and Public PolicyEducation ChoiceFamily Empowerment ScholarshipFeaturedFlorida Tax Credit ScholarshipGardiner ScholarshipMcKay ScholarshipNewsParental ChoicePrivate School ScholarshipsSchool ChoiceTax Credit Scholarships

Florida K-12 scholarship programs earn top rankings in national guidebook

Lisa Buie
Lisa Buie

Five Florida K-12 scholarship programs have landed in the top tier of education choice programs ranked by a national school choice advocacy group.

The Florida Tax Credit Scholarship and the McKay Scholarship programs each took top honors in their respective categories in rankings released today by the American Federation for Children.

The Florida Tax Credit Scholarship  program, which serves lower-income families, finished first out of 20 in rankings of tax credit scholarship programs across the United States, followed by Florida’s Hope Scholarship program, which allows students who have been bullied in public schools to transfer to participating private schools.

The McKay Scholarship program for students with disabilities, which is open to all students who are on individualized education plans or other plans approved by law, took the No. 1 spot out of 17 programs in the special education category. The Gardiner Scholarship, an educational savings account that serves students with unique abilities and certain special needs, ranked fifth.

The Family  Empowerment Scholarship  program, which was approved by the Florida Legislature in 2018 and began serving families during the 2019-20 school year, ranked fourth on the list of the nation’s scholarship programs. In its first year, scholarships were awarded to 17,802 students.

Step Up For Students, which hosts this blog, helps manage all but the McKay Scholarship, which is administered by the Florida Department of Education. John F. Kirtley, the founder of Step Up For Students, is vice president of the organization’s 12-member board of directors.

“We were amazed to see that the Florida Family Empowerment program came so close to meeting its 18,000-student enrollment cap in 2019-20, the program’s first year of operation,” American Federation for Children officials said in a news release. “In response to the popularity of this program, Florida legislators raised the enrollment cap to 46,000 students; Florida is now reporting that over 32,000 students are enrolled in the program for the 2020-21 school year, all of whom meet the lower-income requirements for participating families.”

Each year, AFC compiles a guidebook of comprehensive information on private school choice programs in America. Today, those programs serve more than 575,000 children in 26 states, the District of Columbia and Puerto Rico. The organization’s leaders say the goal is for the guidebook is to serve as a resource for those looking to better understand educational choice and to advocate for new and improved private school choice policies in 2021.

AFC rankings were based on information primarily from the 2019-20 school year. The group singled out Florida, Pennsylvania and Ohio for their impressive growth in education choice programs.

“One commonality across these three states … is a strong nonprofit organization on the ground that does both legislative advocacy and parent empowerment work,” the news release said. “Creating strong educational ecosystems takes coordinated work at all levels, starting with parents and going all the way to governors.

“In the midst of so much uncertainty about the future of our education system, we’re happy to see that some of these ecosystems seem to be working for the best interest of kids.”

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20 years of dedication, focus result in new landmark for Step Up For Students

Lisa Buie
Lisa Buie

Martin Luther King III led a rally in January 2016 that drew more than 10,000 people to Tallahassee in support of education choice in response to a lawsuit brought by the Florida Education Association demanding that the courts shut down scholarship programs in the state.

Editor’s note: You can view a timeline of Step Up For Students’ historical milestones at https://www.stepupforstudents.org/one-million/.

Nearly two decades after Step Up For Students began awarding tax credit scholarships for lower-income students to fulfill their school choice dreams, the organization is marking another milestone: the funding of its 1-millionth scholarship.

Over the years, as the concept of education choice has evolved, the scholarship offerings managed by Step Up For Students have changed to fit families’ needs. Today, students can choose from a variety of offerings ranging from the original tax credit scholarship to a flexible spending account for students with special needs to scholarships for victims of bullying. There’s even a scholarship for public school students who need help with reading skills.

“I’ve said from the very beginning my goal was that someday every low-income and working-class family could choose the learning environment that is best for their children just like families with money already do,” said John F. Kirtley, founder of Step Up for Students, the state’s largest K-12 scholarship funding organization and host of this blog.

Kirtley started a private, nonprofit forerunner to Step Up For Students in 1998 and since then has experienced all the milestones and challenges leading up to the millionth scholarship.

At the beginning, “It was just me, and I had enough money to fund 350 scholarships,” recalled Kirtley, who can recite statistics about the scholarship program the way a baseball fan quotes facts and figures about a favorite player.

Soon after, he learned of a new national non-profit, the Children’s Scholarship Fund, started by John Walton of the famous retail family and Ted Forstmann, chairman and CEO of a Wall Street firm.  Kirtley connected with that group, which was seeking to match funds raised by partners in different states for economically disadvantaged families to send their children to private schools of their choice.

“We hardly did any advertising at all,” Kirtley said. “It was just me walking around to churches and housing projects talking about the program.”

Truth be told, he didn’t need glitzy marketing. The program drew 12,000 applications in just four months, confirming what Kirtley already suspected: Parents of modest means wanted the best education for their children just as much as people who could afford to pay private school tuition or buy homes in desirable neighborhoods.

In 2001, Kirtley took his pitch to Gov. Jeb Bush, House Speaker Tom Feeney and Senate President John McKay, all of whom strongly supported the creation of the Florida Corporate Tax Credit Scholarship program. When the program, capped at $50 million, began awarding scholarships worth $3,500 in 2002, there were just 15,000 scholarship students. Joe Negron, who sponsored the bill while serving as a state representative and later supported scholarship expansion as a state senator, recalled the strategy he employed to get the bill passed.

“My best argument was that the liberal establishment also supported school choice – for their children, but not for families with modest means,” said Negron, who is now a business executive. “In addition, the personal stories from parents whose students were benefitting from the privately funded program were very powerful.”

High demand created wait lists, prompting lawmakers to raise the cap to $88 million in 2005. The next year, the award increased from $3,500 to $3,750. The state required students to take a nationally norm-referenced test to ensure accountability.

Families kept coming. By 2009, the cap stood at $118 million, with awards at $3,950. Despite the increases, the state’s Office of Program Policy Analysis and Government Accountability reported that the program had saved taxpayers $38.9 million in 2007-08.

Shortly after the program was renamed the Florida Tax Credit Scholarship, the first state-commissioned evaluation report showed students on the program in 2007-08 experienced learning gains at the same pace as all students nationally. Then in 2010, with bipartisan support, the Legislature approved a major expansion of the program. The bill allowed tax credits for alcoholic beverage excise, direct pay sales and use, and oil and gas severance taxes. The program also could grow with demand.

The Legislature returned again in 2014 to provide another significant boost in response to growing demand, prompting the Florida Education Association, the state’s largest teachers’ union, to bring a lawsuit demanding that the courts shut down the program.  Education choice supporters responded with a rally that drew more than 10,000 people to the steps of the state Capitol, including Martin Luther King III, son of civil rights icon Rev. Martin Luther King Jr. 

King told the crowd, more than 1,000 of whom had ridden buses all night from Miami to attend: “Ultimately, if the courts have to decide, the courts will be on the side of justice. Because this is about justice, this is about freedom—the freedom to choose what’s best for your family, and your child.”

The lawsuit failed in two lower courts and ultimately was rejected by the Florida Supreme Court in 2017.

The Tax Credit Scholarship was joined in 2014 by an attempt to give educational flexibility to students with severe special needs. Florida became the second state in the nation after Arizona to offer educational savings accounts to such students. Named the Gardiner Scholarship program in 2016 in honor of state Sen. Andy Gardiner, a strong supporter who shepherded the bill through the legislative process, the accounts could be used to reimburse parents for therapies or other educational needs for their children.

The state set aside $18.4 million for the program, enough for an estimated 1,800 students. A scant three months later, 1,000 scholarships had been awarded, and parents had started another nearly 3,700 applications. By 2019, the program was serving more than 10,000 students, making it the largest program of its kind in the nation.

Understanding the need for expanding the program so more families could participate, Gov. Ron DeSantis in 2020 approved a $42 million increase to the program, bringing the total allocation to nearly $190 million. The program which served 14,000 students during the 2019-20 school year, expects to serve approximately 17,000 students during the 2020-21 school year.

Choice programs also expanded in 2018 to help two groups of students dealing with challenges. The Hope Scholarship program became the first of its kind in the nation to offer relief to victims of bullying by allowing them to leave their public school for a participating private school. Reading Scholarship Accounts were aimed at helping public elementary school students who were struggling with reading.

Meanwhile, growing demand among lower-income families for Florida Tax Credit Scholarships prompted the Legislature to create the Family Empowerment Scholarship program in 2019. The program operates similarly to the tax credit scholarship program but is funded through the state budget.

Today, the five scholarships serve approximately 150,000 Florida students. As the number of students in the programs has grown, so have educational options available to them.

Charter schools, magnet schools, homeschools and co-ops, learning pods and micro-schools all address different needs. About 40% of students in Florida now choose an option other than their traditional zoned schools. In the Miami Dade district, the state’s largest, that figure is more than 70%.

Step Up For Students founder Kirtley sees a vital need to keep pace with that evolution and to eliminate the inequities these new programs can create for those of modest means.

“I have changed my stated goal to ‘Every lower-income and working-class family can customize their children’s education so they reach their full potential,’ ” Kirtley said, “just like families with more money do.”

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Reopening online was right choice for this faith-based Orlando school

Lisa Buie
Lisa Buie

Alpha Learning Academy fifth-grader Kamille Green started the new school year at her dining room table after a parent survey informed school leaders that most families were not ready to return to in-person learning.

Shakelia Henderson found herself in a tough spot.

The principal of Alpha Learning Academy had planned for a brick-and-mortar school re-opening based on declining COVID-19 numbers at the start of the summer, bolstered by parent surveys indicating families wanted their children back on campus. She and her team were excitedly making plans to be one of five Florida schools chosen to participate in a research project that required the use of a new curriculum.

But then in July, the number of coronavirus cases started climbing. Alpha families worried about health risks to their children and began having second thoughts about sending them to class. Some teachers also expressed concern about the risks of face-to-face instruction.

Henderson had to step back and reconsider. Should she forge ahead, as many other schools around the state were doing, and hope for the best? Or should she reopen online and have faith that her staff would be able to embrace the new ways of teaching in a virtual scenario?

Once again, she turned to her families, asking them to participate in another survey. Based on the response, Alpha Learning Academy classes resumed Aug. 31, all online.

Looking back, says Henderson, an experienced administrator who plans to pursue a doctorate at the University of Central Florida, she and her staff made the right choice.

“Taking a look at where we were and ordering PPE materials, I know school building-wise and maintenance-wise we weren’t ready,” she said. “A lot of our children have grandparents living in the home. There were so many layers to the decision.”

While parents elsewhere in the state and the nation staged protests and sued districts when their schools chose to reopen online, Alpha Learning Academy’s families embraced the decision to hold off. Based on reports from some experts, race may have played a role.

Districts where the vast majority of students are white have been more than three times as likely to reopen in person as school districts that enroll mostly students of color according to an analysis conducted by the Associated Press and Chalkbeat. The analysis attributed those findings in part to the fact that the pandemic has hit minority communities disproportionately hard, prompting more parents there to favor online learning.

Meanwhile, a survey of parents by the advocacy group EdChoice showed that 26% of Black parents said they were “extremely likely” to choose remote learning in the fall compared with 20% of white and Hispanic parents. In a related poll, Education Next found Black and Hispanic parents were more satisfied than white parents with their e-learning experiences.

Henderson sees her school reflected in those statistics.

Alpha Learning Academy, launched nearly 25 years ago, is sponsored by a church with predominantly Black membership. Nearly all its students are Black. All 144 participate in state scholarship programs, with 62% receiving the Florida Tax Credit Scholarship, administered by Step Up For Students, host of this blog.

From the first day of the new school year, things have run smoothly, and enrollment has held steady, Henderson said.

“Bright-eyed and bushy-tailed, our students beamed with joy to have the interaction and learning experience,” she said.

The transition to the new curriculum has gone smoothly as well.

“They are delivering it like a champ,” she said of her teachers. “Parents are seeing a difference in their children’s math and reading, and they really like the critical thinking skills they are seeing.”

While the pandemic undeniably has been a source of stress, it’s also been a motivator for the school, spurring creativity and innovation. Henderson has launched an online app called Group Me to organize her teachers and parents into collaborative groups for streamlined communication, recognition and celebration, a direct result of the need to move to online learning.

Henderson said she will reassess soon whether to reopen campus for the second quarter, which starts at the end of the month.

It won’t be easy. The school’s footprint is small, and common spaces such as the lobby are shared with the school’s sponsor, St. Mark AME Church. Henderson is working on enhancing safety protocols such as having students remain in cohorts, having teachers rotate among classes to reduce student movement, and possibly using the church fellowship hall to allow for more social distancing.  

Henderson recognizes that choices are important, and she wants to offer as many as possible so that each family can decide what is best for their child.

“We are currently exploring if we want to provide more options for parents such as modified schedules and continuing distance learning,” she said. “We are keeping a close eye on COVID-19 numbers and reports from the Department of Health to help us make the best decision.”

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CustomizationEducation ChoiceFeaturedHomeschoolingNewsParental ChoiceSchool Choice

Teacher loved her classroom but has no regrets about new role as homeschool coach

Lisa Buie
Lisa Buie

Many parents, including Lian Chikako Chang and her husband, Drew Harry, who live in San Francisco, have turned to education options such as micro-schools, homeschooling and learning pods during the coronavirus pandemic.

Emily Brigham is a homeschool success story. Her mother, a former teacher who left the classroom to educate her daughters herself, was such an inspiring role model that Brigham and her two sisters grew up to become teachers.

She was so gung-ho that she began tutoring and offering music lessons at age 14 and continued through high school and college. She interned in a classroom every semester of college.

Emily Brigham

“I just wanted to help kids however I could, seeing what a vulnerable place they’re in,” said the 23-year-old. “I want to be a friend to them; I want to help guide them. I want to help them learn to love learning and to love discovery.”

Last year, Brigham landed her first full-time teaching job on the San Jose campus of Seaside Charter School in Jacksonville. It was a dream come true for the University of North Florida graduate. But when schools prepared to reopen this year amid the continued threat of the coronavirus pandemic, Brigham made a tough decision. Like countless other teachers, she resigned her traditional teaching job to join the growing number of educators interested in assisting families who are exploring other educational choices such as homeschooling and learning pods.

A USA Today/Ipsos poll conducted in May showed that one in five teachers said they were unlikely to return to the classroom in the fall. Hillsborough County Public Schools, which typically sees about 150 requests for leave each year, scrambled to fill more than 500 teacher vacancies.

Teachers weren’t the only ones fleeing. Six in 10 parents with at least one child in grades K-12 who participated in the survey said they likely would pursue at-home learning options instead of sending their children back for in-person instruction. Nearly a third of parents, 30%, said they would be “very likely” to do that. 

Brigham disagreed with one finding of the USA Today poll that showed two-thirds of teacher respondents said the pandemic made them unable to properly do their jobs. On the contrary, she said, she felt confident and supported at Seaside Charter despite the challenges of a quick transition to virtual learning last spring.

“It was an amazing school for my first teaching experience,” she said. “I learned so much, not just about how to handle classroom discipline and how to grade papers but how to teach the whole child following the Waldorf tradition. I can’t imagine having a better first-year experience.”

That tradition, which brings a holistic approach to developing students’ intellectual, artistic and practical skills, allowed Brigham to be creative, she said. She was looking forward in May to “looping” with her 19 first graders by becoming a second-grade teacher. But as summer began, parents who were dissatisfied with distance learning or who feared sending their kids back to campus due to COVID-related safety concerns reached out to her for homeschooling guidance.

She turned them down at first. But then she realized the new venture would allow her to return to her “homeschool roots.” She explained her decision in a farewell letter to Seaside families, none of whom had asked her for homeschooling help, stating that it took a great deal of time to make up her mind.

Just six weeks into the new school year, Brigham’s new path already has begun to widen. In addition to assisting three homeschool families online and two in person, she also is teaching online classes for a Christian school in Pennsylvania.

While she enjoys the freedom and variety of what she’s doing, she acknowledges that not everyone has the luxury of taking a drastic pay cut to pursue a dream. She lives at home with her parents and can afford to work for less money, unlike some of her peers who have children and mortgages that necessitate a higher salary and benefits.

But for Brigham, a devout Christian who likes to bring her faith into her lessons, the trade-off is worth it.

“I’m able to live my faith and educate the whole child,” she said

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New Florida Catholic schools superintendent: ‘Our schools will continue to be known as the best schools anywhere’

Lisa Buie
Lisa Buie

Chicagoan Father John Belmonte comes to his new post with years of experience in Catholic education.

The Catholic Diocese of Venice, Fla., has a new superintendent.

Father John Belmonte, SJ, will oversee the diocese’s Department of Education, which consists of 15 schools and 4,777 students. Additionally, he will be responsible for the Office of Religious Education, which supports 61 parishes within the diocese, and the Institute for Catholic Studies and Formation.

redefinED interviewed Belmonte to learn more about his thoughts on the new school year, his own education and role models, and his vision for Catholic schools in Florida and beyond. Answers have been edited for clarity and brevity.

Q. Brick-and-mortar schools reopened in your diocese five weeks ago. How did things go? What was the best thing that happened that day? What has proved most challenging?

A.  Our principals and teachers worked very hard to prepare for the reopening of school. Their preparation has really paid off. The reopening was very smooth.  Our students and parents have also cooperated with the safety measures put in place. I visited one of our schools on the first day. The best thing that happened was that one of our first-grade girls very proudly showed me her new unicorn backpack, complete with reversible sequins! Beyond unicorn backpacks, the best thing was seeing all the students and teachers very happy to be back in school. The biggest challenge for the teachers has been providing in-person and online learning simultaneously. They are doing outstanding work keeping students engaged in both formats. 

Q. What was your own education like as a child? Do you think it adequately prepared you for life and a career?

A. I like to tell the elementary students that I completed the 27th grade. That comment is usually met with gasps as they consider going to school for decades! I went to public schools in suburban Chicago through high school, then Catholic universities and seminaries through doctoral studies. My suburban public-school experience was different from the public-school experience today. Public schools today tend to be more politicized with curricular initiatives and programs that indoctrinate rather than educate. The education and formation that I received as a member of  the Society of Jesus has been outstanding. The spiritual and intellectual formation I received from truly brilliant Jesuit priests and professors prepared me not only as a priest but also as a classroom teacher and school administrator.  Also, the opportunity to study overseas changed my view of the world and the church.

Q. Other than biblical figures and saints, who has been the biggest influence on you? What did they teach you?

A. I have been inspired, challenged, supported and loved by some of the best and greatest men I have ever known, Jesuits all, and masters of the spiritual life remarkable for their holiness. Professors and teachers in various fields remarkable for their intellectual honesty and brilliance. Administrators remarkable for their prudence and skill. Men of the church remarkable for their devotion and dedication. Superiors remarkable for their patience, courage and steadfast support. Companions remarkable for their friendship and loyalty. Undoubtedly, I consider myself to be a better Catholic, Jesuit, priest, and man because of so many good Jesuits. My parents, of course, top any list. My father, Joseph, instilled in me an appreciation for family, faith and fun. My twin brother, Joe, younger brother, Matt, and I benefited from his love of sports, family activities, a good sense of humor and lots of friends. The influence of my mother, Suzanne, over my vocation to religious life and the priesthood could not be more significant. She is a model for me of someone who faced a lot of adversity with faith, grace and determination.     

Q. What is your vision for the future of the schools in your diocese? What changes do you plan to make to help further that vision?

A. The Catholic schools in the Diocese of Venice are places where we have fostered faith, created self-confidence, supported good decisions, promoted enduring values, nurtured good habits, revered virtues, honored self-discipline, safeguarded emotional and physical health and prized academic achievement and hard work. There are, of course, many alternatives to Catholic schools, but there is no substitute. We need Catholic schools now more than ever. I am fortunate to now serve as superintendent in a diocese with excellent Catholic schools. We do plan to improve by growing our enrollment, enhancing the Catholic school culture across the diocese, and developing our curriculum with Catholic curricular standards and innovative programs.

Q. In the wake of the pandemic, all schools – public, private secular and private faith-based – are facing challenges, including some that threaten their existence. The New York Times recently published a story that said 150 Catholic schools nationwide have closed and that a growing number are in danger of shutting down forever. How do you perceive the landscape for Catholic schools in Florida?

A. Different from other parts of the country, Florida is fortunate to have a well-established Tax Credit Scholarship Program that provides significant funding that makes Catholic education available to families that would not otherwise be able to afford it. Even more important to the future of Catholic schools in Florida are the strong Episcopal and Catholic school leaders who provide authentic Catholic school culture and maintain the highest educational standards. The performance of Catholic schools during the pandemic in the spring as well as this school year with our successful reopening is evidence of the great leadership we enjoy in our Florida Catholic schools. 

Q. What do you think can be done to make sure Florida Catholic schools are able to survive, both over the short term and long term?

A. When was the last time you heard of the best school in the area having to close due to lack of interest? As long as Catholic schools provide authentic Catholic school culture with a relentless focus on mission, we will have places where children are introduced to the truth, beauty and goodness that is the foundation of our faith and our future. Our schools will not simply survive but thrive. Our schools will continue to be known as the best schools anywhere. 

More about Father John Belmonte, SJ

A native Chicagoan, Belmonte earned his bachelor’s degree in history from Marquette University in Milwaukee in 1985. Upon graduation, he entered the Society of Jesus in St. Paul, Minnesota, and pronounced vows in 1987. Two years of philosophy and humanities studies at Creighton University in Omaha, Nebraska, followed. 

In preparation for ordination to the priesthood, he completed his theological studies at the Pontifical Gregorian University in Rome, graduating with the baccalaureate in sacred theology in 1995. He was ordained to the priesthood in 1996 in Milwaukee. In 1997, he completed a licentiate in sacred theology with a concentration in sacred scripture at Weston Jesuit School of Theology in Cambridge, Massachusetts.

In 2006, Belmonte completed the doctoral program in educational leadership and policy studies at Loyola University Chicago. While working on his doctorate from 1999 to 2003, he served as the director of pastoral ministry at St. Ignatius College Prep in Chicago. From 2004 to 2010, he served as principal of the Jesuit college prep high school in Milwaukee, Marquette University High School. 

He served as superintendent of Catholic schools for the Diocese of Joliet from 2010 to 2020 and in 2013 was elected to the board of the National Catholic Educational Association, where he served until June 2020. From 2011 to 2018, he served as a chaplain at Wrigley Field. If pressed, he does take some credit for the 2016 World Series Championship.

You can follow him on Twitter @Father_Belmonte. You can download, Created in Your Image, the Catholic photo sharing app he created with a marketing team in Chicago to (re)engage young Catholic parents.

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Influx of new families from out of state a boon to Jewish schools in Florida

Lisa Buie
Lisa Buie

Hebrew Academy Community School began the 2020-21 school at near maximum capacity thanks to an influx of 60 new families, many from out of state.

At Hebrew Academy Community School in the North Broward County city of Margate, students in early childhood classes are learning about germs by spreading glitter glue on their hands and washing it away. In the upper grades, socially distanced students wearing masks are watching out for each other’s health. Meanwhile, school staff members are welcoming new families with care packages of challah bread and wine for the Sabbath.

A recent post on the academy’s Facebook page to launch the 2020-21 year is evidence of a new excitement at the Early Childhood-Grade 8 Jewish school founded in 1987: “From Los Angeles to Crown Heights and beyond, we are thrilled to have so many fresh faces to greet each day!”

Hebrew Academy has good reason to be thrilled. Originally serving four early childhood youngsters in the living room of a young Jewish couple, the school now boasts a 32,500-square-foot main building and a 5,000-square-foot state-of-the-art gymnasium. More than 375 children are enrolled this year, each one benefiting from school leaders’ belief that all Jewish children should have access to Torah learning.

“We’re pretty much at maximum capacity,” said development director Rabbi Shloime Denburg, who enrolled 60 new students this year. “We’re seeing a lot of families from New York and New Jersey. For the first time, we’re also getting calls from California.”

This influx of interest from Jewish families outside of Florida isn’t limited to Hebrew Academy Community School. Even as enrollment plummets at other private schools across the state, Jewish schools are experiencing massive growth, according to Mimi Jankovits, executive director for Teach Florida, part of the national Teach Coalition advocacy organization for Jewish schools.

Jankovits cites a variety of reasons for the expansion: a lower cost of living, less crowding, a better climate. Not to mention the wide variety of Jewish schools available and the fact many participate in the state’s K-12 scholarship program.

“Whatever your philosophy is, there’s probably a school for you here,” Jankovits said, adding that even if some families don’t need the financial assistance state scholarships offer, it’s reassuring to families to know Florida is friendly to school choice.

“We are excited Florida can offer people moving here these opportunities to get scholarships if they need them,” she said.

Brauser Maimonides Academy in Fort Lauderdale started the school year with about 70 new students.

“That’s the most we’ve ever brought in,” said Eli Hagler, executive director of the Modern Orthodox school. In just five years, Hagler said, school enrollment has increased from 350 to 550 students.

A lot of those families have migrated to South Florida from outside the state.

“I’ve spoken to a lot of people from New York and New Jersey. Companies are going virtual and staying virtual, and so people are looking to get out,” he said.

Like Jankovits, Hagler pointed to lower living costs and scholarship opportunities as magnets drawing Jewish families to Florida. He also praised new legislation that allows more families to qualify and no longer requires them to reapply each year for the Florida Tax Credit Scholarship, a program administered by Step Up For Students, which hosts this blog.

“We don’t view private Jewish day school as a choice,” Hagler said. “It’s a necessity.”

Annual tuition at Brauser Maimonides ranges from $9,475 for 2-year-old nursery students to $18,780 for middle school students. That’s significantly lower than tuition at a Jewish day school in New York, which can cost $30,000 per year.

Student enrollment also is up at Hebrew Academy in Miami, a surprise for school leaders who had expected to see enrollment drop due to COVID-19. But more than 70 new families replaced those who decided not to re-enroll.

“All of a sudden we had these New York families,” said dean of admission Ami Eskanos. “They started referring their friends. One of our alums transplanted back down here, and she started showing homes to all of these New Yorkers coming down, and they started referring people. They just kept referring one another.”

Although most Jewish families are relocating to South Florida, other parts of the state also are experiencing an influx of new residents from the Northeast eager to find seats for their children in Jewish schools.

“We started 10 years ago with 12 kids and are almost at 110 this year,” said Rabbi Avraham Wachsman, dean at Orlando Torah Academy, a Jewish preschool and day school serving Orlando and Greater Central Florida.

Wachsman recently has received inquiries from families in New York, New Jersey and Pennsylvania.

“You hear so much about shrinking schools, but we have the opposite,” he said.

Quality of life and lower tuition are among the main factors that are driving relocation, Wachsman said. Along with one additional benefit.

“I’m from Milwaukee,” he said. “I’ve done my 30 years’ time in the snow.”

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Catholic virtual school offers options to families seeking online faith-based education

Lisa Buie
Lisa Buie

Archdiocese of Miami Catholic Virtual School curriculum includes core subjects including reading language arts and math, religion and theology, Advanced Placement and dual enrollment courses as well as electives.

When Susana Moro was diagnosed with acute lymphoblastic leukemia nearly four years ago, a faith-based virtual school in South Florida allowed her daughter to stay home with her mom while keeping up with her schoolwork.

“She felt very comfortable and loved the classes,” said Moro, who underwent a successful bone marrow transplant and is now healthy. Her daughter, who had been a sophomore at Immaculata-LaSalle High School, did so well at Archdiocese of Miami Catholic Virtual School that she opted to stay and graduate, Moro said.

Since then, Moro’s younger daughter enrolled in the Catholic virtual school as an eighth grader to take a high-school level Spanish class.

And now, during the coronavirus pandemic, the school is helping families in Florida and beyond who want an online Catholic education for their children, although school leaders stress their goal is to complement in-person Catholic schools rather than compete with them.

“We expect most of these students to return to their brick and mortar schools,” principal Rebeca Bautista said. 

Founded in 2013 when it served only a handful of students, the Catholic virtual school was created to support traditional Catholic schools by allowing high school students to take courses that were not available on campus, get remedial instruction and bank extra credits, as well as serve those whose participation in sports or other activities required frequent travel.

Earlier this year, the school added kindergarten through fifth grade, bringing its enrollment this year to about 800. Most students attend part time.

“Our mission is to ensure that Catholic education is not only on the cutting edge but setting the pace and establishing new educational models to inspire students to maximize their God-given gifts resulting in transformation,” Thomas Wenski, Archbishop of Miami, wrote in an announcement letter to families when the school opened. The letter stressed it was important that “all Catholic schools keep pace with the demands of the 21sth century.”

The Catholic virtual school is fully accredited by the global non-profit accreditation organization Cognia and uses only teachers who are certified to work in Catholic schools. Powered by Florida Virtual School, the state’s 23-year-old online public school, it has infused Florida Virtual School content with Catholic faith and values perspectives, such as prayers before classes and references to God and church teachings. The virtual platform also includes theology courses that school leaders developed from scratch.

“We have ability to edit the content and enrich it,” said Marcey Ayers, director of special programs in the Office of Catholic Schools for the Archdiocese of Miami. “They know that it’s a Catholic course they are taking.”

Like other virtual schools across the country, Archdiocese of Miami Catholic Virtual School has received more attention as families flocked to online education after COVID-19 forced campus shutdowns. Over the summer, the school got 10 to 12 calls a day from families seeking options. As the pandemic continued into August, the Catholic virtual school stepped up for traditional Catholic schools.

It offered them the use of their courses, taught by fully certified Archdiocese of Miami Catholic Virtual School teachers, as an online option for students not ready to return in person. It also offered its online curriculum to traditional schools’ faculty so they could deliver customized online lessons.

“Being able to offer this virtual school was really a blessing to us,” said Todd Orlando, principal of Bishop Kenny Catholic High School in Jacksonville. The school pivoted to distance learning in the spring, but when it became apparent the pandemic would continue into the new school year, leaders decided it would be more efficient to let a virtual school handle the virtual option than to require its faculty to teach both formats simultaneously.

“We are a brick-and-mortar school. We are not a virtual school,” Orlando said. “These people know what they’re doing.”

He added that school leaders also were attracted to the fact that Archdiocese of Miami Catholic Virtual School courses reflect the church’s teachings.

“We wanted a Catholic option for our families,” he said. “We realized their curriculum mirrored ours in each and every way. It’s been a positive and smooth transition for us.”

Of the 1,264 students enrolled this year at Bishop Kenny, 44 chose the virtual option.

Families with students who receive state scholarships including the Florida Tax Credit Scholarship can take classes through the Catholic virtual school during the pandemic as long as they are enrolled in a brick-and-mortar Catholic school, thanks to the waiving of a state rule that had required scholarship recipients to be taught primarily in person.

(Step Up For Students, which hosts this blog, is the state’s largest administrator of the Florida Tax Credit Scholarship for lower-income students.)

“It’s been an odd year,” Bautista said, explaining that most of the inquires she received over the summer came from families who had children with underlying health conditions or who lived with elderly relatives. Other calls came from international families planning to move to the United States but whose visas got delayed due to the pandemic. Other families wanted the chance to watch how campus re-openings went before committing to sending their children back.

“Some families made it very clear their intention was to only enroll for the first semester,” Bautista said. “They are hoping by January or the end of the first quarter they can go back to campus. Some said they might do a whole year and have a virtual year.”

That’s fine with her. The virtual school operates on a semester system, has a pool of part-time certified teachers, and is used to being nimble. They also see their primary purpose as supporting traditional Catholic schools.

“If a school calls and says, ‘This is an issue that we have, can you help us,’ 99.9 percent of the time, we say, ‘Yes, we can,’” Bautista said. “We don’t have a minimum enrollment. If one student from one school needs Algebra I, we can offer it.”

 Virtual school leaders want to ensure continued growth by raising awareness and offering new programs, such as recently launched theology classes for adults. COVID-19 has provided an opportunity for Catholic schools to extend their reach, especially as people become more comfortable learning online, Bautista said.

“We’re expanding our marketing for the school to reach everyone,” said Ayers, the special program director for the archdiocese. “We are going to meet the needs of all students – not just gifted or special needs students, but all students.”

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