Florida gives parents the ability to direct the education of their children. Today about half of all K-12 students in the state attend a school of choice, and 500,000 students participate in state educational choice scholarship programs.  

Gov. Ron DeSantis accelerated these trends in 2023, when he signed HB 1 and made every student eligible for a scholarship. No school can take any student for granted, and state funding follows students to the learning options they choose.  

Unfortunately, misleading claims amplified in the media have blamed this expansion of parental choice for school districts’ budget challenges. 

Sarasota County Schools, for example, recently estimated that scholarships “siphoned” $45 million from its budget, a figure cited in a WUSF article. In reality, most of the $45 million represents funding for students that Sarasota was never responsible for educating, such as those already in private schools, homeschooling or charter schools.  It also does not account for students who return to district schools after using a scholarship. Once those factors are considered, the actual impact is considerably smaller than the headline number suggests. 

For the 2024-25 school year, Sarasota County lost just 330 public school students to scholarship programs, but only 245 of those students came from district-run public schools. If those students had stayed, they would have brought the district about $2 million, not $45 million. That figure still does not account for the students who returned to district schools after using a scholarship the prior year, so the real impact would be smaller. 

Other districts have been vocal about their budget difficulties, often attributing them solely to growing scholarship demand, such as Leon County Public Schools, which in 2024-25 lost 240 students from district-run schools (0.8% of enrollment), and Duval County Public Schools, which lost 1,237 students (1.2% of enrollment). 

Statewide, 32,284 students left public schools in 2024-25 to use a scholarship. That is only 1.1% of all public-school students in Florida, and even that total includes those who previously attended charter schools, university-affiliated lab schools, virtual schools, and other public-school options. 

Looking at district-run schools alone, just 24,874 new scholarship students left for scholarship programs in 2024-25. Another 5,507 came from charters, and 1,897 came from virtual schools. In fact, as a percentage of their total enrollment, charter schools lost more students to scholarship programs (1.4%) than district-run schools did (1%). 

This means that the expanded scholarship program may be having a bigger impact on charter schools than districts. Charter schools, however, haven’t been as vocal about vouchers, and that is likely because charters continue to grow enrollment while district schools have started to shrink.  

Enrollment declines in some districts have been real, even if the blame on scholarships is misplaced.  

Declining enrollment is being driven by parent preferences – but also by shifting demographics and the ebb of the post-Covid population boom. Florida is one of the few states where overall K-12 population is expected to continue growing, but the growth will be uneven, and every school will have to compete for students. 

Even as they face intense competition and demographic headwinds, Florida’s charter schools have kept growing. Some innovative district leaders have signaled a willingness to hear the demand signals from parents and create new solutions to meet their needs. 

Understanding what parents seek in private and charter schools, and how new public-school models can better meet those demands, would be a good place for districts to start. 

Pre-K and Voluntary Pre-Kindergarten (VPK) have also been major feeders for Florida’s scholarship programs. In 2024-25, 53,825 new scholarship students came from pre-K — somewhere between one-third and nearly half of all VPK students statewide.  

Public schools have limited Pre-K offerings. Statewide, there are less than one-third as many Pre-K students as kindergartners enrolled in public schools. Private schools, by contrast, have used it as a key pipeline to recruit future students. 

Districts have other avenues to respond to changing parent demands. Since 2014, when the Family Empowerment Scholarship for Students with Unique Abilities (FES-UA) was introduced as the Personal Learning Scholarship Accounts, districts have been allowed to offer classes and services to scholarship students.  

The passage of HB1 in 2023 transformed every state scholarship into an education savings account.  K-12 families now have more flexibility to use scholarships for “a la carte learning,” in which they pick and choose from a variety of educational options. By offering part-time instruction, tutoring, therapy, and other services, districts can win back students and the associated funding.  So far, 21 of Florida’s 67 districts have taken advantage of this opportunity, with 10 more in the pipeline. 

Florida’s enrollment shifts are real, but data shows the “voucher drain” narrative overstates the impact. The real challenge for districts is not money being “siphoned;” it is families choosing other options. Districts that adapt and compete for students will keep both enrollment and funding – leaving students, families and taxpayers better off.  

Nothing can stop Denise Lever. Not a raging wildfire and certainly not a state fire marshal’s effort to shut down her tutoring center by trying to impose regulations that could have forced her to spend $70,000 on building upgrades.

As one of the nation’s few female wildland firefighters in the late 1980s, Lever survived the hazing that came with being a woman in a male-dominated profession by proving herself and never backing down.

For example, take this story: Lever’s team had been dispatched to a California fire. Roads were closed, and the crew had to climb up a cliff to get into position. Loaded down with their gear, they pulled together and worked through the night.

“It was absolutely brutal,” Lever recalled. “It was hot. It was windy. Our hands were cut up from moving brush, and we lost gloves in the middle of the night, and we couldn’t find them on the fire line because of the debris.

As morning broke and a cold Pacific Ocean breeze stung their faces, the team huddled together in space blankets and reflected on their victory.

“The camaraderie and the sense of accomplishment, they’re irreplaceable,” Lever said.

Lever’s days of battling blazes ended when she got married and became a homeschool mom to three kids, but her trailblazing spirit stayed with her when she became an education entrepreneur.

In 2020, she opened Baker Creek Academy, a tutoring center/microschool to support homeschool families in Eagar, Arizona, just west of the New Mexico state line. The center operates four days a week for five hours per day and serves about 50 students, who attend on different days at various times. Baker Creek provides a host of supplemental services, primarily to homeschooled students, from one-on-one tutoring to limited classroom instruction and group projects to field trips. Students and parents can customize the services that best fit their needs. Baker Creek doesn’t keep attendance records because, Lever said, parents are the ones in charge.

After completing her city’s approval process, Baker Creek began operating in a historic commercial building once occupied by a church, shared with three other independent microschools.

One day, out of the blue, an official at the Arizona Office of the State Fire Marshal left Lever a voice mail message. He wanted to inspect her “school.”

“And I said, ‘No, not really, because we're not a school,’” she said.

As an experienced firefighter, Lever recognized a school designation for what it was: the potential kiss of death for her tutoring center.

Being labeled a school triggers a list of code restrictions intended for campuses that serve hundreds or sometimes thousands of students and often include sports fields, playgrounds, auditoriums, cafeterias, gymnasiums, classrooms, and offices.

On the line are often tens of thousands of dollars in mandated building changes, which are not required for other commercial buildings, such as dance studios and karate dojos.

Levers wasted no time. She contacted the Stand Together Edupreneur Resource Center, which offers guidance, but not legal advice, about regulatory issues. The representative encouraged Lever to contact the Institute for Justice, a national public interest law firm that specializes in education choice litigation and zoning issues.

IJ Senior Attorney Erica Smith Ewing sent a letter to the state’s fire inspector questioning the basis for the inspection.

“Ms. Lever successfully completed a local fire safety inspection in 2023 and has been operating successfully with no problems,” the letter said. “Your request to inspect her property was unexpected. Could you please explain why you wish to inspect her property? We do not currently represent Ms. Lever, and we hope that formal representation will be unnecessary.”

Lever said she faced the possibility of having to spend tens of thousands of dollars upgrading doors and electrical systems. Because the building was smaller than 10,000 square feet, she avoided the order to install a sprinkler system, which can cost $100,000.

However, the timing couldn’t have been worse.

“If the state was going to require some of these upgrades, that was just not going to be possible for (our landlord) to renew our lease,” she said, adding that she used the building to host summer programs and annual meetings for other microschool leaders who use her consulting services.

Lever also wondered why similar businesses weren’t targeted -- for example, a dance studio across the street that taught school-age students and operated similar hours to Baker Creek.

“Because she offered dance instead of math tutoring, her program was considered a trade, and our program was going to be shut down and treated like an education facility simply because we offered more of an academic program,” Lever said.

State officials performed the inspection, but finally backed down, offering only that the situation was a result of “confusion” and the Lever’s business wasn’t under their jurisdiction.

“Forcing Denise to follow regulations designed for sprawling, traditional schools would be both arbitrary and unconstitutional,” Ewing said. “More and more, we are seeing state and local governments hampering small, innovative microschools by forcing them into fire, zoning, and building regulations that never anticipated microschools and that make no sense being applied to what microschools do.”

In Georgia, local officials tried to force a microschool to comply with unnecessary inspections and building upgrades, in violation of state law protecting microschools. They backed down after a letter from IJ. And in Sarasota, Florida, Alison Rini, founder of Star Lab, nearly closed her doors this spring when the city interpreted the fire code to require she install a $100,000 fire sprinkler system, despite operating from a one-room building with multiple exits. Only after a donor provided a generous gift was she able to stay open.

“Teachers shouldn’t need lawyers to teach,” said IJ Attorney Mike Greenberg. “Bureaucrats shouldn’t use outdated and ill-fitting regulations to stifle parents and students from choosing the innovative education options that best suit their needs.”

Lever said the state’s decision to back off sets a precedent that will help other microschools across Arizona.

“I was definitely willing to go forth with the lawsuit,” she said. “At this point, though, we’re going to take our win. We’re going to publicize it so the other microschools will know what their options are.”

CLEARWATER, Fla. – Gedontae “Duke” Rich never considered himself Ivy League material until, as a high school junior, he was approached by a football coach from Princeton University who offered a scholarship.

Not long after, he received a similar offer from a football coach at Cornell University.

“The college scholarship part, I could probably see myself doing that,” Duke said. “But an Ivy League school? That wasn't even a thought. I didn't know I was capable of that until I got the offers.”

What to do? Princeton or Cornell?

“I told him there was no wrong decision,” said Chris Harvey, the football coach at Clearwater Central Catholic High School (CCC).

Duke, a standout safety who played four years of varsity football at CCC, picked Cornell, an Ivy League school in Ithaca, New York.

“It’s a chill atmosphere,” he said. “It’s an Ivy League degree, but everyone is not there to be a rocket scientist.”

Duke graduated in May from CCC, having attended the college-preparatory high school with the help of a Family Empowerment Scholarship for Educational Options, managed by Step Up For Students.

“You don't really see too many young Black men from where I'm from and where we grew up that are able to keep focused, keep their grades up, and go to an Ivy League school,” said Duke’s father, Gedontae Rich. “That speaks volumes.”

***

Duke grew up in St. Petersburg, about 30 minutes south of CCC. He’s been called Duke his whole life – “I was always calling him ‘Duke’ since he was little, crawling around, and it just stuck,” Gedontae said – and he attended CCC for what seems like that long.

Duke and his cousin, Jershaun Newton, have been fixtures at CCC football practices and games since they were 8. That’s when the first two of the five Newton brothers, who played football at CCC, began attending the school. Duke and Jershaun were everywhere, acting as ballboys and waterboys. As they grew older, they found their way into the weight room and the practice field.

So, there was never a question in Duke’s mind about where he would attend high school. He was going to CCC to play football and earn a college football scholarship just like his cousins. Jershaun, who also graduated this spring, will continue his career at the University of Illinois.

The education choice scholarship made that possible.

“The scholarship was a great help to us. It helped us out tremendously,” Gedontae said. “I believe if you apply yourself, CCC, it can definitely get you somewhere where you want to be. If you're a hard worker and want to do something in life, CCC will definitely help you get there.”

Coach Harvey has a saying: Four will get you 40, meaning four years of hard work and good grades in high school will lead to a college education that will lead to a successful life.

Duke’s hard work on the field helped him become a mainstay on a team that reached the state championship game during each of his last three seasons.

An honors student through elementary and middle school, Duke put forth the same effort in the classroom.

“I worked super hard, I was super strict my freshman year, and I started with a 4.3 GPA,” he said. “I already set a precedent and a standard, so why not keep going?”

Dr. Roshni Verghese teaches English at CCC and had Duke in her class during three of his four years.

“He was the first one to finish class work. If I assigned homework, he did it to the best of his ability; he didn’t just phone it in,” she said. “He truly enjoys having goals and fulfilling them. He doesn't like doing things halfheartedly. So, all these qualities, the fact that he is hard working, the fact that he knows he can challenge himself, and he enjoys the thrill of seeing that to the end, I think all those things make him a great student.”

It takes all of those qualities to reach an Ivy League school. And it takes great support from home.

“We pushed hard every day. I pushed him. My mom pushed him,” said Gedontae, who supervises asphalt and concrete crews for the City of St. Petersburg. “From day one, when he was little, we always said, ‘You've got to work hard.’ He sees me get up and go to work every day, working hard. I let him know every time, life ain't easy. There won’t be any handouts. So, you've got to get up and work for whatever you want.”

***

Dr. Verghese said Duke moved easily between his two worlds of athletics and academics.

“Being in this position of someone who is both great on the field and in class, he ended up being a role model for a lot of his classmates who may not have been able to balance both the same way, and they do look up to him,” she said. “They do respect him.

“I don't think there's a single student at our school who doesn't know who Duke Rich is. He’s done it all, the trifecta. He's popular, he's great at sports, great at academics.”

“Duke's a chameleon. He can fit in in a bunch of different places,” Coach Harvey said. “He's a great football player. He plays the game the way it was intended to be played, very physical and fast, and at the same time, he has the ability to flip that switch and go into a classroom and be as successful as he's been.”

Duke said CCC’s culture played a role in that. No matter where he roamed – the football field, the classroom – he was surrounded by hardworking, motivated classmates.

“Nothing is given. It's all deserved,” he said. “Like everybody here has something they deserve because they put in the work. That’s the CCC community. We’re hard workers.”

Duke chose Cornell because he found the culture there similar to CCC’s. He connected quickly with the coaching staff. He found the students he met on his recruiting trip to be encouraging, not intimidating. Ithaca is a small town that offers very little in terms of distractions.

“I chose that school because I can stay focused,” he said. “It’s an old town. Everyone is calm.”

Duke plans to study environmental sustainability science so he can pursue a career that involves climate and climate change.

“I’m always interested in the health of the world,” he said. “During freshman year, I realized climate change is the main reason why everything is happening, and then when I decided to major in environmental sustainability science, I knew I’d have the route to fix that type of thing.”

A scholarship, an Ivy League degree, and a desire to save the world. That’s Duke’s four for 40.

“I knew that he had what it took, and it’s nice to see him step into the bigger world,” Dr. Verghese said. “He’s ready for the bigger world. As a teacher, it’s exciting to see how his potential will grow.”

 

 

By George Mitchell

The parents of nearly 60,000 Wisconsin children choose to enroll them in one of the state’s private school choice programs.

Giving parents that choice is popular public policy. Polling shows voter support, across party lines, in all Wisconsin media markets.

Opposition is strong from the public education establishment and elected officials they support.

Exhibit A: Jill Underly, superintendent of the Department of Public Instruction (DPI). The Milwaukee Journal Sentinel reported earlier this year that “[S]he’d like to see the 35-year voucher program ultimately eliminated.”

Her position is directly at odds with the DPI’s ranking of schools. Official DPI Report Cards give the private schools higher marks despite funding at a fraction of public school levels,

A new analysis from School Choice Wisconsin (SCW) documents the striking productivity edge of private choice schools.

The SCW report relies solely on DPI data and uses conservative assumptions that negate possible school choice bias. For example, the report compares students from families with income eligibility limits with students from families of all incomes. Further, it understates a significant revenue advantage of traditional public schools by excluding federal aid.

The pioneering Milwaukee Parental Choice Program (MPCP) shows the greatest productivity advantage. While per pupil revenue in the Milwaukee Public Schools (MPS) is 38% higher than in MPCP schools, DPI’s Report Card ranking of MPS is 21% lower.  See below.

	DPI Report Card Score (Scale 0-100)	Per Pupil Revenue
MPCP*	70.8	$11,905
MPS**	55.7	$16,442

*  Eligibility limited to families at or below 300% of Federal Poverty Limit.

** MPS families of all income levels.

The following compares per pupil revenue and DPI Report Card scores for the Racine Parental Choice Program and the Racine Unified School District.

	DPI Report Card Score (Scale 0-100)	Per Pupil Revenue
RPCP*	72.7	$11,905
RUSD**	61.3	$14,629

*  Eligibility limited to families at or below 300% of Federal Poverty Limit.

** RUSD families of all income levels.

Lastly, the following compares scores and revenue for the Wisconsin Parental Choice Program (students outside Milwaukee and Racine) with schools outside of Milwaukee and Racine.

	DPI Report Card Score (Scale 0-100)	Per Pupil Revenue
WPCP*	71.8	$11,905
Statewide Public**	69.8	$15,340

*  Eligibility limited to families at or below 220% of Federal Poverty Limit.

** Families of all income levels. Excludes MPS and RUSD.

The SCW findings reinforce a 2019 study by Corey DeAngelis, Ph.D., a scholar whose research has appeared in: Social Science Quarterly; School Effectiveness and School Improvement; Educational Review; Peabody Journal of Education; Journal of School Choice; and Journal of Private Enterprise.

Separate scholarship, by Patrick Wolf, Ph.D., and DeAngelis, examined the effects of Milwaukee’s parental choice program on adult criminal activity and paternity suits.  They found that “exposure to the program … is associated with a reduction of around 53 percent in drug convictions, 86 percent in property damage convictions, and 38 percent in paternity suits. The program effects tend to be largest for males and students with lower levels of academic achievement at baseline.”

A study for the Annenberg Institute at Brown University found: “As of 2018, [Milwaukee choice] students have spent more total years in a four-year college than their MPS peers. The MPCP students in the grade three through eight sample attained college degrees at rates that are statistically significantly higher than those of their matched MPS peers.”

 George Mitchell is a School Choice Wisconsin volunteer.

References

DeAngelis, C.A. (2019, May 14). A wise investment: The productivity of public and private schools of choice in Wisconsin. School Choice Wisconsin. https://schoolchoicewi.org/news/research/return-on-investment/

DeAngelis, C.A., & Wolf, P.J. (2019, February 26). Private school choice and character: More evidence from Milwaukee. School Choice Wisconsin. https://schoolchoicewi.org/wp-content/uploads/2022/08/Private-School-Choice-and-Character-More-Evidence-from-Milwaukee.pdf

Meyerhofer, K. (2025, March 28). Wisconsin superintendent calls for cutting school choice. Her opponent is mum on program expansion. Journal Sentinel.https://www.jsonline.com/story/news/education/2025/03/28/wisconsin-superintendent-jill-underly-calls-for-cutting-school-choice/82652247007/

School Choice Wisconsin. (2023, August 30). The cost-effectiveness of Wisconsin’s private school choice programs. https://schoolchoicewi.org/wp-content/uploads/2023/08/The-Cost-Effectiveness-of-Wisconsins-Private-School-Choice-Programs.pdf

School Choice Wisconsin. (2025, August 12). Wisconsin’s Most Cost-Effective K-12 Platform. https://schoolchoicewi.org/wp-content/uploads/2025/08/Wisconsins-Most-Cost-Effective-K-12-Program.pdf

Wisconsin Department of Public Instruction. (2024, November 19). School & district report cards. https://apps2.dpi.wi.gov/reportcards/

Wolf, P.J., Witte, J.F., & Kisida, B. (2019, August 12). Do Vouchers Students Attain Higher Levels of Education? Extended Evidence from the Milwaukee Parental Choice Program. https://edworkingpapers.com/sites/default/files/ai19-115.pdf

TAMPA, Fla. – It was July 2024, and Jack Canterbury celebrated a birthday. His 14^th. That led to a question he had been waiting a while to ask his mother.

“Can I get a job?”

Maria Canterbury had promised her son he could start working when he reached that age, and Jack had some employment opportunities in mind. Making subs at a sandwich shop. Busing tables at a restaurant. Playing in the NBA, but he knew he was too young for that.

Well …, said Maria.

Jack, who has Down syndrome, was about to enter the seventh grade at Morning Star School. He attended the K-8 Catholic school in Tampa for students with learning disabilities on a Family Empowerment Scholarship for Students with Unique Abilities (FES-UA), managed by Step Up For Students.

Morning Star does not have a cafeteria, so the only food available to students and staff during the day is whatever they bring for lunch.

After some thought, mom and son had what Maria described as a “bright idea.”

How about a vending machine at the school that sells healthy snacks and drinks? They have a close family friend who is in the vending machine business. Surely, he could help them out.

“Jack loved it,” Maria said.

But would anyone else? Would Morning Star Principal Eileen Odom go for the idea? Would parents, ever mindful of what their children eat, allow them to buy a snack out of a machine?

The answer to both questions was a resounding yes.

Odom knew of an empty space in a mid-campus hallway that was just the right size for a vending machine. Her maintenance staff agreed, saying they would do whatever it took to make it work.

“The spot couldn’t have been more perfect,” Maria said. “It was just waiting for a vending machine. It was meant to be.”

The family friend gave them a deal on a used vending machine, and SNacks by jACK 321 opened for business early in the 2024-25 school year.

“It’s been a nice treat for our students,” Odom said. “We started small, because we didn’t know how parents would react to snacks at school, but it just took off.”

Maria said the whole family came up with the name of Jack’s business – She and her husband Jason, Jack and his sister, Kate.

The capital letters spell “snack,” and 321 is for Trisomy 21, which is the medical term for Down syndrome. Also, March 21 (3/21) is World Down Syndrome Day.

SNacks by jACK 321 is stocked with Funyuns and Sun Chips. Skinny Pop and Barnum’s Animal Crackers. Gatorade, iced tea, sparkling water, and lemonade. And Diet Coke, but that’s only for the teachers.

The snacks and drinks cost between 50 cents and $1.25, and customers can pay with coins, credit cards, and Apple Pay. Jack donated 10% of the proceeds to Morning Star.

Jack is learning about running a business one box of animal crackers at a time. He has to track inventory and handle money. On weekends, he and his parents head to Sam’s Club for supplies. Jack and Maria restock the machine at least once a week.

“I think this is an amazing thing for Jack,” Odom said. “He has a real entrepreneurial spirit.”

Vanessa Florance, who taught Jack last year at Morning Star, said Jack’s side hustle turned into a learning experience for his schoolmates. She watched students learn to count change before making a selection and learn which number on the number pad corresponds with which snack. There was also a writing pad on the wall opposite the machine where students could leave suggestions for additional snacks, which they did.

“It was all these little lessons for everybody,” Florance said.

Jack said his first year as an entrepreneur was fun.

“And I like spending time with my mother,” he added.

Jack is one of the more personable students at the school. Also, one with deep faith. He carries a copy of the Ten Commandments in the small satchel he wears at all times, and while not Catholic, he participates in school-wide mass and is very inquisitive about the Bible verses he learned in religion class.

“He always made sure to greet me in the hallway, saying ‘Good morning,’ or ‘Good afternoon,’” said Morning Star teacher Jennifer Almedia. “And if I didn’t see him for some reason, he would make it a point to come and find me and make sure I saw him. He never misses an opportunity to greet his teachers.”

Maria and Jason have not treated Jack differently because he has Down syndrome. He’s expected to do his share of chores around the house and is allowed to dream as big as he wants. One of Jack’s dreams is to be an NBA superstar.

“We anticipate him going through high school, going to college of his choice, with specific programs,” Maria said.

They have already looked into ClemsonLIFE, a program at Clemson University for students with intellectual disabilities.

“He knows expectations are for him to further his education outside of high school,” Maria said. “Now, if you ask him, he wants to drive, join the military, get married, and have kids. Not sure he'll be able to do all of those things in that order, but that's what he envisions himself doing, and we don't tell him any differently.”

One thing Jack won’t do, though, is graduate from Morning Star, the school he attended in the sixth and seventh grades.

Because the school only goes through grade eight, Maria and Jason would have to look for a high school that can accommodate Jack’s needs. In the spring, they entered a lottery for a charter school near their Wesley Chapel home, and, to their surprise, Jack was accepted. The school is grades 3-12 and has a post-high school transition program.

“We absolutely love Morning Star,” Maria said. “We wish they went through high school, but unfortunately, they do not at this moment in time.”

Jack will remain on the FES-UA scholarship, using the education savings account to pay for his therapies.

While Jack will no longer attend Morning Star, his vending machine will remain. Jack and his mom will stop by every week to check the inventory, keep it stocked, and check the notepad for any suggestions.

“Jack’s not technically leaving,” Odom said.

“SNacks by jACK lives on.”

 

Recently, someone representing a state official responded to an Arizona media outlet inquiry about the Empowerment Scholarship Accounts program and referred to “tutoring and babysitting.” Consequently, Arizona’s school district industrial lobbying complex went predictably bananas, even though babysitting is not now, nor ever has been an allowable expense under the program. Even though the official has since clarified their statement to note that babysitting is not an allowable expense. Blah blah blah no age requirements for tutoring yadda yadda yadda (move on to the next manufactured outrage).

This is all to do about nothing, but it is worthwhile to pause a moment to note that tutoring centers with strong reputations do routinely hire high school students for tutoring positions. I am aware of this because two of my children tutored math as high school students, and one became an assistant center director as a high school student. The companies establish the mathematical abilities of tutors before hiring them by testing them and then give them established protocols to follow. If they prove ineffective, they lose customers. A great many Arizona high school students are not only completely capable of math tutoring, but I am also willing to wager that neither me nor m(any) of Arizona’s journalism community would fare well against them in a mathematics contest.

Now…about this babysitting business. The Arizona school district industrial lobbying complex and their oh-so-willing media dupes grousing about “babysitting” is too rich for words.

In the 2024 NAEP, 49% of Arizona fourth grade students attending district schools scored “below basic” in reading. I’m not sure what those students were doing over the past five years, but it did not seem to involve much, well, learning. If we break out Arizona district scores apart from the students attending charter schools, eighth grade reading looked like this in 2024:

Usual caveats apply (sampling, raw scores imperfect proxy for school quality etc.) but —cough — if anyone is engaged in babysitting, you don’t want to go searching for it in tutoring centers: Arizona school district reading scores seem to indicate that they have jumped into babysitting with both feet.

Speaking of tutoring math, NAEP also tests math. Perhaps things won’t look so bad for Arizona school districts if we examine the math scores. Or then again, maybe not:

So, there is a brisk trade in tutoring in Arizona, and we are in no position to turn up our noses at bright and capable high school tutors for younger students. As for babysitting, it seems to be in mass production in Arizona’s district schools.

 

TAMPA, Fla. — When you think of homeschooling, what comes to mind? For many families, it’s a journey filled with creativity, flexibility, and personalized learning. Whether you're following a traditional curriculum, taking a hybrid approach, or crafting your own adventure with a Florida K-12 education savings account, parent-directed learning allows families to find the best fit for their children’s needs.

But no matter the style, every family needs support and reliable resources. That’s where The Homeschool Hive comes in. It’s more than just a store. It’s a community that helps families build confidence and find the tools they need to thrive.

A store with a heartbeat

The Homeschool Hive was founded by Kimberlee Tucker, a former classroom teacher and homeschool parent. Her journey began out of necessity. Years ago, Tucker was searching for the right materials and support to educate her daughter, who has unique learning needs. What she discovered was a gap in resources and understanding, especially for parents opting out of a traditional school system.

So, she created what she couldn’t find. Today, parents who visit The Homeschool Hive find a warm, welcoming place that offers curriculum, advice, enrichment tools, and a judgment-free space for families to learn and grow.

“Kimberlee Tucker truly understands how to find the right curriculum for each individual student,” said Lisa Mezzei, who has relied on Tucker, a certified educator, for the past 10 years to conduct annual evaluations for her son, Matthew. “The process has given Matthew a real sense of ownership in his education.”

A store that's truly for everyone

Step inside The Homeschool Hive and you’ll find a thoughtfully curated selection of materials for every subject and learning style. There are full curriculum kits, hands-on science activities, history unit studies, sensory-friendly items, reading support tools, and even educational games and fidgets.

Whether a child is a budding scientist, a reluctant reader, or needs a more tactile learning approach, the Hive has something for everyone. Parents say the best part is personalized support. Tucker and her team listen, guide, and recommend based on each family's needs.

“The Homeschool Hive is such a low pressure, welcoming place,” parent Anissa Stern said. You can visit several times to explore what works best for your child, and the staff, many of whom have children with unique abilities, are incredibly helpful. It’s a fantastic resource for any homeschooling family.”

Kelli Alexander agreed.

“The Homeschool Hive has truly guided our homeschooling journey. It is one of my children’s favorite places to go. Everything is educational, fun, and engaging. I have found so many helpful supplements and resources that reinforce what they have already learned, and I even do their yearly testing through the store.”

Alexander recommends families visit twice, once with their kids, so they can explore and find materials that excite them, and again solo to get one-on-one advice from the staff. “It really makes a difference,” she added

 

Alexander's children especially love the extras they’ve found there, including books, games, and fidgets that make learning more enjoyable. They also look forward to the store’s community events, like the Christmas party, where her kids enjoy volunteering and connecting with other homeschool families.

From frustration to inspiration

Many parents come to The Homeschool Hive unsure of where to begin. It can feel overwhelming trying to choose the right curriculum or learning tools, especially if you’re new to homeschooling or supporting a child with special learning needs. But what sets the Hive apart is its heart.

Tucker and her team meet families where they are. They provide encouragement, advice, and solutions that are realistic and effective. Parents leave feeling seen, heard, and empowered to take the next step in their child’s education.

Tucker’s daughter, the inspiration behind it all, has since graduated from high school and is now engaged to be married. That journey of learning and growth is something Tucker says she wants for every family that walks through her doors.

A store that goes beyond the basics

Tucker doesn’t just stock big brands. She travels to toy and education conferences across the country, sourcing creative and engaging tools from family-owned and independent companies. These unique items aren’t just educational; they’re fun, hands-on, and often perfect for gifts or seasonal enrichment.

For those not local to Florida, The Homeschool Hive ships nationwide and has become a go-to resource for families across the country. Families don’t have to be on a Florida education choice scholarship to purchase from the store. Everyone’s welcome. With growing demand, Tucker is considering opening a second location soon. She recently expanded the staff to include Bernadette Bee.
"She is my new shop dog," Tucker said. "She is therapy trained and training to be a service dog for me."

 

 Perfectly timed for the educational shift

As school choice continues to expand in Florida and across the country, families are exploring new ways to educate their children. The Homeschool Hive is perfectly positioned to support that shift. Whether you're a brand new homeschool or scholarship parent or several years into the journey, this is the place where guidance, resources, and inspiration come together.

“If you are just starting your homeschooling journey, you have to visit the Homeschool Hive first," parent Lisa Mezzei said. "It is the perfect place to get support, explore options, and find what really works for your child.”

 

**SPOILER ALERT! DO NOT READ IF YOU ARE UNDER THE AGE OF 8**

Western cultures, for some strange reason, involve rituals where we pretend that various “fairy creatures” exist, particularly with children: the Tooth Fairy, a jolly old elf with flying reindeer who brought me an awesome Big Wheel in 1973, egg and goody hiding rabbits, etc. When I became a parent, I played along with these rituals, but then at some point questioned why I was doing it. On the one hand, I didn’t want my children to be those killjoy types who went around bursting the bubbles of other kids. On the other hand, I did not want to train my children not to trust me. I decided to allow the “fun” to go on until they each reached a certain age, then to explain to them that these things are traditions and that it would be best to allow their friends to figure it out on their own.

So, dear reader, I assume that you have reached a certain age and that you are prepared to know the truth about the last fairy creature. Belief in this one tends to persist much longer than the others and is alas, more detrimental. Sorry to be a killjoy, but here goes:

Philosopher kings are not real.

This was my main thought upon reading Mike McShane’s recent entry in a debate about school choice regulation. Go read it. I’ll wait here.

Go on…

Okay, good. My favorite part involved the Gilded Age meat baron, but McShane made several crucial points. Local school boards, state governments and the federal government all regulate public schools in a very active fashion. I could produce multiple graphs from NAEP, PISA, etc., showing what a pig’s breakfast American academic achievement has become, but you have already seen them, so I will spare you. Why are American schools so wretched despite so much regulation? Oh well, that is simple: regulation is not made by philosopher-kings but rather by politics. Politics has an amazingly consistent record of fouling things up.

The philosopher-king fairies, invented by Plato, are a specially trained and educated aesthetic elite who, disinterested in fame or wealth, love only wisdom and justice. Having thus earned the right to rule over us lesser mortals, we proles should feel deferential and deeply grateful for their sacrifice. Again, sorry to burst your bubble, but these people do not exist in the real world. Out here in the real world, mere humans with all kinds of motivations (political and otherwise), limits to their knowledge, greed, stupidity and other normal human failings create regulations. Those of us fortunate enough to live in a democracy get the chance to throw the bums out when we’ve had enough. Just in case you haven’t noticed, a major subtext of politics these days involves bums that voters can’t throw out.

Politics, not philosopher-kings, runs regulation, and politics runs on self-interest far more than on benevolent technocratic wisdom. Choice programs must cope with powerful organized interests that yearn to use regulation as a tool to domesticate choice opportunities and find it in their self-interest to do so. The default position of choice supporters should therefore be to view the calls for regulation with a deep skepticism; it is not paranoia when people really are out to get you.

None of this is to say that it is possible to pass choice legislation without regulation; it is not. I am not aware of any program anywhere that operates without some degree of regulation. American parents, however, want a radically different K-12 system than the one government forces them to pay for (see above). The way forward is to allow families to partner with educators to sort through new schools and education methods. Heavily regulated choice systems might get to something close to the K-12 system parents want and deserve before the heat-death of the universe, but then again, they might not.

America’s founders fought a grueling war against the most powerful country in the world based upon what was then a radical idea, that people could live better without royalty to boss them around. The divine right of kings was another myth humanity needed to grow up and discard, and that should include philosopher-kings.

 

 

Last week, I had the opportunity to make a presentation about how lawmakers can support teachers who want to start their own schools. The four key features:

1. Universal eligibility: Everyone eligible to attend public schools should also be eligible to participate in a choice program.

2. Formula funding/demand-driven funding: Whoever applies for a choice program should receive funding if eligible.

3. Avoidance of anti-competitive accreditation requirements: Don’t ask your startup schools to operate without funding from the choice program while incumbent/accredited schools receive choice funding.

4. Exempt private schools from municipal zoning: Old hat for charter schools, needed for private schools as well.

Florida is the only state your humble author is aware of that has taken all four of these steps. This makes Ron Matus’ new study "Going With Plan B” all the more important. Despite a statewide increase of 705 private schools, 41,000 Florida families applied for, received, and ultimately did not use an ESA. Matus surveyed thousands of these parents to learn why.

The lack of school space was the No. 1 reason Florida families found themselves as non-participants. Reasons two and three were related to costs, which can also be thought of as a supply issue.

The “Going with Plan B” study is very interesting and should be studied carefully by Florida policymakers. For now, however, let us focus on the other states with choice programs that lack the four critical elements listed above. If FLORIDA has a supply issue, your state, sitting at one out of four, or two out of four, should take note: It is likely to be even worse in a state near you.

JACKSONVILLE, Fla. – David Prewitt was worried.

His wife, Karen, wasn’t.

“He can do it,” she said.

Their son Caleb, 13 at the time, was participating in his first open-water swim, something he needed to conquer if he was going to complete his first triathlon.

One thing you need to know about Caleb: He has Down syndrome.

Another thing you need to know about Caleb: It has never held him back.

“When we came home (from the hospital) with Caleb, we said he’s not going to be your typical young man with Down syndrome. We’re going to push him, and so we've always tried to raise him as a typical child,” Karen said.

That meant chores around the house, being active in sports, attending school, and making friends inside and outside of the Down syndrome community.

“We kind of upped the ante when we got into sports,” Karen said.

She coaxed Caleb into running a 5K on Thanksgiving of 2020 by using the Couch to 5K app that gradually built up his endurance. Now, Caleb was training for a triathlon – a 300-meter open-water swim, a 12-mile bike ride, and a 5K race.

He had learned to ride a bike. He had swum in a pool plenty of times. But what concerned David was that Caleb, with assistance from a volunteer partner, was now swimming in a lake to see if he had the strength and stamina to finish that leg of the race.

Turns out, he did.

“He comes out of that water, and he's just laughing,” David said. “And I thought to myself, ‘You’ve got to change your attitude,’ because this kid can do things.”

***

Caleb is now 18. He has completed 119 races in the past five years. Included are 44 triathlons of various distances, five half-marathons, and two Spartan Races.

The Guinness Book of World Records recognizes Caleb, 16 at the time, as the youngest person with II2 (Intellectual Impairment, including those with Down syndrome) to run a half marathon (13.1 miles). Caleb’s goal is to add his name to that book again in October by becoming the youngest person with II2 to run a marathon (26.2 miles) when he and his mom run the Chicago Marathon.

Stephen Wright was Caleb’s partner during the early part of Caleb’s running career. He’s amazed at all Caleb has accomplished.

“I don't think people realize, most 14- 15-, 16-year-old kids aren't doing that,” he said. “So not only does he have things he's trying to overcome and prove he can do things, but most kids his age aren't doing the things he's doing. It’s incredible, because I wasn't doing that stuff at his age.”

***

Deb Rains is the assistant head of school at the North Florida School of Special Education (NFSSE) in Jacksonville, where Caleb attends on a Unique Abilities Scholarship managed by Step Up For Students.

Rains called Caleb the school’s “Mr. Mayor.”

“He’s so outgoing,” she said. “He’s friends with everybody.”

Rains said Caleb’s always-in-a-good-mood personality and can-do spirit come from the support he receives from Karen and David. More than a decade later, she vividly recalls her first meeting with them when they visited NFSSE to see about enrolling Caleb.

“I will never forget this. They came in and they had his mission statement,” Rains said.

It read:

• Caleb will have friends.
• He will be a productive member of society.
• He will have a relationship with his savior.

“We built everything around that,” Karen said.

It is important to the Prewitts that Caleb has friends outside of school because, as is often the case when students graduate, friends from school scatter to live their own lives.

Caleb has friends from school. Luke, a classmate, is his best buddy. But Caleb has friends outside of school, too. He belongs to four running clubs. He has friends from Planet Fitness, where he works out, and friends from Happy Brew, a Jacksonville coffee house that sells Caleb’s homemade cookies. (More on that shortly.)

They want Caleb to have a job and be self-sufficient. He graduated in May from NFSSE and will enter the school’s transition program, where he will learn employment skills.

“We're very thankful for that,” David said. “He's got a lot of things that he can look forward to, because he's pretty well known in the community.”

Caleb is eager to hit the job market. He’d like to work at Happy Brew, Planet Fitness, or Publix. David, now retired, worked as a store manager for Publix. Caleb’s sister, Courtney Tyler, works in a Publix bakery.

He’s getting a jump this summer on a possible job at Happy Brew by attending NFSSE’s barista camp.

“As an organization, you have a mission statement and a vision statement, but to take that and place that intentionality on their son's life just showed me that they were not limiting him because of his disability,” Rains said.

“I was very impressed by that. There was a statement to not just me, the school, but to the community, that they expected nothing less from their son than they would their daughter, who's neurotypical.

“That just created the path for him. Since they didn't put any boundaries or limitations on Caleb, there was none for him to be impacted by.”

***

The mood surrounding a child born with Down syndrome isn’t positive, David said. Parents are informed of all the things their child won’t be able to do – ride a bike, run, swim, get a job.

“We were on a mission to prove them all wrong,” Karen said.

Along the way, Caleb has become a role model for the Down syndrome community. He has advocated at the state capital in Tallahassee for the expansion of what is now the Family Empowerment Scholarship for Students with Unique Abilities, which he receives. Karen has written newspaper op-ed columns and spoken to legislative committees in Tallahassee in support of the scholarship.

“If we didn’t have the scholarship, we would have had a tougher journey,” she said.

Caleb has more than 26,000 followers on Facebook and more than 44,000 followers on Instagram. Karen said parents comment on the posts, saying they have more confidence in their child’s abilities after seeing what Caleb has achieved.

Caleb has appeared on NBC’s “Today” show during a segment featuring children with unique abilities who cook or bake. Caleb bakes. Currently, he’s baking the cookies sold at Happy Brew.

It started during the COVID-19 pandemic when Caleb began helping his dad in the kitchen. That led to their cooking show, “Fridays at Four,” that were posted to Facebook. They were hugely popular.

Now, Caleb bakes 20 dozen chocolate chip and sugar cookies a month and delivers them to Happy Brew. The sugar cookies are a hit.

“We can’t keep them on the shelf,” owner Amy Franks said.

Caleb’s “Mr. Mayor” personality is in full force when he visits the coffee shop, Franks said.

“He'll walk in, he'll immediately step behind the counter and start making a smoothie, or he'll hop on the point of sale, like he owns the place, and we just let him do his thing, like go for it,” Franks said. “His work ethic is incredible. He never stops.”

Caleb often wears a T-shirt bearing the slogan, “No Limits.” He wrote that on top of his mortarboard at graduation.

Running, cooking, working out at the gym, Caleb has yet to encounter a limit.

And he does it all with a smile.

“The joy inside of him is so meaningful for us,” Franks said.

***

In 2021, Stephen Wright volunteered to be a partner for a special needs athlete and was paired with Caleb for a triathlon in Sebring.

He remembers how excited Caleb was before the race, and how concerned he was about how Caleb would react to the competition, the crowd, the long swim, which is the first leg.

“There was one point (during the swim) where I turned around and he wasn't there, and I started panicking,” Wright said. “He was actually underwater, trying to tickle my feet. And I was like, ‘All right, man, I can see how the rest of this day is going to go.’ We got out of the water, and everyone cheered for him.”

The two were dead last when they transitioned from the bike ride to the run. At one point, Wright couldn’t see any other runners. He wondered if the race was over.

 

What he didn’t know was that at the finish line, the race director was rounding up the younger runners who were waiting for the awards presentation and told them to go to the finish line and cheer on this young man who was running his first triathlon.

 

“We turned the corner, and it was like something out of a movie,” Wright said. “They had two police squad cars waiting, and they flipped their lights on and the sirens, and we ran down the street. It was lined with people. There had to be 100 people at the finish line, and it was one of the coolest things to be a part of.”

David and Karen were among those waiting for Caleb.

“That finish line,” Karen said, “was one of the best experiences of my life.”