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Find your way. Location marking with a pin on a map with routes. Adventure, discovery, navigation, communication, logistics, geography, transport and travel theme concept background.
Find your way. Location marking with a pin on a map with routes. Adventure, discovery, navigation, communication, logistics, geography, transport and travel theme concept background.
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Stop Allowing Zip Codes to Dictate Where Kids Go to School

Geographical Boundaries Determine a K-12 Education Originally published at The Washington Times

In most of our country, geography dictates which K-12 public school a child will attend. Disregarding school performance and parental input, students are assigned a school based on the geographical boundaries of the school district in which they live.

Consequently, parents who aren’t able to move to a different neighborhood, can’t afford tuition for an alternative learning avenue, or don’t have the flexibility to provide homeschooling are at the mercy of the geographical lines.

No other learning avenues outside the K-12 public system restrict families from choosing their school. Preschool and higher education invite admissions from individuals regardless of their zip code. The same is true for K-12 private schools.

Likewise, boundary lines do not shackle families in selecting many other government-funded resources. For example, parents have wide latitude in selecting the public library, park, and pool they use. And children are not restricted from receiving medical care at a public hospital because they don’t live in a certain zip code.

Having strict rules connecting a child’s address with the public school the individual is eligible to attend also drives a large disparity in funding among schools. Since residential taxes contribute to public school funding, the quality of a public school is typically linked with the home prices in the neighborhood. In poorer areas where homes cost less, fewer dollars are collected for the public school. In more affluent areas with higher home prices, more tax revenue is produced to fund the local public school.

Boundary lines do not shackle families in selecting many other government-funded resources.

Keri D. Ingraham

This is not to say that money is the solution for improving K-12 public education in our country. More money has repeatedly proven not to translate to improved student learning. All too often, a significant and growing percentage of public school funds go toward bureaucracy instead of student learning.

Schools with significantly less money per student, however, have a limited ability to offer students expanded academic offerings, student learning support, cocurricular learning opportunities, technology, and facilities.

Arizona has been a pioneer in breaking down barriers for K-12 students. In 1994, the state passed an open enrollment law that provided unrestricted access for families to select any public school in the state. No longer did a student have to reside within the district’s boundaries to qualify for enrollment.

This open enrollment policy means students are no longer trapped in failing schools. And competition among schools in a free market boosts school quality — just as in the business world, schools either meet the demand for quality education to retain customers or cease to exist.

Only 11 states have some type of open enrollment mandatory law in place. Yet, a mere five states — Arizona, Colorado, Delaware, Florida, and Utah — require both cross-district and within-district open enrollment allowances. The remaining 45 states should follow suit.

Then in July 2022, Arizona took education freedom to a new level, signing universal education savings accounts (ESAs) into law. The state-funded ESAs empowered families to select any educational avenue within the state, either within or outside the public system. Iowa and Utah have followed Arizona’s lead, with several more hoping to join within the year.

In his eighth and final State of the State Address in January 2022, Arizona Governor Doug Ducey captured the significance of the landmark legislation:

Fifty-plus years ago politicians stood in the schoolhouse door and wouldn’t let minorities in, today union-backed politicians stand in the schoolhouse door and won’t let minorities out. Many of our poor kids and children of color are trapped in a failing school. It’s time to set these families free.

Arizona Governor Doug Ducey, State of the State Address

The bottom line is this: Students should not be bound to a low-performing school but allowed to attend any school that best fits their unique learning needs. The opportunity to succeed must be extended to all students, not just those living in a neighborhood with a quality public school or those whose parents have the means to secure education outside the public system. Too many students are trapped in failing public schools simply because of boundary lines.

Open enrollment has been overlooked for far too long. Parents everywhere should demand that this much-needed legislation be passed.

Not only will this advance the education of children, but it will also benefit the overall economic and societal health of states.

It’s time to stop dictating where kids go to school.

Keri D. Ingraham

Senior Fellow and Director, American Center for Transforming Education
Dr. Keri D. Ingraham is a Senior Fellow of Discovery Institute and Director of the Institute’s American Center for Transforming Education. She is also a Senior Fellow at Independent Women’s Forum. Dr. Ingraham has been a guest on Fox News multiple times. Her articles have been published by The Wall Street Journal, New York Post, The Federalist, Real Clear Education, The Washington Times, The Epoch Times, Washington Examiner, National Review, The American Spectator, Daily Caller, The Seattle Times, Puget Sound Business Journal, The Daily Signal, and a host of other media outlets. Fox News has featured her work. Prior to joining Discovery Institute, she spent nearly two decades leading within the field of education as a national consultant, requested conference speaker, head of school, virtual and hybrid academy director, administrator, classroom teacher, and athletic coach. She authored multiple chapters for the book, Sketching a New Conservative Education Agenda, published in 2022. In 2019, she was invited as a contributing author for the book, MindShift: Catalyzing Change in Christian Education and co-authored “From Gutenberg to 5G.” Dr. Ingraham was awarded the George W. Selig Doctoral Fellowship in 2013. The following year she received the “World Changer in the Field of Education” award from Regent University.