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.<\/p>\n\n\n\n
Consequently, parents who aren\u2019t able to move to a different neighborhood, can\u2019t afford tuition for an alternative learning avenue, or don\u2019t have the flexibility to provide homeschooling are at the mercy of the geographical lines.<\/p>\n\n\n\n
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.<\/p>\n\n\n\n
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\u2019t live in a certain zip code.<\/p>\n\n\n\n
Having strict rules connecting a child\u2019s 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.<\/p>\n\n\n\n Boundary lines do not shackle families in selecting many other government-funded resources.<\/p>Keri D. Ingraham<\/cite><\/blockquote><\/figure>\n\n\n\n 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.<\/p>\n\n\n\n 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.<\/p>\n\n\n\n Arizona has been a pioneer in breaking down barriers for K-12 students. In 1994, the state passed<\/a> 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\u2019s boundaries to qualify for enrollment.<\/p>\n\n\n\n This open enrollment policy means students are no longer trapped in failing schools. And competition among schools in a free market boosts school quality \u2014 just as in the business world, schools either meet the demand for quality education to retain customers or cease to exist.<\/p>\n\n\n\n