Bringing More Accountability, Access, and Transparency to School Voucher Systems

Key Takeaway: Policy brief examines the research evidence behind vouchers and the current status of voucher legislation in several key states, proposing evidence-based policy recommendations.

Find Documents:

Publication Announcement: https://nepc.colorado.edu/publication-announcement/2024/10/voucher-accountability
NEPC Publication: https://nepc.colorado.edu/publication/voucher-accountability

Contact:

Michelle Renée Valladares: (720) 505-1958, michelle.valladares@colorado.edu
Joshua Cowen: (517) 355-2215, jcowen@msu.edu

Learn More:

NEPC Resources on Vouchers

BOULDER, CO (October 3, 2024)—Between 2021 and 2024, more than 20 states passed new laws that created or expanded programs providing taxpayer subsidies for private school tuition. These voucher and voucher-like plans include three main approaches: direct appropriations to voucher programs, “education savings accounts” to pay for tuition and other educational expenses, and tax credits for private donations that fund tuition with diverted state revenue.

To date, independent research has documented serious negative outcomes of such programs, yet the prevalence and size of the programs continues to grow. This suggests that evidence alone is insufficient to compel lawmakers to reject voucher schemes, particularly where those systems already exist.

In a new NEPC policy brief, How Can States Make School Voucher Systems More Accountable, Accessible, and Transparent?, Joshua Cowen and Ryan D. Nowak of Michigan State University summarize the research evidence about vouchers and consider how existing programs can be improved. They identify three areas of policy design—accountability, access, and transparency—that are especially important for student success and a good-faith use of public funding.

The brief examines features associated with these three areas of voucher policies across a subset of states. The examined states’ voucher systems vary from brand new (Arkansas and Iowa), to recently expanded (Arizona, Florida, Indiana and Ohio), to older (Wisconsin). The brief also reviews the extent to which legislation in these states provides for new, independent evaluation of their programs. Focusing on the significant differences among these voucher policies allows the authors to identify opportunities for systemic improvement.

To move these voucher systems toward evidence-based practice, the authors conclude with several policy recommendations related to the assessment, access, and transparency as well as research and evaluation of school voucher systems. These recommendations detail the steps that should be taken when policymakers design legislation for private schools accepting public monies, calling for legislation that better serves children, parents, and the taxpayers bearing the cost of private voucher school funding.

Find How Can States Make School Voucher Systems More Accountable, Accessible, and Transparent?, by Joshua Cowen and Ryan D. Nowak, at:
http://nepc.colorado.edu/publication/voucher-accountability

This policy brief was made possible in part by the support of the Great Lakes Center for Education Research and Practice (greatlakescenter.org).

The National Education Policy Center (NEPC), a university research center housed at the University of Colorado Boulder School of Education, sponsors research, produces policy briefs, and publishes expert third-party reviews of think tank reports. NEPC publications are written in accessible language and are intended for a broad audience that includes academic experts, policymakers, the media, and the general public. Our mission is to provide high-quality information in support of democratic deliberation about education policy. We are guided by the belief that the democratic governance of public education is strengthened when policies are based on sound evidence and support a multiracial society that is inclusive, kind, and just. Visit us at: http://nepc.colorado.edu