Editor’s note: This commentary is by Lauren Morando Rhim, who is the executive director and co-founder of the National Center for Special Education in Charter Schools.
In a recent VTDigger story, Lola Duffort reports that Agency of Education Secretary Daniel French and Gov. Phil Scott are considering developing a single statewide district that would offer “universal public and private school choice.” The plan is “exploratory” in nature and presented as a possible solution to Vermont’s steadily shrinking student enrollment, which has resulted in the lowest teacher-student ratio in the nation and in aggregate, one of the most expensive public school systems in the nation.
As a product of Vermont public schools, primary, secondary, and post-secondary, as well as a currently elected school board member, I have many questions regarding the wisdom, much less feasibility, of a statewide school district. Setting those aside for a moment because I do see value in bold thinking to solve complex and persisting problems such as those facing Vermont and many similarly situated predominantly rural states, my most pressing question pertains to understanding the implications for our most complex learners. That is students, with a diverse range of disabilities who require highly individualized, read largely locally determined, instructional accommodations and modifications.
Although proponents of school choice will applaud the idea of universal choice, it is imperative, even at the exploratory stage, to ensure that if Vermont is going to consider growing school choice using public dollars, programs must embrace the responsibilities grounded in our nation’s commitment to civil rights and responsibilities that accompany public dollars. The Vermont Legislature has been wrestling with this very issue in recent years and has made some progress developing policy to ensure students with disabilities can access private schools and receive appropriate services but universal choice is a whole different animal. Furthermore, the recently passed provisions related to independent schools are not due to be implemented until 2022 so it is premature to assess whether they in fact will expand access for students with disabilities in Vermont’s existing choice structure.
As a point of reference, and potential guide to any thinking related to growing school choice, the Principles of Equitable Schools, developed by the National Center for Special Education in Charter Schools’ Equity Coalition, establish a standard of equity that should be upheld by any school enrolling students using public dollars. The first three of the seven principles should serve as the bedrock of an equitable school — accessibility, inclusion and quality. An accessible school welcomes, retains and provides equitable enrollment, programmatic and physical access to students with disabilities in accordance with federal civil rights statutes. An inclusive school educates students in the least restrictive environment to the maximum extent appropriate to their individual needs and its discipline practices do not disproportionately impact students with disabilities. Finally, a quality school holds students to high expectations, provides both general and specialized instruction that is data-driven, evidence-based, student-centered, and culturally responsive while employing highly skilled staff members and providing high quality professional development opportunities.
As a Vermonter, I would be proud to see my state emerge as a leader balancing quality and cost containment — and provide a model for other heavily rural states to emulate. However, every student in Vermont has a right to a quality education, and our elected and appointed leaders’ exploration of radical change efforts must include a laser sharp focus on equity as well as efficiency.
