Families can soon apply for Texas’ $1 billion school voucher program. Here’s how it works – Houston Public Media

Report on Texas Education Freedom Accounts (TEFA) and Its Alignment with Sustainable Development Goals (SDGs)

Introduction to TEFA Program

The Texas Education Freedom Accounts (TEFA) program, a $1 billion statewide school voucher initiative, is set to open its application window on February 4. This program directs taxpayer funds into Education Savings Accounts (ESAs) for families opting to enroll their children outside the public school system, aligning with SDG 4: Quality Education by promoting inclusive and equitable quality education and lifelong learning opportunities for all.

Program Details and Funding Allocation

• Most families receive approximately $10,000 per student annually, representing 85% of the state’s public school allotment.
• Homeschooled students are eligible for $2,000 per year.
• Students with disabilities may receive up to $30,000, depending on individual needs, supporting SDG 10: Reduced Inequalities.

The funds can be used for private school tuition, meals, uniforms, approved online or out-of-state programs, transportation, and pre-kindergarten education. However, funds cannot be used to pay family members.

Eligibility and Priority System

1. Priority is given to students with disabilities from families earning up to $240,000 annually for a family of four.
2. Next priority is for students from households earning approximately twice the federal poverty level (~$60,000 for a family of four).
3. Families earning between $60,000 and $240,000 follow.
4. Families earning above $240,000 have the lowest priority.

If applications exceed funding, a lottery system will determine recipients.

Program Implementation and Legislative Background

• Governor Greg Abbott signed Senate Bill 2 into law in May, officially establishing the TEFA program.
• The program is expected to begin disbursing funds as early as July.
• Governor Abbott also announced Texas’ intent to join the Federal Tax Credit Scholarship program starting in January 2027, which complements TEFA by enabling tax credits for donations to scholarship organizations.

Applicant Demographics and Concerns

While the program is designed to expand educational choice and autonomy (SDG 4), fiscal analysis predicts that 87% of applicants will be students already attending private schools, indicating potential benefits skewed towards wealthier families rather than low-income households. This trend is consistent with similar programs nationwide.

• Studies from North Carolina and other states reveal that universal voucher programs predominantly benefit families already enrolled in private schools, often with higher incomes.
• Texas’ tiered income prioritization allows up to 20% of funds to support families earning over 500% of the poverty line, potentially limiting access for the most economically disadvantaged.
• Information gaps may hinder lower-income families from fully utilizing the program.

Educational Outcomes and Accountability

There is ongoing debate regarding the academic effectiveness of private schooling under voucher programs. Research indicates no significant improvement in student performance compared to public schools, with many students returning to public education. The lack of standardized testing requirements for private school students under TEFA complicates outcome measurement.

• Programs in states like Indiana, which require uniform testing, show private school students often perform similarly or worse than their public school peers.
• Continuous monitoring and transparency are essential to ensure private schools maintain high educational standards, supporting SDG 16: Peace, Justice, and Strong Institutions.

Impact on Public Education and Funding

Opponents argue that TEFA may exacerbate resource constraints in public schools, which rely on enrollment-based funding. Fixed costs such as maintenance and utilities remain constant despite declining student numbers, potentially reducing funds available for classroom instruction and services.

• Houston Independent School District (HISD) exemplifies this challenge, with enrollment declining from over 200,000 to approximately 170,000 students.
• Voucher-induced enrollment declines could strain large urban districts the most.

Financial Sustainability and Transparency

With an initial budget of $1 billion, TEFA is among the largest voucher programs nationally, with projections estimating costs could escalate to $7.9 billion by the 2030-31 school year. Similar programs in other states have experienced significant budget overruns, leading to fiscal crises.

• Arizona’s voucher program costs increased from an estimated $65 million to over $708 million, resulting in canceled state projects.
• Transparency and ongoing oversight are critical to prevent mismanagement and ensure responsible use of public funds, aligning with SDG 16.

Conclusion and Recommendations

1. Enhance public awareness and information dissemination to ensure equitable access to TEFA, particularly for low-income families.
2. Implement standardized assessment measures for private school participants to evaluate educational outcomes effectively.
3. Establish robust monitoring and accountability frameworks for participating private schools to maintain quality standards.
4. Monitor fiscal impacts on public school funding and adjust policies to mitigate adverse effects.
5. Ensure transparency in program administration to uphold public trust and sustainable resource management.

By addressing these areas, the TEFA program can better contribute to achieving the Sustainable Development Goals, particularly SDG 4 (Quality Education), SDG 10 (Reduced Inequalities), and SDG 16 (Peace, Justice, and Strong Institutions), fostering an inclusive and effective educational environment for all Texas students.

1. Sustainable Development Goals (SDGs) Addressed or Connected

1. SDG 4: Quality Education
   • The article focuses on Texas’ new statewide school voucher program (Texas Education Freedom Accounts – TEFA), which directly relates to providing equitable access to quality education.
   • Issues of educational choice, access for students with disabilities, and educational outcomes are central themes.
2. SDG 10: Reduced Inequalities
   • The program’s tiered income prioritization and concerns about benefits skewing towards wealthier families highlight issues related to reducing inequalities in education access.
3. SDG 16: Peace, Justice and Strong Institutions
   • Transparency and accountability concerns regarding the management and funding of the voucher program relate to building effective, accountable institutions.

2. Specific Targets Under Those SDGs Identified

1. SDG 4: Quality Education
   • Target 4.1: Ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes.
   • Target 4.5: Eliminate gender disparities and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities.
   • Target 4.a: Build and upgrade education facilities that are child, disability and gender sensitive.
2. SDG 10: Reduced Inequalities
   • Target 10.2: Empower and promote the social, economic and political inclusion of all, irrespective of income.
3. SDG 16: Peace, Justice and Strong Institutions
   • Target 16.6: Develop effective, accountable and transparent institutions at all levels.

3. Indicators Mentioned or Implied to Measure Progress

1. SDG 4 Indicators
   • Indicator 4.1.1: Proportion of children and young people achieving minimum proficiency levels in reading and mathematics, by sex.
   • Indicator 4.5.1: Parity indices (female/male, rural/urban, bottom/top wealth quintile and others) for all education indicators.
   • Standardized test scores comparison between public and private school students (implied as a measure of educational outcomes).
   • Enrollment rates in public vs. private schools, including students with disabilities and low-income families.
2. SDG 10 Indicators
   • Indicator 10.2.1: Proportion of people living below 50% of median income, by age, sex and persons with disabilities.
   • Data on the socioeconomic status of voucher recipients (e.g., percentage of recipients from low-income vs. wealthier families).
3. SDG 16 Indicators
   • Indicator 16.6.2: Proportion of the population satisfied with their last experience of public services.
   • Transparency measures such as public availability of program data, budget tracking, and monitoring of private school quality.

4. Table of SDGs, Targets, and Indicators

Source: houstonpublicmedia.org