
Policy
Education
Human beings are magnificent. We were born with a God-given ability to learn and the capacity to grow. As Aristotle put it, “All men by nature desire to know.” Education is broader than any one school system. It’s a series of opportunities to learn, which should be delivered in ways that allow us to meet the unique needs of children. The growing diversity of our student population requires an equitable education for every child, which contemplates both productive citizenship and employment and which is delivered by the best teachers – whoever they are.
This vision for education requires humility and the pursuit of good ideas – wherever they come from. We can achieve this by empowering parents to create learning paths as unique as the student, rejecting approaches that undermine decision-making authority of those closest to the student, respecting taxpayers as owners of the public education system, and protecting the marketplace of options and the innovators who contribute to it. Education is necessary because each individual has the potential to accomplish great things. Education should reflect these truths, and we believe it can.
Conversations
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Find the right education option for your child
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Find the right education option for your child
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Utah Schools Navigator: Helping families find the right educational fit
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Parents know their children best
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The education debate that's changing America
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Should every child go to the same type of school?
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Who decides where kids go to school?
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The growing demand for school choice
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Why one education system cannot work for every child
Insights & Takeaways
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New law shows the triumph over zero-sum mentalities in education
Read More: New law shows the triumph over zero-sum mentalities in educationWith Gov. Spencer Cox’s signature on HB 215, students and educators in Utah are going to see historic reforms to Utah’s education system.
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Cox’s State of the State elevates family and success sequence
Read More: Cox’s State of the State elevates family and success sequenceThe governor rightly cited the institutional role of families and the long-term benefits of life milestones anchored to education, work and family.
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Accountability in HB 215 education bill
Read More: Accountability in HB 215 education billThe legislation requires annual audits of individual families’ scholarship accounts, a suspension process for those who misuse scholarship funds, and academic accountability to parents and students.
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FAQ on the proposed Utah Fits All Scholarship Program
Read More: FAQ on the proposed Utah Fits All Scholarship ProgramAnswers to questions such as: Why do we need this program? Are vouchers and education savings accounts the same thing? Didn’t Utah vote on this in 2007?
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U.S. has long history of giving funding to religious schools
Read More: U.S. has long history of giving funding to religious schoolsThe Supreme Court has made clear that parents cannot be excluded from publicly funded scholarship programs solely because they send their children to religious schools.
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New Utah legislation seeks compromise: teacher pay and education choice
Read More: New Utah legislation seeks compromise: teacher pay and education choiceHB 215 reflects the best of Utah’s policymaking ethic: avoid making a zero-sum game of two important education policy reforms – and seek changes that serve the common good.
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Education pluralism: education choice legislation
Read More: Education pluralism: education choice legislationModern private education choice policies include education savings accounts, vouchers, tax credit scholarships, tax credit education savings accounts, tax credits and deductions.
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The pandemic changed the way we view education
Read More: The pandemic changed the way we view educationThe COVID-19 pandemic left parents rethinking their choices about how to educate their children.
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Education pluralism: the state of microschools
Read More: Education pluralism: the state of microschoolsMicroschools allow fewer students than in a traditional school to meet in a mixed-age environment, much like a one-room schoolhouse.











