When Alabama enacted the CHOOSE Act in 2024, predictions came quickly. Supporters argued that education savings accounts would expand educational opportunity by helping families afford schools that had previously been out of reach. Critics questioned whether the policy would primarily subsidize families already enrolled in private schools, whether rural communities would benefit at all, and whether participating schools would accept meaningful accountability.
One year later, we surveyed the people responsible for implementing the policy every day – Alabama’s independent school leaders.
While no policy is perfect, the overall message from these educators was remarkably consistent – they believe the CHOOSE Act is working, and they want to see it continue.
Perhaps the clearest finding is that school leaders believe the law has expanded educational opportunity for families who previously could not afford private school tuition. Three out of every four school leaders surveyed agreed that the CHOOSE Act has opened doors for families who otherwise would not have been able to attend their schools. More than three-fourths also reported that applications increased during the program’s first year.
Just as notable was what we found about rural Alabama.
A common criticism of education savings accounts is that rural communities have too few educational options to benefit. Yet nearly half of the school leaders who participated in our study lead schools in rural communities. These leaders overwhelmingly told us that the CHOOSE Act has expanded educational opportunities for rural families. While no one would argue that every rural community has abundant private school options, the findings suggest the policy is reaching farther than many expected.
Another early debate centered on accountability. Would participating schools resist state oversight?
According to the school leaders we surveyed, the answer appears to be no. Most viewed the current accountability provisions as appropriate, and most indicated that the administrative requirements associated with participating in the program have been manageable. Likewise, school leaders generally reported positive experiences with the program’s administration and the ClassWallet platform used to distribute funds.
That does not mean there is no room for improvement.
The concern we heard most often involved timing. Currently, families must apply by March 31. That deadline often arrives before many independent schools have completed their admissions process. It also creates challenges for eligible families who move to Alabama after the deadline but before the school year begins. Some of these families could still enroll without assistance, but for others, the timing makes
participation impossible.
There is a straightforward solution worth considering. Applications submitted before March 31 could continue receiving priority consideration, while eligible families applying afterward could receive awards if funding remains available. Such an approach would preserve orderly administration while providing flexibility for families whose circumstances change after the deadline.
School leaders also identified another opportunity – improving public awareness. Many believe eligible families simply do not yet know the program exists or misunderstand who qualifies. Better outreach could help ensure that families the law was intended to serve actually have the information needed to participate.
Finally, despite their optimism, many school leaders expressed one lingering concern: uncertainty about the program’s future. Schools make long-term decisions about hiring teachers, expanding classrooms, and investing in facilities. Those decisions become much more difficult if school leaders are unsure whether the policy will remain in place or be substantially scaled back. Stability matters.
One year is far too soon to determine the long-term effects of the CHOOSE Act on student outcomes. Those questions deserve careful study in the years ahead. But implementation matters, too. Policies succeed or fail based on how they function in practice.
After one year, Alabama’s independent school leaders have delivered an encouraging early report card. They see increased demand, broader access for families – including those in rural communities – and an administrative system that is generally working well. They also see opportunities to improve outreach, refine timelines, and provide greater long-term certainty.
That is exactly the kind of feedback policymakers should want – not partisan talking points, but constructive lessons from the educators living with the policy every day.
David T. Marshall is a professor of educational research, and Andrew Pendola is an associate professor of educational leadership. Both work at Auburn University.