The one-to-one federal tax credit currently being offered to taxpayers across the country presents a bold, new approach to engaging citizens in the future of education. While not everyone will choose to participate, those who do will know they are making a direct investment in children’s learning and development. This program connects people to a shared value—education—by giving them a tangible way to support it.
Crucially, the funds from this program are not limited to private education. They can be used to support both private and public-school students. It’s premature and misleading to assume that only private schools will benefit. If public schools actively engage their communities and educate families about this opportunity, many parents will be eager to direct funding toward their local public schools. This could support initiatives like high-quality after-school care, consistent tutoring, and basic classroom supplies—benefiting not just those who can afford them, but all students.
Beyond that, this funding could help students attend schools that best fit their needs—whether public or private. That’s not a radical idea; it’s common sense. If a student thrives in a different learning environment, they should have the opportunity to pursue it. And if that means attending a private school, then funding should allow a student that option.
What we would welcome from those opposing this program is a deeper conversation—not just a rejection. It’s easy to reflexively say no to any school choice effort. But too often, that response feels more like a political maneuver than a thoughtful, student-centered decision. What if this funding helps students in both public and private schools? What if academic outcomes in reading and math—so often described as dire—began to improve because of it?
Washington is known for innovation, creativity, and bold disruption in nearly every sector—but not in education. In that space, we remain cautious, conventional, and in many cases, resistant to change. Why?
We should be asking: could this funding help us better serve students? Could it give families more access, more flexibility, and more hope? Could it finally spark the improvements we say we want in equity and achievement?
It’s time to stop viewing this program through a narrow lens. This is not a zero-sum game. If implemented thoughtfully, it could provide real support, foster collaboration, and most importantly, center education policy around what matters most—students.
Let’s not miss the opportunity to be the forward-thinking state we claim to be. Let’s show that Washington can lead not only in technology and innovation, but also in how we fund and deliver education for all children. We ask Washington to be open to a real conversation about this opportunity and how it could help students, rather than reflexively dismissing it.
Suzie Hanson, Executive Director of the Washington Federation of Independent Schools
