Knowledge is Power when it comes to Gov. Scott's Reform Plan
Summary of Governor Scott’s proposed Education Reform Plan (H. 454)
Created by Stephanie Sleeper, Ph.D., Vermont Social Studies teacher and parent, March 2025
Big Picture: Governor Scott’s plan does two separate things:
Takes most of the decision-making power away from local school districts and the Independent State Board of Education and gives it to the politically-appointed Secretary of Education and the Agency of Education
Changes the funding of education in a way that does not clearly lead to lower taxes, more equality of resources and educational outcomes across the state, or better opportunities for students
What are the Key Elements of the plan?
Creates 5 new districts from the current 100+ districts in Vermont. The following districts would be joined together into one new district in our region:
Addison, Addison NW, Burlington, CVU, Colchester, Essex/Westford, Franklin NE, Franklin West, Franklin NW, Grand Isle, Lincoln, Maple Run, Milton, MMU, South Burlington, and Winooski
The new Champlain Valley Regional District would have:
Over 34,000 students, more than twice as many as each of the other 4 proposed districts
ONE school board made up of FIVE elected members. Yes, all of our towns would be able to elect only five volunteer board members in total!
One superintendent
All of the property, assets, and debts of all of its original districts
One contract for all teachers and one for all support staff
Larger class sizes: Minimum of 25 students per class in grades 4-12; 15 students in grades PK-3
Gives the Agency and Secretary of Education total power to create:
One school calendar for the whole state
One standard number of student days and inservice days for teachers
One required set of learning standards, assessments, and graduation requirements for the whole state
Mandatory staff professional development for the whole state
The Takeaway: This plan makes the non-partisan, independent State Board of Education and district school boards only advisory groups, giving much more power to the politically appointed Secretary of Education.
Radically changes the way schools are funded:
Our current way of funding schools is complicated but is meant to account for unequal wealth and different needs across our rural state. Currently school districts with higher numbers of students experiencing poverty and English language learners receive some extra funding from the formula in order to provide needed services.
The new plan creates a “Foundation Formula” - a set base amount per student that every school district would receive from the State Education Fund regardless of location or size or other factors.
The set amount would be $13,200 per pupil, which is significantly less than VT has spent on average in recent years. The plan would provide some extra money for each student who is experiencing poverty, is an English Language Learner, or who lives in a low-population density (rural) area, but those amounts are much less than the current funding formula.
Education Taxes would be separated into two “baskets”:
Basket 1: The property tax collected at a rate that provides $13,200 per pupil in the state would go into the Education Fund. This tax would be income-sensitive, with divisions at $47,000, $90,000, and $125,000 income levels (similar to current).
Basket 2: Districts can raise extra money through their annual budgets (approved by voters). There are no limits or requirements for this basket - it is up to district boards and voters.
Key takeaways:
Districts can still add additional taxes onto the state foundation rate in their annual budgets. Because the new Champlain Valley District is so large, this means that Milton, Williston, Huntington, and South Burlington (for example) would be voting on the same budget and paying the same tax rate.
This plan creates the same problems with unfair resources that Vermont has experienced in the past: districts with higher property values will be able to raise more money, leaving less wealthy rural districts with fewer resources.
Frequently Asked Questions:
Q: Will this plan save taxpayer money?
We don’t know. It is unclear where the savings will come from as districts will be able to raise taxes in addition to the $13,200 per pupil foundation base amount. Voters will still approve annual budgets in addition to the set foundation amount, which might lead to increased taxes, especially if the base foundation per pupil rate cannot cover necessary spending.
The plan does not give specifics on what jobs might be cut, or where other savings might come from. This would be up to individual districts and would vary across the state.
Many costs will not change: Costs to heat and power buildings, transport students, pay debts, and pay for staff health care coverage will not change.
Q: How will this plan help struggling students?
The plan requires reading proficiency by 3rd grade but does not provide support to help students who don’t meet this new requirement or explain what would happen to these students.
The plan does not say what happens to students who don’t meet the new graduation requirements, or provide any support or resources to help students meet these new requirements.
There is little evidence to support the connection between larger class sizes and lower per pupil spending with better student test scores and more fair opportunities and better outcomes.
Q: How will this plan allow communities, students, educators, and families to participate in decision making for their local schools?
The plan allows for local “advisory committees” made up of parents, community, and students chosen by each school principal. These groups can provide “input” to the school board and ask for money to be set aside for that school for special projects, but it is unclear how or if this would give any real say to local communities.
Q: Will this plan close smaller schools?
The plan gives power to close schools to both the new district boards and the Secretary of Education, not local communities.
The plan says the best school size is 450 students, which means many of Vermont’s schools are smaller than this ideal and would be subject to closure. The final decision over whether to close a school would be made by the Secretary of Education, not communities.
Q: Will this plan allow school choice? How would that work?
For Grades K-8: Districts have the option of allowing K-8 school choice within their district however they choose but are not required to allow choice or a lottery.
For Grades 9-12: The plan requires each district to designate one high school as a “choice” school and must allow a minimum of 10% of the student body to choose this school by lottery. The choice school can be either a public or independent school. This means that if the district chooses an independent school as their “choice” school, a minimum of 10% of the tuition for the district’s high school students would go to an independent (private school) instead of supporting the public schools in the district.
Q: What are Independent (private) schools required to do? Do they have to follow the same rules as public schools?
Independent Schools are not required to maintain the same educational quality standards as public schools (curriculum, graduation requirements, teacher licensure)
Independent Schools are not required to provide special education services
Independent Schools must still follow rules against discrimination (gender, sex, religion, race, etc) and against Hazing, Harassment, and Bullying, but it is unclear how these are enforced by the Agency of Education
Independent Schools are given more time to fix problems than public schools
Independent Schools will be approved and regulated by the Secretary of Education, not the State Board of Education or local districts (as they are now)
Q: What happens if a school is struggling?
Schools will have Continuous Improvement Plans determined by the Agency of Education, but if they do not meet these requirements, the Secretary of Education can assume control, close schools, or assign students to another school without district approval.
Q: Does this plan help improve our school buildings?
There is nothing in the plan that would give resources to improve our crumbling school buildings.
Districts would need to raise money from taxpayers in their yearly budgets to improve schools (as they do now), leaving many schools to continue to struggle with funding needed maintenance and building projects.
