🌱 A Note from Patricia:

While Mind & Scholar is usually a space for encouragement, rhythms, and gentle reflections on homeschooling and mental health, I’ve felt called in this season to speak into something that touches many of us—educational legislation.

These posts are part of a special series I’m calling “Informed & Hopeful,” where I share thoughts on bills, policies, and decisions that impact how we teach and raise our children here in Arkansas.

This isn’t about picking sides.
It’s about asking better questions.
It’s about imagining a future that offers families dignity, options, and truth in love—no matter their educational path.

Whether you homeschool, use public school, private, or something in between—there is space for you here.
I’m so glad you’re part of this conversation.

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Here in Arkansas, education is once again at the center of passionate debate. With SB625 gaining momentum and HB1761 entering the conversation, many families—especially homeschoolers—are paying close attention.

And they should be. Because what’s being proposed doesn’t just shape policy.
It shapes access.
It shapes equity.
It shapes who gets to choose.

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🧾 What HB1761 Attempts to Do

On paper, HB1761 is an attempt to refocus Arkansas’s Educational Freedom Account (EFA) program on families with the greatest financial need.

Beginning with the 2025–2026 school year, the bill would:

• Limit full EFA funding to families earning up to 250% of the federal poverty level
• Provide partial funding (50% or 25%) for families between 250%–400%
• Remove automatic eligibility for incoming kindergarten students
• Maintain eligibility for students from low-performing schools and for children of active-duty military families

The intention is to direct resources more tightly—to ensure the state is “spending responsibly” and that funds are going toward core educational expenses.

It’s a goal that sounds reasonable. But policy, like education, is rarely one-size-fits-all.

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💡 What’s the Concern?

A closer look reveals the problem: this approach doesn’t account for family size, regional cost of living, or the nuanced needs of real families.

A family of six earning $80,000 may sound “comfortable” on paper—but anyone feeding four kids and trying to afford curriculum, tutoring, testing, and enrichment knows: the math doesn’t stretch like the policy thinks it does.

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🧮 The Numbers We Aren’t Seeing

Proponents of the bill argue that this change ensures public dollars are spent responsibly.
That funding should go to “core academics” rather than “extras.”
That we need transparency and accountability.

But here’s the question: Do we apply that same scrutiny to public schools?

• Are public schoolers capped on how much is spent on extracurriculars like football, band, or cheerleading? How do those numbers crunch?
• Are art and music considered “non-educational” when they happen in a brick-and-mortar setting?
• Is there a public breakdown of how much is spent per student on non-core experiences—and if not, why are homeschoolers being held to a different standard?

No one is arguing against oversight.
But oversight must be even-handed.
It must recognize that education is more than just textbooks and testing. It’s creativity. Connection. Character-building.

It’s swim team and science fairs. It’s music lessons and community theatre.
It’s the very things that make learning feel alive.

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🎓 Equity Isn’t One-Size-Fits-All

The heart of the issue is this: Educational freedom should not be filtered through a single income number.

Because real families don’t fit neatly into policy boxes.
They’re single moms working two jobs.
They’re rural families driving 45 minutes to the nearest co-op.
They’re neurodiverse children who need custom resources that public schools don’t provide.
They’re parents who’ve stepped up to educate their children—often at great personal and financial cost.

When we limit access to educational funds based on income without considering family size or actual costs, we create a system where the middle quietly disappears.
Too “well-off” to qualify.
Too stretched to sustain it alone.

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🌿 A Call for Compassion and Clarity

I’m not against accountability. I’m not blind to the concerns.
But I do believe this:

We can—and must—build an educational system that supports families without suspicion.
That honors different pathways, not penalizes them.
That treats homeschoolers, private schoolers, and public schoolers with the same respect, care, and fairness.

As HB1761 moves forward, I hope lawmakers will pause to consider:

• Are we creating access or limiting it?
• Are we assuming all families with the same income live the same life?
• Are we holding alternative education to a higher standard than public programs?

And most importantly: Are we listening to the families this will most impact?

Because policy feels different when it’s personal.
When it’s your child. Your curriculum. Your calling.

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🕊️ For the Families in the Middle

If you’re feeling unseen in this debate—like your family lives in the gap between “eligible” and “able”—please know you’re not alone.

You matter.
Your child’s education matters.
And your voice matters in this conversation.

Let’s continue to show up—graciously, boldly, and with hearts full of hope for something better.

📬 Want to make your voice heard?
If HB1761 concerns you, I’ve created a gentle, ready-to-personalize letter template you can use to email your representative. Whether you’re brand new to advocacy or simply need help finding the words, this free resource is here to support you.

👉 Click here to access the letter template.

You don’t have to be loud to be heard.
Sometimes, a simple note from a thoughtful parent makes all the difference.

With heart,
Patricia

For more information, see What the LEARNS Act IS-and Why It Matters: Reflections on Educational Freedom, Equity, and Choosing What Works.