In a recent Senate Education meeting held on April 22, 2025, in New Hampshire, passionate discussions unfolded around the complexities of school choice, particularly concerning students with disabilities and those from the LGBTQ community. The atmosphere was charged as educators and lawmakers grappled with the implications of educational policies that some argue limit true choice for all students.

One educator, speaking from personal experience, highlighted the stark reality faced by families with disabled children. "If I have a disabled kid and the school says, no, you signed off, we don't have to help them, then my kid doesn't get the choice they want," she stated, emphasizing that the notion of choice often falls short when schools refuse to accommodate diverse needs. This sentiment resonated deeply, as she pointed out that many schools openly discourage applications from LGBTQ students, effectively narrowing the options for families seeking inclusive environments.

The discussion turned to the financial aspects of school choice, with concerns raised about the adequacy of funding. While a scholarship of around $4,000 is available for students opting out of public schools, the actual cost of education per student often exceeds $20,000. This discrepancy raises questions about the sustainability of public education funding when students leave for alternative options. "If we lose three kids from each classroom suddenly because of this, it's not less money to pay teachers or coaches," the educator noted, highlighting the potential strain on resources.

Accountability in the use of educational funds was another critical point of contention. The educator expressed frustration over the lack of oversight regarding how funds are allocated, particularly for special education. Unlike public schools, which have rigorous requirements for special education services, alternative education programs may not adhere to the same standards, leading to concerns about the quality of education provided to vulnerable students.

As the meeting progressed, committee members sought clarification on these issues, with one senator requesting a list of schools that allegedly discourage LGBTQ applicants. The educator promised to provide this information, underscoring the need for transparency in educational practices.

The meeting concluded with a call for a reevaluation of how educational funds are distributed, with suggestions to redirect resources to support property-poor towns rather than a select few students. This conversation reflects a broader debate about the future of public education in New Hampshire, as stakeholders continue to navigate the delicate balance between choice, equity, and accountability in the educational landscape.