House subcommittee divided over charter school expansion, oversight and proposed tax credits

The House Education and Labor Subcommittee on Early Childhood, Elementary, and Secondary Education met in Washington, D.C., for a hearing that featured sharply different views on charter schools, including testimony about academic gains at some charters, concerns over segregation and closures, and a proposal to create a federal tax credit to spur charter expansion.

The hearing focused on whether and how federal policy should support charter school growth while protecting equity and civil rights. Committee members and witnesses debated research findings, school demographics, closure rates and several bills that lawmakers said could shape charter expansion, including the High Quality Charter Schools Act and the Educational Choice for Children Act.

Chairman Kiley opened the hearing by calling the subcommittee to order and framing charter schools as a major reform: "Over the past 25 years, charter schools have emerged as the single most impactful reform in American public education," he said, and he urged Congress to consider the High Quality Charter Schools Act, which he said would create "a 75% federal track tax credit for charitable contributions toward the start up costs of nonprofit charter school organizations." He also predicted the measure could help replicate networks such as Success Academy and KIPP nationwide.

Ranking Member Suzanne Bonamici provided the counterpoint in her opening remarks, emphasizing oversight and civil-rights protections. "Without meaningful guardrails, charter schools can become a driver of segregation," Bonamici said, urging attention to equitable access, accountability and implementation of existing federal law, including the Every Student Succeeds Act.

David Griffith, associate director of research at the Thomas B. Fordham Institute, told the panel that a body of research indicates some high-quality charter schools produce measurable academic benefits, especially in urban settings and for traditionally disadvantaged students. "High quality charter schools can produce meaningful, system wide benefits for students," Griffith said, adding that as the charter sector has matured some metrics, including closure rates, have improved.

Eva Moskowitz, founder and CEO of Success Academies, described her network'which she said educates about 22,000 students'as a model of academic results for high-poverty students. "We are number 1 in the state of New York in mathematics," Moskowitz said, and she cited demand for seats: "Last year, we had 28,000 applicants for 3,000 spots." She told members Success Academy serves predominantly Black and Hispanic students and said the network emphasizes structure, teacher training and a broad curriculum.

Genevieve Siegel Hawley, a professor at Virginia Commonwealth University, urged the committee to consider civil-rights implications and guardrails before expanding federal support. "Charter schools receive public funding and therefore should be equally available to all students," she said, summarizing research that, she said, shows charter schools are often more racially and economically isolated than traditional public schools and that enrollment practices and transportation barriers can shape that segregation.

Daryl Cobb, president of the Charter School Growth Fund, described philanthropic and federal tools that have supported charter openings, including the federal Charter Schools Program and tax-exempt private activity bonds. He said portfolio schools in his fund'he reported'serve hundreds of thousands of students and that expansion can benefit both charter and district students in charter-rich environments.

Members pressed witnesses on methodology, peer review and outcomes. Several Democrats emphasized closure rates and potential harms when charters close abruptly; Representative Bonamici cited a 2024 report that she said found about 25% of charter schools close within five years and 49% within 15 years. Several Republicans highlighted charter demand, competition effects and examples of successful networks.

No formal votes were taken. Committee members referenced several pending or proposed legislative measures during the hearing, and witnesses repeatedly urged stronger accountability or greater support depending on their positions. Bonamici and others urged using existing federal tools such as the Every Student Succeeds Act and newer proposals like the Strength and Diversity Act and the Equity and Inclusion Enforcement Act to address segregation and service to students with disabilities.

The hearing record was left open for 14 days for submitted statements, pursuant to committee rules, and the subcommittee adjourned after roughly 90 minutes of testimony and questioning.