In 2021, Tiffany Blassingame, a passionate educator from a family of educators, launched her own school in a space adjoining a Baptist church in downtown Decatur, Georgia.
Her Ferguson School provides a Christian-based curriculum with a focus on social justice, teaching 18 K-5 students who travel from various parts of Atlanta.
Recently, Blassingame’s venture has attracted peers with specialized educational focuses.
Down the same hallway adorned with vibrant artwork, one can find a Montessori program for three- to six-year-olds, while middle and high school operations exist on the same floor.
Opposite Blassingame’s classrooms, Maya Corneille operates Nia School, catering to children diagnosed with autism and apraxia, conditions that impact movement and speech.
“Everyone has their own niche and strength,” noted Corneille, underscoring the diversity within this educational community.
The microschool movement, which gained momentum during the COVID-19 pandemic, has evolved and expanded, responding to the diverse needs of students.
According to the National Microschooling Center, recent analysis reveals that microschools are becoming less “micro” than they had been twelve months ago.
By 2024, the median number of students per typical microschool has risen from 16 to 22, a shift attributed to the growing experience among school founders.
Some microschools have even expanded their reach to serve as many as 100 students.
The center’s findings highlight the growth of these educational models, which now represent approximately 2% of the U.S. student population, amounting to around 750,000 students.
Among the founders of these microschools, 86% possess backgrounds in education, a significant increase from 71% in the previous year.
Interestingly, not all microschool founders are leaving public schools; charter microschools and those connected with districts tend to trend larger, with a median size of 36 students.
WIN Academy, established through BridgeValley Community and Technical College in South Charleston, West Virginia, serves as a noteworthy example of this trend.
This year, 20 seniors from the charter microschool graduated, earning college credit toward degrees in fields such as nursing or manufacturing.
“The families we serve see the substantial savings on college tuition and the incredible learning opportunities available for their children,” remarked Casey Sacks, the college president.
WIN Academy effectively embodies many key principles of microschooling, including small group instruction, practical experiences, and a personalized learning approach.
In a similar vein, the Indiana Charter School Board has recently granted a charter to a microschool network within the Eastern Hancock district, located just outside Indianapolis.
Superintendent George Philhower anticipates the launch of one to three sites this fall with plans for additional locations throughout the state in the coming years.
“There’s an increasing demographic of families looking for options that lie between traditional public schooling and homeschooling,” Philhower observed.
He noted that some families are currently homeschooling and creating remarkable educational experiences but are seeking community engagement, guidance, and access to certified educators along with additional resources.
Financial sustainability is a pressing concern for many microschools, particularly those navigating challenges related to affordability for families.
Although the majority of microschools operate outside the public funding system, the rise of state-funded programs supportive of private schools, such as education savings accounts (ESAs), has augmented this growth.
The Primer microschool network, a for-profit initiative, is currently established in Florida and Arizona and expects to broaden its reach to Alabama this fall.
Within the next two years, the network plans to expand its presence into five to six additional states.
Lisa Tarshis, the head of the Primer Foundation, which provides financial assistance to families and support to schools within its network, mentioned that ESA funds are instrumental in facilitating this expansion.
“Once you establish a successful program, it becomes relatively straightforward to open a satellite campus or recruit another teacher,” she added.
“Then you can assume the role of owner while overseeing multiple schools.”
Among the 800 schools surveyed, 38% benefit from state school choice funding, reflecting an increase from 32% the previous year.
This fall, Blassingame’s Ferguson School may accept students benefiting from Georgia’s Promise Scholarship, a $6,500 ESA aimed at families with children residing in areas served by underperforming schools.
Additionally, others may qualify for the state’s separate ESA program designed for students with disabilities.
Blassingame expressed that ESAs enhance the affordability of her microschool for parents while allowing her to remain financially viable.
“Most of my tuition is $9,000 annually, but I often have to offer discounts or establish flexible payment arrangements for families in financial distress,” she explained.
“I ask, ‘How much can you pay?’ But I also have to account for teacher salaries and operational costs.”
Critics affiliated with the Democratic Party argue that ESAs not only undermine public schools but also create unrealistic expectations for students in rural areas, where there often are very few private educational options available.
According to a report from the left-leaning Center for American Progress, many rural communities lack transportation for students to existing schools, further complicating educational access.
Despite these challenges, supporters contend that microschools, with their relatively simple establishment process compared to conventional brick-and-mortar institutions, provide an alternative educational avenue.
Amar Kumar, CEO of the KaiPod network, emphasized that even states known for their school choice policies like Indiana and Ohio continue to experience “school choice deserts.”
He highlighted that simply implementing ESA programs is insufficient without also increasing the availability of educational institutions.
“What good are these funding programs if we don’t have schools providing real options?” he questioned during a recent conference focused on hybrid homeschooling models that blend microschooling and at-home learning.
The recent attention on microschools also reflects a growing interest from researchers and policy analysts, indicating an expanding curiosity about these innovative education forms.
At least three separate studies are currently in progress to assess student performance in microschools utilizing common metrics applied to public schools, including iReady assessments and the MAP tests from NWEA.
Jeffrey Imrich, CEO and co-founder of Rock by Rock, which specializes in project-based learning resources for microschools and homeschoolers, mentioned that they are collaborating with Mathematica, a research organization, on one of those studies.
“There’s a significant demand to determine how we can evaluate student outcomes while avoiding an exclusively test-focused environment,” he remarked.
“The focus is on ensuring that children are learning and developing in a holistic manner beyond mere reading scores.”
Nevertheless, critics contend that the lack of government oversight for microschools could pose various risks.
A recent article by the Center for American Progress described some microschools as potentially unsafe educational environments that may evade stringent building codes and civil rights regulations, such as the Individuals with Disabilities Education Act, even if they receive public funding.
In response, Soifer, CEO of the National Microschooling Center, countered calls for greater accountability and a standardized federal definition of microschools.
He argued that founders of these alternatives already manage complex regulations designed primarily for traditional educational models.
Soifer cited an incident in March where a microschool founder in Arizona faced substantial costs for building enhancements demanded by the fire marshal, despite local authorities having already cleared the school’s operations.
After intervention from the libertarian Institute for Justice, the state ultimately rescinded those demands.
As the microschool movement continues to develop, many founders express that their primary concern remains understanding the regulations applicable to their programs.
The recent passing of a voucher program in Texas has prompted Soifer and others to closely monitor how the microschool model will perform within the state’s educational landscape.
Currently, there is no reliable estimate of the number of microschools operating in Texas.
Soifer remarked, “Quite a few microschools have been functioning under the radar for quite some time.”
However, to serve students enrolled in ESAs, these microschools must adhere to the same compliance requirements that affect other private educational institutions.
This implies maintaining operations for a minimum of two years and successfully achieving accreditation.
Obtaining accreditation poses a significant challenge for many microschools, as the process can be costly and intricate, often exceeding $15,000 in expenses.
The requirements generally involve financial audits, background checks for staff, and building inspections.
Many accrediting organizations have not traditionally supported microschools, with fewer than 25% achieving accreditation.
However, a considerable 80% of those surveyed expressed interest in a distinct accreditation pathway tailored for their unique educational frameworks.
Notably, the Middle States Association of Colleges and Schools has recently initiated a pilot accreditation program specifically designed for “innovative school models.”
During a conference held in Atlanta by the National Hybrid Homeschool Project at Kennesaw State University, the topic of accreditation emerged prominently.
Sharon Masinelli, a lead science teacher at St. John the Baptist Hybrid School near Atlanta, shared her experiences seeking recognition from Cognia—the largest accreditation body in the nation.
She highlighted the challenges faced by graduating students when their credits were not accepted by traditional high schools prior to the school obtaining accreditation.
Other microschools are likewise seeking formal recognition to accommodate students funded through ESAs, akin to established private institutions.
At the conference, Mitch Seabaugh, senior vice president of the Georgia Promise Scholarship, engaged attendees, inviting their feedback on the new program.
Eric Wearne, director of the Kennesaw project, remarked on the significance of having state officials engaging with school founders for their insights, emphasizing the growing mainstream acceptance of microschools.
He stated, “If you had told me that we would one day have a state official in a room full of school founders asking for advice, I would have lost money on that bet.”
The shift in dynamics signifies a changing educational landscape where microschools are increasingly recognized as viable alternatives to traditional schooling, catering to the diverse needs of students and families.
image source from：wsbtv
