by (in alphabetical order) John Garrett Clawson, Cassie Davis, Reynaldo De La Garza, Katie Floyd, Sarah Pollock

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ESAs are a new reform, and little direct evaluation of their effects currently exists. Indirect evidence, however, can be gleaned from evaluations of voucher programs . While ESAs often have fewer restrictions on eligible expenditures than do voucher programs (which are typically limited exclusively to tuition), early evidence from Arizona's Empowerment Scholarship Program ESA program has found that two-thirds of the state's ESA disbursements are being spent on tuition , even though Arizona's ESA program is limited to special-needs and disadvantaged children who have a variety of other expenses (Burke, 2013). In a universal ESA program like the one proposed in Texas, it seems likely that an even larger share of Texas ESA funds would be spent on tuition, so that the effects of ESAs would be similar to those of tuition-only vouchers.

A summary of the The evidence on vouchers will be given on a forthcoming page. ' achievement effects is summarized on another page .

References

Burke, Lindsay. "The Education Debit Card: What Arizona Parents Purchase With Education Savings Accounts." EdChoice. August, 2013. Accessed November 11, 2016. https://www.edchoice.org/research/the-education-debit-card/

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Sandra Chereb. “Nevada Supreme Court Strikes Down School Choice Funding Method.” Las Vegas Review-Journal. September 29, 2016.

S.B. 1178, Texas 84th Cong. (2015).

S.B. 1363 Fiscal Note, Arizona 51st Cong. Schimpp, Steve. (2013).

S.B. 2695, Mississippi 114th Cong. (2015).

S.B. 302, Nevada 302nd Cong. (2015).

S.B. 431, Tennessee 431st Cong. (2015).

S.N. 850, Florida 116th Cong. (2014).

Villanueva, Chandra. "It's Time to Renovate our School Finance System." Center for Public Policy Priorities. 18 October 2016, University of Texas-Austin, TX. 

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