As Texas Democrats prepare to reconsider the state's $1 billion education savings account (ESA) program, families of children with disabilities are worried about losing educational options they say have made a meaningful difference.
Texas is heading toward a major political battle over education savings accounts (ESAs), but for thousands of families raising children with disabilities, the debate is about much more than education policy. It is about whether their children will continue receiving the specialized instruction and support they need.
Following Democrats' sweeping victories in last week's elections, the future of the Texas Education Freedom Accounts program is uncertain. Democratic leaders have pledged to redirect education funding toward public schools, while some parents fear that eliminating ESAs could leave their children without suitable alternatives.
The concerns are particularly significant for families whose children struggled in traditional public school settings.
Families Fear Losing Educational Options
San Antonio resident Kelci Jagge is among the parents worried about what comes next.
Jagge and her husband adopted their son Ruslan from Ukraine in 2022. Ruslan has cerebral palsy and a seizure disorder, is nonverbal and requires extensive assistance.
After attempting to enroll him in East Central ISD, the family concluded that a traditional classroom could not accommodate his needs. Ruslan struggled to complete even a single school day, prompting the family to pursue year-round homeschooling.
Through the ESA program, Jagge received funding to purchase educational materials, including interactive learning tools, oversized crayons and early literacy resources.
For a family living on one income, those purchases represented opportunities that otherwise might have been financially out of reach.
Other families describe similar experiences.
In Roanoke, Joy Smith used ESA assistance to purchase specialized curriculum and learning materials for her 7-year-old son with autism.
Meanwhile, Elizamae Dowd moved her daughter Talia from a public school in Copperas Cove to Oak Creek Academy in Killeen, which specializes in educating neurodivergent children.
Dowd reported that her daughter, who has autism, ADHD and dyslexia, experienced bullying and struggled academically in public school. She says Talia is now happier and making progress.
These experiences help explain why some families view the ESA program as an essential educational resource rather than simply another government benefit.
A Billion-Dollar Program Faces Political Uncertainty
Texas launched its education savings account program this school year with approximately $1 billion in funding.
Participating families generally qualify for about $10,500 annually toward private school tuition, while homeschooling families can receive up to $2,000. Students with qualifying disabilities may receive as much as $30,000, although relatively few receive the maximum.
More than 110,000 students participate statewide, including over 18,800 students with disabilities.
According to the comptroller's office, approximately 17% of participants have disabilities, while at least 60% come from low-income families.
Gov.-elect Gina Hinojosa has made opposition to ESAs a central part of her education agenda.
Democrats argue that taxpayer dollars should strengthen public education rather than subsidize private schools and homeschooling arrangements that operate under different accountability requirements.
Their concerns deserve consideration.
Texas public schools educate more than 910,000 students with disabilities. Those schools face significant financial pressures, and critics estimate that student departures associated with ESAs will cost districts at least $227 million this school year.
A public education system cannot function effectively without sufficient resources, particularly when serving children who require expensive specialized services.
However, improving public schools and protecting families who have already found successful alternatives do not necessarily have to be competing priorities.
Lawmakers Consider Possible Compromises
Democratic lawmakers have introduced legislation to repeal the ESA program, although eliminating it entirely would require overcoming opposition in the Republican-controlled Senate.
Hinojosa could also use her line-item veto authority to remove ESA funding from the next state budget.
Still, some Democrats acknowledge that families currently receiving assistance should not necessarily lose support without an alternative.
State Rep. Diego Bernal of San Antonio has expressed interest in preserving assistance for students with disabilities even if lawmakers dismantle the broader program.
Rep. John Bucy of Austin has also indicated a willingness to consider limited protections or grandfathering arrangements for participating families.
Those possibilities could provide a starting point for negotiations.
Incoming Comptroller Sarah Eckhardt has announced an audit of the program, creating another opportunity to examine how public funds are being spent and whether participating students are receiving appropriate educational services.
Restoring Confidence in Public Education
The controversy also highlights longstanding problems within Texas' special education system.
In 2018, a federal investigation found that Texas had improperly limited access to special education services, contributing to eligible students being denied assistance.
That history helps explain why some parents remain skeptical about returning their children to public schools.
The state has a responsibility to ensure that public schools provide appropriate services. At the same time, families who have found educational arrangements that work for their children have legitimate concerns about losing them.
The strongest approach may involve improving public school special education while developing targeted assistance for students whose needs cannot currently be met in traditional settings.
Texas lawmakers face difficult budget decisions when the Legislature convenes in January.
But the outcome should not be measured solely by how much money is directed toward public schools or private education.
The more important question is whether Texas can create an education system that gives children with disabilities meaningful opportunities to succeed, regardless of where they learn.
