Despite (or maybe due to) their small size, microschools are becoming increasingly popular in North Carolina and beyond. On May 3, the John Locke Foundation convened a group of education policy experts, educational entrepreneurs, and prospective school founders in Greensboro to highlight the opportunities and obstacles facing these schools.
Microschools exploded in popularity in the wake of pandemic school closures, when many parents began searching for alternative educational options, and they remain in demand. Estimates suggest that as many as 1.5 million children across the country attend microschools.
Despite their popularity, defining the term “microschool” can be challenging because of the incredible diversity within the sector. In general, microschools are characterized by “a small group of families bringing their children together to be taught by one or a few dedicated educators.” This makes them distinct from homeschool co-ops, which are typically less structured and more parent directed. Because of their small size (the median being 16 students), they can provide more individualized instruction than larger, traditional schools.
Microschools vary widely, however, in size, type, physical location, and instructional approach. According to the National Microschooling Center, the plurality of microschools (41%) operate in commercial business spaces, while 25% meet in houses of worship, 20% meet in private homes, and the rest meet in other kinds of facilities. Some meet in person full time, while others offer part-time/hybrid schedules, and some offer both. Many emphasize self-directed or project-based learning, but many others incorporate classical, Montessori, or Waldorf pedagogy, among other approaches.
For example, Burbrella Learning Academy in Burlington, North Carolina, opened up in what used to be a Foot Locker store and expanded to a former RadioShack location. Its curriculum emphasizes play-based and STEAM learning in the early grades, while older students focus on project-based learning, college/career readiness, and entrepreneurship.
Insight Colearning Center in Durham, North Carolina, advertises year-round outdoor learning as well as service to the school and community.
The conference helped current and prospective microschool founders connect with each other, share resources, ask questions of experts, and gain valuable insights to help support the success of their students and schools. Sessions included presentations on lessons from Florida and other states, the challenges facing microschools in North Carolina, the variety and abundance of microschools across the country, and the different avenues available for funding.
Kerry McDonald, senior fellow at the Foundation for Economic Education and Velinda Jonson Family education fellow at the State Policy Network, highlighted how the expansion of school-choice programs has created opportunities for microschools. She explained how the pandemic fueled interest in school choice and served as the catalyst for record-setting entrepreneurship rates across the country, leading to an increase in the number and diversity of microschools.
According to McDonald, a growing demand for personalization in all other aspects of life has led to similar expectations in the educational arena, presenting an opportunity for microschools to step in and provide the customized and individualized education that families want.
Ron Matus, director of research and special projects at Step Up for Students, shared how the expansion of school choice programs in Florida has diversified education and provided the means for families to take advantage of these options. Teachers, parents, and even nonprofits are taking it upon themselves to start microschools throughout the state. Florida’s universal education savings account program spurred demand not only for private school options but also for à la carte learning, enabling families to customize their children’s education by choosing courses from multiple providers.
Despite the opportunities that the expansion of school choice has created for microschools, certain obstacles prevent them from realizing their full potential.
According to Kwan Graham, director of community engagement with Parents for Educational Freedom in North Carolina (PEFNC), there is a need to inform parents not only about the existence of school choice scholarships but also about the kinds of educational options that are available. Tools like PEFNC’s “NC Schools Around Me” map can help families locate microschools in their area.
Additionally, many microschools struggle to find funding. Private schools do not typically have the same access to funding as traditional public schools do. When a student participates in North Carolina’s Opportunity Scholarship program, for example, she is eligible to receive 45 to 100% (depending upon household income) of the state dollars allocated for her education (federal and local dollars do not follow the student).
Other funding streams may be needed to keep tuition costs down and enable microschools to meet their students’ needs. Philanthropic groups like VELA can provide funding, and microschools can also hold read-a-thons or other fundraisers. Some microschools even hire families to teach elective courses in exchange for a reduction in tuition.
Forthcoming research from the John Locke Foundation’s Center for Effective Education will further examine the challenges facing educational entrepreneurs in North Carolina.