As a 30-year veteran of South Carolina public schools, I began my career with a firm belief that the traditional public school system was the best—and often the only—realistic option for educating children. Like many educators, my early understanding of school choice was shaped largely by messaging from educational union groups and professional circles. That messaging often framed school choice in broad, negative terms that did not fully reflect what these programs could offer families.
Throughout much of my career as a teacher and later as an administrator, I operated under the assumption that strengthening the traditional system was the sole path forward, and that alternative models were either unnecessary or harmful.
However, as my administrative career progressed, I began working more closely with students who were struggling within the traditional brick-and-mortar system. I saw firsthand the challenges many families faced: students dealing with repeated disciplinary issues, academic frustration, and a lack of connection to or purpose in their education.
These were not isolated incidents—they were recurring patterns. Students who did not “fit the mold” were often left disengaged or fell behind, not because they lacked ability, but because the system was not designed to meet their individual needs.
Over time, I came to a simple realization: one system cannot effectively serve every child. Education is not one-size-fits-all. Families need options—whether that is a different learning environment, a school with a stronger emphasis on character or faith development, or simply a setting where their child can feel seen and supported.
Upon retiring from public education, I had the opportunity to reassess my perspective. Stepping into the role of principal at North Myrtle Beach Christian School became a catalyst in continuing to reshape my thinking on school choice. In that setting, I witnessed firsthand the progress students were making. Students who had previously struggled in traditional public schools were now gaining confidence, improving academically, and finding a renewed sense of purpose. It reinforced for me that environment matters, and that the right fit can make a profound difference in a child’s life.
I also gained a clearer understanding of what school choice truly represents: opportunity, flexibility, and access. I now know that many of the concerns I once held were based on incomplete or misleading information. School choice is not about dismantling public education—it is about empowering families.
I have seen how access to alternative educational options can transform a student’s trajectory.
Students who were once disengaged became motivated. Students who struggled behaviorally found structure and purpose. Students who were academically behind began to close gaps when placed in the right environment.
The change was not just academic—it was personal. Confidence improved. Attitudes shifted. Families became more engaged.
School choice helped provide smaller learning environments, more individualized attention, stronger alignment with family values, and a renewed sense of belonging. For some students, it means finally being in a place where they are not just managed but truly supported.
I want people to understand that school choice is not a political talking point. It’s a practical solution for real families facing real challenges. As someone who spent three decades inside the public school system, I can say with confidence that while public schools serve many students well, they cannot serve every student equally well.
School choice provides necessary options, and those options can be life-changing. It is also important to recognize that this is not a partisan issue. I have seen strong support from leaders on both sides of the political aisle who understand its value.
After 30 years in education, I have learned this: when families are given options, students win.
