For a state that prides itself on a high per-student investment in education, Vermont’s K-12 system has some glaring issues that contradict its ambitious promises. In recent years, Vermont students have shown concerning gaps in core academic skills like math and literacy, leaving many graduates underprepared for college. Add to this a rising trend in student-on-teacher violence and an accountability structure that appears weakened, and it’s hard not to see Vermont’s education landscape as a costly system struggling to meet the needs of both students and educators.
The Costly Pursuit of Lofty Goals
The Vermont State Board of Education, along with the Agency of Education (AOE), outlines a robust, ambitious curriculum that aims to prepare students for college, career, and civic life. The Education Quality Standards (EQS) promise a high-quality, inclusive education that incorporates proficiency-based learning, flexible pathways, and expanded curricula including social issues, health, and global citizenship (Vermont Agency of Education)(Vermont Agency of Education). While these goals sound impressive, the results tell a different story.
Despite Vermont’s spending of approximately $22,000 per student—one of the highest rates in the nation—the academic outcomes don’t consistently align with the investment. Reports from the Vermont Student Assistance Corporation (VSAC) and national organizations like ACT indicate that a significant percentage of Vermont high school graduates require remedial education in core subjects upon entering college (ACT)(Vermont Agency of Education). According to the ACT’s College Readiness Benchmarks, 56% of Vermont students do not meet all four college-readiness standards by graduation. This statistic underscores the reality that many Vermont graduates, despite completing K-12 education in a costly system, are often unprepared for the basic rigors of higher education (ACT).
This disconnect between spending and academic proficiency points to a system that may have expanded its goals too broadly, placing emphasis on inclusivity and social-emotional learning without ensuring that foundational skills are mastered. This approach risks diluting focus on core academics, leading to situations where students might have a broad cultural understanding but lack essential skills in reading, math, and critical thinking (VTDigger).
A System of Lofty Standards and Weak Accountability
Vermont’s shift to a proficiency-based learning model allows students to advance based on their demonstrated understanding of material rather than traditional grades. However, this approach has raised concerns about inconsistent application across schools. Teachers have voiced frustrations that students are sometimes advanced without fully mastering foundational concepts, only for these gaps to become apparent when they struggle with college-level coursework. Proficiency-based learning, while flexible, lacks the structure of traditional grading, which can make it harder for educators to enforce rigorous academic standards consistently (Vermont General Assembly)(VSAC).
Meanwhile, as academic standards waver, Vermont’s emphasis on restorative practices has also changed the approach to school discipline. Designed to reduce exclusionary measures like suspensions and expulsions, restorative practices focus on addressing behavioral issues through dialogue and understanding. While this approach is intended to create a more supportive environment, some educators and parents argue that it lacks the immediacy needed to address violent or disruptive behaviors effectively. As a result, student misbehavior—particularly violence toward teachers—is reportedly on the rise, leaving many educators feeling unsafe and unsupported (American Psychological Association)(Vermont General Assembly).
A 2022 report from the National Education Association noted that violent incidents in schools have increased, with teachers frequently facing physical aggression and threats from students. Vermont educators have shared similar concerns, describing situations where disruptive behavior is met with minimal consequences, contributing to a deteriorating classroom environment that affects both students and teachers. This lack of immediate accountability is seen as particularly troubling, as it not only impacts classroom order but also raises questions about the system’s priorities when it comes to safeguarding educators (VTDigger)(National Center for Education Statistics).
Parents Paying Twice: Once in Taxes, Again in Tuition
One of the most direct consequences of Vermont’s educational gaps is the burden placed on parents who, despite funding a costly K-12 system through taxes, must often cover additional college expenses for remedial courses. This effectively forces families to pay twice: once for public schooling and again for non-credit courses designed to teach the basic skills their children should have mastered in high school.
The added cost of remediation isn’t trivial. College tuition rates mean that even a single semester of remedial math or English can significantly increase a family’s financial burden, especially when compounded by the delayed progression toward a degree. Students entering college unprepared often struggle to catch up, and in many cases, require additional semesters to meet graduation requirements—further increasing their debt and delaying their entry into the workforce (ACT)(Vermont Agency of Education).
The Human Cost: Student and Teacher Well-Being
Beyond the financial implications, the struggles within Vermont’s education system have a human cost that affects both students and teachers. Students who leave high school unprepared for college face significant challenges in adapting to academic demands, often experiencing lowered self-esteem and motivation. Meanwhile, teachers working in increasingly chaotic environments, with limited support for enforcing discipline, report high levels of stress and job dissatisfaction. It’s a situation that risks not only teacher retention but also the overall quality of education as dedicated educators question their ability to maintain effective, safe classrooms.
The rise in student-on-teacher violence is particularly troubling, reflecting a systemic lack of accountability that impacts the well-being of educators. Reports suggest that teachers are sometimes expected to manage serious behavioral issues without adequate administrative backing, further eroding classroom order and making it difficult for all students to learn effectively (VTDigger)(National Center for Education Statistics).
A Call for Balance: Reclaiming Accountability in Vermont’s Schools
To create a more effective, accountable education system, Vermont must refocus on core academic skills while maintaining support for students’ diverse needs. Striking a balance between inclusion, social-emotional learning, and essential academic rigor is critical. This may involve revisiting proficiency-based models to ensure that students only advance when they’ve genuinely mastered foundational skills, as well as reinforcing discipline policies that prioritize the safety and structure needed for a productive learning environment.
At its core, education is about preparing students for life beyond school, equipping them with the skills to thrive in college, careers, and civic life. For Vermont’s education system to live up to its high cost and noble ideals, it must make substantive changes that prioritize academic proficiency and enforce clear behavioral standards. Vermont parents and taxpayers have a right to expect that the resources devoted to education produce graduates ready for their next steps, not burdened by remedial needs and a lack of accountability.
Only by addressing these issues head-on can Vermont hope to transform its lofty educational goals from “happy gas” into meaningful results that benefit students, teachers, and the entire state community.
Dave Soulia | FYIVT
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