This report focuses exclusively on vouchers and ESAs. We found that testing is the most common academic accountability  mechanism in private choice programs, and that programs design this  requirement in different ways. Administrative Accountability Mechanisms

Most private school choice programs have some administrative  accountability mechanisms, and these varied across programs, according  to our analysis of information from program documents and officials. In addition, about half of all voucher and ESA  programs (17 of 27)—including three of the largest programs, which  represented 73 percent of all students participating in voucher and ESA  programs in school year 2016-17—require participating private schools to  conduct background checks on all employees, or all employees with  direct and unsupervised contact with children. Financial Accountability Mechanisms

Although financial accountability mechanisms are the least common  mechanisms used by private choice programs, more than half of  programs had at least one such requirement. In our review of a nationally  representative sample of 344 websites of private schools participating in  the 23 voucher programs operating as of January 2017, we found notable  differences in the type and amount of information on the sites (see fig. schools in voucher programs for students with disabilities mention  students with disabilities or special education services anywhere on their  websites. In addition, we estimate that no more than 21 percent of  private schools participating in a voucher program specifically designed  for students with disabilities provide certain types of special  education/disability-related information on their websites that might be of  interest to prospective families choosing a school for their student with a  disability. Specifically, in our review of information provided by all 27  private school choice programs in operation as of January 2017, we  found that 9 of the 27 programs did not provide any information about  these changes in rights. Specifically, in 2001, Education  issued a document—which Education refers to as a policy letter—stating  that “in order to avoid parental misunderstanding, the Department  strongly recommends that the state and local educational agency notify  parents who choose private school placement under [a private school  choice program] that the students may retain certain rights under Section  504 and Title II of the ADA, although the student will not be entitled to a  free appropriate public education under IDEA, while enrolled in the private  school.”
In addition, while Education has issued guidance documents explaining  the obligations of states and school districts under IDEA to ensure the  equitable participation of parentally placed private school children with  disabilities, Education has not developed guidance or other documents  that could serve as specific notification to parents of changes in IDEA  rights when a parent moves a child with a disability from public to private  school. Education officials told us that IDEA does not provide it with statutory  authority to require states and school districts to give parents notice that  IDEA rights and protections—such as discipline procedures and least  restrictive environment requirements—do not apply when a student with a  disability is moved from public to private school by a parent. Although  Education has strongly recommended that states and districts notify  parents that IDEA rights change when they move their parentally placed  child from public to private school, in 2016-17, more than 80 percent of  students in private choice programs designed for students with disabilities  were enrolled in a program that either provided no information about  changes in IDEA rights or provided some inaccurate information about  these changes. Education generally agreed with our recommendation to correct  inaccurate information provided by states related to changes in federal  special education rights when a parent places a student with a disability in  a private school. Appendix I: Objectives, Scope, and Methodology

This report examines (1) the academic, administrative, and financial  accountability mechanisms in private school choice programs; (2) the  information available to the public and prospective families on private  school choice programs and participating private schools; and (3) how  families of students with disabilities are informed about any changes in  their rights under federal law when enrolling in private school choice  programs, and how the U.S. Department of Education provides  information to families about these rights. For the selected programs, we reviewed program documents, and  conducted interviews with programs officials and school choice  organizations.
Why GAO Did This Study

Growth of voucher and ESA programs has drawn attention to the ways states ensure accountability and transparency to the public and prospective parents. With over half of voucher and ESA programs specifically designed for students with disabilities, there is interest in the information parents receive about special education services and rights when enrolling in a choice program. GAO was asked to examine these topics in more depth.
This report examines (1) academic, administrative, and financial accountability mechanisms in private choice programs; (2) information available to the public and families on private choice programs and participating schools; and (3) how parents of students with disabilities are informed about changes in rights when enrolling in private choice programs. GAO analyzed information from all voucher and ESA programs operating in January 2017 and interviewed officials from Education, national groups, and six of the largest private choice programs. GAO reviewed websites of a nationally representative sample of private voucher schools, and worked with private choice groups and national organizations to contact families that recently interacted with a choice program. GAO interviewed all 17 families that responded.

What GAO Found

States include different academic, administrative, and financial accountability mechanisms in their voucher and education savings account (ESA) programs—programs that use public funds for private school educational expenses (see figure). Of the 27 programs operating in January 2017, most had academic and administrative accountability mechanisms for participating schools, such as academic testing requirements (18 of 27) or health and safety requirements (25 of 27). In addition, 15 of 27 programs required schools to demonstrate financial soundness and 8 of 27 programs required annual financial audits.
Almost all of the 27 private school choice program websites provide a directory of participating schools and some provide guidance on selecting schools. However, GAO estimates that no more than half of all schools participating in any type of voucher program mention students with disabilities anywhere on their websites, according to GAO's review of a nationally generalizable sample of websites of private schools in voucher programs. Further, GAO estimates that no more than 53 percent of private schools in voucher programs designed for students with disabilities provide disability-related information on their websites.
GAO found private school choice programs inconsistently provide information on changes in rights and protections under the Individuals with Disabilities Education Act (IDEA) when parents move a child with a disability from public to private school. In 2001, the U.S. Department of Education (Education) strongly encouraged states and school districts to notify parents of these changes, but according to Education, IDEA does not provide it with statutory authority to require this notification. According to GAO's review of information provided by private school choice programs, and as confirmed by program officials, in school year 2016-17, 83 percent of students enrolled in a program designed specifically for students with disabilities were in a program that provided either no information about changes in IDEA rights or provided information that Education confirmed contained inaccuracies about these changes. Officials from national stakeholder groups, private choice programs, and Education told GAO that some parents do not understand that certain key IDEA rights and protections—such as discipline procedures and least restrictive environment requirements—change when parents move their child from public to private school. Ensuring that quality information is communicated consistently and accurately to parents can help address potential misunderstanding about changes in federal special education rights.

What GAO Recommends

Congress should consider requiring states to notify parents/guardians about changes in federal special education rights when a parent moves a child from public to private school. In addition, GAO recommends Education review and correct inaccurate IDEA-related information provided by states. Education generally agreed with our recommendation.