Abstract
<p>Education savings accounts (ESAs) have expanded rapidly across the United States, yet there is limited empirical evidence on how these policies are experienced during early implementation, particularly from the perspective of participating schools. This study examines independent school leaders’ early experiences with Alabama’s CHOOSE Act during its first year of implementation. Using survey data from 66 school leaders representing a majority of independent schools in the state, we analyze perceptions of access, organizational response, and implementation challenges. Findings indicate that the CHOOSE Act is associated with increased demand for independent schooling and perceived gains in access, including for rural families. However, these gains are constrained by supply-side limitations, particularly facilities and capital, which shape schools’ ability to expand enrollment. School leaders also report generally positive experiences with the program’s administrative infrastructure, alongside concerns about funding stability, parent awareness, and misalignment between program timelines and school enrollment cycles. Overall, results suggest that while ESAs may generate demand and participation, their effectiveness in expanding educational opportunity depends on school-level capacity and key policy design features. The study offers early insights for policymakers seeking to design and refine ESA programs.</p>