Press Release: 6/17/2025
Study Recommends Easing Barriers to Innovative Learning Models
June 17, 2025by Editorial Staff
Data suggests that Massachusetts lags other states in the growth of new education models
BOSTON – Despite Massachusetts families’ strong interest in alternatives to traditional educational models, entrepreneurs seeking to establish innovative learning environments face significant challenges, according to a new study published by Pioneer Institute.
Across the country, the creation of small learning environments such as microschools, hybrid schools, learning pods and homeschool coops is on the rise, but the data suggest that Massachusetts lags many states in the growth of this new education sector.
“The number of students in and on waitlists for charter and virtual schools, as well as the high percentage of children attending private schools, seem to indicate an appetite for alternatives to public schooling,” said Lynn Swanson, who authored “Massachusetts Can Do More to Encourage Education Entrepreneurship” with Amar Kumar and Bill Heuer.
Both supply- and demand-side barriers inhibit the growth of educational innovation in Massachusetts.
- On the supply side, a number of these entities are impacted by strict childcare licensing regulations. Co-author Amar Kumar received approval to operate his Newton-based microschool under an established exemption to the childcare regulations. But when he later applied to expand the ages he could serve, he was told he would need to submit another application – if denied, it would also void the original approval.
- Zoning ordinances can also be problematic. While non-profit private schools are given a degree of protection from local zoning laws, some level of review – potentially a site plan review and traffic study – could still be required. Such requirements can be inordinately expensive for programs that often educate fewer than 30 students.
- Similarly, building and fire codes designed for schools with hundreds of students are often inappropriate for schools that may only serve 15 or 20 students.
- On the demand side, non-academic activities such as interscholastic athletics that public and larger private schools offer can be a disincentive for students to enroll. Local school committees, for example, must approve homeschoolers who seek to participate in public school athletics.
- Funding and affordability issues can also create barriers, as programs that are so small don’t generate much tuition revenue. According to KaiPod Learning, which helps entrepreneurs open microschools, start-up costs are $5,000 to $10,000, and operating costs are significantly higher.
“One-size-fits-all education doesn’t work for a growing number of children—as can be seen in Massachusetts’ steep decline in academic performance and the traditional public schools’ response to the pandemic,” said Jim Stergios, the Institute’s executive director. “Massachusetts families want more choices, but red tape is holding them back We’re seeing promising models of individualized learning take off around the nation, and it’s time Massachusetts made space for them, too.”
The authors’ supply-side recommendations include making childcare regulations easier to navigate, easing the private school approval process, right-sizing zoning requirements and facilitating alternative ways to achieve fire safety.
On the demand side, Swanson, Kumar and Heuer also recommend funding formulas under which money follows the child and creating policies that recognize the existence of educational options beyond traditional public and private schools.
About the Authors
Amar Kumar is the founder and CEO of KaiPod Learning and has been working to improve education for students around the world for over 15 years. In addition to having been a teacher, a school principal, and a consultant in McKinsey’s Education practice, Amar was the Chief Product Officer for Pearson Online & Blended Learning for seven years. In that role, Amar designed and built the technology and curriculum that served more than 400,000 students in Connections Academy schools and school districts around the country. During the pandemic and through KaiPod Learning, Amar transitioned into an education entrepreneur, creating a new learning environment to support families that are seeking individualized and flexible learning options through online learning and homeschooling. Amar earned a Bachelor of Science in computer science from Purdue University and an MBA from Harvard Business School.
William Heuer and his wife Loretta homeschooled their two sons from birth through high school. He has been a presenter and panel participant at statewide and national homeschooling conferences and has given numerous media interviews about homeschooling. He is on the Board of Directors of the Massachusetts Home Learning Association (MHLA), the Commonwealth’s oldest statewide homeschooling advocacy organization.
Lynn Swanson is a lawyer with the Stand Together Chamber of Commerce, where she is part of the Edupreneur Support Program team. In this role, she provides legal resources and guidance to help education entrepreneurs navigate regulatory challenges. Lynn began her legal career practicing corporate and securities law at a large international law firm and later at an investment bank. As her career evolved Lynn transitioned to serving as in-house/general counsel for smaller businesses. Before joining the Stand Together community, Lynn also worked part-time with the Florida Department of Children and Families, Children’s Legal Services, representing the state in child dependency matters. Mid-career, Lynn lived overseas, primarily in Australia, where she held various roles within the Commonwealth of Australia and the New South Wales governments. She later moved into management consulting and became a certified change management professional. Lynn holds a J.D. from the University of Michigan Law School and a B.A. from Wellesley College. She is admitted to practice law in Florida and New York.