America has a long history of small-school environments, such as one-room schoolhouses and homeschools. But in recent years, other models have developed, giving students more intimate settings for learning and enabling their families to play a larger role in their schooling. Microschools are a leading example of this growing sector that also includes pods, hubs, and hybrid homeschooling. This movement was kicked into high gear by the COVID pandemic, which caused millions of families to search for or develop flexible learning environments because of school closures and inadequate online options. For microschooling to expand and improve, state and local governments must ensure that parents, educators, and social entrepreneurs have the resources and freedom to develop, adapt, and sustain settings that meet students' and families' needs. Policymakers should consider statutes, regulations, and practices related to education funding, charter schooling, private schooling, homeschooling, online education, facilities requirements, educator certification, and more. Manhattan Institute for Policy Research commissioned three reports to understand how state policy is affecting microschooling. Each focused on a different state: Idaho, New York, and Arizona. This culminating report brings together these findings and adds related lessons from public opinion surveys, other states, and leaders in the field. [For the Idaho report, see ED618731. For the New York report, see ED618733. And for the Arizona report, see ED618480.]