Designing Fiscal Recognition: Protected Student Inclusion Account Models for Compulsory Public Education

Paper 1 supplied a descriptive measurement framework for compulsory student time, and Paper 2 supplied a proposed institutional account of the recognition boundary. This article does not recalculate, revise, or crosswalk either contribution. It addresses a bounded policy-design question: how a legislature might later specify a student-beneficial restricted public-account architecture without premising the proposal on compensable student labor, wage entitlement, damages, restitution, or a claim that education lacks value. A Protected Student Inclusion Account (PSIA) is the article’s proposed candidate restricted public-account architecture for later jurisdiction-specific consideration. The article compares candidate mechanisms as design objects with unresolved legal, benefits, custody, access, fiscal, and administrative dependencies. Transition capacity is treated only as an authorial normative design objective and a possible pilot evaluation domain. The illustrative deposit arithmetic reports nominal student deposits under disclosed inputs; it is not a fiscal note or a statement about legal authority, fiscal conditions, administrative performance, or outcomes.