E-Learn 2008 - U.S. Virtual School Trial Period and Course Completion Policy Study

529 views
474 views

Published on

Variations in the policies used by virtual schools in relation to course enrollment trial periods and course completion impact the comparability of attrition statistics. We contacted 159 U.S. virtual schools and received responses from 86 schools, a response rate of 54%. 68.6% of respondents had trial periods that varied from one day to 185 days. Course completion definitions varied considerably from remaining in the course irrespective of the final grade to receiving an A-, considered a passing grade. These differences were examined based upon geographical region and school type. We recommend virtual schools adopt multiple measures for calculating student attrition to allow meaningful comparisons between virtual and also with brick and mortar schools.

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
529
On SlideShare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
0
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide
  • Ask audience introduce self & what do. What interested them in attending? If their institution has a trial period? - length How they define course completions? Illustrate wide variability even within the room.
  • 1. 2005-2007 State led schools went from 21 to 42 according to Watson and Ryan’s Keeping pace wit hK-12 online learning 2. Estimated 700,000 (Tucker 2005) to 1 million (Christensen & Horn, 2008) students participating in K-12 online learning 3. Michigan requires e-learning component for graduate requirement from high school. Other states may soon follow. 4. The student population is primarily using online learning to supplement their brick and mortar courses but there is a growing trend toward more full-time programs. 5. Variety in providers 6. Variety in geographic distribution
  • Retention rates are a key indicator of the health of a school However in VS, attrition tends to be a significant problem Attrition rates range significantly 12-40% (Lary, 2002) 50% (Rice, 2006) Low as 3 % as high as 70% (Robyler, 2007) Wide range in what is reported for different reasons – Some learning related. Other policy factors and lack of agreement on how to calculate metric.
  • Is there a need to standardize? Or have we already done this organically? There has been a call to standardize but before you can do this it is important to know the current landscape. Are there policies institutions have gravitated to en mass, determining a standard metric becomes easier. Are these policies context specific?
  • In Pape’s et al. 2006 article Measuring outcomes in K-12 online education programs: The need for common metrics she examined 3 virtual high schools--Virtual High School Global Consortium (VHS), Illinois Virtual High School (IVHS), and Connections Academy (CA). Qualitative tag which included “intertwining metrics: attendance, participation, and performance” (p. 55). This data was combined to calculate a “qualitative tag” depicting performance ranging from “Satisfactory to Alarm” Long trial periods can act as a sifting mechanism during which weaker students to drop out, masking attrition rates for lower performing students. FLVS 1999 -2000 evaluation report—reported a 71% retention rate. If included dropout students from trial period – 54%In turn, virtual schools with generous trial periods would be able to report high retention rates because students who were having trouble and would have likely struggled to complete the course would have dropped out by the time the virtual school began counting then as students.
  • 159 US schools located:: NACOL Clearinghouse list, State-led schools from Keeping Pace with K-12 Education 2007 Canadian schools selected based on Email survey : 3 questions; 2 open-ended,
  • Used Clark’s 2001 definition of a virtual school as “a state approved and/or regionally accredited school that offers secondary credit courses through distance learning methods that include Internet-based delivery” Limitations: Definition of VS not accepted by some people in our study – they dropped ou.
  • Almost 50% of schools in sample were western. Not suprising given history of distance education in the west. Then Central Then Southeastern
  • US: Single district, state led, and cyber charter schools accounted for 66.4% of virtual schools in our sample.
  • Canada: 29.9% Response breakdown by country – majority were US schools responding.
  • Single district, Cyber charter, and State –led: 67% Fairly representative set of responses compared to the sample set.
  • Single district, Cyber charter, and State –led: 67% Fairly representative set of responses compared to the sample set.
  • Single district, Cyber charter, and State –led: 67%
  • US: Of the 88 schools surveyed, 27 schools had no trial period compared to 61 schools had a trial period Trial periods were a common practice in the US. Several instances where a trial period was marked by an event such as submitting your first assignment, taking your first quiz, paying your tuition; in contrast to a time period that was common in the US.
  • US most common: 28-30 days about 4 weeks accounted for 28.3% of the sample Most common (14 days) 14-15 days: 2 weeks accounted for 26.7% of the sample
  • Ran One way ANOVAs to see if there were any significant differences in trial length based on school type or region. For School types found that US significant with an f value of 3.909 Did a Post HokTukey test to see which variables were significant and found that
  • Wide range in completion definitions.
  • Wide range from passing the course w/ 60% to a mastery level with 90% or better US had significant variation within this category.
  • Not define by grade: elementary school
  • This study gives us evidence beyond anecdote or guess, that variations are significant and there is a need to standardize trial period policies and course completion definitions. We need to count students in the same time and same manner. Ideally, best if we could align this with how brick and mortar schools are calculating attrition/retention to allow for comparisons
  • How do you determine…. Drivers-Colorado Online Learning changed their trial period from 2 weeks to 5 weeks because a competitor school had this length and wanted their attrition rates to be comparable. If a standardized metric were to be established, who should determine it?
  • E-Learn 2008 - U.S. Virtual School Trial Period and Course Completion Policy Study

    1. 1. U.S. VIRTUAL SCHOOL TRIALPERIOD AND COURSE COMPLETION POLICY STUDYABIGAIL GONZALES, BRIGHAM YOUNG UNIVERSITY & UNIVERSITY OF NEVADA, LAS VEGAS DR. MICHAEL K. BARBOUR, WAYNE STATE UNIVERSITY E Learn Conference 2008
    2. 2. Agenda Describe study Share findings Discuss collectively implications & future directions
    3. 3. State of Virtual Schools in U.S. Explosive growth Student population primarily supplementary Variety of types of virtual schools  Statewide, virtual charter, Multi-district/consortia, single-district, private, for profit, & university Geographic location  High concentration Western & Southeastern states  Northeastern states slow adopters
    4. 4. Challenges of virtual schooling Attrition is a significant problem (Carr, 2000; Lary, 2002; Rice, 2005) Multiple factors contribute to differences Non-learning related factors – Policy adoption  When we start counting students  How we count them
    5. 5. Purpose of Study1. Examine variation in trial period policies in US  Variability across types schools & geographic regions1. Examine variation in how US virtual schools define course completions  Variability across types schools & geographic regions
    6. 6. Significance of Study Is there a need to standardize? Cannot standardize metric without knowing current landscape Are policies adopted context specific?
    7. 7. Review of Literature Researchers call for standardizing performance measures (Smith et al., 2005; Pape et al., 2006; Watson et al., 2006) Limited research examining two policies Pape et al., (2006) compared 3 v. schools  2 trial periods: 3 and 5 weeks  2 defined completion as 60%, 1 used “qualitative tag” Evidence trial periods can sift out weaker students (Ballas & Belyk, 2000; Cavanuagh, Gillan, Bosnick, Hess, & Scott, 2005; McLeod, Hughes, Brown, Choi, & Maeda, 2005)  When to count Course completion definitions affect retention
    8. 8. Methods Sampling Procedures  159 US schools  Schools listed in  NACOL’s Online Learning Clearinghouse List ‘07  State-led schools in Keeping Pace w/ K12 Online Learning (Watson, 2007) Survey Study  3-question email survey w/ introduction, purpose  Presence of trial period  Length of trial period in days
    9. 9. Survey email 4 contact attempts (2 emails, fax, phone) Addressed to school principal, director, or registrar Addressed by name when possible
    10. 10. Methods Virtual school: state approved / regionally accredited school offering credit through DL methods including the internet (Clark, 2001) School type taxonomy from Cavanaugh, Barbour, and Clark 2008 Regional Divisions  US Watson & Ryan 2007
    11. 11. US Geographical Regions Northeastern States Central Sates Western States Southeastern States
    12. 12. Sample by RegionRegion US Sample US % of Sample Central States 41 25.5 Northeastern 18 11.2 States Southeastern 33 20.5 States Western States 67 41.6Total 159 100
    13. 13. Sample by School TypeSchool type US US %Cyber Charter 34 21.1For Profit 9 5.6Multi-district 11 6.8Private 21 13Single – district 49 30.4State – led 24 14.9University – led 11 6.8Other (Aboriginal, 0 0Unknown, etc)Total 159 100%
    14. 14. Responses & Response Rates 88 schools of 159 contacted 55.3% response rate
    15. 15. Responses by School TypeSchool type US US %Cyber Charter 16 18.2For Profit 1 1.1Multi-district 7 8.0Private 13 14.8Single-district 26 29.5State – led 17 19.3University – led 8 9.1Totals 88 100%
    16. 16. Representativeness by SchoolType US US ResponseSchool type Sample % % % DifferenceCyber Charter 21.1 18.2 2.9For Profit 5.6 1.1 4.5Multi-district 6.8 8.0 -1.2Private 13 14.8 -1.8Single-district 30 29.5 .5State – led 14.9 19.3 -4.4University – led 6.8 9.1 -2.3
    17. 17. Representativeness by Region US US % Sample Respons DifferencRegion % e% eCentral States 25.5 26.1 -.6Northeastern 11.2 9.1 2.1StatesSoutheastern 20.5 22.7 -2.2StatesWestern States 41.6 42 -.4
    18. 18. Trial Period Prevalence Trial: 61 No trial: 27 Total: 88
    19. 19. Trail Period Length in Days Range: 1-185 Mean: 19.59* Instances where event marked end of trial period*w/o extreme outliers
    20. 20. Trial period length in days(n=61) v v
    21. 21. Trial period length variationsby…School type: Sig. @ p=.05 df(5) f3.909  Differences: Private school vs. state-led, cyber charters, and single-district  Private schools had shorter trial periods compared to other schoolsGeographical region: No significant difference
    22. 22. Course Completion Definitions Grade irrelevant Grade relevant Other
    23. 23. Course Completion Definitions where…Grade is IrrelevantDefinitions US US % 16 18.6Remain in courseComplete all/majority of 11 12.8courseworkTotals 27 31.4%
    24. 24. Course Completion Definitions where…Grade is RelevantDefinitions US US %Pass the course 38 44.2(60%)Pass course & final 2 2.3Pass w/ ≥ D/64% 1 1.2Pass w/ ≥ C-/70% 6 7Pass w/ ≥ B-/80% 4 4.7Pass w/ ≥ A-/90% 1 1.2Totals 52 60.6%
    25. 25. Course Completion Definitions where…OtherDefinitions US US %Mastery not defined by grade 1 1.2Individual schools define completion 4 4.7Totals 5 5.9%
    26. 26. Completion Definitions where…Grade Relevant vs. Irrelevant vs. Other
    27. 27. Course completion variationsby…School type: No significant differenceGeographical region: No significant difference
    28. 28. Findings SummaryTrial Period Presence Prevalent practice ~70%Trial Period Length Average length ~ 20 days Most common lengths: 2 and 4 weeks Regional differences: Not sig. School type: Sig. - private schools
    29. 29. Findings SummaryCourse completion definitions Wide variation between and within groups  Remain in courseFuture Research Student characteristics, experience, and reason for dropping out during trial period duration Comparison study with Canadian trial period and course completion policies
    30. 30. Implications Need common metrics for calculating attrition  Best if same as bricks-and-mortar schools Gather data for internal and external reporting  Internal = Institutional metrics  External = Standardized metrics Determining metric easier since geography and school type factor little
    31. 31. Participant Discussion How do you determine or set your trial period policies and completion definitions?  What influences you? Should a common metric be established?  Who would determine the standardized metric?  What would be the optimal trial period/ course completion policy? What other metrics / policies need standardization? Questions?
    32. 32. References Ballas, F. A., & Belyk, D. (2000). Student achievement and performance levels in online education research study. Red Deer, AB: Schollie Research & Consulting. Retrieved July 31, 2005, from http://www.ataoc.ca/files/pdf/AOCresearch_full_report.pdf Carr, S. (2000). As distance education comes of age, the challenge is keeping the students. The Chronicle of Higher Education, 46(23), A39-41. Cavanaugh, C., Gillan, K. J., Bosnick, J., Hess, M., & Scott, H. (2005). Succeeding at the gateway: Secondary algebra learning in the virtual school. Jacksonville, FL: University of North Florida. Cavnaugh, C., Barbour, M., & Clark, T. (2008, March). Research and practice in k-12 online learning: A review of literature. Paper presented at the annual meeting of the American Educational Research Association, New York. Clark, T. (2000). Virtual high schools: State of the states - A study of virtual high school planning and preparation in the United States: Center for the Application of Information Technologies, Western Illinois University. Retrieved July 4, 2005, from http://www.ctlt.iastate.edu/research/projects/tegivs/resources/stateofstates.pdf Lary, L. (2002). Online learning: Student and environmental factors and their relationship to secondary student school online learning success. Unpublished dissertation, University of Oregon.
    33. 33. References Continued McLeod, S., Hughes, J. E., Brown, R., Choi, J., & Maeda, Y. (2005). Algebra achievement in virtual and traditional schools. Naperville, IL: Learning Point Associates. Pape, L., Revenaugh, M., Watson, J., & Wicks, M. (2006). Measuring outcomes in K- 12 online education programs: The need for common metrics. Distance Learning, 3(3), 51-59. Rice, K. L. (2006). A comprehensive look at distance education in the K-12 context. Journal of Research on Technology in Education, 38(4), 425-448. Roblyer, M. D. (2006). Virtually successful: Defeating the dropout problem through online school programs. Phi Delta Kappan, 88(1), 31-36. Smith, R., Clark, T., & Blomeyer, R. L. (2005). A synthesis of new research on K-12 online learning. Naperville, IL: Learning Point Associates. Tucker, B. (2007). Laboratories of reform: Virtual high schools and innovation in public education. Retrieved April 20, 2008, from http://www.educationsector.org/usr_doc/Virtual_Schools.pdf Watson, J. F., & Ryan, J. (2007). Keeping pace with k-12 online learning: A review of state- level policy and practice. Vienna, VA: North American Council for Online Learning. Retrieved September 23, 2007, from http://www.nacol.org/docs/KeepingPace07- color.pdf

    ×