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E-Learn 2013 - Promoting Failure: Examining Policies Related to K-12 Online Schools
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E-Learn 2013 - Promoting Failure: Examining Policies Related to K-12 Online Schools

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Barbour, M. K. (2013, October). Promoting failure: Examining policies related to K-12 online schools. A paper presented at the annual World Conference on E-Learning in Corporate, Government, …

Barbour, M. K. (2013, October). Promoting failure: Examining policies related to K-12 online schools. A paper presented at the annual World Conference on E-Learning in Corporate, Government, Healthcare and Higher Education, Las Vegas, NV.

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  • 1. Promoting Failure: Examining Policies Related to K-12 Online Schools Michael K. Barbour Director of Doctoral Studies Sacred Heart University
  • 2. 2006 Keeping Pace with K-12 Online Learning – http://www.kpk12.com
  • 3. 2007 Keeping Pace with K-12 Online Learning – http://www.kpk12.com
  • 4. 2008 Keeping Pace with K-12 Online Learning – http://www.kpk12.com
  • 5. 2009 Keeping Pace with K-12 Online Learning – http://www.kpk12.com
  • 6. 2010 Keeping Pace with K-12 Online Learning – http://www.kpk12.com
  • 7. 2011 Keeping Pace with K-12 Online Learning – http://www.kpk12.com
  • 8. 2012 Keeping Pace with K-12 Online Learning – http://www.kpk12.com
  • 9. Dominant Narrative 1. All students are digital learners. 2. All students have access to high quality digital content and online courses. 3. All students can customize their education using digital content through an approved provider. 4. Students progress based on demonstrated competency. 5. Digital content, instructional materials, and online and blended learning courses are high quality. 6. Digital instruction and teachers are high quality. 7. All students have access to high quality providers. 8. Student learning is the metric for evaluating the quality of content and instruction. 9. Funding creates incentives for performance, options and innovation. 10. Infrastructure supports digital learning.
  • 10. Dominant Narrative 1. All students are digital learners. 2. All students have access to high quality digital content and online courses. 3. All students can customize their education using digital content through an approved provider. 4. Students progress based on demonstrated competency. 5. Digital content, instructional materials, and online and blended learning courses are high quality. 6. Digital instruction and teachers are high quality. 7. All students have access to high quality providers. 8. Student learning is the metric for evaluating the quality of content and instruction. 9. Funding creates incentives for performance, options and innovation. 10. Infrastructure supports digital learning.
  • 11. Does The Research Support This Growth?
  • 12. Cyber Charter Student Performance • “Online student scores in math, reading, and writing have been lower than scores for students statewide over the last three years.” (Colorado, 2006) • “Virtual charter school pupils’ median scores on the mathematics section of the Wisconsin Knowledge and Concepts Examination were almost always lower than statewide medians during the 2005-06 and 2006-07 school years.” (Wisconsin, 2010) • “Half of the online students wind up leaving within a year. When they do, they’re often further behind academically then when they started.” (Colorado, 2011)
  • 13. Cyber Charter Student Performance • “Compared with all students statewide, full-time online students had significantly lower proficiency rates on the math MCA-II but similar proficiency rates in reading.” (Minnesota, 2011) • “nearly nine of every 10 students enrolled in at least one statewide online course, all had graduation rates and AIMS math passing rates below the state average” (Arizona, 2011) • “…students at K12 Inc., the nation’s largest virtual school company, are falling further behind in reading and math scores than students in brick-and-mortar schools.” (Miron & Urschel, 2012)
  • 14. So Is The Growth Justified By The Research?
  • 15. Cyber Charter Students Miron, G. & Urschel, J. (2012). Understanding and improving full-time virtual schools. Denver, CO: National Education Policy Center. • “K12 Inc. virtual schools enroll approximately the same percentages of black students but substantially more white students and fewer Hispanic students relative to public schools in the states in which the company operates” • “39.9% of K12 students qualify for free or reduced lunch, compared with 47.2% for the same-state comparison group.” • “K12 virtual schools enroll a slightly smaller proportion of students with disabilities than schools in their states and in the nation as a whole (9.4% for K12 schools, 11.5% for same-state comparisons, and 13.1% in the nation).” • “Students classified as English language learners are significantly under-represented in K12 schools; on average the K12 schools enroll 0.3% ELL students compared with 13.8% in the same-state comparison group and 9.6% in the nation.”
  • 16. What Is Driving This Growth?
  • 17. The Last Public Pot To Pilfer!!!
  • 18. Your Questions and Comments
  • 19. Director of Doctoral Studies Isabelle Farrington College of Education Sacred Heart University mkbarbour@gmail.com http://www.michaelbarbour.com http://virtualschooling.wordpress.com

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