• Save
UCEA 2013 - CASTLE Panel: Professional Development for Virtual School Leaders
Upcoming SlideShare
Loading in...5
×
 

UCEA 2013 - CASTLE Panel: Professional Development for Virtual School Leaders

on

  • 347 views

Bathon, J., Dexter, S., Cho, V., Barbour, M. K., Nash, J., Gayheart, T., & Hurst, T. (2013, November). UCEA Center for the Advanced Study of Technology Leadership in Education (CASTLE) - Boon or bust: ...

Bathon, J., Dexter, S., Cho, V., Barbour, M. K., Nash, J., Gayheart, T., & Hurst, T. (2013, November). UCEA Center for the Advanced Study of Technology Leadership in Education (CASTLE) - Boon or bust: Technology and adult professional learning. A presentation at the annual convention of the University Council for Educational Administration, Indianapolis, IN.

Statistics

Views

Total Views
347
Views on SlideShare
297
Embed Views
50

Actions

Likes
0
Downloads
0
Comments
0

1 Embed 50

http://virtualschooling.wordpress.com 50

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

UCEA 2013 - CASTLE Panel: Professional Development for Virtual School Leaders UCEA 2013 - CASTLE Panel: Professional Development for Virtual School Leaders Presentation Transcript

  • Professional Development for Virtual School Leaders Michael K. Barbour Director of Doctoral Studies Sacred Heart University
  • Full-Time Model
  • What Do School Leaders Need To Know? How Do The Data Inform Decisions?
  • 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)
  • 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)
  • Are There Contributing Factors To These Results?
  • 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.”
  • Is This A Problem?
  • Case Study: Michigan • In the early 2000s banned cyber charter schools after a case of extreme corruption between one school district and a for-profit provider • In Spring/Summer 2009, the legislature lifted the cap and allowed two companies to each create one full-time cyber school o Enrollment capped at 400 students in the first year o Enrollment capped at an additional 1000 student in second year (1 regular student for each 1 student from the State’s dropped out roll) o Enrollment beyond year two would be determined based on the performance of the programs in those first two years
  • Case Study: Michigan • In the early 2000s banned cyber charter schools after a case of extreme corruption between one school district and a for-profit provider • In Spring/Summer 2009, the legislature lifted the cap and allowed two companies to each create one full-time cyber school o Enrollment capped at 400 students in the first year o Enrollment capped at an additional 1000 student in second year (1 regular student for each 1 student from the State’s dropped out roll) o Enrollment beyond year two would be determined based on the performance of the programs in those first two years • In the Spring 2011, the legislature moved to remove all restrictions on the number and enrollment levels of cyber schooling in the State o Finally passed no restrictions on the number of cyber schools, but limited enrollment to half the size of the largest school district
  • What Can We Do?
  • Your Questions and Comments
  • Director of Doctoral Studies Isabelle Farrington College of Education Sacred Heart University mkbarbour@gmail.com http://www.michaelbarbour.com http://virtualschooling.wordpress.com