Available on 27 states and Washington DC; Estimated 200K full-time online students; 15-20% annual increase
450K enrollments in state virtual school; 40% increase last year, but almost entirely from FL and NC
The Rise of K-12 Blended Learning
A National Perspectiveon K-12 Online Learning Matthew Wicks iNACOL Vice President Strategy and Organizational Development www.inacol.org
International Association for K-12 Online Learning (iNACOL)• iNACOL is the leading, international, non-profit association in K-12 online learning.• Based in the Washington, DC metropolitan area (Vienna, VA)• 3800+ members in K-12 districts, states, universities, researchers & online learning providers• Provides leadership, advocacy, research, training and networking with experts in K-12 online learning.• “Ensure every student has access to the best education available regardless of geography, income or background.”• Conference - Virtual School Symposium (VSS) in Indianapolis (November 9-11, 2011)• www.inacol.org
Full-Time Online School• Full-time online schools, also called cyberschools, work with students who are enrolled primarily (often only) in the online school.• Cyberschools are typically responsible for their students scores on state assessments required by No Child Left Behind.• In some states most full-time online schools are charter schools. Keeping Pace 2010, page 13.
Supplemental Online ProgramSupplemental online programs provide a small number of courses to students who are enrolled in a school separate from the online program. Keeping Pace 2010, page 13.
Providing Opportunities to All Students Traditional Public/Private Accelerated Credit Recovery Students Medically Fragile Need to work and/or support family Rural Students Aspiring athletes and Home Schoolers performers Special Education and ELL
District online programsLevel of activity not well known but varies by stateOften involves:• Creating online options for the first time• Moving from one student segment to broader student populations• Blended or hybrid instead of fully online• Credit recovery appears to be a leading driver
District online learning progression• Small % of districts offering comprehensive online options—likely no more than 10%— but number is increasing fast• Decision-makers are often Comprehensive school-based but OLL moving towards Pilot or district-wide limited decisions OLL No OLL • Key factors are cost, competition, and addressing gaps in opportunities
Disrupting Class (2008)• Applies the theory of disruptive innovation to education• Predicts that in 2019, 50% of high school courses will be delivered online
Definition of blended learningAny time a student learns in part in a supervised brick-and- mortar place away from home andAt least in part through online delivery, with some element of student control over time, place, path and/or pace = Copyright Innosight Institute, Inc. Blended learning
6 models of blended learning Copyright Innosight Institute, Inc.
B L l eOnline e n a r TraditionalLearning d n Classroom e i d n g Competency Based Personalized Learning
Carnegie Unit• Implicit assumption that time equates to value• Flexibility in awarding credit acknowledges not everyone learns at the same rate• Competency-based systems, go beyond just creating flexibility in awarding credit
Competency-Based Pathways Design Principles1. Students Advance Upon Mastery2. Explicit and Measurable Learning Objectives That Empower Students3. Assessment is Meaningful and a Positive Learning Experience for Students
Do All Students Have Access to the Highest Quality Education?• “Advanced Diploma” Courses• Additional Course Offerings – Advanced Placement, IB or Dual Enrollment/Credit Courses – Math & Science Courses – Foreign Languages• Remediation and Supplemental Resources• Excellent teachers/Highly Qualified Teachers• Multimedia/Technology Tools to Enhance Instruction
What Does Opportunity Look Like?• Students have the option to choose a variety of high quality options: – Blended Learning – Supplemental Online Courses – Full-time Online Programs