The iNACOL survey found that while OER awareness is high among K-12 online schools, direct involvement and formal policies are still developing. Key findings include: 94% of respondents were aware of OER but only 40% directly work with OER initiatives; funding comes from a variety of sources including federal, state, and local levels; professional development on OER is limited and informal; and respondents saw opportunities for OER in online materials, digital textbooks, and assessments. Overall the survey identified a need for more robust OER models, policies, training, and sustainability strategies in U.S. K-12 schools.