The virtual school model is broken . . .

Rogers Morton, the campaign manager for the presidential candidate, Gerald Ford, had lost 5 of the last 6 primaries when he uttered the phrase, as reported by Washington Post, "I'm not going to rearrange the furniture on the Titanic."

Morton uttered this phrase as he took over leading the campaign just a month prior. He knew, that in order for Ford to win, he could not continue to do what had been done. It wasn't working. It could not be tweaked. It could not be adapted. It had to be fundamentally changed.

Unfortunately for Ford, the changes made were too late and Jimmy Carter was elected President of the United States later that year.

My hope, as I utter the same "Titanic phrase" as it relates to the current virtual school model, is that it is not too late for virtual learning. It already is for the current model and that is fine. However, there is hope, I believe, for virtual learning -- a new model, "a new hope" as Star Wars might say.

Mr. Morton was correct though. We cannot merely rearrange the deck chairs, nor play music while the virtual school Titanic we are sailing on is sinking. The iceberg has already been struck so merely altering course will not do. The current model is already taking on water and there is an undeniable tilt to the ship.

What we must do is to rethink the virtual learning ship altogether. We need to throw away the old blueprints and rebuild with a new idea in mind.

After the Titanic struck the iceberg it took only 2 hours and 40 minutes for the mighty luxury liner to sink below the Atlantic surface. How long will it take the current virtual model to sink now that the iceberg has been struck?

That is why the time is now to reimagine virtual learning. The ocean still beckons for those willing to sail it.

#virtualschools #virtuallearning #elearning #blendedlearning #K12 #education #EpicCharterSchools #A3Education #GeorgiaCyberSchool #OhioVirtual #ConnectionsAcademy

K12 Academic Report also showcases attrition problems

K12 is doing some good things with the students who stick with it, and are willing to put in the effort to succeed. Their latest academic report spotlights their schools in Arizona, Georgia and Texas.

And, while I will let others further discuss the academic side of the equation, what stands out to me is the unintended spotlight on the attrition rate -- meaning, how many students stick with it? It's an issue we cannot ignore or paint over.

According to the document, there were over 1,300 students in Texas Virtual Academy (TXVA) tested for this report that fell under the category of "Less than 1 year." By the time you reach the category of "3 years or more" the number of students tested has dropped to just over 150.

Under the Reading section, TXVA began with 1,382 students tested (Less than 1 year). The number dropped 27% to 1,019 students tested under the category of "1 year but Less than 2 years." Another 38% drop witnessed only 641 students taking the test under the category of "2 years but Less than 3 years." Then, there was a 77% drop to 152 students taking the test under the category of "3 years or more."

Similar stories of attrition can be found in Georgia and Arizona to varying degrees. The academic growth and success is a necessary component, and K12 again is showing gains with the students who stay with them. They should be commended for that.

Where it all crumbles though is the loss of students that occurs annually. We need one little spark to move that needle too.

houston@figment-consulting.com

North Carolina stands on the virtual school precipice.

The State Board of Education in North Carolina finds itself in a quandary. Only two providers responded to its proposal to open two virtual schools in the state next year: K12 and Connections.

http://www.newsobserver.com/2014/10/22/4256223/two-apply-to-run-virtual-public.html

In their neighboring state of Tennessee, the Commissioner of Education has threatened to close Tennessee Virtual Academy due to ongoing poor academic results. In Massachusetts, the K12 virtual academy there has been placed on probation due to academic insufficiency. Georgia Cyber Academy (another K12 school) has recently come under fire from the Department of Education in their state. Similar stories can be found in other states as well. Unfortunately the narrative is similar for Connections Academy.

But, what is the SBE to do? They are working under state legislation that, more than likely, was crafted with the assistance of the providers and they are under obligation to open two virtual school pilot programs. This makes it tough to choose correctly when only two applied -- a true definition of a conundrum.

If they proceed along this path, within a year of opening academic results will be below standards, attrition rates at the schools will be high, and the Department of Education in North Carolina will be on the search for solutions from the providers to turn the schools around and set them on a better path.

There is time though. As of yet, North Carolina has not jumped off the precipice into the chasm. So, now is the best time to alter course and lay a foundation built for success in virtual learning. It cannot replicate other states and hope that minor tweaks will produce different results. Instead, it must be bold and now is the time to set that precedent.

If not, and they go ahead and jump, the story at the bottom of the chasm has already been told.

houston@figment-consulting.com