I'm giving up on virtual schools.

Recently the Center for Research on Education Outcomes (CREDO), in conjunction with MATHEMATICA Policy Research and the Center for Reinventing Public Education (CRPE) released its findings on a national study of full-time, online schools.

The results of the findings were dismal. The report was released just prior to the annual conference of the International Association for K-12 Online Learning, or iNACOL, which is going on this week in Orlando to tout the benefits of virtual learning and the impact it has had.

As for the report, there were quick responses from K12, ECOT (an Ohio virtual school), and others calling into question the validity of the findings, or taking issues with key aspects of it. K12 even published a more detailed analysis of the study itself taking issue with the study's lack of taking into account persistence, enrollment date, mobility, reasons for enrolling, and more. While most of their reasoning falls flat in my opinion, they do raise some valid points.

"I'm giving up on virtual schools." -- that's what a former colleague of mine used as a subject line in her email to me, after reading the report and sending me her thoughts on it.

Other words she used were "disgraceful" and "pitiful" as she laid out her argument for agreeing with the findings. It was a long email, and one where I could tell she had put great thought into it. More than likely, she wrote it, edited, and rewrote it. It was not quick and flippant but instead was one filled with deep emotion.

I am sure it deserved a response equal to its original standard. That is why I am also confident my reply disappointed her.

Dear (      ),

It's okay to give up on virtual schools. Just don't give up on virtual schooling.

Kind regards,

Houston

Figment Consulting

www.figment-consulting.com

Dr. James Woodworth, Senior Quantitative Research Analyst for CREDO at Stanford University, was quoted at the end of the study's press release. He said, "While the overall findings of our analysis are somber, we do believe the information will serve as the foundation for constructive discussions on the role of online learning in the K-12 sector."

An industry friend of mine and I are working now on either an article or series of articles (not sure just yet) related to Dr. Woodworth's belief in constructive discussions. Our hope is to put forth some ideas and suggestions on ways in which we can move forward -- at the policy level, oversight level, and at the school level.

At the heart of the report is what I have believed for a long time now -- the current model is broken. However, as I said to my friend via the email, don't give up on the concept. I haven't.

houston@figment-consulting.com

The virtual school dilemma

Search for and attract the type of student who can be successful in an online learning environment.

Or, adapt your school to serve those you are currently attracting.

houston@figment-consulting.com

Building a retention culture in virtual schools

Retention program: a planned series of future events, items, or performances

A retention program focuses on trying to keep students and families from leaving.

Retention culture: a way of life of a group of people -- the behaviors, beliefs, values, and symbols that they accept, generally without thinking about them, and that are passed along by communication and imitation from one generation to the next

A retention culture offers students and families a place to belong.

houston@figment-consulting.com

"I know, let's pretend to be ourselves." The Mad Hatter

It was a quick line uttered by The Mad Hatter last night and I barely heard it. My family and I spent last night at Mickey's Halloween Party at the Magic Kingdom. Our oldest kids were off to Neverland, or Space Mountain after the stage shows and fireworks display and my wife and I were touring the property with our youngest watching for Disney characters and treat stands where they passed out candy.

Now, there are several characters I enjoy watching perform while they are on stage, and The Mad Hatter is one of them. So, we paused to listen in and observe as others stood in line for their photo opportunity with Hatter and Alice.

As the group, including the characters, lined up for their photo, that's when I heard The Mad Hatter say, "I know, let's pretend to be ourselves."

I love the play on words. I especially love the deeper meaning behind it.

I also believe they are words of wisdom for virtual schools. In my Virtual School Manifesto one of my Nine Essential Ingredients is Be a Specialist.

On the surface being a specialist means you serve a niche instead of attempting to be all things to everyone. At a deeper level it means virtual schools know who they are, why they exist, who they can best serve, and then carve out a space that is uniquely theirs. It's more than merely differentiating from competitors, It's more than merely positioning and branding. Being a specialist is knowing who you are, owning who you are, and being who you are.

Then the story you share with the world is an authentic one because you are pretending to be yourself instead of someone else.

houston@figment-consulting.com

Virtual schools: Do you know why your parents are leaving?

Do you know what question is most asked of Cast Members at Walt Disney World's Magic Kingdom?

Where is the nearest restroom? -- Nope.

Where is Mickey Mouse? -- Nope.

What time does the park close? -- Nope.

The question most asked of Magic Kingdom Cast Members is "What time does the 3 o'clock parade start?"

However, the response that Cast Members are trained to give is directed toward the real question being asked. Because, in reality, parents are not asking what time the 3 o'clock parade starts. So, the response is centered on the real question which is -- What time will the parade be where I am now?

Cast Members are trained to answer that question, and they go even further by recommending a great place to be nearby in order to see the parade.

Attrition rates are high and retention rates are low at virtual schools and many of them conduct exit interviews to try and obtain the reasons behind the departure. However, what they fail to comprehend is that there are answers behind the answers given by the families.

If you believe families are leaving your school due to "lack of socialization" then you are focused on the start time of the 3 o'clock parade. If you believe they are leaving because your school is "too rigorous" then you are focused on the start time of the 3 o'clock parade.

Instead there are reasons that go deeper as to why parents are leaving your school. Once you recognize that, then you can begin to comprehend them. Once you comprehend them, then you can understand them. Once you understand them, then and only then will you be able to craft solutions -- solutions that focus on the real issues.

houston@figment-consulting.com

Chief Crowfoot, railways, and virtual schools

Born in what is now Alberta, Canada, Crowfoot was made chief of the Big Pipes band of Native Americans in 1865, and one of three head chiefs of the Blackfoot tribe in 1870.

Well-known for his bravery in battle it is his relationship with the Canadian government and their desire to extend the transcontinental railroad that is of primary interest to me. In 1877 Chief Crowfoot persuaded the Blackfoot tribe to sign Treaty Seven with the Canadian government to allow for the connecting of the railways system from British Columbia in the west to the rest of Canada through their lands.

For his part in helping bring the negotiations to pass, Chief Crowfoot received a lifetime pass to travel on the railway. But, he never used it. Instead, he placed it in a small satchel that he carried around his neck and it remained there until he passed away in 1890. While he was given the opportunity to take advantage of and utilize this new form of transportation, he declined.

This is of interest to me because I see an interesting correlation between Chief Crowfoot and virtual school students and parents. Stay with me on this because there is one.

Much is made of the performance of virtual schools -- academically, attrition rates, and retention rates with much of the blame being given to the schools themselves. In many cases and in many ways, it is a valid argument -- virtual schools can do much more to enroll better-fit students, retain more of them, and engage them at a deeper level throughout the year.

However, it cannot go unstated that at some point in this relationship, students and parents must show up. And, they must be willing to put forth the effort in order to succeed.

Virtual schools can and should build better railways for students and families, and provide them lifetime tickets to fulfill their potential. But, students and families must be willing to use that ticket. There must be effort on their part. Instead, there is a small yet significant percentage of families who take the ticket but never jump on board for the ride. In that instance, there is little the virtual school can do.

Enrolling in a virtual school and engaging with a virtual school are two different acts altogether. For the relationship to work, there must be two involved -- school (teacher, administration, staff) and family (student, parent).

By not using the ticket given to him, Chief Crowfoot never realized the true value of what was offered to him. In the same way, students and parents who do not engage with their virtual school fail to realize the value of what is offered to them by the virtual school.

See, there was a correlation after all.

houston@figment-consulting.com

How, What, When.

How you say something matters as much as what you say.

When you say it matters as much as How and What.

Taken together How, What and When form a three-legged stool for sharing content properly.

Typically, virtual schools focus too much on What, pay little to no attention to How, and only think internally about When (When is a matter of convenience for them).

How, What and When must each play their proper role in order to support and enhance a content stool.

So, while content may be king, it rests on the throne of How, What and When.

houston@figment-consulting.com