I often receive questions, on and off the blog, about
virtual charter schools. This post will summarize the key things
that you need to know to be an informed consumer. Begin with the
politics and money promoting virtual charter schools. Colin Woodard
won the prestigious George Polk award last year
for this expose of the effort to bring virtual charter
schools to Maine. It is a stunning piece of investigative
reporting. Virtual charters have a terrible track record. They have
a high attrition rate, low test scores, and low graduation rates.
Their one positive feature is that they make a lot of money for
investors. This is
what the National Education Policy Center wrote about
virtual charters. This is what CREDO
found about the performance of virtual charters in
Pennsylvania, the state that has more of them than any other. This
is what the
New York Times wrote about K12, the biggest of the
virtual charter corporations. This is what
the Washington Post wrote about virtual charters. This is
the
post I wrote about a statement called “Digital Learning
Now!” written by a group led by Jeb Bush and Bob Wise to promote
the expansion of virtual charters without any regulation. The post
contains a link to the statement. Campaign contributions and
lobbying have allowed the cyber charters to expand without adequate
regulation and supervision of their quality or financing. The head
of the nation’s largest cyber charter school, Nicholas
Trombetta, was indicted only days ago by federal
prosecutors, charged on 11 tax and fraud violations and accused of
stealing nearly $1 million. In the future, if your state
superintendent or governor or legislators want to bring virtual
charters to your state, send them copies of these reviews. Be aware
that some may be pushing virtual charters because they want to cut
costs by replacing teachers with computers or because they received
campaign contributions from the individual corporations that stand
to benefit. And do not forget that the money that the virtual
charters receive is taken away from public schools across the
state. This money is then used for advertising, recruitment of new
students, and paying off investors.
Good morning Lee. Sorry to disturb you in your pre-Skype time. Is someone in Legal assigned to the issue of on-line schools? This Ravitch piece is useful. I’m going to print out the links she mentions.
Diane Ravitch has no pre-Skype time. Every morning I wake up to a half dozen new Ravitch posts. I’m reading this stuff before I even have my morning coffee.
Unquestionably
* there are problems with some virtual charter schools
* there is a lot of money involved
* A number of reports from several states shows on average students in virtual charters do not make as much progress on standardized tests, and do not have as high an “absolute” test score as students attending “bricks and mortar” charters.
However,
* Some youngsters and parents have spoken out, saying that a virtual charter met their needs and allowed them to graduate
* Examples of this include youngsters with major medical problems or youngsters who have been badly, repeatedly bullied
* There are some non-profit individual virtual charters that have been established and are not part of the national groups that have received much of the attention
* As part of the, major discussion going on about how to assess students, there is a discussion going on about how to assess high school students who have not succeeded in traditional schools. Some of these students enter “alternative” district schools, or alternative schools set up by groups of districts (such as alternatives run by Board of Cooperative Services in New York).
* Some of the students in virtual schools represent that group that has not succeeded in traditional schools. Some of these students report that virtual schools, whether district or charter, are good places for them.
These things seem worth considering, along with the material that Diane shared.
No doubt, Joe, that some students derive some benefit from being able to access some educational programs as you describe. And I have no problem with having public schools set up classes for students who can’t attend or who have struggled. However, virtual “training” is not the same as human face to face interactions that make up the teaching and learning process.
And I have no problem with any organization “building” their own “virtual school” as long as they don’t take government monies and stand or fall on their own in the supposedly free market. If any entity takes government monies then they should be subject to all the restraints, policies, transparency rules, etc. . . to which public school are subjected.
Mainly, though, let’s properly fund the public schools as is the state government’s charge in the various constitutions of the states.
Come on Joe. If cyber schools only had students that it was the best place for them, there would be 3,500 students in cyber schools instead of 35,000.
Brian, as P.T. Barnum said many years ago, “There’s a sucker born every minute.” That’s why advertising and propaganda work. Not because people investigate before they decide, but because they are fooled into making foolish decisions.
I think the future of on line education is likely to be as a supplement to what goes on in brick and mortar schools, providing more specialized classes to students when there is not enough local enrollment to justify a live class. Online education organizations like Art of Problem Solving (http://www.artofproblemsolving.com/) come to mind.
…and for situations like those mentioned by Joe Nathan with the provisos mentioned by Duane.
I would encourage anyone who wants to investigate further to read the Trombetta indictment. There are a bewildering number of entity names and private legal mechanisms/structures that are created to surround cybercharters, which is why they’re so difficult to regulate:
“Wingspan, LLC and Wingspan New Mexico (hereinafter
Wingspan) were companies owned and operated by persons known to the
grand jury as ST and CS. During the time frame 2004 – 2006,
Wingspan was involved with Defendant NICHOLAS TROMBETTA in an
effort to promote and sell on-line education to school districts in
New Mexico that had a significant population of Native American
students”
I thought this was interesting:
“At all times material to this Indictment, a
technology company known to the grand jury (hereinafter Technology
Company) manufactured personal computers for use in the on-line
cyber education market. In 2009 and 2010, the Technology Company
was awarded a contract by PA Cyber to supply laptop computers to PA
Cyber for use by PA Cyber’s students. This contract involved the
sale by the Technology Company to PA Cyber of 3000 laptop computers
in 2009 and 4000 laptop computers in 2010.”
Trombetta got kickbacks for the computers. “Technology Company” won’t be identified yet because it’s an indictment but we should find out at some point who they are.
Click to access 41-page-federal-indictment-of-nicholas-trombetta-and-neal-prence.pdf
ha! I take it back. The post-gazette has “technology company” identified:
“took $550,000 in kickbacks on a laptop computer contract with Virginia-based NCS Technologies Inc.;”
Read more: http://www.post-gazette.com/stories/news/education/federal-grand-jury-indicts-pa-cyber-charter-school-founder-nick-trombetta-and-his-accountant-700493/#ixzz2eUeYuOmW
I believe that cyber schools have a limited reason to exsist, and then only through a school district within the state of question,such as,…medically a student is unable to attend school, students who want to take a class not available at their school either due to availablity or schedulaing conflicts, students who are involved in some activity at a high level of performance and need flexibility to continue (I’m thinking elite athletes, performers, exceptional academics who for reasons of age it would inappropriate for them to go to advanced age schools, etc….), and on a case by case basis for behavioral/emotional reasons. As for parents who solely want to take responsibility for their students’ learning themselves, there must be a high level of preparation and curriculum requirements shown by the parent prior to enrollment and who should also be required to pay for any extra cost above and beyond the local cost/pupil (this may already be the case).
I agree with you Diane. I also think it is important for you to recognize that not EVERY virtual school is a charter.
http://stateimpact.npr.org/florida/2012/09/17/dont-confuse-the-florida-virtual-academy-and-the-florida-virtual-school/
I am convinced that online courses are a great option for some public school students, and as an older teacher with some health issues that make teaching physically difficult, I decided to try to become an online teacher. I did my homework, and decided that I wanted to become a teacher at the PUBLIC Florida Virtual School. I also determined that I would NOT teach at any of the for-profit virtual schools.
Unfortunately, the lines between public and for-profit virtual schools are becoming blurry in Florida. A number of public school districts are contracting with for-profit schools (like K12) to provide a district virtual school. Usually local teachers from the district are hired to teach in these online classes using the for-profit’s curricula. These local teachers are often asked to meet face-to-face with students on a regular basis.
Also, the Florida Virtual School (Public) has gotten in bed with Pearson and Connections Academy. When the state legislature voted 2 years ago to expand virtual education to all grades, FLVS contracted with Connections Academy to provide courses (using the FLVS name) for elementary and middle school students.
Florida’s state legislators have decided to open the door widely to the for-profit virtual companies. During the last legislative session, the school funding formula was changed so that both Florida Virtual School and local brick and mortar schools “take a hit” when a student enrolls in an online class.
http://www.redefinedonline.org/2013/08/florida-virtual-school-cuts-177-jobs/
Until the Florida State legislature decides to take back its appropriate responsibility for public education, I will consider myself to be an unemployed teacher. Theoretically, online education may be a great option for some high school students, but the current climate of budget cuts and privitization is harming Florida students, teachers, and citizens of this state.
Thanks for the wonderful post, Diane. It is a real help in getting the facts out there.
I know students who were home schooled. One used a religious curriculum. Everything this child read was THE awful text and answer the questions…no discussion, no other perspective, just rote memorization. (I asked to see what thus child was learning. OY! it was terrible, terrible…old, outdated and wrong information, and written poorly. No suggestions to EXPAND knowledge via good literature was sorely lacking-NADA! In addition, this person was not exposed to others in social situations and now as a adult, she can’t cope with life, has a poor self-concept, and afraid of almost everything. How will this person cope? This person is in her mid 20’s. I worry for her. While in HS, she attempted suicide, because she was totally home bound w/o friends. The father and mother fought constantly about enrolling their child in the public school near their home, but the mother won. Mind control? Answer: YES! Save your children from the DEFORMERS.
Yvonne,
I’m not sure that your last statement logically “flows from” your one student anecdote.
I am in agreement with most of what Diane has written on this topic. However, I am also a parent who enrolled one of my children in a virtual school last year to complete 9th grade after major issues with migraine headaches made it impossible to complete the year at a traditional school. I live in Pennsylvania and did my research, and chose one of the top performing schools (PA Leadership Charter). It also happens to be a non-profit school, and you can look at their annual report and financials online.
This was not our first choice, but I was very, very grateful to that the option was available when I needed it. My daughter is transferring back into a public school this fall in 10th grade.
I think that for-profit companies have no business being in education, and I think the profit motive distorts the educational mission and the relationship to students. I also think we need much more oversight for online schools, and much more financial accountability. But I do think that this type of education has its place, and in some cases can be a life-saver (literally).
The New York Times article addresses an issue with virtual charters run by for-profit corporations that isn’t directly mentioned in Diane’s blog entry–namely, the issue of class size and teacher:student ratios. Companies like K12, Inc. and Pearson-owned Connections Academy have everything to gain by enrolling as many students as possible, particularly given the horrendous attrition rates the schools experience. With a constant rate of churn among students, for-profit corporations are under great pressure to enroll as many students as possible. With salaries and benefits representing their greatest expense, for-profit corporations are under equal pressure to hire as few teachers as possible. The result of such pressure meeting the profit motive is predictable.
From the NY Times article:
“But many teachers said the job had become less desirable as the company increased enrollment, particularly because pay at many K12 schools starts in the low 30s — low even for online schools. Some class sizes have become unwieldy, they said, requiring 60-hour weeks and compromising instruction.
“At Agora, enrollment has reached 8,836, up from 6,323 in May, according to figures released by the school. As of late November, the total number of staff members — 408 — was lower than last year. Some high school teachers said they were managing as many as 270 students, even though they had been told they would have 150. Agora officials said last week that they hired 25 teachers in the past couple of weeks.
“Some Agora teachers have been asked to take on extra students at the rate of $1 per student, per day, according to a newsletter from the Pennsylvania State Education Association.
“In interviews, former teachers at Ohio Virtual Academy and Colorado Virtual Academy also complained of bigger class loads, with elementary teachers who once handled 40 to 50 pupils now supervising 75. A teacher with an elementary class that size and a 40-hour workweek could devote little more than 30 minutes a week to each student.
“Mary Ravanelli, a former teacher at Ohio Virtual Academy, said she oversaw more than 70 students at a time, answering calls from 8 a.m. to 5 p.m., updating parents on students’ progress and attending various school outings. ‘We’d actually meet our students several times a year,’ she said.
“With teacher salaries and benefits the biggest cost to K12, increasing student-to-teacher ratios is an easy way for the company to increase profits. Ms. Henderson, the former Agora teacher and mother of four students, said the ultimate losers are the children.”
surely people, in a world where co-operation, respect, social justice and equality were paramount the benefits of virtual learning technologies would be seen as an invaluable aid to the very small minority of students or teachers with health-related difficulties or particular special needs…but in this capitalist, dog-eat-dog world it means money, money, money for Murdoch and Pearson and the rest. Need another American ( and global) revolution to put the people in charge. Meanwhile here’s my take on the same situation in the UK…http://www.isj.org.uk/index.php4?id=917&issue=140