Investing in At-Risk Students: The Online Learning Model

by Dana Laursen, Director, Education Strategy and Evaluation — April 29, 2009

As education evolves, technology increasingly becomes a conduit for innovative teaching and learning practices. Online learning, including credit recovery programs, are defining new directions for school districts to address the individual needs of a spectrum of students—as well as their reasons for seeking an alternative to the traditional classroom. Credit recovery is currently a high priority for districts as they struggle to prevent dropouts and prepare students for post-secondary education and workforce readiness.

The International Association for K–12 Online Learning (iNACOL) has compiled some compelling drop-out facts:

• The high school graduation rate in the United States is 70%. High school drop-out rates in urban districts average 50%.
• Only 51% of all black students and 52% of Hispanic students graduate, and only 20% of all black students and 16% of Hispanic students are college-ready upon leaving high school.
• The Silent Epidemic report cites that 47% of drop-out students said a major reason they dropped out was that "classes were not interesting," and they were "bored." 88% of those drop outs had passing grades.
• Each day, 6,000 talented young people drop out of school.

Thankfully, educators, schools, districts, and organizations are stepping up to the plate to ensure quality, engaging online learning opportunities and access for all students to squelch this epidemic.

• There is 30% annual growth in online learning.
• 1,000,000+ K–12 students took one or more online classes last year.
• The World Future Society has named virtual education/distance learning as one of the Top 10 Breakthroughs.
• Clayton Christensen in "Disrupting Class" provides data to suggest that in about six years, 10% of all courses will be computer-based. And by 2019, that number will jump to about 50%.
• iNACOL published "Promising Practices in Online Learning—Using Online Learning for At-Risk Students and Credit Recovery."
• Douglas Reeves addresses change management and recounts first-hand success of schools and educators from around the world in "Leading Change in Your School."

While no direct correlation exists between the number of online learning options available and the success of students, anecdotal evidence suggests that offering all learners—on pace, behind pace, or ahead of pace—options to excel leads to increased engagement and ownership of learning.

How will you use available resources—time, teacher talent, and technology—to define and implement online learning opportunities for your district?