This Powerpoint was the basis for a presentation made at the 14th Annual Sloan Consortium Conference held in Orlando in November 2008.

1. Liz Pape, President and CEO, Virtual High School Global Consortium Anthony G. Picciano, Hunter College and Graduate Center, City University of New York Julie Young, President and CEO, Florida Virtual School Online Learning in K-12 Education: The Next Generation Panel presentation at the 14 th Annual Sloan Consortium Conference on Online Learning

3. K-12 Online Learning: What the Data Says? - Anthony G. Picciano & Jeff Seaman Studies were conducted in 2005-2006 and 2007-2008. The purpose of these studies was to explore the nature of online learning in K–12 schools and to establish base data for more extensive future studies. (A study of online learning in the American high school is planned for 2009). They were among the first studies to collect data on and compare fully online and blended learning (part online and part traditional face-to-face instruction) in K-12 schools. Issues related to planning, operational difficulties, and online learning providers were also examined.

4. K-12 Online Learning: What the Data Says? The major research questions that guided these studies were: What is the nature and extent of online and blended learning in K–12 schools in the United States? What is the perceived importance of online and blended learning for K–12 school programs? What are the issues and barriers that impede the development of online and blended learning in K–12 schools? Who are the major providers of online and blended learning courses to K–12 schools? Survey responses were followed-up with telephone interviews with selected respondents.

5. K-12 Online Learning: What the Data Says? In conducting these surveys, it was determined that there needed to be a separation of online from blended learning courses. In the absence of any standard definitions for online and blended learning, the definitions used by Allen & Seaman for the Sloan Consortium studies of American higher education were adopted, namely: Online — courses where most or all of the content is delivered online. Defined as at least 80% of seat time being replaced by online activity. Blended/Hybrid — courses that blends online and face-to-face delivery where a substantial proportion (30 to 79%) of the content is delivered online.

7. K-12 Online Learning: What the Data Says? Online v. Blended Learning Within the sample, the data show that overall higher percentages of students are enrolled in online courses than blended courses. Table 3. Online Enrollment by Grade Level Fully Online Blended/Hybrid Total N % N % N % Grades K–5 2733 16% 538 5% 3271 12% Grades 6–8 1793 10% 3980 36% 5773 20% Grades 9–12 12625 73% 6519 59% 19144 67% Other 198 1% 56 1% 254 1% Total 17349 100% 11093 100% 28442 100%

8. K-12 Online Learning: What the Data Says? Why Online Learning Respondents report that online learning is meeting the specific needs of a range of students, from those who need extra help to those who want to take more advanced courses and whose districts do not have enough teachers to offer certain subjects.

9. K-12 Online Learning: What the Data Says? Who are the Providers? School districts typically depend on multiple online learning providers. Online Instruction Provider Fully Online (percentage of districts with fully online courses using this provider) Blended (percentage of districts with blended courses using this provider) Your district (i.e., delivered centrally from the district) 20.2% 37.1% Cyber (i.e., online) charter school in your district 9.8% 6.7% Other schools in your district 6.4% 15.7% Another local school district, or schools in another district, in your state 22.0% 29.2% Education service agencies within your state (e.g., BOCES, COE, IU), not including the state education agency or local school districts 24.9% 18.0% State virtual school in your state (i.e., state-centralized K–12 courses available through Internet- or web-based methods 34.1% 11.2% State virtual school in another state 13.3% 3.4% Districts or schools in other states (other than state virtual schools) 5.2% 3.4% Postsecondary institution 47.4% 38.2% Independent vendor 31.8% 25.8% Other 2.3% 1.1%

10. K-12 Online Learning: What the Data Says? Who are the Providers? School districts typically depend on multiple online learning providers. Table 8. Number of Online Learning Providers Being Used Number of Providers N % 1 47 26% 2 56 30% 3 32 16% 4 or more 53 28% Total 188 100% Missing 2 Total 190

11. K-12 Online Learning: What the Data Says? Concerns? Respondents mentioned a number of concerns in offering online courses. Table 5. Percentage Summary of Responses to: How much of a barrier the following areas would be (or are) in offering fully online or blended learning courses?

16. The Virtual High School Global Consortium Model Liz Pape Virtual High School Global Consortium

30. VHS Quality Benchmark Indicators Program

44. Breaking ground in the past Planting seeds for the future Florida Virtual School www.flvs.net

45. change policy mindsets funding

50. Questions

51. Questions/Discussion!