The stories behind the story of K12 Inc.

This year, Luna successfully pushed a controversial education reform package dubbed “Students Come First,” which mandated online courses as a graduation requirement and promised a laptop for every student.

And in 2008, Arizona blogger David Safier reported that K12 was outsourcing a critical teacher function — grading papers — to workers in India. The company later discontinued that practice.

I could go on, but you get the point. Local reporters in farflung places were paying attention to virtual schools long before folks in big cities took notice. And for that, they deserve a heap of credit.

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Experts: Online schools in dire need of oversight

Two years after Arizona dropped its limits on the number of online schools, some educators and leaders say the state needs to regulate schools more closely to ensure quality.

But Arizona’s loose regulation is not unique.

Nationally, experts who have studied online schools say no state has model regulations for them. A growing number of states are increasingly bent on ensuring there are fewer barriers to the growth of online schools. The belief is that the marketplace will bring the needed discipline to the system as parents and students choose good schools and reject bad ones.

Arizona online schools get state funds, and students attend for free. The number of online charter and district schools has grown from 14 to 66 in the past two years.

Some Arizona political leaders are talking about possible changes that would bring more regulation of online schools.

Arizona Superintendent of Public Instruction John Huppenthal was a strong supporter of online schools when he served in the Legislature. He says the state Department of Education needs to review the state’s online program and conduct a thorough analysis of student academic progress. He also favors random surveys of parents whose children are enrolled in the largest online providers to get their opinions on quality.

“I’m always in favor of more choices and more options, but I have more nervousness about this part of the K-through-12 environment than I have with other sectors because I always want to make sure there is real value being created for society by the public-education system,” Huppenthal said.

Sen. Rich Crandall, R-Mesa, chairman of the Senate’s Education Committee, favors changes that would encourage online schools to boost student achievement. Now that the state’s online program has been around for more than a decade, “it’s time to look at these policies in place and see, ‘Are we getting the best academic achievement for the money we’re spending?’ ” he said.

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Arizona non-profit schools’ ties to for-profits raise flags

Damian and Vanessa Creamer run the largest online public school in Arizona, Primavera Online High School.

The charter school is a non-profit, but it pays a for-profit company for help.

Primavera’s largest contractor is American Virtual Academy, which powers the courses with curriculum and learning software. From 2005 to 2009, Primavera paid the company annually between 42 percent and 50 percent of its total revenue.

American Virtual Academy is owned by the Creamers and is located in the same Chandler office as Primavera.

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Online schools face questions over quality, effectiveness

Traditional measures of quality, such as passing rates on Arizona’s Instrument to Measure Standards test and graduation rates, don’t give the full picture, online-school officials say. Many students attend online because they have fallen behind in traditional schools and need extra help or time.

Students come and go at a fast rate because some students and their parents are unprepared for the self-motivation and discipline that online courses demand, said Barbara Dreyer, president and CEO of Connections Education, a Maryland-based company that operates a national group of virtual schools.

“We have plenty of students with low scores who are really trying,” said Dreyer, whose company operates Arizona Connections Academy. “We will move them up. It may take us two years, but we will move them.

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A different model for online schools

The school is the Education Program for Gifted Youth, also known as the Stanford Online High School (SOHL) because of its affiliation with the university. Let’s look at how it differs from the typical charter online school — say, Arizona Virtual Academy (AZVA), which is part of the K12 Inc. for profit corporation.

Start with money. AZVA is free to students. The state gives it somewhere in the $6,500 to $7,500 range per student. SOHL is private, and expensive. It costs $14,800 a year, or $3,200 if someone wants to take a single class.

AZVA has a 50-to-1 student-to-teacher ratio. That’s not a typo. It’s really a 50 to 1 ratio. Kinda makes you wonder why a school without buildings or sports or drama or music programs and which has about half as many teachers per student as bricks-and-mortar schools gets the same amount of state funds per student as the other schools, doesn’t it? Shouldn’t conservative budget hawks be all over this waste of taxpayer money?

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Online Courses for Elementary and High School Students?

In an effort to accommodate students with varying levels of advancement and in reaction to state budgetary cuts, at least 30 states in the US now let elementary and high school students take all their courses online.

According to Evergreen Education Group, a consulting firm that works with online schools, an estimated 250,000 students nationwide are enrolled in full-time virtual schools, a 40 percent increase in the last three years. And the International Association for K-12 Online Learning, a trade group, says two million kids take at least one class online.

Advocates say online schooling can save states money, offer curricula customized to each student and give parents more choice in education.

“I don’t think learning has to happen at school, in a classroom with 30 other kids and a teacher… corralling all children into learning the same thing at the same pace,” Allison Brown, a Georgia mother of three, says. “We should rethink the environment we set up for education.”

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Arizona School Using Motivation Software

Following its participation in a pilot program, one charter secondary school in Arizona has expanded its deployment of motivation software to boost student performance.

Carpe Diem, which provides learning with a combination of classroom and computer instruction, finished trying out uBoost in spring 2011. The school, which has 240 students in grades 6 through 12, is now using the software in five locations, including its virtual school.

uBoost provides a widget that shows students their performance with redeemable points, achievement badges, leaderboard standings, and avatar upgrades.

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Letter: Accountable to be Exceptional

We will improve the Guidance office services, first step will be to improve structured planning for 9th to 11th grade students because waiting until 11th grade can be too late. We will also look to provide more services for our seniors and help more actively with the application process, including essay review. Understanding where our kids get accepted and what we can do to improve their chances, we will bring in the decision makers from local and not so local colleges and talk to them about acceptance criteria, especially that which is beyond test scores. We will also look more closely at the remediation rate of Radnor students, how many of our graduates have to take remedial classes, before taking freshman year courses, especially in the area of math. Radnor has talked about dual enrollment and leveraging relationships with local universities for more than 10 years, we will drag it over the finish line and put into place a process by which motivated Radnor students are encouraged to take classes at local universities in senior year. This will not only prepare them better for freshman year away from home but will give them credit towards graduation.

Though the items listed above focus on the high school student, we recognize the need to re-evaluate the programs at the elementary and middle school as well. The District needs a forward thinking plan for the use of technology in the classroom. Online text books and virtual learning have demonstrated success and can be a more efficient use of time.

Our team understands that increased accountability throughout our District will lead to better results. We recognize that these initiatives represent necessary change to the status quo so that our District can embrace the challenge of improving upon our educational excellence.

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Virtual school gives back to community

Arizona Connections Academy, a Mesa-based virtual public school, served as a sponsor of the 11th annual KTAR Radiothon to help raise funds for Phoenix Children’s Hospital, which raised more than $1 million in less than 24 hours Sept. 21-22.

Arizona Connections Academy pledged $2,500 toward the radiothon as a sponsor and then offered some matching donations during the simulcast.

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Education Savings Accounts: A Promising Way Forward on School Choice

Arizona : Epicenter of the ESA Movement

In April 2011, Arizona Governor Jan Brewer signed into law SB 1553, creating Arizona Empowerment Accounts. The first of their kind, Empowerment Accounts allow parents—in this case, parents of special-needs children—to remove their children from the public-school system and receive the money the state would have spent on them in an education savings account. Every quarter, the state deposits up to 90 percent of the base support level of state funding into a parent-controlled ESA.[2] Parents can then use that money to pay for a variety of educational options including private-school tuition, private tutoring, special education services, homeschooling expenses, textbooks, and virtual education, enabling them to customize an education for their child’s unique needs. Parents may also roll over funds from year to year, and they can use the money to invest in a 529 plan to pay for college tuition in the future.[3]

When a family decides to take advantage of Arizona Empowerment Accounts, a parent must sign an agreement stating that the parent will not enroll his or her child in a public school or public charter school and will use the child’s ESA funds to provide social studies, math, reading, and science instruction. Arizona contracts with financial management firms to manage the accounts for a 3 percent fee, and any unused ESA dollars return to the state after college graduation or four years after the child graduates from high school.[4]

In Arizona, the amount of money parents can receive annually in an ESA depends on their child’s disability classification. According to the Arizona Joint Legislative Budget Committee, “pupils qualifying for the highest ‘Group B’ weights in A.R.S. [Arizona Revised Statutes] §15-943 currently can cost the state $30,000 per year, whereas special education pupils with ‘mild’ disabilities can cost the state $5,000 annually.”[5] Nearly 90 percent of private schools in Arizona also offer some form of financial aid, which could further facilitate access to a quality private school when combined with ESA funding.[6]

While access to the current Arizona education savings account program is limited to children with special needs, there is no cap on the number of children who can participate.[7] As a result, it is estimated that up to 17,000 children with disabilities will benefit from Arizona Empowerment Accounts.[8] State Senator Rick Murray (R–Glendale), who sponsored the Arizona Empowerment Account Act, noted that the ESAs now available to Arizona’s special-needs students could “become the template for providing the same option to more than one million students now in public schools.”

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