Ashley Collier's picture

Keeping it in the Family: Online Schooling, College Success, and Athletics

The Malnes family have been an active part of their children’s education. They’ve seen three of their children successfully graduate from Idaho Virtual Academy (IDVA), a state-approved online public charter school (operated in partnership with K12 Inc.), and they are currently anticipating their youngest to graduate at the end of this school year. Lori Malnes, mother of four, shares how her children have succeeded academically in online schooling and how their education through IDVA prepared them for college pursuits and athletics.

The Malnes homeschooled their children up until high school when at that point they decided that they were looking to take on a different role in their children’s education.  

“We wanted to be more of an advocate for our children as they went into high school and not have to juggle that and being their teacher too. However, we were not happy with the regular brick-and-mortar public school at the time,” said Lori Malnes. “We read up on K12 and liked their rigorous curriculum so we decided to give it a try and enroll at Idaho Virtual Academy. Our kids were active in sports and they were still able to play with the local high school while attending IDVA.”

Chelsea Malnes was the first of her siblings to graduate from IDVA. Chelsea graduated as the valedictorian of her class and went on to attend Concordia-Portland where she was recruited to play soccer.  Chelsea ended up graduating in 3.5 years Cum Laude with a degree in Psychology.  Chelsea always felt like she had a competitive edge in the classroom because of the foundation she received at IDVA.

 

“IDVA prepared my children to excel in college – the curriculum is rigorous and prepared them for college classes as did the home-learning environment,” said Lori. “It taught them self-discipline and time management. It taught them how to communicate with teachers and professors.”

Justin, the Malnes’ second oldest, was salutatorian at IDVA and recently graduated from Boise State University with a degree in Mass Communication/Journalism. While attending Boise State, Justin competed as a Division 1 student-athlete in Track and Field all four years with a greater than B average – an achievement the Malnes are particularly proud of given the time commitment of competing in a year-round D1 level sport.  Additionally, In Justin’s sophomore year he was recognized by the NCAA as an Academic All-American in track and field.

Mary Gifford's picture

Online Education and Student Athletics

As university athletes report for practice and begin balancing course requirements with the rigors of college sports, high school students across the country are considering a different balancing act: Do I continue in the online public school that provides me with an individualized instructional program and the flexibility to participate in competitive athletic programs or do I return to the traditional classroom that may restrict my athletic training and limit the amount of customized instruction I receive?

Unfortunately, many student athletes no longer have this choice.

NCAA recently announced that starting in the 2014-15 school  year, they would no longer accept coursework from many of the online public schools served by K12 Inc. These schools are working in earnest to overturn NCAA’s decision as many enrolled students hope to play Division I or II sports. 

In an earlier response, Jeff Kwitowski, SVP of K12 Public Affairs wrote:

“NCAA does not provide schools any measurable standard or rubric used to determine what they believe is a suitable level of student-teacher interaction. Despite repeated requests, the NCAA will not publish specific student-teacher interaction guidelines for nontraditional courses, including online and digital courses. These vague standards and unclear review process leave schools to only guess what passes NCAA’s eligibility test. This is a significant concern for all schools and districts that use digital learning programs.”

Prominent digital learning experts including Michael Horn from the Clayton Christensen Institute, and Tom VanderArk from Getting Smart (and board member of the International Association for K-12 Online Learning), have sharply criticized the NCAA on its actions:

NCAA Way Out of Bounds for Outlawing Online by Tom Vander Ark

NCAA Goofs On Online Eligibility by Michael Horn

The NCAA is a private entity.  Its role is to examine individual student eligibility for college athletics, not to act as a de facto regulatory body over state-approved public schools.  That is the responsibility of state boards and departments of education, and elected officials.  This exact point was made by Arizona Attorney General Tom Horne, who recently wrote to the NCAA questioning why they are encroaching in the authority of state governments.

All public schools that partner with K12 are approved and overseen by the states.  Teachers are state-certified and regularly interact with students, providing direct instruction, guidance, feedback, and support services. Hundreds of student athletes have graduated from K12’s partner schools and been accepted into Division I and II colleges and universities.

In the coming weeks we will be highlighting a few of these student athletes whom have graduated from online schools and who have continued to excel in their post-secondary education and athletic pursuits.   

Their stories of high academic achievement as online public school students and as high achieving student-athletes in colleges and universities illustrate the incongruity of the NCAA’s decision and why it must be changed.

Nate Davis's picture

Remembering the Life and Legacy of Barbara Dreyer

Barbara Dreyer, the long-time CEO of Connections Education, died earlier this week. Not only is Barbara’s death a loss for her friends and family, but also for the education reform movement.

Barbara was a tireless advocate for innovation in education and a compassionate woman who cared greatly about helping all students succeed. While K12 and Connections are viewed as competitors, even more we are partners in a greater cause to expand parent choice and educational opportunity for all children. On far more occasions than most know, K12 and Connections worked together to help bring new school options and choices to families across the country. Barbara always encouraged collaboration and teamwork among competitors within the industry – a mark of strong leadership. I was fortunate enough to have talked to Barbara on a number of occasions and, along with others, we talked about establishing an industry advocacy group. In every conversation, I found her to be one of the most insightful, passionate, and knowledgeable influencers in the education space.  

Many of us at K12 were fortunate to call Barbara a friend. Her professional accomplishments and contributions to the digital learning industry were significant and her passion for the work she so loved cannot be overstated. She was a formidable leader with strong views who never shied away from sharing her opinions, whether you agreed with them or not.  Barbara led Connections Education with strength, grace and dignity, especially throughout her long battle with cancer. Her perseverance is her legacy. 

It is no exaggeration to say that many students across this country are benefiting today because of Barbara’s efforts, and while they may never have had the opportunity to know her, she left an indelible imprint on their lives.

All of us at K12 Inc. extend our deepest condolences to Barbara’s family and friends, and to everyone at Connections Education.  We commend you, Barbara, for all you’ve done to help children throughout your life. You will be missed.

Nate Davis

Chairman and CEO, K12 Inc.

Nate Davis's picture

Welcome Class of 2015

Parents, dedicated teachers and especially the incoming class of 2015!

 

On behalf of everyone at K12 and our partner school boards, I want to be one of the first to welcome you to the 2014-2015 school year! I hope the summer break gave you some well deserved time to relax with family and friends and refreshed you to meet the challenges and adventures of this new school year.  I am confident that you are going have a very rewarding experience as the K12 team and our school partners have been working hard over these last several months to make this year’s instructional experience for students and teachers the best yet. We are are prepared for you and excited to help you succeed!

 

 

Our mission, to put students first and maximize their potential to learn and achieve, remains at the forefront of everything we do. And a glimpse of what’s happening behind the scenes at K12 can reveal what's fueling our excitement for the Class of 2015!
 

  • Our teacher and staff engagement is at an all-time high - over the summer, our teachers have been training, collaborating and preparing our quality programming to address many new standards that we are implementing to make our student experience even greater. After all, we are constantly challenging ourselves to raise the bar of excellence and we are working incredibly hard to continuously improve the quality of education we provide to our students.
     

  • Additional resources are on the way - this year we’ll be starting several pilot programs so that our educators and school services team have even more resources to serve our students. Our “Desire2Learn” pilot program will be launching soon and will ultimately replace the current OLS (Online School) with a more adaptive interface that will deliver an individualized learning experience for each student that is based on their custom needs and learning schedule.
     

  • More personalized learning programs - K12 will be exploring even more blended, or part-time face-to-face, learning environments for those students who need it the most. We’ve seen recent success with this approach (partner program in Colorado) and will be looking for even more ways to partner and expand hybrid learning with an eye towards increased mobility.

Each one of our students are very fortunate to be surrounded by an educator community that prizes its young people and values education. As a company of educators, K12 has the largest network of online and blended school teachers in the entire country - nearly 6,000 strong!

Mary Gifford's picture

Policy Brief: Online Teaching in Multiple States

As students report for the first day of school across the country, many classrooms will have more students than planned. Thousands of high school students will learn that their first and second choices of elective courses have been cancelled.  Students across more than one-half of the states will start school with long-term substitute teachers providing core instruction.

Increasingly complicated, restrictive and far-reaching regulations are contributing to teacher shortages across the country. The US Department of Education published a 164 page report in March 2014 that provides lists of specific shortages in each state. A recent newspaper article  tells the story of Oklahoma schools starting with more than 800 teacher vacancies. Indeed, the California Teacher Association web site states, “Attracting and keeping quality teachers in California classrooms is an ongoing challenge.”

Many of these teacher shortages could be avoided if states would consider moving teacher licensure regulations into the 21st Century. The Evergreen Education Group issued a paper, Teaching Online Across State Lines, on July 30, 2014 that explores options states may consider to recruit quality teachers into our public schools and to allow experienced teachers to leverage their expertise across schools. Outdated regulations for alternative certification and reciprocity are not empowering principals to match the best teachers with students.  It is time for state officials to carefully evaluate outdated regulations that do not significantly lower barriers that keep quality teachers from instructing students.

The Evergreen policy brief advances the idea of multi-state licensure for teachers who teach online courses. If states worked to sew together the patchwork pieces of teacher credentialing, schools would have increased flexibility and be more responsive to students’ needs.  For instance, school leaders could focus on recruiting and retaining classroom teachers for core subjects, and leverage online teachers for electives. Or, a small, rural school could accommodate the two students who need third year Chinese by utilizing a highly qualified online teacher from a neighboring state rather than cancelling the entire course due to the lack of a local highly qualified Chinese teacher.  Or, students at risk of dropping out may be enticed to remain enrolled in school if they could take online Career and Technical Education (CTE) courses to enable them to get a job upon graduation.

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