Jeff Kwitowski's picture

K12 Publishes New Reports on Instruction & Teacher Effectiveness

K12 Inc. released two reports detailing new programs that were recently launched to boost teacher effectiveness and improve student academic achievement through a concentrated focus on Data-Driven Instruction (DDI). Authored by a team of our top educators, including K12’s Chief Academic Officer Dr. Margaret Jorgensen, the reports provide insight into academic initiatives launched as part of K12’s company-wide Students First effort.

The first report, “Data-Driven Instruction in the K12 Virtual Learning Environment,” illustrates how K12 teachers are continuously collecting and analyzing academic data to refine and improve instruction for every student. The second report, “Teachers Matter at K12 Inc.: New Efforts to Improve Teacher Effectiveness,” highlights the recent investments made by K12 to strengthen and support teachers and help them become even more effective educators.

They are the latest in a series of K12-published reports highlighting academics, instruction, and individual school performance. All of our academic reports, white papers, and success stories can be found at

K12 Inc., which serves the largest network of K-12 online school teachers in the U.S., has created new jobs and opportunities for thousands of teachers. In 2015, we launched a teacher effectiveness program to attract highly skilled teachers, prepare them to succeed in an online learning environment, and support them through ongoing coaching and professional development. The program focuses on specific methods, policies, practices, tools, and competencies aimed at helping teachers grow and succeed.  We also recently announced a new partnership with the National Institute for Excellence in Teaching (NIET) to develop a new teacher evaluation rubric for online learning.

Our teachers are critical to improving student outcomes.  As Dr. Jorgensen said, “We have a great team of teachers at K12, and we value their hard work, passion, and dedication.  The investments made by K12 and the new academic initiatives we launched demonstrate our company’s total commitment to improving instruction, helping teachers succeed, and raising achievement for all students.”

Jeff Kwitowski's picture

K12 Inc. Responds to Online Charter School Report

K12 Inc. respects the work of CREDO, Mathematica, and CRPE. The online charter school study they issued affirmed much of what K12 has known about the demographics of students who transfer to full-time online schools. These students are generally more at-risk, more economically disadvantaged, and more likely to enter online charters after having struggled or failed in traditional schools. The study also made it clear that tens of thousands of students in online charter schools are succeeding. The study relies on older state standardized test data from before 2012.

However, the “virtual twin” methodology in the study, which attempts to compare performance of students who transferred to online charter schools to that of students in traditional schools, does not control or account for several key factors unique to typical full-time, statewide online public charter schools, including: persistence and performance over time, date of enrollment, the effect of mobility, and the reasons why children leave their local school.

Because the study does not include those important factors, it cannot accurately match or “twin” students who transfer to online charter schools with those who stay in traditional schools. They are very different students

For a complete analysis of the study, see here

Nevertheless, we understand the academic challenges that face online charter schools, and we have taken vigorous actions over the past two years to meet these challenges with results not reflected in this study. We have invested millions of dollars into new academic initiatives, instructional and assessment programs, teacher hiring and training, and student support services, all for one purpose: improving students’ academic outcomes. We are making progress, as noted in our annual Academic Report and multiple published reports on individual school progress and the effectiveness of new instructional programs. State test results have recently stabilized or improved in key areas. Several K12-managed schools have improved performance and outcomes, and perform well compared to demographically similar school districts. Students are achieving significantly better results over time, demonstrating the positive impact of persistence.

Heather McFarland's picture

How my family combatted bullying: A teacher’s story

October is designated as National Bullying Prevention Month, when organizations and schools rally to bring awareness to this important issue. Bullying is an issue that is close to my heart and always will be because it truly affected my family and our choice in education.

My son was bullied for three years at the private school he attended. We learned about the details gradually. He would come home and tell us what happened at school and like many others we thought it was just “kids being kids.” We let it go for a few months and as time wore on we noticed some subtle changes in his behavior.

At that point, I began visiting regularly with his school. As an educator I did what we are taught to do in these situations: Speak up, go to the teacher, and then to the administrator if the problem persists. I began to find that my son was being bullied not just by his peers but by a teacher as well.

Eventually, our son told us the whole story of the time he was bullied in school – details I prefer to keep private to my family. As parents we had thought we failed. We listened to our son and did what we were supposed to do, but still the bullying problem never went away. We began talking to him about not letting the bully win and showing him ways to stand up for himself. Needless to say, this was a stepping stone for our son to strongly finish out the school year.

Around that time we made the decision to enroll our son into Louisiana Virtual Charter Academy (LAVCA).  Despite the fact that I’m a seasoned LAVCA teacher and at-ease in the online class room, I still worried if this choice would be the right fit for our son.

The transition in our son’s life was amazing.

He started the 8th grade at an advanced level and began thriving in the new environment. I gave him the challenge of meeting six new friends during synchronous classroom sessions and during one of the many outings our school hosts. He met that challenge and began showing signs of becoming a classroom leader. He is now a student moderator in his classes and helps peer-tutor fellow students. Following his 8th grade year, our son achieved straight A’s and earned over 6 credits toward high school. He has tons of friends from school and through going to drill once a month with the U.S. Navy Sea Cadet Corps. 

Katie Poindexter's picture

Reframing the teacher role

When I started teaching at a traditional brick-and-mortar school in 2005, I thought I was signing on to teach 7th grade reading and writing. Little did I know I would teach my students so much more.

During that time I would teach the 11 year old girl that showed up to class in tears because a group of girls made fun of her Wal-Mart outfit that their opinion did not matter. I would teach the boy with glasses that despite the jeers by his classmates, glasses were cool and would help him become something great. I would teach my class that words hurt and once they are spoken can have devastating effects. But most importantly, I had to teach myself that I was going to have to teach more than reading and writing.

It was not until I became a virtual teacher in 2011 at Virginia Virtual Academy that I was truly able to be the teacher I wanted to be.

As teachers, our number one goal is student success. Are they understanding the concepts? Are they able to demonstrate this understanding? If they aren’t, we are left with the task of trying to figure out why. For many students, additional instruction and practice can help close this gap. But for some, the root cause of their poor performance is sociological -- a result of negative social interactions with their peers. A report published in September 2015 by said that 1 in 3 students report being bullied during the school year (National Center for Educational Statistics, 2013). As a result of bullying, parents and students are turning to alternative methods of schooling.

In 2014, K12 Inc. surveyed over 2000 parents with children currently enrolled across K12 partner schools. 21% of all responding parents and 31% of parents with high school students who responded cited bullying as one of the reasons they chose to move to online learning. 97% of the parents who enrolled children for this reason would recommend a K12-powered program to a family with a student who is being bullied.

Lauren Weber's picture

Teacher Perspective: Family Connections

When I was in school, I was passionate about learning and eager to engage in lessons with my teachers. However, one of the biggest factors contributing to my passion to become a teacher was my brother. My brother suffered from social anxiety and, growing up, I observed how he was treated differently by his teachers. I knew at that point that I wanted to make a difference for students overcoming similar obstacles.

I’m currently a teacher at Insight School of Kansas and I see how online schooling helps facilitate support for students like my brother.

I recall one student who had social anxiety and difficulty speaking in front of others. Over a few years, we worked together and during his last school year he made a video where he gave a wonderful speech. I was so proud of this student and it’s amazing to be able to provide an environment where students with specific learning needs can find success.

In the online model there is no time lost on classroom management or disciplinary issues that plague teacher at traditional schools. There is very little judgement in the online setting, which allows me to interact with students who have been disadvantaged in their previous schools.

As a teacher, it’s also important to realize that many students don’t always connect with every subject. I work hard to make sure that those individuals find some way to learn. I enjoy teaching World History because we can make it come alive through connecting the names and dates to literature, art, mathematics, and culture, to people who live and breathe.