MVLRI’s research provides a foundation to examine, engage and explore educational practices in the industry.
MVLRI is dedicated to taking education techniques to the next level. We believe that with proper research, the ways we learn can continue to evolve to strengthen our futures.
Student-centered learning, personalized learning, and competency-based education—terms widely recognized in the field of K-12 education. While we know they are related, do they mean the same thing? This report explores how each term is defined as well as what they look like in practice to gain a deeper understanding of what we really mean when we say student-centered learning.
Based on pupil completion and performance data reported by public schools to MDE or CEPI, this report highlights 2021-22 enrollment totals, completion rates, and the overall impact of virtual courses on K-12 pupils. Detailed findings are presented in sections on schools, courses, and students, as well as over 80 data tables.
Instructional designers and administrators at Michigan Virtual sought to better understand student engagement with interactive course elements in their online courses, and whether those elements relate to student learning.
Respondent Type Number of Respondents Percentage Adult 810 61.1% College student 160 12.1% Parent 356 26.8% Total 1,326 100% Key Findings Public opinions about online learning have remained fairly consistent among Michigan adults and college students since PSC began measuring these opinions. Although survey respondents reported the importance of access to and
Since legislation passed in the late 2000s requiring online experiences for Michigan K-12 students and establishing online charter schools, enrollment in online courses in Michigan has steadily increased. Depending on their race and ethnicity, socio-economic status, and special education status, students had markedly different outcomes in their online courses. This report is intended to understand K-12 online education from an equity perspective, and more thoroughly, to understand if all Michigan K-12 students are receiving equitable education online.
This study assesses educators’ perceptions of the effectiveness of the social-emotional learning (SEL) professional development courses they’ve completed online. Through a survey of 702 educators who completed at least one SEL professional learning course with Michigan Virtual in 2021, this report provides insights into what works well for educators in learning about SEL through online formats, what educators think about their own SEL competencies after completing online SEL training, and educators’ recommendations on how to adapt online SEL professional learning courses to make them more relevant and applicable to their work.
Driven by their commitment to what they call “The Shamrock Way,” Berrien Springs Public Schools (BSPS) offers personalized learning opportunities where students can learn and grow in a caring environment. They are also committed to personalizing professional development for teachers so that they can experience personalized learning for themselves. This case study explores how through a variety of programs, pathways, and virtual learning options as well as a willingness to meet students where they are and a dedicated effort to encourage students to take ownership of their learning and develop agency, BSPS is making learning student-centered.
Demand for online education has been on the rise for years and will only continue to increase, but will there be enough professionals willing to teach online given the broader declines in teacher recruitment and retention? What keeps online teachers from staying in their jobs? What keeps people from becoming online teachers in the first place? And what has been done and can be done to address these concerns? This study examines the recruitment and retention of online teachers with an eye toward effective practices in averting a shortage of online teachers.
Driven by a culture of sustained improvement, support from the community, and a shared vision for student success (their Portrait of a Graduate), Oxford Community Schools is making learning student-centered. This case study details how through their K-12 International Baccalaureate program, well-developed career and technical education program, early college program that empowers students to take ownership of their education, and virtual academy that is customized to meet the needs of individual students, Oxford meets students at their point of need.
Based on pupil completion and performance data reported by public schools to MDE or CEPI, this report highlights 2020-21 enrollment totals, completion rates, and the overall impact of virtual courses on K-12 pupils. Detailed findings are presented in sections on schools, courses, and students, as well as over 80 data tables.
This case study explores the motivations behind The Public Schools of Calumet, Laurium, and Keweenaw’s shift towards making learning more student-centered. They are breaking the mold of traditional grade levels, spurring creativity and cross-curricular connections with makerspaces, personalizing learning with a multitude of programs and pathways, taking a “student first” approach, and meeting the diverse needs of students and their families. As a school district, they have made some intentional decisions, stepped outside of their comfort zone, harnessed their professional learning, and ultimately capitalized upon the constant state of change in education resulting from the COVID-19 pandemic, realizing that they can’t afford to—and don’t want to—return to “normal.”
Schools and districts throughout Michigan continue to adopt educational technologies for the purposes of increasing student engagement and performance. This MVLRI research study explores how Michigan schools and districts are leveraging digital resources to meet the academic needs of students and their families both now and beyond pandemic learning. Specifically, the study focused on the instructional strategies schools are moving toward, what digital resources are being used, and the myriad factors that are accelerating or hindering the use of digital resources.
As school leaders across the nation are seeking to provide equitable learning opportunities for the students they serve, many are looking to design and implement competency-based learning models in their schools. While the process of shifting from a traditional education model to one that is competency-based can be challenging, school leaders are motivated by the model’s promise of equity and greater relevance for students and an increase in engagement and performance for all students.
The purpose of this document is to help you create and/or maintain a quality online learning program that fits the needs of your students, no matter where you are on this journey. Much of what is covered in this toolkit reflects best practices found in the National Online Standards (NSQ), which were developed by experts from across the country.
We have designed this toolkit with the intention of being brief, and to provide questions and actionable steps to help you support your students in online learning.
The strategies for supporting virtual teachers discussed in this report are based on the current practices shared by 1,809 virtual educators (1,721 teachers and 88 supervising administrators) representing 17 statewide virtual schools or programs with a combined 150 years of online and blended learning experience and more than a quarter of a million virtual course enrollments annually. The expertise of these individuals is provided as a way to help school leaders of both traditional and nontraditional schools and districts that have teachers and school leaders who are developing their skills and abilities as virtual educators.
This study assesses the SEL resources and supports that have been used to help Michigan teachers and administrators. Through an online survey of teachers and educators across Michigan, we examined what district and schoolwide resources have been leveraged, and what strategies teachers and administrators have used to help themselves, which ultimately benefits students, families, and communities. Additionally, attention was paid to the perceived effectiveness of these resources and strategies and challenges associated with their implementation. By understanding Michigan K-12 educators’ well-being and their SEL needs, we hope that teachers and administrators can find ways to meet their SEL needs and maintain a positive well-being, which will ultimately make their jobs more satisfying and fulfilling.
While the more traditional teacher-centered model of education does work for some students, it does not work for all. By connecting with district administrators, school administrators, and teachers through both a survey and interviews, this study aimed to capture the ways in which some Michigan K-12 schools are implementing student-centered learning practices along with the factors that impact the successful implementation of such practices. It is our hope that the effective practices, guidance, and advice gleaned from the many innovative educators who so generously gave their time to participate in this study will help other school and district personnel overcome their own barriers to successful implementation of a more student-centered approach to learning.
The student engagement and relationship-building strategies discussed in this report are based on the current practices provided by the 1,721 virtual teachers participating in this study. These individuals currently work within the school structures of 17 statewide virtual schools or programs, in which providing virtual education to students is their primary focus. The expertise of these individuals is provided as a way to aid teachers and administrators of both traditional and nontraditional schools and districts that have teachers and school leaders who are developing their skills and abilities as virtual educators.
Student access to any time and any place learning options has expanded under a new law in Michigan. Section 21f of Public Act 60 of 2013 allows students in grades 5 through 12 to take up to two courses online per academic term (with parental consent). Michigan is the seventh state in the U.S. to enable statewide choice at the course level through online learning options.
Based on pupil completion and performance data reported by public schools to MDE or CEPI, this report highlights 2019-20 enrollment totals, completion rates, and the overall impact of virtual courses on K-12 pupils. Detailed findings are presented in sections on schools, courses, and students, as well as over 50 data tables at the end of the report.
