Table of Contents Introduction Schools Courses Students Maps Conclusion Appendix A – Methodology Appendix – B School Tables Table B1. 2016-17 Count and Pass Rate of K-12 Virtual Enrollments by Grade Level Table B2. 2016-17 Pass Rate Comparison for Virtual Learners in Their Virtual and Non-Virtual Courses Table B3. 2016-17
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.
Exploring the Impact of Student-, Instructor-, and Course-level Factors on Student Learning in Online English Language and Literature Courses
Abstract The number of K-12 students taking online courses has increased tremendously over the past few years. However, while most current research in online learning focuses either on comparing its overall effectiveness with traditional learning or examining perceptions or interactions using self-reported data, scant research has looked into online design
Abstract One of the best ways for practitioners and scholars to understand what is already known in a field is to undertake a review of the existing literature. The existing literature related to K-12 distance, online and blended learning is still developing. What has been published is heavy on the
Past Reports Public Awareness and Views of K-12 Online Learning in Michigan 2016 Public Awareness and Views of K-12 Online Learning in Michigan 2015 Public Awareness and Views of K-12 Online Learning in Michigan 2014 Download the Report Introduction From September 20 to 27, 2017, Public Sector Consultants Inc. (PSC),
Abstract The adoption of blended learning in K-12 schools is on the rise. With this growth in demand for blended learning, there is a greater need to prepare teachers who can facilitate successful learning in these environments. In order for educator preparation programs, districts, and schools to conduct effective professional
ABSTRACT This study, the fourth in a series examining the shifts in the roles and responsibilities of K-12 educators as a result of evolving instructional models, focuses on data specialists who help to analyze data and provide just-in-time information to fellow educators to help improve learning outcomes in their school or
Abstract Although policies aimed at increasing graduation rates in the United States can be divisive and politically charged, it is almost universally agreed upon that parental engagement will be a critical element in the solution. Unfortunately, the failure rates in online courses are higher than those found in traditional courses.
ABSTRACT MVLRI® has launched a series of quantitative research reports exploring characteristics of students in state virtual school courses, specifically focused on those who took courses for credit recovery (CR). Using Michigan Virtual School® (now known as Michigan Virtual™) data, the second and third reports in the series illustrated data-driven
ABSTRACT MVLRI® has launched a series of quantitative research reports exploring characteristics of students in state virtual school courses, specifically focused on those who took courses for credit recovery (CR). Using Michigan Virtual School® data, the first report provided empirical evidence related to the low performance of students whose enrollment
Abstract: MVLRI® has led various types of quantitative research over recent years. Those studies capitalized on data from the learning management system (LMS) and employed diverse analytic approaches in order to enhance our understanding of topics ranging from class size to students’ engagement patterns in courses. Those resources provide stakeholders
Abstract: Serving as a capacity-builder throughout the state, Michigan Virtual engaged in a multi-year partnership with four school districts with the intent to accelerate blended and personalized learning in each unique district. This report examines the readiness and challenges of each school district as teachers, district leaders, and the Michigan
This study, the third in a series examining the shifts in the roles and responsibilities of K-12 educators as a result of evolving instructional models, focuses on instructional technologists. The aim of this study is to better understand the ways in which instructional technologists conceptualize their work, the approaches they
The second report in the Credit Recovery series — Examining Credit Recovery Learning Profile from Time-Series Clustering Analysis — examines student learning behaviors in the first part of Algebra 2 courses. The ways that students engaged in coursework is targeted with two types of behavioral indicators, namely students’ attempted scores
Abstract: The National Education Policy Center recently released its annual Virtual Schools in the U.S.: Politics, Performance, Policy, and Research Evidence report, providing a unique look at virtual schools across the country. To supplement the national perspective provided in that report, the lead authors also created five in-depth case studies
The Blended Learning & Teaching report, the fourth in the four-part series, begins at the launch of the iEds’ second year of training and focuses on their immersion in blended teaching and learning. For more background about the program, please see the first three reports: part one introduced and detailed
The mission of MVU is to “advance K-12 learning through digital learning, research, innovation, policy, and partnerships.” With this mission in mind, MVU launched the iEducator (iEd) program in 2015, bringing together higher education, local school districts, and MVU, to propel forward not only digital education but face-to-face education as
The National Education Policy Center reported that one in 10 students enrolled in a virtual school has a disability, yet virtual schools — be they state or corporate-sponsored — invest little in this population (Molnar, et. al., 2013). Consequences of not meeting the needs of students with disabilities include high
As discussed in iEducator 21st Century Digital Learning Corps: Program Design and Reflection (part one of the series), iEds were asked to contribute regularly to publicly available blogs (the focus of part two of this series). The purpose of the blogs was threefold. First, it served as a place for
This report begins discussion on the topic of credit recovery by testifying to the concept that students who have different reasons for taking online courses perform differently. Specifically, the underperformance of credit recovery students was hypothesized; the contextual information was also explored, including enrollment patterns, demographic factors, and the learning