Global K-12 Online Education Market report analyzes the current trends, through the historical data of various segments and obstacles faced with the competitors of the industry. This K-12 Online Education report was prepared to analyze the results and outcomes of the industry over the forecast period to 2025.

The K-12 Online Education market report examines the economic status and prognosis of worldwide and major regions, in the prospect of all players, types and end-user application/industries; this report examines the most notable players in major and global regions, also divides the K-12 Online Education market by segments and applications/end businesses.

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Ambow Education, CDEL, New Oriental Education and Technology, TAL, Vedantu, iTutorGroup, EF Education First, Chegg, Knewton, Tokyo Academics

Global K-12 Online Education Market insights cover traits, growth, and size, segmentation, regional retreats, competitive landscape, market shares, trends, and plans. The attributes part of this K-12 Online Education report defines and explains the growth. The K-12 Online Education market size department gives industry earnings, covering the historical growth of this and predicting the long run. K-12 Online Education Drivers and restraints with the variables affecting the growth of this market. The segmentations divide the essential K-12 Online Education sub-industries that form the market.

North America, China, Rest of Asia-Pacific, UK, Europe, Central & South America, Middle East & Africa

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The K-12 Online Education analysis incorporates historical data from 2014 to 2019 and predictions until 2025 helping to make the reports a valuable resource for industry executives, promotion, product and sales managers, advisers, analysts, and different people trying to find vital K-12 Online Education industry data in readily accessible records with clearly exhibited tables and charts.

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K-12 Online Education Market Expand Their Businesses Worldwide to (2019-2025) - All Times Tech

There are so many of them that it can be difficult to know which are the best to opt for. Here are just a few tips to ensure that you choose the right one.

Regardless of what career you want to follow, you will find much information online about what qualifications you need. You will find guidance about the best courses to choose, and how to get experience in the work you want to do. It is worth spending the time doing some research into this to ensure that you do not waste time completing the wrong courses.

private student loans smart option loan private financial aid college academic course

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You need to look at the content of the course to make sure it teaches the sort of things you need to know and that you can get help with planning the best way forward.

Every course explanation will tell you what is involved, and it really is important to get this right. If you are unsure about it, contact the university or college you are looking at.

They all have people that are there just to deal with problems such as this and to guide students in the direction of the correct courses.

Once you know what courses you need, it is time to find out what colleges or universities offer them. Most educational facilities give you the option of completing their courses in a classroom or online, and that is something else you need to consider.

Look at what past and existing students have to say about your preferred option, such as the Everglades University reviews. Other students opinions matter a great deal, as everywhere will tell you how good they are, but do their students agree?

Location does not matter if you have chosen an online course, but of course, it has to be a consideration if you decide to opt to be classroom-based.

This really depends on your situation and how self-disciplined you can be. If you are already working full-time or have family commitments, online courses can be ideal as they will fit in with any lifestyle. You do need to be self-disciplined though, to ensure that you carry out the work in a timely manner. They also have other advantages such as cheaper course fees, more starting dates, and being able to work at your own pace.

Is Online Education Right for You?

Five Myths Preventing You From Obtaining an Online Education

However, online courses do not suit everyone, and it could well be that you would rather go and sit in a classroom with other students. Only you can make that choice but consider it carefully before you decide.

The key to the success of finding the right course for you is to research all aspects of it. What course, do you need to do, where is suitable or should you co it online? Gather all the information on the options and only then can you make the right choice.

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How to Find the Right College Academic Course for You - SayCampusLife

As Pueblos education leaders, it is our responsibility to foster welcoming learning environments in which all students can thrive. This mission is at the heart of each of our organizations.

Equity in education requires putting systems in place to ensure that every student has an equal opportunity to succeed. Creating those systems requires us to understand the unique challenges and barriers faced by our students, as individuals and as populations.

The fact is that there is an imbalance in our education system. Although Colorado has one of the highest education attainment rates nationally, we also have the largest disparity between white and Latino residents when it comes to post-secondary education: According to the Colorado Department of Higher Education, 64 percent of white residents have completed some form of education beyond a high school diploma, compared to 29 percent of Latino residents and 40 percent of African American and black residents.

Any failure to address this inequity has consequences, such as leaving many underrepresented students stuck in low- and middle-wage jobs. Technology is rapidly changing the workforce. In fact, the management consulting firm McKinsey & Company estimates that automation could replace 44 percent of jobs in the United States by 2030. Jobs held by those with only a high school education will be hit the hardest.

We must equip students with the knowledge and skills needed to drive the economy in our ever-changing world. This requires helping underrepresented students overcome barriers that can hinder them from advancing to the next level of their education. Some examples:

Access Education at all levels must be approachable and easy to navigate. Our schools must invest time and resources to make sure that their work forces reflect the diversity of their students and have the communication skills needed to build relationships. Additional support such as success coaches also can be a valuable component of a students successful education.

Affordability We need to be resourceful and innovative in the development of new financial aid models, working with foundations, scholarship organizations and government agencies to help our students pay for college. We must find ways to place students in jobs that align with their academic and professional interests so they can earn college credit and get important on-the-job skills.

Policy and procedure We must adapt our policies and procedures to meet the realities of our communities. For example, allowing more flexibility with college tuition payments and late fees may be the difference between a low-income student dropping out and being able to complete a degree.

We must get past talking about equity and start addressing it directly, even if some discussions are uncomfortable and difficult. Only by discussing race frankly can we build a shared idea of our expectations a critical step toward closing achievement gaps for Pueblos K-12 and college students.

We can encourage a larger conversation that includes more voices most importantly, the voices of our students and continue this discussion together so that all of our young people have the tools to create lives of purpose and impact.

Patty Erjavec is the president of Pueblo Community College. Charlotte Macaluso is the superintendent of Pueblo School District 60. Timothy Mottet is the president of Colorado State University-Pueblo. Ed Smith is the superintendent of Pueblo County School District 70.

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Creating more diversity within educational system - Ag Journal

Harvey Bischof, president of Ontario Secondary School Teacher's Federation.SunMedia

Ontarios public high school teachers are expected to be in a legal position to strike or stage work disruptions around Nov. 18.

The union representing the teachers as well as some support staff has asked for a no-board report from the conciliator in the fractious contract negotiations. Issuance of the report triggers a 17-day countdown to a legal strike position.

The Ontario Secondary School Teachers Federation (OSSTF) is one of the major education unions engaged in contract negotiations that have become a battleground over the Progressive Conservative governments plans to increase class sizes, cut per-pupil funding and keep wage increases to one per cent.

Mid November will be crunch time.

Unions representing public elementary and Catholic teachers are also conducting strike votes and expect to have results by then.

Strike votes are a common pressure tactic in negotiations and dont mean there will be job action. Being in a legal strike position doesnt guarantee there will be one, either, although its one step closer to the possibility.

About 55,000 education workers represented by CUPE began working to rule earlier this month as soon as they were legally able to do so. They also planned to strike a week later, which would have closed hundreds of schools across the province, including at the Ottawa Catholic School Board. A tentative deal was reached at the last minute.

Any work disruptions by OSSTF would affect both high schools and elementary schools. The union represents high school teachers at English public school boards and some support staff at various boards. At the Ottawa-Carleton District School Board, for instance, OSSTF represents school secretaries, janitors, early childhood educators and educational assistants, among others.

While negotiations are conducted separately for the high school teachers and the support staff, the OSSTF has requested a no-board report for both, said president Harvey Bischof.

Its time to demonstrate our seriousness, he said in an interview Sunday.

The union doesnt control when the conciliator releases the no-board report, but Bischof estimates that members will be in a legal strike position by Nov. 18. A strike vote by members will be complete by Nov. 15. In the meantime, bargaining dates are scheduled.

A key issue is the governments plan to increase high school class sizes from an average of 22 to 28 over the next four years. That would eliminate about 10,054 teaching jobs and is a key component of the governments goal of reducing education spending.

Class sizes have inched up to an average of 22.9 this year, with some schools cancelling courses.

Last week Education Minister Stephen Lecce suggested the government would consider only raising class sizes to 25. That idea was rejected by OSSTF, which said it came along with a proposal to eliminate all the class size caps now contained in local collective agreements.

As negotiations with all the teachers unions head into critical stages, all sides are looking for public support.

Education workers have rallied behind the slogan Cuts hurt kids, staging rallies last week and launching social-media and advertising campaigns.

Lecce created his own version of the same message, tweeting on Friday that strikes hurt kids and stressing the importance of getting a deal.

He has emphasized he wants to avoid the cycle of anxiety parents face during each round of contract negotiations with education unions, wondering if there will be a work disruption.

But his governments plans for education have met fierce resistance from unions, as well as some students and parents who say the quality of public education is under attack.

Also controversial is the governments plan to require high school students to take four of their 30 courses online.

The government has asked OSSTF to take wage increases of one per cent a year, the target it has set for all public-sector workers, according to the union.

OSSTF has proposed a wage increase equal to the cost of living, currently around two per cent.

jmiller@postmedia.com

Twitter: @JacquieAMiller

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Ontario high school teachers pull trigger to be in legal strike position by mid November - Ottawa Citizen

OMAHA, Neb. (WOWT) -- The Hilton Omaha Hotel turned blue Saturday in a 2020 tune-up for Nebraska Democrats.

The National Democratic Training Committee choreographed the event a daylong immersion in party politics with candidates, volunteers and local party leaders participating in classes geared toward next years elections.

Jo Giles, running for the District 7 Douglas County Board seat, said, It's great that this training can come here, where we get national expertise that's free and we can just come and learn. And get ready for 2020."

Approximately 100 people attended Saturdays training event.

The organization has been around since 2016 training Democrats on all levels of government how to run for public office. But it's not just for those wanting to run.

Assistant Director of Life Training, Jocelyn Hunt, said, We have a group of candidates and potential candidates. A group of staff volunteer leaders and then our local party leaders."

The three groups were divided based on how they identified and then they participated in four different courses, in fields, communication, digital and fundraising," Hunt said.

Those are important skills to Giles.

"Having a training like this, that can bring you together with other candidates that are feeling the same things that are new to this process, that are learning. It's game-changing for us. To actually have the tools to be able to run an effective campaign to get our message out and to hopefully earn some votes."

If you couldn't make it to the training but still want to learn what it's all about you can participate in online training at traindemocrats.org.

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Democrats bring election education camp to the metro - WOWT

CHICAGO When online education entered the scene more than two decades ago, its critics predicted it would dampen the quality of college instruction. Today,the sector has shed some of those concerns, with about one-third of students taking at least one course online.

Yet there's still room for improvement. Researchers have found that fully online programs and classes may contribute to equity gaps and lead to poorer outcomes for the least prepared students.

But there are some bright spots, according to speakers at Educause's annual conference in Chicago. Innovative models for online classroom instruction could be poised to help the sector live up to its goals of expanding college access and making learning possible anywhere.

Below, we share how several administrators are moving online education forward at their institutions.

At California State University Channel Islands, a midsize institution located about an hour's drive from Los Angeles, officials wanted to proactively teach students the skills needed to thrive in online classes. So in 2018, they rolled out a self-paced course called Learning Online 101.

The one-to-three-hour class allows students to practice using the technology required in online courses in a low-stakes environment while also teaching the importance of time management and a strong support network.

Officials also sprinkled throughout the course photos of the campus and video messages from the president, faculty and students to help online learners feel more connected with the community.

"The humanization of the course was really important," said Jill Leafstedt, the university's associate vice provost of innovation and faculty development. Students taking online classes "are working full time, they have families, they have caretaker responsibilities, so they're not on campus to create that connection."

About 1,000 students have taken the course so far. Of those, about half (54%) were first-generation students and more than two-thirds (68%) had taken an online class before. Nearly all of the students (92%) said the course "increased their confidence for learning online."

Next steps include studying whether the course impacts student performance and reduces the number of technical questions faculty receive, officials said.

California State University Channel Islands launched a course called Learning Online 101 in 2018.

More than a decade ago, the Association of American Colleges & Universities unveiled its list of high-impact educational practices such as study abroad, writing-intensive courses and undergraduate research which some studiessuggest boost student outcomes, especially for underserved populations.

Yet many of these practices are difficult, if not impossible, to carry over into an online environment. Take the high-impact practice of service-learning, which typically involves completing a field-based project for a community partner. Biology students, for instance, may plant trees with a local conservation group to reinforce their in-class instruction about biodiversity.

But Jaci Lindberg, director of digital learning at the University of Nebraska at Omaha, was determined to incorporate service-learning into her online gender and leadership class.

Her first few attempts involved requiring students to show up in-person to complete a service-learning project, such as helping organize a women's leadership conference. But the students were pushing back, with many saying they didn't have someone to watch their kids or couldn't take off work on the day of the project.

"The humanization of the course was really important. [Online students] are working full-time, they have families, they have caretaker responsibilities, so they're not on campus to create that connection."

Jill Leafstedt

Associate vice provost of innovation and faculty development, CSU Channel Islands

Lindberg knew she needed a different approach.

"I need to meet my students where they are," she said. "They're picking an online course for a reason so I started to think to myself, 'How can I grab a partner or opportunity that is also online for them but still allows them to have a pretty transformational experience?'"

Now, the course's required service-learning project is completely online, with students creating webpages that help build out an archive about leaders who have worked toward gender equality for their community partner, Girls Inc.

"No one has asked for an exception, and I feel like they've really leaned into the project," Lindberg said. "I got the transformation that I was really seeking for the students to have."

Thanks to the growing popularity of online learning, Harvard University's Extension School has seen a recent surge in students, with enrollment passing 30,000 in the 2017-18 academic year.

The school has responded to that growth by ramping up its online offerings Harvard's Division of Continuing Education is offering 840 online classes in 2019 but officials wanted to do more to build a community between campus-based and remote learners.

For many years, one of the school's only options was livestreaming in-person classes to distance students a workaround officials found insufficient.

"Ideally, if everything comes together in the right way, the technology can fade to the background and become somewhat of an afterthought."

Christian Franco

Manager of live interactive learning technology, Harvard University

"It was more like a passive window to the classroom," said Christian Franco, Harvard's manager of live interactive learning technology. "There's no feeling of community, there's no timely way to ask a question or be part of the session. Simply put, online students really didn't have a voice."

The solution? A new course format called HELIX, which lets students choose whether they want to participate in live classes online or in person. To do so, classes were outfitted with multiple cameras to capture the lecture and large televisions in the back and front of the room that display remote students on a split-screen (similar to the opening credits of the TV show "The Brady Bunch").

Moreover, teachers have a direct sight line to the television in the back of the room, so they can see remote learners raise their hands and call on them in the same manner they do in-person students. "Ideally, if everything comes together in the right way, the technology can fade to the background and become somewhat of an afterthought," Franco said.

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How colleges are bringing online students into the classroom - Education Dive

Traditionally, learning to become a professional cook required an investment of either lots of time or a fair chunk of money -- and sometimes both. One customary career path for aspiring chefs was a multi-year series of apprenticeships and career moves in order to learn on the job.

The other alternative, culinary school, was a quicker but usually more expensive option. The cost of two years at the prestigious Culinary Institute of America in Hyde Park, New York currently has a $90,000 price tag.

But as is the case with so much else in the 21st century, the internet is disrupting culinary education as both existing culinary schools and high-tech start-ups are offering culinary education online.

While the traditional leaders in culinary education have been cautious about moving into internet-based culinary education - doing so would, after all, potentially undermine their core business - a number of entrepreneurial ventures have been aggressively developing and promoting "virtual cooking schools" for amateurs and professionals alike.

The teaching strategy those newcomers have adopted involves learning experiences delivered via the Web in the form of video content demonstrating various cooking techniques. After viewing the relevant lesson, students then replicate a recipe or technique in whatever kitchen setting might be available to them.

The tricky aspect of culinary education online is evaluation and feedback. With no chef-instructor to observe, taste, and critique, most online cooking schools have to rely on student submissions of food "selfies" as a basis for providing feedback - if they provide any at all.

Rouxbe (rouxbe.com) claims to be the world's leading online culinary school, having served over 530,000 students. Founded in 2005 and headquartered in Vancouver, B.C., the company offers individual and group training and has partnered with many companies in the food service and hospitality industry to deliver workplace instruction and training. Current clients include Marriott Hotels & Resorts, Whole Foods, and more.

The company promotes certificate-level programs geared to both professionals and amateur chefs and, earlier this month, introduced a course of study dealing with "plant-based" cookery. This new coursework involves five units, 22 lessons, and 138 different techniques delivered over the course of 30 hours. Topics coved in the plant-based curriculum include soups, dressings and marinades as well as using meat and dairy alternatives. There is even lesson content on "no-heat" cooking.

The Rouxbe website offers a sampling of the video materials on which their instructional programs are based. Those media clips can be viewed at rouxbe.com/tips-techniques.

Tucker's Restaurant in Southwick has announced they'll be hosting "Slowhand," a tribute performance featuring the music of Eric Clapton and Cream.

The event is planned for Friday, Nov. 1, with the dinner seating at 6 p.m. and a 7:30 p.m. showtime. Chef Michael Anderson will be serving a plated dinner menu of chicken francaise, vegetable, roasted red potatoes, and salad as well as a specialty dessert.

Tickets, which are $45 per person, can be ordered by online at musictributeproductions.com/upcoming-shows.

Tucker's Restaurant answers at (413) 569-0120.

If you missed this years Newport Mansions Wine & Food Festival or just want to get a jump on the next one, the festival promoters have announced that they are conducting a special advance sale of tickets for the 2020 Festival. Up until December 25, 2019, tickets for next years event, which will be held Sept. 17 through 20, will be available at 2019 prices.

More information is available at the Festival's web site, NewportMansionsWineAndFood.org, or by calling (401) 847-1000.

"Big and beefy" are among the requisite adjectives needed to describe October's featured sandwiches at Arby's locations.

For the rest of October the chain is featuring a beer-braised beef sandwich on a pretzel roll, a beer cheese triple stack that included roast beef, corned beef, and shredded beer-braised beef topped with melted beer cheese, fried onions, and beer mustard, and a double roast beef sandwich finished with the same array of condiments.

There's an Arby's Restaurant that operates at the Granby Road-Route 33 rotary in Chicopee.

Red Robin Gourmet Burgers and Brews restaurants are featuring two special burger creations this fall season, a French onion burger that's finished with Swiss cheese, fried onion straws, and a French onion spread all served on an onion roll.

The El Ranchero burger, another limited-time-only selection, gets dressed up with candied bacon, onion straws, and jalapeno ranch dressing.

New among the chain's snacks and sides are garlic parmesan pretzel bites served with aioli for dipping and Nashville-style hot boneless wings.

Red Robin operates eateries in Holyoke at Holyoke Crossing, on Boston Road in North Wilbraham, and in Enfield, CT at 15 Hazard Avenue.

On Nov. 2, Teresas Restaurant in Ware will be turning its Alfonso Banquet Room over to the No Shoes Nation Band as that musical group presents a tribute to Kenny Chesney, the country music singer and guitarist.

The dinner and show evening begins with a 5 p.m. cocktail hour. Dinner, which will be served at 6 p.m., is a six course, family style meal of Teresa's favorites. Showtime is scheduled for 8 p.m.

Tickets are $50 per person and include tax and gratuity; call (413) 967-7601 for reservations.

The Gill Tavern in Gill is planning a special dinner event for Nov. 5.

Menu details and the like aren't yet available, but the Tavern's announcement promises that the evening will be similar to other such Gill Tavern get-togethers. This most likely means a five-course menu featuring local fare, a selection of wines paired to complement each course, a 6:30 p.m. start time, and a price per person in the neighborhood of $50.

For more details check the Gill Tavern's web site at thegilltavern.com or call the establishment at (413) 863-9006.

LongHorn Steakhouse restaurants have brought back their Delmonico steak as part of their new "Steakhouse Cuts" menu. Portioned at 14 ounces, the Delmonico joins a 12-ounce New York Strip and the chain's signature Flo's Filet, a steak that is available in either six- or eight-ounce sizes.

To complement these steak options, LongHorn has also introduced Crispy Brussels Sprouts tossed in a smoky honey butter. Other favorite steakhouse sides at LongHorn include Steakhouse Mac & Cheese and char-grilled asparagus.

There are LongHorn Steakhouse restaurants on Riverdale Street in West Springfield and on Phoenix Avenue in Enfield, CT.

Master impersonators the Edward Twins will be appearing at the Munich Haus German Restaurant in Chicopee on October 31 and November 1. The dinner and show version of these performances begins at 6:30 p.m.; show time is planned for 8 p.m.

Dinner and show tickets are $65, while show-only admission is $45.

Both ticket options can be purchased online at TheEdwardsTwins.com.

The William Cullen Bryant Homestead in Cummington, in conjunction with Wheelhouse Catering of Amherst, is presenting a "Dinner in 1800's New England" on Saturday, Nov. 8 starting at 5 p.m.

The evening's special focus will be on the apple, an important crop in New England both then and now. Using some of Mrs. Bryant's own recipes, Wheelhouse Catering will be creating a meal such as the Bryant family themselves might have enjoyed more than a century ago.

Tickets are $95 and must be ordered by Oct. 31. Contact the Trustees of Reservations, which manages the Bryant Homestead, at (413) 200-7262 or email acaluori@thetrustees.org.

Hugh Robert is a faculty member in Holyoke Community Colleges hospitality and culinary arts program and has nearly 45 years of restaurant and educational experience. Please send items of interest to Off the Menu at the Republican, P.O. Box 1329, Springfield, MA 01101; Robert can also be reached at OffTheMenuGuy@aol.com.

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Off The Menu: Culinary education being offered online - MassLive.com

The view upon entering The Charter School of San Diego.

As I stepped out of the San Diego sunshine and into the school located in a storefront in a strip mall, I didnt know what to expect. Ive visited several schools located in storefronts over the years, but few that were also charters.

My jaw dropped. The facility was unlike any school I had been in before.

It was pristine, orderly, and inspiring. This was a place where anyone would want to worka professional adult or a studentin stark contrast to most school classrooms. It reminded me of a mix of an airy Apple Store and a coffee shop.

There was no classroom space per se, but instead the open floor plan was divided in subtle ways into a variety of well thought out types of spacesfrom those dedicated to individual work to other spaces for small-group and one-on-one work and from small breakout rooms for seminars to still other spaces tucked away for students to embark on virtual reality experiences, design for 3D printers, or do science labs.

Teachers had their offices upstairs. When they were downstairs, they were exclusively focused on the students.

The view of an Altus School from above where the teachers have their offices.

The school I was visiting was The Charter School of San Diego, which itself has a total of 14 different resource centers across San Diego. The school is one of seven Altus Schools in California.

The schools collectively serve roughly 8,000 students per year, 70% of whom are minority students, 70% of whom identify as socioeconomically disadvantaged and 20% of whom have disabilities. The schools largely outperform their district counterparts on various achievement measures. Fewer than 2% of students drop out, and the schools boast a 0% expulsion rate.

A 2015 Malcolm Baldrige National Quality Award recipient, which is the nations highest Presidential honor for performance excellence through innovation, improvement and visionary leadership and had never been given to an individual school before, the Charter School of San Diego and the Altus team thrives on data and a commitment to setting and realizing its goals each yearand from my perspective, its one of the better kept secrets in education circles.

The educators in the school I learned have a strong commitment to personalizing learning for each student, as the children who arrive at its doorstep each arrive with a unique story and set of needs.

Unlike traditional schools, each student is assigned to one teacher who guides the student through all of her work. In similar fashion to Colorado College, a competency-based higher education institution, students focus on one to two classes at a time and complete each course within three to four weeksa concept that more traditional high schools should pilot in my opinion so that students can apply themselves more deeplyand which might pair nicely with flipping the school day.

Students do the work through a mixture of textbooks and online learning, and, similar to college, complete roughly 80% of their work at home and 20% inside the resource center. According to the school, each student develops a custom schedule with her teacher and family and will typically spend two to three days at a resource center each week for three to four hours a day.

My questions turned to curriculum. What did the school use? The answer was a mix of home-developed content and Edgenuity, among other tools.

My eyebrows raised at the mention of Edgenuity. Edgenuity is a well-known provider of online courseware and helped power some of the early darlings of the blended-learning world, such as Carpe Diem.

But the company has also come under scrutiny over the past year and a half as the media spotlight has shone unfavorably on districts credit recovery practices in boosting graduation rates. A common narrative in the media is of the student who had previously failed a course retaking it on Edgenuity only to magically complete it in mere minutes and recover the credit en route to graduation. Stories of students taking the exact same assessment with the same exact questions multiple times abound, as do stories of students simply looking up the answers on their cell phones, in an effort to achieve the score necessary to demonstrate mastery and move on to the next unit.

So, I asked the teacher giving me the tour, how did he know his students using Edgenuity were really doingand masteringthe work?

The answer is a series of redundancies that Altus Schools has put in place.

The teachers themselves are constantly checking to make sure students have done and actually understood the work. This isnt a school where students largely work independently with little interaction with teachers.

Altus also deploys objective assessments in Illuminate, which are separate from the assessments in Edgenuity and are taken on site in proctored settings.

And Altus also uses NWEAs benchmark assessments to keep a close eye on student growth throughout the year in English Language Arts and mathematics. If students were gaming the system, the teacher said, the teachers would know.

The Altus Schools are hardly a finished product. They seek to improve continuously, with current goals focused on increasing academic achievement in English and math, refining measures of evaluating English Language Learner progress and proficiency, improving and increasing supports, services and resources for student groups and working with its disadvantaged populations to close the achievement gap.

But I left the visit impressed. Of all my school visits in the past this year, this school stood out as a thoughtful and unique design in the landscape of schools seeking to tailor learning for each individuals distinct needs.

And I left wishing that all schools using online credit recovery would put the same thought into their systems of assessment that Altus has so that online learning wouldnt just be an escape valve to meet a narrow definition of success in terms of graduation rate, but instead an innovation poised to transform all of schooling by helping deliver the right learning experience each student needs at the right time.

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Spotlight On Altus Schools And An Antidote To Online Credit Recovery - Forbes

A comprehensive research report created through extensive primary research (inputs from industry experts, companies, stakeholders) and secondary research, the report aims to present the analysis of Online Program Management in Higher Education Market. The Online Program Management in Higher Education Market has been analyzed By Product Type (Cloud-Based, On-Premises) and By Application (Colleges and Universities, Educational Services). The Online Program Management in Higher Education Market has been analyzed By Region (North America (United States, Canada and Mexico), Europe (Germany, France, UK, Russia and Italy), Asia-Pacific (China, Japan, Korea, India and Southeast Asia), South America (Brazil, Argentina, Colombia), Middle East and Africa (Saudi Arabia, UAE, Egypt, Nigeria and South Africa)) for the historical period of 2014-2018 and the forecast period of 2019-2024.

The report is compiled with the use of advanced tools and the latest primary and secondary research methodologies. Our experienced panel of analysts gathers information and data from annual company reports, financial reports, press releases, regulatory databases, government documents, and statistical databases.

Available Exclusive Sample Copy of this Report @ https://www.amplemarketreports.com/sample-request/global-online-program-management-in-higher-education-market-1074971.html

The report also presents the market competitive landscape and a corresponding detailed analysis of the major vendor/key players in the market.

Geographically, this report studies the top producers and consumers, focuses on product capacity, production, value, consumption, market share and growth opportunity in these key regions, covering North America (United States, Canada and Mexico), Europe (Germany, France, UK, Russia and Italy), Asia-Pacific (China, Japan, Korea, India and Southeast Asia), South America (Brazil, Argentina, Colombia), Middle East and Africa (Saudi Arabia, UAE, Egypt, Nigeria and South Africa)

On the basis of product, this report displays the production, revenue, price, market share, and growth rate of each type, primarily split into Cloud-Based, On-Premises

On the basis of the end users/applications, this report focuses on the status and outlook for major applications/end users, consumption (sales), market share and growth rate for each application, including Colleges and Universities, Educational Services

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Online Program Management in Higher Education Market 2019-2024: How the Market Will Witness Substantial Growth in the Upcoming years by Trending Key...

Before 1950, most Amish students attended public schools but left before eighth grade.

Ann Taylor, who was born Amish, remembers going to a public one-room school in Intercourse. The teacher, she says, would tell the non-Amish girls that they might attend college one day. But she told the Amish girls that they would not, and they needed to work hard now because they wouldnt be continuing on after the eighth grade.

Taylor says she didnt quite understand what that meant.

I remember thinking, Im going to do that (attend college), but I didnt know what it was. That was not a part of our world, she says.

She later left the church and went on to earn a doctorate in adult education at Temple University in Philadelphia.

The government changed the compulsory education laws in 1949 after World War II, requiring children to remain in school until age 16.

When Amish parents refused to send their children beyond the eighth grade, many were arrested. Over the course of five years, 125 parents in Leacock Township alone were jailed.

In February 1955, Pennsylvania Gov. George Leader engineered a compromise between the Amish and the governments compulsory education law. It required Amish students who had completed eighth grade to then attend an Amish vocational school three hours a week and keep a log of the work they did on their families farms.

The Feb. 8, 1955, edition of the former Intelligencer Journal included an editorial praising the decision. The editorial reads: It can be hoped that the solution will end, once and for all, the senseless prosecution of a fine hard-working group of our fellow countians and that they once again will be able to till the soil and conduct their homes in full agreement with the law of their land, the dictates of their conscience and most important of all, the tenets of their religious beliefs.

Not everyone liked the compromise.

Arthur P. Mylin, the county school superintendent from 1922 to 1958, told the Intelligencer Journal he thought the agreement was ridiculous, adding, This whole office is opposed to it.

While the conflict was resolved in Pennsylvania, it wasnt in other states with Amish populations. Ohio had similar problems. Tensions arose in Iowa in the mid-1960s, when school officials arrived at a private Amish school to convince students to get on a bus to go to a public school. The photo of the children fleeing the bus is a famous image.

The case finally came to a head in Wisconsin. There, three Amish students stopped attending a Wisconsin high school because of their parents religious beliefs.

The case went to trial (Jonas Yoder, one of the fathers, represented the parents) and the parents lost.

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William B. Ball, a lawyer from Harrisburg, took on the case and successfully argued it before the Wisconsin Supreme Court. Wisconsin then appealed to the U.S. Supreme Court.

Ball argued that sending Amish children to high school was a threat to their way of life, providing contradictory viewpoints and unnecessary skills. And besides, he argued, the Amish way of life was not threatening American society.

Ball claimed that by making the children to go to school, the United States was impeding upon the Amishs ability to practice their religion, therefore violating their First Amendment rights.

The court agreed, voting 7-0 (two justices took no part in the consideration or decision of the case) in favor of the Amish on May 15, 1972.

The Supreme Court held that state laws requiring children to attend school until they are 16 violate the constitutional rights of the Amish to free exercise of religion.

The decision specifically applied to Wisconsin, but it was written in terms broad enough to apply to all states that require attendance in public or private schools beyond the eighth grade.

Erika Riley was an intern at LNP this past summer.

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Steps that led to U.S. Supreme Court ruling that compulsory education law violated First Amendment rights of Amish - LancasterOnline