Accountability for Students in K-12 Online Learning: Perspectives from Michigan Stakeholders and Beyond
Policy surrounding K-12 online learning continues to evolve as the field grows exponentially. In Michigan, Section 21f of the State School Aid Act enacted in 2013 strengthened parents’ and students’ ability to request online courses: “A student enrolled in a district in any of grades 6 to 12 is elig...
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| Format: | Article |
| Language: | English |
| Published: |
Online Learning Consortium
2016-07-01
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| Series: | Online Learning |
| Subjects: | |
| Online Access: | https://olj.onlinelearningconsortium.org/index.php/olj/article/view/975 |
| _version_ | 1797326952790491136 |
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| author | Leanna Archambault Kathryn Kennedy Joe Freidhoff |
| author_facet | Leanna Archambault Kathryn Kennedy Joe Freidhoff |
| author_sort | Leanna Archambault |
| collection | DOAJ |
| description | Policy surrounding K-12 online learning continues to evolve as the field grows exponentially. In Michigan, Section 21f of the State School Aid Act enacted in 2013 strengthened parents’ and students’ ability to request online courses: “A student enrolled in a district in any of grades 6 to 12 is eligible to enroll in an online course as provided for in this section.” The passing of 21f raised concerns around accountability in a choice environment. Examples of such concerns included a pervasive belief about the lack of rigor or quality in online courses, an aversion to another district educating a student for one or two courses yet remaining responsible for that student’s growth, and uncertainty about how mentors and teachers would be evaluated on their online students. Consequently, a legislative directive was issued to the Michigan Virtual Learning Research Institute, the research arm of Michigan Virtual University that centered on accountability. In response to that directive, Michigan stakeholders, as well as experts from other course access states and national organizations, were interviewed to better understand the conversations surrounding accountability in K-12 online learning in Michigan and beyond and to make key recommendations for moving the field forward in an informed way. Data were analyzed using thematic analysis. Implications for research, policy, and practice are shared. |
| first_indexed | 2024-03-08T06:31:32Z |
| format | Article |
| id | doaj.art-a5f62e69463b4a7c85abb31e9750b669 |
| institution | Directory Open Access Journal |
| issn | 2472-5749 2472-5730 |
| language | English |
| last_indexed | 2024-03-08T06:31:32Z |
| publishDate | 2016-07-01 |
| publisher | Online Learning Consortium |
| record_format | Article |
| series | Online Learning |
| spelling | doaj.art-a5f62e69463b4a7c85abb31e9750b6692024-02-03T11:47:42ZengOnline Learning ConsortiumOnline Learning2472-57492472-57302016-07-0120310.24059/olj.v20i3.975Accountability for Students in K-12 Online Learning: Perspectives from Michigan Stakeholders and BeyondLeanna Archambault0Kathryn Kennedy1Joe Freidhoff2Arizona State UniversityMichigan Virtual Learning Research InstituteMichigan Virtual Learning Research InstitutePolicy surrounding K-12 online learning continues to evolve as the field grows exponentially. In Michigan, Section 21f of the State School Aid Act enacted in 2013 strengthened parents’ and students’ ability to request online courses: “A student enrolled in a district in any of grades 6 to 12 is eligible to enroll in an online course as provided for in this section.” The passing of 21f raised concerns around accountability in a choice environment. Examples of such concerns included a pervasive belief about the lack of rigor or quality in online courses, an aversion to another district educating a student for one or two courses yet remaining responsible for that student’s growth, and uncertainty about how mentors and teachers would be evaluated on their online students. Consequently, a legislative directive was issued to the Michigan Virtual Learning Research Institute, the research arm of Michigan Virtual University that centered on accountability. In response to that directive, Michigan stakeholders, as well as experts from other course access states and national organizations, were interviewed to better understand the conversations surrounding accountability in K-12 online learning in Michigan and beyond and to make key recommendations for moving the field forward in an informed way. Data were analyzed using thematic analysis. Implications for research, policy, and practice are shared.https://olj.onlinelearningconsortium.org/index.php/olj/article/view/975K-12 online learningaccountabilitypolicycourse access |
| spellingShingle | Leanna Archambault Kathryn Kennedy Joe Freidhoff Accountability for Students in K-12 Online Learning: Perspectives from Michigan Stakeholders and Beyond Online Learning K-12 online learning accountability policy course access |
| title | Accountability for Students in K-12 Online Learning: Perspectives from Michigan Stakeholders and Beyond |
| title_full | Accountability for Students in K-12 Online Learning: Perspectives from Michigan Stakeholders and Beyond |
| title_fullStr | Accountability for Students in K-12 Online Learning: Perspectives from Michigan Stakeholders and Beyond |
| title_full_unstemmed | Accountability for Students in K-12 Online Learning: Perspectives from Michigan Stakeholders and Beyond |
| title_short | Accountability for Students in K-12 Online Learning: Perspectives from Michigan Stakeholders and Beyond |
| title_sort | accountability for students in k 12 online learning perspectives from michigan stakeholders and beyond |
| topic | K-12 online learning accountability policy course access |
| url | https://olj.onlinelearningconsortium.org/index.php/olj/article/view/975 |
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