Why Calumet Specialty Holdings, Primero Mining, and K12 Slumped Today

Even in a strong market, these stocks fell. Find out why.

Image: Primero Mining.

Monday was a strong day for the stock market, and bullish market participants celebrated the Dow’s moving above 18,000 almost as much as when it first surpassed that milestone. Stocks overcame initial negative sentiment from the weekend’s failure among oil-producing nations to come up with a definitive agreement controlling the price of crude, and it now appears that investors might be looking to see if the Dow and other major market benchmarks can climb back into record-high territory in the near future. Even with good cheer on Wall Street, some stocks didn’t join in the rally, and Calumet Specialty Products (NASDAQ:CLMT), Primero Mining (NYSE:PPP), and K12 (NYSE:LRN) were among the worst performers in the market Monday.

Calumet plunged 48% after the producer of specialty hydrocarbon products and fuels said late Friday that it would suspend its quarterly cash distribution and take other measures to add liquidity for its business operations. Calumet completed a private placement of five-year senior secured notes, paying an interest rate of 11.5% and offering a first-priority security interest on all fixed assets under the agreements governing the company’s overall credit. Calumet will use the proceeds to refinance borrowing under its revolving credit facility, but investors worry that the decision from credit rating agency Moody’s to cut Calumet’s overall rating to Caa1 shows that the company’s actions come too late and fall short of providing enough relief from high leverage to reduce risks substantially.

Primero Mining dropped 16% in the wake of its release of preliminary first-quarter operating results. The gold miner highlighted safety as its top priority following a fatal accident at its San Dimas facility last year, but it said that it only managed to produce about 36,000 gold-equivalent ounces during the quarter at an all-in sustaining cost of $1,556 per ounce. That production was down 40% from year-earlier levels, and the costs involved soared by half due largely to changes in standards for ground support at the San Dimas mine. Even worse, Primero cut its full-year production estimates by 30,000 ounces to a range of 230,000 to 250,000 ounces, and it boosted its cost estimates by $125 per ounce to a new range of $975 to $1,025 per ounce. Despite gold’s solid performance, costs above $1,500 for a quarter are unsustainable unless the market starts behaving much better.

Finally, K12 fell 7%. The online educational services provider was the subject of a critical news article in the San Jose Mercury News over the weekend, which reported that online academies that K12 operates are “failing key tests used to measure educational success.” The piece cited statistics that more than half of those who enroll in online high schools fail to earn a diploma, and few qualify for the standards that California’s state-run public universities set for college students. For its part, K12 said that its students don’t have the same results as schools in higher-income areas with more access to funding, and it defends its model as educationally appropriate. Nevertheless, allegations of inflated attendance and enrollment records cast K12 in a negative light, threatening to add the pre-college-oriented company to the long list of for-profit college educational institutions that have been controversial for years.

Dan Caplinger has no position in any stocks mentioned. The Motley Fool has no position in any of the stocks mentioned. Try any of our Foolish newsletter services free for 30 days. We Fools may not all hold the same opinions, but we all believe that considering a diverse range of insights makes us better investors. The Motley Fool has a disclosure policy.

Anthony Cody was not heartened by Marc Tucker’s vision of a new accountability system with fewer tests. In this post, he explains why. If ever there was a need for close reading, he believes, this is it.

Cody writes:

“Tucker’s plan is confusing. In a proposal in which accountability remains closely tied to a set of high stakes tests, Tucker cites the “Failure of Test-based Accountability,” and eloquently documents how this approach doomed NCLB.

“Tucker speaks about the professionalization of teaching, and points out how teaching has been ravaged by constant pressure to prepare for annual tests. But his proposal still seems wedded to several very questionable premises.

“First, while he blames policymakers for the situation, he seems to accept that the struggles faced by our schools are at least partly due to the inadequacy of America’s teachers. I know of no objective evidence that would support this indictment.

“Second, he argues that fewer, “higher quality” tests will somehow rescue us from their oppressive qualities. He also suggests, as did Duncan in 2010, that we can escape the “narrowing of the curriculum” by expanding the subject matter that would be tested.

“It is worth noting that many of the Asian countries that do so well on international test contests likewise have fewer tests. This chart shows that Shanghai, Japan and Korea all have only three big tests during the K12 years. However, because these tests have such huge stakes attached to them, the entire system revolves around them, and students’ lives and family incomes are spent on constant test preparation, in and out of school.

“Third, and this is the most fundamental problem, is that Tucker suggests that the economic future of our students will only be guaranteed if we educate them better. Tucker writes:

“Outsourcing of manufacturing and services to countries with much lower labor costs has combined with galloping automation to eliminate an ever-growing number of low-skilled and semi-skilled jobs and jobs involving routine work.

“The result is that a large and growing proportion of young people leaving high school with just the basic skills can no longer look forward to a comfortable life in the middle class, but will more likely face a future of economic struggle.

“This does not represent a decline from some standard that high school graduates used to meet. It is as high as any standard the United States has ever met. And it is wholly inadequate now. It turns out, then, that we are now holding teachers accountable for student performance we never expected before, a kind and quality of performance for which the present education system was never designed. That is manifestly unfair.”

“Tucker then repeats what has become the basic dogma of education reform. The economy of the 21st century demands our students be educated to much higher levels so we can effectively compete with our international rivals. Education — and ever better education to ever higher standards — is the key to restoring the middle class.”

But Cody objects:

“I do not believe the economy of the 21st century is waiting for some more highly educated generation, at which time middle class jobs will materialize out of thin air.

“Corporations are engaged in a systemic drive to cut the number of employees at all levels. When Microsoft laid off 18,000 skilled workers, executives made it clear that expenses – meaning employees, must be minimized. Profits require that production be lean. There is no real shortage of people with STEM degrees.

“On the whole, it is still an advantage for an individual to be well educated. But the idea that education is some sort of limiting factor on our economic growth is nonsense. And the idea that the future of current and future graduates will be greatly improved if they are better educated is likewise highly suspect.

“Bill Gates recently acknowledged in an interview at the American Enterprise Institute, “capitalism in general, over time, will create more inequality and technology, over time, will reduce demand for jobs particularly at the lower end of the skill set.”

“This is the future we face until there is a fundamental economic realignment. Fewer jobs. Continued inequality and greater concentration of wealth.”

Cody argues for a different vision, in which accountability goes far beyond teachers and schools:

“For far too long educators have accepted the flagellations of one accountability system after another, and time has come to say “enough.”

“We need to learn (and teach) the real lesson of NCLB – and now the Common Core. The problem with NCLB was not with the *number* of tests, nor with when the tests were given, nor with the subject matter on the tests, or the format of the tests, or the standards to which the tests were aligned.

“The problem with NCLB was that it was based on a false premise, that somehow tests can be used to pressure schools into delivering equitable outcomes for students. This approach did not work, and as we are seeing with Common Core, will not work, no matter how many ways you tinker with the tests.

“The idea that our education system holds the key to our economic future is a seductive one for educators. It makes us seem so important, and can be used to argue for investments in our schools. But this idea carries a price, because if we accept that our economic future depends on our schools, real action to address fundamental economic problems can be deferred. We can pretend that somehow we are securing the future of the middle class by sending everyone to preschool – meanwhile the actual middle class is in a shambles, and college students are graduating in debt and insecure.

“The entire exercise is a monumental distraction, and anyone who engages in this sort of tinkering has bought into a shell game, a manipulation of public attention away from real sources of inequity.”

Cody says:

“We need some accountability for children’s lives, for their bellies being full, for safe homes and neighborhoods, and for their futures when they graduate. Once there is a healthy ecosystem for them to grow in, and graduate into, the inequities we see in education will shrink dramatically. But that requires much broader economic and social change — change that neither policymakers or central planners like Tucker are prepared to call for.”

via Diane Ravitch’s blog http://ift.tt/1lCjUyU

Mary Bottari.

Center for Media and Democracy, ALECexposed.org and PRWatch.org







From Junk Bonds to Junk Schools: Cyber Schools Fleece Taxpayers for Phantom Students and Failing Grades

Posted: 10/04/2013 10:39 am


Financial Crisis, éducation, Video, K12 Inc., American Legislative Exchange Council, Cyber Schools, For-Profit Education, Online Charter Schools, Online Schools, Virtual Schools, Whitney Tilson, Business News



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The data is in and K12 Inc.’s brand of full-time public “cyber school” is garbage. Not surprising for an educational model kicked off with a $10 million investment from junk-bond king Michael Milken.

Milken was the Wall Street financier who virtually invented junk-bonds – high-risk securities that were used to leverage hostile buyouts in the “go-go” 1980s. Milken came to symbolize Wall Street excess, serving as inspiration for the Michael Douglas character Gordon Gekko in the 1987 movie Wall Street. Milken spent almost two years in a federal penitentiary for securities fraud.

After he was released from prison, Milken set his sights on the $600 billion public education “market,” forming new companies including Knowledge Universe and Knowledge Learning, parent company of the KinderCare child care chain. With his $10 million stake in K12 Inc., Milken aided one of his Vice Presidents and another junk dealer, Ron Packard, who specialized in mergers and acquisitions for Goldman Sachs back in the ’80s.

The duo prepped to exploit the public education sector, and boy, have they. His various educational ventures have made Milken one of the richest men in America, and Packard raked in over $16 million in compensation from 2008 to 2012 as CEO of K12 Inc.– almost all of that money siphoned from public schools

Explosion of For-Profit “Virtual Schools” Linked to ALEC

In recent years, there has been an explosion of full-time “virtual” charter schools paid for by the taxpayer. From 2008 to 2012, 157 bills passed in 39 states and territories (including the District of Columbia) that expand online schooling or modify existing regulations. Many of these bills are attributable to American Legislative Exchange Council (ALEC) politicians.

ALEC approved a “model” Virtual Public Schools Act in 2005 at a time when both K12 Inc. and Connections Academy (the second largest for-profit) were corporate sponsors and helped craft the measure, according to ALEC’s website at the time. Connections Academy quit ALEC under pressure, but K12 Inc. remains on the ALEC Education Task Force and helped sponsor the organization’s recent 40th anniversary shindig in Chicago.

K12 Inc. and ALEC have pushed a national agenda to replace brick-and-mortar classrooms and hands-on teaching with computers and “distance learning.” K12 Inc. operated 58 full-time virtual schools and enrolled close to 77,000 students in the 2010-2011 school year.

Cyber School Students, Here Today Gone Tomorrow

Like the ubiquitous African email scammers that promise great things as long as you pay them in advance, evidence is building that some full-time charter schools charge state taxpayers big bucks for students who may only spend a few days or a few weeks in front of a computer before they decide that “virtual” education is not for them – but the schools keep the cash anyway.

Here is the trick. In many states, there is an annual “count date” or dates where heads are counted and state funding is distributed per child. Evidence is mounting that for-profit charters spend a massive amount on advertising to pack in students before the count (“enrollment bursts,” one education expert calls it), but once they get the cash, things fall apart.

A 2012 USA Today exposé revealed that “virtual, for-profit K-12 schools have spent millions in taxpayer dollars on advertising” – $94.4 million from 2007 to 2012. K12 Inc. spent some $21.5 million in just the first eight months of 2012. Worse, K12 Inc. targets kids with huge ad buys on Nickelodeon, The Cartoon Network, as well on teen sites such as MeetMe.com and VampireFreaks.com.

One former teacher from Pennsylvania’s Agora Cyber Charter School, which is run by K12 Inc., talked about being assigned 300 students and not having any idea how many attended class: “A huge portion of my students never showed up or did anything. I have no clue what happened to them, though I have no doubt Agora was charging the state for them,” she said.

Another former teacher from K12 Inc.’s Colorado Virtual Academy said, “Three-quarters of my credit recovery kids never logged in, never completed any work, never answered their emails or phone calls, yet they remained on my class rosters. I began wondering about the state-mandated hours for students at the high school level. No one is monitoring this as far as I can see.”

In a few states, regulators are starting to catch on. According to the New York Times, a Colorado state audit found that K12 Inc.’s Colorado Virtual Academy received money for 120 students whose enrollment could not be verified.

“The kids enroll, you get the money, the kids disappear,” says Gary Miron of the National Education Policy Center (NEPC) and Western Michigan University told the Times.

Costs for online learning are much lower than traditional schools. Kids take lessons at home, so the virtual school operators have no classrooms to maintain or heating bills to pay. Teachers are paid less, and student-teacher ratios are massive. But some states pay cyber schools almost as much per child as brick-and-mortar schools – that’s $10,000 per student in Pennsylvania, double what it actually costs, says the state auditor.

The Data Is In: Kids Don’t Learn Well in Front of Computer Screens

So while the public school system is bleeding money to cyber schools, how are those cyber students doing?

Until recently, data on performance of these full-time virtual charters has been scarce. But educators at NEPC started to pull together performance data from multiple states for annual and special reports. They confirmed what many suspected: with rare exceptions, kids don’t learn sitting in front of a computer all day.

Using Adequate Yearly Progress (AYP) state data, state performance rankings, and graduation rates, the researchers showed that full-time virtual schools lag significantly behind traditional brick-and-mortar schools. In particular, only 27.7 percent of K12 Inc. online schools met AYP in 2010-2011, compared to 52 percent of public schools. Of the 36 K12 Inc. schools that were assigned a school rating by state education authorities, only seven (19.4 percent) had ratings that clearly indicated satisfactory status.

The same study shows that on-time graduation rates are also much lower at online schools than at all public schools on average in the United States: only 37.6 percent of students at virtual high schools graduate on time, whereas the national average for all public high schools is more than double that: 79.4 percent.

“The evidence is clear that kids are not doing as well in virtual schools as kids in charter schools or public schools,” says Luis Huerta of NEPC and Teachers College-Columbia University.

Of particular concern to critics is the company’s emphasis on serving high-risk students who don’t have the motivated homeschool parents and support structures needed to make the most of the model. Why would K12 Inc. focus on this population? “It was an explicit business strategy to go after kids who would demand the least from their educational experience, which ultimately yields increased profits for K12 Inc.,” explains Huerta.

Irate Investors and Unhappy School Districts

In 2012, K12 Inc.’s cyber model came under fire from a surprising source: the company’s shareholders. They took a look at the emerging data and filed a class action suit alleging that Packard violated securities law by making false statements and omissions to investors about student performance. Another key allegation in the lawsuit was that K12 Inc. schools were hiding dropout rates or “churn” rates of more than 50 percent. This critical factor was “obscured by K12’s aggressive tactics to replace those who dropped out, allowing K12 to maintain the illusion that overall enrollments were increasing.” The parties reached a tentative settlement for $6.75 million in March 2013, and company officials continue to deny any wrongdoing.

Affidavits from former K12 Inc. teachers that were incorporated into the complaint paint a devastating picture of an enrollment-driven, profit-driven corporate culture that leaves kids in the dust. (Note to Wall Street: If you want to exploit children, don’t hire a bunch of teachers who actually care about kids.)

Here in Wisconsin, where the school choice movement began and where there has been a rapid expansion of distance learning, two Wisconsin school districts with online education programs – Grantsburg’s iForward and Waukesha’s eAchieve Academy – announced that they would not renew their contracts with K12 Inc. for the 2012-2013 school year.

Grantsburg School District Superintendent Joni Burgin told the Center for Media and Democracy (CMD) that when the contract was purchased by K12 Inc., it was “fraught with challenges from the get-go. By the end of the year, we decided we couldn’t do it anymore. We decided to manage the school on our own.” Although the move to take the school’s management in-house was challenging at first, Burgin said, now they “don’t have to sit at a table and arm-wrestle with corporate business people who don’t understand how education is done in Wisconsin and don’t always have the students’ interests in mind. It’s called ‘for-profit’ for a reason.”

The Big Short: Wall Street Turns on K12 Inc.

For K12 Inc. CEO Ron Packard, it’s all about “educational liberty.” “Kids have been shackled to their brick-and-mortar school down the block for too long,” he puffs.

Packard himself is “shackled” to the big bucks. In 2013, K12 Inc. took in $848.2 million from its business, with $730.8 million coming from its “managed public schools” (a.k.a. the taxpayers). That kind of money could buy you an army of actual teachers, more than 13,000 using Wisconsin teacher salaries as a guide.

“Like subprime lenders giving mortgages to people with bad credit, this can be a good and socially beneficial business when it is carefully targeted. But when you introduce unlimited government money and virtually no government regulation, the industry will run amok,” Tilson told CMD. He argues that the K12 Inc. model is not appropriate for mass consumption, pointing to huge enrollment in Pennsylvania and Ohio K12 Inc. schools.

But working to maintain the model is an army of lobbyists and ALEC politicians. K12 Inc. has hired 153 lobbyists in 28 states from 2003 to 2012 according to the National Institute on Money in State Politics.  

All this leaves education specialists worried. There is no doubt that online education exhibits dazzling possibilities. Education expert Gary Miron uses an extensive suite of online tools to teach college and graduate students, and he is “excited” about the future of online education.

But Miron “doesn’t want to see that future defined by corporate interests like K12 Inc. with a very narrow agenda,” he told CMD. Miron worries that “before policymakers wake up, we will have spent millions and millions of taxpayer dollars funding a failed education model.”


In September, the Center for Media and Democracy (CMD) launched a new project on the privatizers and profiteers selling out our democracy. You can find detailed corporate profiles of K12 Inc. and Connections Academy (owned by Pearson, a British multinational media company) on our new website OutsourcingAmericaExposed.org. Rebekah Wilce and Katie Lorenze contributed to this article.








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I’m not a scientist, man. I’m a corporate shill..

1524 Fans


18 minutes ago ( 9:48 PM)

Those who can, do. Those who can not, privatize.

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796 Fans


08:51 AM on 10/05/2013

We had a couple of charter schools in PA, one owned by a politican, another by a foreign investor. No education was provided but the tax dollars went to fine decorations and salaries for friends and relatives.

I guess they will need time to work out the bugs.

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Inside of a dog it’s too dark to read..

619 Fans


06:00 PM on 10/04/2013

The utter cynicism and disregard for actually providing a quality education of cyber schools is sickening.

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160 Fans


04:12 PM on 10/04/2013

it’s a hoax. it’s not the implementation, it’s the process that fails. however, traditional schools aren’t anything to get excited about either.

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Inside of a dog it’s too dark to read..

619 Fans


05:59 PM on 10/04/2013

And I would disagree with your last statement. Our children attended and graduated from a public high school that has 96% attendance, 97% graduation, with 93% of students going on to attend college. They score higher on college entrance exams than the state average, which is already higher than the national average, and a recent graduating class (525 students) were offered more than $17 million in scholarships. If this public school can produce this much excellence, we should try to find a way for others to excel, as well.

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NO..it’s a gop Cookbook !Tempus edax,homo edacior.

1167 Fans


02:56 PM on 10/05/2013

do some actual research…start with Finland, the 100% unionized country that has high teacher status and high pay ( so they can be very picky in admitting college students to the profession) this is the opposite of here. Germany, pretty much ditto…high status and pay, quality people admitted to teach. the other big thing in our competitors..Finland less than 5% poverty rate..ours 24% poverty rate (to see how poverty affects the brain development see the google)

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Gnothi Seauton.

2331 Fans


02:41 PM on 10/04/2013

Treating education like a business will simply produce minds which only know what business wants them to know.

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1062 Fans


02:38 PM on 10/04/2013

This article blurs a line in the for-profit privatization scam. It compares online education to both public and charter schools, when many charter schools are also part of the for-profit privatization “reform” movement… and leaves out the publicly funded vouchers for private schools.

The point I guess is that the scammers are not just online.

We need to be wary of all of the above when profit, not the education of children is the motivation.

I praise the article for exposing what can only be called criminality though.

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106 Fans


01:32 PM on 10/04/2013

Cyber schools are a white collar crime. A lot of people get hurt but no one goes to jail.

” In 2013, K12 Inc. took in $848.2 million from its business, with $730.8 million coming from its “managed public schools”. I’d be interested to see how much was actually spent per child and on what, along with the educational standards each child met. I’ll bet it doesn’t come close to a “bricks and mortar” school.

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85 Fans


01:24 PM on 10/04/2013

It is strange that there are no comments in the USA on this article– maybe because of the “shutdown” ?

By strange co-incidence, I read about “ghost schools” in Pakistan yesterday in Dawn.com. There are no schools but taxpayers keep paying!

In north America, though, it is corporate thieves raiding public schools.

I suspect there is “too much democracy” in some rich countries,where “making money” rather than “earning” it is the prevailing ethos.

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Lesley Anne


462 Fans


01:21 PM on 10/04/2013

Corrections Corporation of America has lovely facilities for these and other scammers to spend their twilight years and they are looking to keep them 100% occupied. Too bad no one has the guts to put them there.

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Wisconsin Progressive


40 Fans


11:50 AM on 10/04/2013

Gee sounds exactly like government sponsored healthcare programs.

Maybe Obama will make the Affordable School Act next so we can have more fraud, waste and abuse!

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Inside of a dog it’s too dark to read..

619 Fans


05:50 PM on 10/04/2013

Actually, I was going to say the exact opposite. Public education, like healthcare should not be a for profit venture. The goal of a for profit business is . . . profit, obviously. The goal of education should be education.

My only complaint about ACA is that it’s not a single payer, which would move it even further from the for profit mindset of insurance companies. But it’s a good start. You should sort through your logic before you make a statement so full of holes as the one you just posted.

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922 Fans


06:33 PM on 10/04/2013

Keep Obama and Arne Duncan away from our public schools!

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The K12 Tuition-free Online School Option


Thanks to the Internet and the many brilliant tools created to make online interaction so effective, access to education has changed not only who learns, but how they’re learning. Webcams, live streaming and document sharing programs have placed high quality education squarely into the hands of students who are unable or unwilling to take lessons in a conventional classroom.

What began as a convenient way for college students to earn a degree by studying around their work and family responsibilities, online education has now expanded to primary and high school students, who can opt to learn and earn their required classroom credits from home.

For anyone who has experienced bullying in school, or for those students with ADHD, an online education could be the difference between completing their education and dropping out. For children whose parents relocate often due to their careers, or for those who do not perform well when they have to be on a bus at 5:45 a.m., an online education is a seriously viable option.

The program known as K12, is an innovative new online education provider that is getting a whole lot of buzz. Offering a comprehensive curriculum to students whose parents are looking for a classroom-free alternative for their children to learn, the K12 online public school program has a tuition-free online program that is individualized for each student. For parents who live in a school district that is less than ideal, K12 may be the ideal solution.

Additional options include an online private school called the K12 International Academy, or individual classes for students who don’t need the entire program. The K12 public program partners with area schools to offer a quality education led by degreed, certified teachers with all the convenience and benefits of home schooling. All it takes is a computer and a commitment to seeing your child through their educational programs.

Best of all, it’s an excellent opportunity for parents who may not have the knowledge base to home school their children independently.

Marble Media LLC’s “Healthy for Kids & Parenting Tips” Blog Looks at Online Education Programs for K Through 12 Students

>PRWEB.COM Newswire

Fort Lee, NJ (PRWEB) August 13, 2013

Traditional classroom education for lower, middle and high school students may be a thing of the past, as online education programs like K12 take advantage of technology while resolving the challenges that traditional classroom education poses in the 21st century. In a new blog from HealthyForKids.com dated August 7, 2013 and titled, The K12 Tuition-free Online School Option”, guest blogger Liz Ernst takes an up-close look at online education programs and their role in overcoming modern problems with traditional classroom learning.

Thanks to the Internet and modern technology, parents and children now have access to educational opportunities that can change not only who learns, but also how they’re learning. Webcams, live streaming and document sharing programs have placed high quality education squarely into the hands of students who are unable or unwilling to take lessons in a conventional classroom.

“What began as a convenient way for college students to earn a degree by studying from home around their work and family responsibilities has now expanded to elementary and high school students who can opt to learn and earn their required classroom credits from home,” Ernst says. “For anyone who has experienced bullying in school, or for those students with dyslexia, ADHD or other learning disabilities who struggle in a conventional classroom, an online education could mean the difference between completing their education and dropping out.

“For children whose parents relocate often due to their careers, for those who live in a school district that does not perform well, an online education is a seriously viable option.

K12, the largest online education program in the U.S., promotes individualized learning through full-time, tuition-free public and private school programs worldwide, and through individual courses for supplemental needs or homeschooling.

“The K12 public program partners with area schools to offer a quality education led by degreed, certified teachers with all the convenience and benefits of home schooling,” Ernst says. “All it takes is a computer and a commitment to seeing your child through their educational programs.

“Best of all, it’s an excellent opportunity for parents who may not have the knowledge base to home school their children independently.

HealthyForKids.com is a part of Marble Media LLC’s conglomerate of content-rich information distribution blogs offering tips, advice, encouragement and gossip on everything from fashion to health, marriage and much more. For more information, visit the HealthyforKids.com website, or email info(at)healthyformommies(dot)com.

About Marble Media LLC:

Marble Media LLC is a creator of high-quality, content-rich blog sites that provide expansive coverage of relevant information to readers who make up a wide range of demographics. The Marble Media LLC team of expert writers covers a wide range of specialties including travel, food, health, fitness, social media, marriage, parenting, technology, weight loss, fashion and much more.

Read the full story at http://www.prweb.com/releases/HealthyForKids/OnlineEducationK-12/prweb11021881.htm