Michigan Great Lakes Virtual Academy to Graduate Class of 2016

— Statewide K-12 online school’s third graduating class is largest to date —

06:00 ET
from Michigan Great Lakes Virtual Academy

MANISTEE, Mich., June 1, 2016 /PRNewswire-USNewswire/ — Michigan Great Lakes Virtual Academy (MGLVA), a tuition-free, online public charter school, will recognize its largest graduating class to date at a ceremony on June 4 in Okemos, Michigan. MGLVA continues to grow since opening in 2013, with 87 graduates this year, including 21 students who graduated early in January 2016.

“Watching our group of successful graduates get larger with every school year is inspiring,” said Kendall Schroeder, Head of School at Michigan Great Lakes Virtual Academy. “The Class of 2016 has shown us what’s possible when learning is more individualized. We offer an education model that allows our teachers and staff to work more closely with each student to help them achieve academic and personal growth.”

Twelve students are graduating with honors this year. Christine Valencia is the Valedictorian, and Avalon McKinney is the Salutatorian.

Members of the Class of 2016 plan to attend institutions of higher education and career training programs, including Oral Roberts University, University of Michigan, Oakland University and Paul Mitchell School of Cosmetology.

MGLVA is an alternative education option that includes online instruction, hands-on curriculum and the support of Michigan-licensed teachers. MGLVA accepts students in grades K through 12 who reside anywhere in the state. MGLVA families benefit from the flexibility that comes with online access to an engaging, rigorous curriculum designed to give each student an individualized learning experience. Students are not forced to move at the same pace that a traditional classroom moves. MGLVA students can move more quickly through their lessons or take more time, depending on how swiftly they master certain skills and concepts.

High school students enjoy a course catalog of more than 150 core, elective and Advanced Placements (AP) courses. Math, English, science and history courses are offered in multiple versions to meet the needs of diverse learners. Up to four levels of World Languages are offered as well. Students graduate with a high school diploma that meets all state requirements.

MGLVA hosts a series of online information sessions as a way to help parents learn about the program. Find more details about the school at its website here: http://mglva.k12.com.

About Michigan Great Lakes Virtual Academy 

Michigan Great Lakes Virtual Academy (MGLVA) is a full-time, online public charter school authorized by Manistee Area Public Schools, serving students in grades K through 12. MGLVA is tuition-free, giving parents and families the choice to access the award-winning curriculum and tools provided by K12 Inc. (NYSE: LRN), the nation’s largest provider of proprietary curriculum and online education programs. For more information about MGLVA, visit http://mglva.k12.com.

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SOURCE Michigan Great Lakes Virtual Academy

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Three years later, jury still out on Michigan’s cyber school expansion



on October 23, 2015 at 6:46 AM, updated

Online schooling allows children in Ironwood in the Upper Peninsula to take classes from a school based in Okemos. From left to right, fifth-grader Gabbi Maki, first-grader Brynn Maki and third-grader Keaton Maki are enrolled in Michigan Connections Academy. (Courtesy photo)The Center for Michigan | Bridge Magazine 

From his Lansing office, Gov. Rick Snyder read aloud a book about a goldfish and its fishbowl neighbors. As he finished each page, he turned the book around to face his computer screen and smiled.

In homes across the state, 90 children enrolled in the Michigan Virtual Charter Academy were watching him from their computer screens.Education advocates, meanwhile, were watching in their own way, waiting to see what happened next.

It was March 2013, and a law allowing for the expansion of cyber charter schools — schools in which students study full time at computers in their homes rather than in traditional classrooms — had just gone into effect.

“Our goal is student growth,” Snyder told media that day, “and we want to create whatever venue works best for them.”

Two-and-a-half years later, it’s still unclear how well the expansion has worked.

Online charter enrollment has more than quadrupled since the law went into effect, demonstrating the allure of cyber schools for some Michigan students. But if improving student achievement was Snyder’s goal, many online charters are failing families of students in grades 1 through 8.

A Bridge Magazine analysis of student test score data reveals most online charters in Michigan are under-performing in elementary and middle school compared with schools whose students come from similar economic backgrounds. Among four online charter schools offering elementary- and middle school-grade classes in Michigan, only one reached the state average for student test scores among economically similar schools.

RELATED: In one tech-heavy cyber school, a low-tech strategy spurs learning

High school is a different story: the four online charters that enroll high school students all exceeded state averages, with one scoring in the top 5 percent of all high schools.

The scores are based on Bridge’s 2014 Academic State Champs ranking system, which compares student test scores of schools with test scores at economically similar schools. Bridge determines economic similarity by comparing the percentage of students who qualify for free or reduced-price lunch.

Enrollment in cyber schools exploded after the new law went into effect. Online charters grew from two (allowed as part of a pilot program) in 2012-13, to 10 last year, with total enrollment growing from 1,769 to 7,934, according to data kept by the state.

There’s potential for more growth; only 10 cyber charters were allowed to operate last year. Beginning this school year, the law allows up to 15 online charters. The law also allows a maximum of 2 percent of public K-12 students to be enrolled in cyber charters. That’s about 30,000 students.

Currently, about one in 250 Michigan students is enrolled full time at a cyber charter school, taking all of their classes online.

While cyber schools are attracting students, children in grades 1-8 aren’t doing as well academically as their peers in traditional brick-and-mortar buildings.

In Bridge’s 2014 Academic State Champs ranking, a score of 100 indicates a school’s students are performing at par with students in schools with a similar percentage of students eligible for free or reduced-price lunch. Only Michigan Connections Academy, based in Okemos, met that standard in elementary or middle school.

Icademy Global, based in Zeeland, had the lowest scores for both elementary and middle school. Its elementary school score of 82.35 for 2013-14 ranks it in the bottom 2 percent of all elementary schools in the state.

Enrollment and enrollment growth appear to bear no connection to test scores. For example, elementary students at the Michigan Great Lakes Virtual Academy, based in Manistee, had test scores that ranked the school in the bottom 20 percent of all elementary schools in the state in 2013-14. Yet enrollment ballooned from 474 that year, to 2,008 the next year.

Michigan Virtual Charter Academy, based in Grand Rapids, had the largest enrollment among Michigan’s cyber charters in 2014-15, with 2,804 students. Its elementary school student test scores ranked in the bottom 30th percentile.

Michigan Connections’ elementary students, by contrast, ranked in the 53rd percentile.

Cyber charter high school students perform better, with all four schools that enrolled high school students ranking in the top half of high schools in the state. Michigan Connections’ high school led the way with a ranking in the top 5 percent.

Yet, even at the high school level, there are reasons for concern. The ACT scores of juniors enrolled full time in cyber charters were significantly lower than the scores of juniors statewide. Fewer than 8 percent of cyber juniors earned scores that deemed them college and career ready in all subject areas, compared with about 18 percent statewide, in 2013-14.

While the academic data for Michigan cyber charters could be considered mixed, there’s less uncertainty nationally. The academic performance of students in full-time virtual schools across the U.S. is “utterly and unexplainably terrible,” said Gary Miron, an education professor at Western Michigan University and a national expert on cyber schools.

“And that’s for the schools we have data,” said Miron, one of the authors of an annual report on the performance of virtual schools published by the National Education Policy Center. “A high proportion don’t have data,” because they’re new or because they have too few students per grade to be counted in state-level data.

Nonetheless, Miron is an advocate of online learning, teaching an online course. But he said he is concerned about accountability in full-time virtual charter schools nationally, a field that is dominated by for-profit companies.

“Basically, they’re doing what you’re supposed to do as for-profit company: reducing cost and lobbying to increase prices for the products,” Miron said. “It’s an unregulated field.”

In Michigan, at least 94 percent of cyber charter students were enrolled last year in schools operated by one of the two largest national cyber school providers, K-12 Inc.

Cyber academies receive the same per-pupil foundation grant as brick-and-mortar public schools in Michigan, roughly $7,200, even though virtual schools do not have the building and maintenance costs of traditional schools.

“The money we don’t have to pay for a new boiler, we invest in curriculum,” said Bryan Klochack, principal for Michigan Connections Academy, and former principal at Marshall High School.

Online charters also spend more money on marketing than traditional schools to attract students. A 2012 USA Today report found that cyber school providers were purchasing ads on Nickelodeon and The Cartoon Network.

How much companies spend on marketing wouldn’t be an issue if the schools were performing well academically, said John Austin, president of the Michigan State Board of Education, who opposed the 2012 expansion of cyber schools.

Among students enrolled in full-time cyber schools in Michigan, 44 percent of classes ended in either a failure or a withdrawal without credit, according to an analysis by Michigan Virtual University, a private, nonprofit set up by the state in 1998 to offer online courses to Michigan students.

Austin draws a distinction between online courses that are a graduation requirement in Michigan high schools and full-time cyber charter schools. About 320,000 students in the state took some kind of online course last year, most as a supplement to their traditional classwork.

Expanding the cap on cyber charters before knowing how well the two operating cyber charters were performing was “a huge mistake.” Austin said. “For a lot of kids, online-only learning is not helping.”

Karen McPhee, senior education adviser to Snyder, did not return an email request for comment. Dan Quisenberry, president of the Michigan Association of Public School Academies, an organization that advocated for cyber school expansion in 2012, also did not return requests for comment.

Lessons for traditional schools

Andrei Nichols, interim head of school at Michigan Virtual Charter Academy, said critics are asking the wrong questions. Instead of focusing on how much money cyber charters spend on marketing, education leaders should ask why so many students want to leave their traditional school building.

“If a family is in a position where they can go to their local brick-and-mortar school and it meets their needs, by all means do it,” Nichols said. “But there are families … who traditional schools are failing who want another option.”

Online schools aren’t a good fit for a lot of families. The families whose children succeed in online schools are families who are involved in their student’s learning, Nichols said. Teachers at his cyber school spend a lot of time on the telephone with parents, discussing how the students are doing.

“The virtual world would not work without family involvement. Let’s be frank, you can’t leave an 11-year-old at the table and expect them to do their work,” he said. “The virtual world (sees) the challenges of the brick-and-mortar world: attendance and kids coming in below grade level. That’s why we need all the interventions we have.”

That, Nichols said, might be a lesson traditional schools could learn from cyber schools, where teachers and administrators must have a high level of contact with students and parents if the students are going to succeed.

“When parents are involved in the learning process, good things do happen.” Nichols said. “If you were to take that parental involvement in the virtual world and recreate it in brick-and-mortar schools, we could be put out of business.”

© Bridge Magazine, reprinted with permission. Bridge Magazine, a publication of The Center for Michigan, produces independent, nonprofit public affairs journalism and is a partner with MLive.

Snyder signs legislation expanding educational opportunities

Tuesday, May 15, 2012

LANSING, Mich. ‒ Gov. Rick Snyder today signed legislation expanding educational opportunities and choices for students and families by increasing the number of cyber charter schools and broadening eligibility for dual enrollment programs.

The reforms help students to best meet their needs while complementing Michigan’s already outstanding traditional public schools.

Michigan students can now achieve a quality education without boundaries,” Snyder said. “Empowering more parents and students with the option to enroll in cyber charter schools and attend college level courses increases not only their educational opportunities, but also their potential for success.”

Senate Bill 619, sponsored by Sen. Patrick Colbeck, lifts the cap on the number of cyber charter schools, and sets an enrollment limit of 2 percent of student population. It also removes the requirement of cyber school students having been previously enrolled in a public school.

Any applicant for a cyber school contract must demonstrate experience delivering a quality education program that improves student academic achievement, and offer any configuration of grades K-12 or all of those grades. Students will be issued a computing device by the school and the school will be responsible for subsidizing the cost of Internet access.

SB 619 is now Public Act 129 of 2012.

“One of the most innovative educational opportunities we can offer our children is the inclusion of cyber charter school options for our public school students,” Colbeck said. “These schools provide a free, public education to students that can be tailored to address each child’s strengths and weaknesses while providing increased one-on-one communication with a teacher.

“Providing more choice in public education empowers parents and gives them greater input in determining the best learning environment for their children. Cyber charter schools are a unique way to broaden that choice for many of Michigan’s families.”

Also signed as part of the package were:

SB 621, sponsored by Sen. Goeff Hansen, removes restrictions preventing public schools from receiving state aid funds to reimburse costs spent on some home and private schooled students who take classes at the public school, and allows any school in the student’s ISD or adjacent ISD to make a claim of reimbursement. SB 621 is now PA 130 of 2012.

SBs 622, 623, 709 and 710, sponsored by Sen. Judy Emmons, expand the eligibility for high school students to participate in dual enrollment programs at community colleges or universities, or at career and technical preparation programs by removing a requirement that a student be a junior. The measures also allow home and private schooled students to enroll. The bills are now PAs 131-134 of 2012.

Visit www.legislature.mi.gov for more information on the bills.


Halt expansion of virtual schools because of poor academic results, report says


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on April 25, 2016 at 11:06 AM, updated

MLive file photo 

Michigan’s virtual schools largely lag behind traditional brick-and-mortar schools, and lawmakers should stop or slow their growth until reasons for their poor academic performance have been identified and addressed, according to a new report.

On average, virtual schools have low graduation rates, perform poorly on state standardized tests, and have high student-to-teacher ratios, according to the report, from the National Education Policy Center, a nonpartisan education research organization based at the University of Colorado.

“We need to go back to the drawing board,” said Gary Miron, an education professor at Western Michigan University who co-authored the report. “We need to bring in researchers, we need to bring practitioners, and we need to decide on how to make a model that will work for the public.”

The report examined the performance of 57 full-time virtual schools and seven blended-learning schools, which include a mix of online and classroom instruction. Standardized test data were available for about 20 of Michigan’s 57 full-time virtual schools, the report shows. In addition to Michigan, the report includes data on the nation as a whole.

Enrollment in virtual schools has risen in recent years, driven in part by new instructional technology and growth in the online charter school sector, which in some instances has pumped significant dollars into advertising and marketing to attract students.

In 2012, Gov. Rick Snyder signed legislation that incrementally lifted the cap on the number of cyber charter schools allowed in Michigan. Currently, the state’s charter school authorizers – K12 school districts, community colleges and public universities – are allowed to have up to 15 cyber charter schools. Enrollment is capped at about 31,000 students.

Related: Three years later, jury still out on Michigan’s cyber school expansion

This school year, Michigan has roughly 12,751 students in virtual schools – that includes traditional public schools as well as charters – and just over 1,000 in blended learning schools, Miron said.

Most Michigan students enrolled in virtual schools attend an institution operated by for-profit management company, Miron said. The same is true nationally, where 77.4 percent of all enrollment in virtual schools is at institutions operated by private education management organization, according to the report.

Michigan’s two largest virtual schools – Michigan Virtual Charter Academy and Michigan Great Lakes Virtual Academy – enroll a combined 4,830 students, the report shows. Both are managed by K12 Inc., a Virginia-based for-profit company that is one of the largest providers of online education in the U.S.

At Michigan Virtual Charter Academy, which is based in Grand Rapids but serves students statewide, 35.4 percent of students met and exceeded English language arts standards. That’s 12.7 percentage points lower than students statewide, according to the study.

In math, 13.7 percent met and exceeded standards – 22.2 percentage points lower than students statewide, according to the study.

K12 Inc. could not be reached for comment.

Jared Burkhart, executive director of the Michigan Council of Charter School Authorizers, said another factor affecting the overall picture of virtual school performance is that such schools were originally intended to serve struggling students who are looking to make up classes they failed.

“Half of the student population in a virtual school for a long time was a drop out student,” he said. “We’re still kind of seeing the results of that in the numbers as well.”

When asked about the report’s suggestion to limit the growth of virtual schools, Burkhart said: “We already have a cap on the number of online (charter) schools we can have. So it’s not like it’s an unfettered growth.”

Miron says the reasons for the lackluster academic performance are numerous. That includes a significant amount of student turnover from year-to-year, as well as high student-to-teacher ratios, he said.

In Michigan, the student-to-teacher ratio ranged from eight at Dearborn Heights Virtual Academy, to 54.6 at Michigan Virtual Charter Academy, to 90 at Waterford Cyber Academy, according to the report.

“The obvious thing is you hire more teachers and you have more individualized construction,” Miron said. “You have more contact with students. That’s what has to happen, and it doesn’t happen.”

Brian McVicar covers education for MLive. Email him at bmcvicar@mlive.com or follow him on Twitter

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Oops… reporting error leads to perfect review of teachers at state’s largest online school

21 hours ago

Credit SpecialKRB / flickr

More than 2,800 students log online to attend Michigan Virtual Charter Academy. The state’s largest virtual school is also one of its worst performing districts. Yet every single teacher was rated “highly effective” for the last two years, according to data recently released by the state.

All K-12 public school teachers are evaluated in Michigan, but each district has its own evaluation system. “Highly effective” or “ineffective” labels can mean completely different things depending on where you teach.

Overall, 38% of all Michigan teachers were rated highly effective last school year.

There are nearly 30 districts that rated all of their teachers highly effective. But most of them are tiny, with just a few teachers.

Michigan Virtual Charter Academy is an outlier, reporting 221 highly effective teachers. All four administrators are reportedly rated highly effective too.

It’s also an outlier because of student performance. The cyber school is a “priority” school. Most districts that report 100% highly effective teachers also have pretty good student outcomes.

“Priority” schools are in the bottom 5% of the statewide Top-to-Bottom School Rankings. The rankings take into account data on student achievement, improvement, and achievement gaps in standardized test scores.

But it turns out, the data the district reported to the state were inaccurate.

An attorney for Michigan Virtual Charter Academy says someone accidently reported the data incorrectly to the state. Turns out, the district only had 135 teachers. Someone accidently included a bunch of non-teachers in the count. Only eight are highly effective after all. That’s 6% of the teaching staff. All four administrators are actually rated “effective.”

At this point, it is too late to correct the data in the state’s system.

Connie Morse is with the Center for Educational Performance and Information. CEPI collects data schools supply the state. Much of it, including the teacher effectiveness ratings, is displayed on MiSchoolData.org.

Morse says analysts at CEPI regularly run data through a computer model, looking for anomalies. She says this case is an example of that.

When the data just don't look right, Morse says CEPI contacts the person who sent it in. The head of the school district is also contacted, she said. There is no mandate that the districts respond or attempt to fix the data, if it is incorrect. She says they do it as a favor to districts to try to prevent this kind of mistake.

K12 Inc, the for-profit company that manages the cyber school, referred media questions to Jean Broadwater, the district’s head of schools. The charter district’s attorney said Broadwater was not authorized by the school board president to comment on this story.

Broadwater wasn’t at Michigan Virtual Charter Academy in the 2012-13 school year. So the attorney said it’s unclear whether there was a reporting error that year, too.

Officials at the charter school’s authorizer, Grand Valley State University, declined to comment.

Apparently, the same employee that misreported MVCA’s data about teacher evaluations also incorrectly reported the same data at the state’s second largest cyber school, also managed by K12 Inc.

• Public schools are paid for by state and federal taxes; however, corporate tax avoidance is devastating inner-city schools. An analysis of 25 of the nation’s largest corporations shows a total state tax payment of a third of the required tax. Read more here.

Jeb Bush’s Foundation for Excellence in Education promotes expanding charter schools, vouchers and most notoriously, the virtual education company, K12, Inc. New emails show the role he has played in being a “backdoor vehicle for major corporations to urge state officials to adopt policies that would enrich the companies.Read more here.

• In Michigan, a charter school operated for over ten years before fraud and fiscal mismanagement was exposed. Now, the founder is under federal indictment for seven criminal charges of bank fraud and tax evasion. Read more here.

• In 2014, fraudulent charter schools misused, lost or wasted over $100 million in taxpayer money. Here is a year-end wrap up of charter school scandals. Read more here.

• As York City, Pennsylvania considers giving Charter Schools USA complete control of the school district, the company still has limited knowledge of York students’ ESL and special education needs. Read more here.

• A for-profit college that was sued by the federal Consumer Financial Protections Bureau is moving into the charter school sector. CFPB alleges that the school “sacrificed its students’ futures by saddling them with debt on which it knew they would likely default.” Read more here.

The post Charter School News appeared first on Cashing in on Kids.

This comes from “In the Public Interest,” an organization that reports on outsourcing and privatization, which is usually NOT in the public interest.

Donald Cohen writes:

As we approach Election Day, a number of governors in tight races are finding that privatizing public services isn’t good politics. But it may be good for campaign fundraisers seeking donations from corporations that want government contracts.

A new report released by the Center for Media and Democracy highlights the intensive efforts of governors seeking re-election to privatize important public services to private firms. Time after time, outsourcing has gone awry, generating worse outcomes for the public, scandals, lawsuits, and scorching headlines that are impacting the campaigns. The report includes examples from Florida, Kansas, Michigan, Ohio, Pennsylvania, Maine, and Wisconsin.

Here are examples from the report:

• In Michigan, Governor Rick Snyder outsourced prison food service to Aramark after the company spent half a million dollars on lobbying. The contract has been plagued by scandals, including maggots, employees smuggling drugs and having sex with inmates, and even murder-for-hire allegations.

• In Pennsylvania, Governor Tom Corbett has outsourced millions in legal contracts to major campaign contributors to defend ALEC-style voter ID legislation and other policies. The governor also attempted to privatize liquor sales, which would have benefited another set of deep-pocketed contributors like retail giant Walmart.
 Walmart donated $33,500 to Corbett’s campaign.

• In Florida, Governor Rick Scott has overseen a massive expansion of for-profit online schooling to companies that spent millions on lobbying. Scott signed a bill requiring every student to take online courses and tests benefiting firms like K12 Inc.

The outcomes of these races could very well be an important referendum on outsourcing and privatization. We’ll be watching.


Donald Cohen

Executive Director

In the Public Interest

via Diane Ravitch’s blog http://ift.tt/1suTZ94

Uncharted territory

Uncharted territory

Lansing online school; 7 teachers, $9.6 M budget

One of the newest charter schools in Lansing has no school building or buses.

There’s 372 students enrolled and seven teachers.

The statewide web-based school will cost Michigan taxpayers $11.1 million, a bone of contention for some Democrats in the state Legislature.

Democrats say these cyber schools don´t deserve the same amount of state funding that traditional brick-and-mortar schools receive (about $7,000 per-student in Lansing) because the charters aren´t faced with the same overhead costs.

Many of these schools don´t have physical classrooms. So they don´t need to pay for rent, gas, electricity, water or busing.

Online-based Insight School of Michigan is a good example. Students there do all the assignments and lessons online, not at the office park address on 6512 Centurion Drive in Delta Township.

It spends about $5.7 million on instruction, but the school won´t publicly disclose the seven teachers´ salaries.

The school uses another $3.9 million for support services like administration and maintenance, without needing to pay transportation costs for the kids.

And while many schools around the state are running deficits, this one managed a $1.5 million surplus for 2014-15.

What will they use it for? Marcus Moore, head of school, wouldn´t immediately say.

When the question was first posed, he said he didn´t “feel comfortable” answering the question. He later responded via email that the decision is up to the board of directors.

Moore also refused to comment on whether cyber schools have fewer costs than traditional ones, or whether he thinks they should have the same funding level.

But a new bill from Rep. Rashida Tlaib , D-Detroit, would essentially slash funding for online schools in half.

“Cyber schools have extremely low costs and don’t have to transport their students,” Tlaib said. “We need to have a level playing field so that all Michigan kids have the opportunity to get a great education.”

State Reps. Andy Schor, D-Lansing, and Sam Singh, D-East Lansing, also sponsored the legislation, along with 32 other Democrats.

They argue that the brick-and-mortar schools should be getting more than the virtual ones.

“It doesn´t make a whole lot of sense to give equal funding to cyber schools,” Schor said. “The more of these that pop up, the less you have for traditional public schools. It´s spreading these limited dollars thin.” Based on the recent history of Republicans striking Democrat-proffered amendments to the 2014 education budget that would have limited that funding, it seems unlikely for the bill to gain any traction.

“Our Republican colleagues have gaveled down each and every one,” Schor said.

No Republicans have endorsed the bill.

Insight is an online-based school for grades 6 through 12.

According to a press release, Insight “focuses on helping students who are struggling in their education due to a variety of factors including, but not limited to, learning or behavioral issues, bullying or a lack of effective alternatives at a brick-andmortar school.”

Central Michigan University is the authorizing agency for the school.

Moore said in a statement, “Our goal is to help our students grow to where they need to be in their educational careers. Our indi vidualized approach to education is based on decades of research about how students learn best, and we´re committed to every child in our program.”

Insight uses the K12 curriculum, generated by K12 Inc., a for-profit, publicly traded online charter school corporation According to its website, K12 offers public school programs in 34 states plus the District of Columbia.

A simple Google search is full of reports from other states of low academic achievement, schools cutting ties with the curriculum and stock price tumbles.

This April the National Collegiate Athletic Association announced it would no longer accept coursework from 24 virtual charters that use K12 to provide their online curriculum, including both Agora Cyber Charter and California’s largest online charter network, the California Virtual Academy (CAVA).

Insight School of Michigan Approved to Open Fall 2014 – MarketWatch

press release

May 8, 2014, 12:00 p.m. EDT

Insight School of Michigan Approved to Open Fall 2014

Innovative Online Public Charter School Now Accepting Applications for 2014-2015 School Year

LANSING, Mich., May 8, 2014 /PRNewswire/ – The Board of Directors for the Insight School of Michigan, in partnership with K12 Inc., LRN -0.45% , America's leading provider of proprietary curriculum and online and blended school programs for students in pre-K through high school, today announced the creation of a new, online public school which is now accepting Michigan students for the 2014-15 school year. The school, which was authorized by the Central Michigan University Board of Trustees, Michigan's largest and one of the nation's most respected charter school authorizers, will offer students in grades 6-12 an innovative education through engaging digital learning experiences and individualized instruction.

“We are thankful that the Insight School of Michigan was approved and we are excited about the opportunity to increase access to quality education for Michigan children”, said Michael O'Brien, Board President. “Insight School of Michigan will provide a high quality choice for families who are looking for a public school option designed to meet student's unique and individual learning needs.”

“Every student in Michigan deserves access to a high quality education,” said Cindy Schumacher, executive director of The Governor John Engler Center for Charter Schools at Central Michigan University. “CMU is excited to partner with Insight School of Michigan and to support their mission of helping students meet their individual potential.”

As a public school, Insight School of Michigan will be open to all students in the state; however its emphasis will be on serving academically at-risk students who have struggled in traditional schools. The school's instructional model and academic strategies will focus on putting every student on a path to earning their high school diploma. Students will receive an Individualized Learning Plan (ILP) that fits each child's unique strengths, weaknesses, learning styles and aptitudes. Each student's ILP will map out a multi-year personalized learning strategy through a collaborative team process between the student, parent, teachers, guidance counselor, and advisor. K12-powered Insight Schools have provided graduates with amazing success stories including acceptance into top-tier colleges and universities, careers and life experiences.

The school will use K12's award-winning curriculum, technology and academic services which are accredited by AdvancEd, one of the world's largest education community and accrediting body. K12 Inc. is a Michigan-approved provider of online school programs and is currently partnered with 8 public and private schools within the state. Nationally, K12 is a company of educators with the largest network of online teachers, courses and academic programs that are used in over 2,000 school districts from coast to coast.

Certified Michigan teachers will provide instruction, guidance and support, and will interact regularly with students using innovative technology and web-based classrooms. Teachers will also provide small group instruction, remediation and organize school field trips, activities, clubs, and events for students and families.

For additional background and a list of in-person information sessions, please visit InsightMI.net.

SOURCE Insight School of Michigan

Copyright (C) 2014 PR Newswire. All rights reserved

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