Education Week - October 24, 2012 - Special Report - S20
credit enrollments and 11,746 noncredit enrollments. That figure has since jumped to roughly 44,000 for-credit enrollments, a 30 percent spike in 2011-12 alone. (Foreign-language courses draw the most interest.) What’s more, the number of Advanced Placement test-takers in Alabama public schools almost doubled from 2004 to 2010, the number of African-American test-takers more than quadrupled, and the number of qualifying exam scores more than doubled. In addition, Alabama’s high school graduation rate climbed from 62.1 to 69 percent between 2002 and 2008, a gain that was 4.3 percentage points higher than the national average. Although grants and other factors may have contributed to some of those advances, Innosight credits access as the driving force in bringing advanced coursework and alternative education options to the state’s students. But there have been challenges. Students who are not self-motivated have not done well with the online option, money has to be found for continuous equipment purchases and upgrades, and teachers need sufficient training. (Three regional support centers around the state address the latter, using blended models for professional development.) Even so, access has gained international attention for the way it is preparing students for the 21st century, as well as its role in reversing statistics that place Alabama among the lowest-performing states for high school and college graduates. In 2003, three years before the program’s official launch, Alabama administered just 99 ap exams for every 1,000 juniors and seniors, ranking 14th out of 16 Southern states.
2010-11, in which 50 seniors had the option of taking 12th grade English and/or 12th grade economics and U.S. government. They met face to face with their teacher once a week and completed assignments and held discussions online using Facebook, Twitter, Edmodo, and other online networks. The pilot was successful—there was a waiting list of interested students—despite the complications of finding enough teachers, equipment, and computer-lab time to accommodate demand. With Alabama having one of the fastest-growing rural populations in the country, access, which plans to focus more heavily on blended learning in the years ahead, has been lauded for representing its title well. “It’s a wonderful acronym,” said Roy Black, an access and ap computer science teacher at the 486-student Loveless Academic Magnet High School in Montgomery, Ala. “This program is providing access to an education these kids wouldn’t have otherwise. There really is nowhere else they can turn.” When Mr. Black began teaching ap computer science courses through access four years ago, he had a handful of students. That number rose to 40 in 2011-12, and 50 for 2012-13. The courses are rigorous—Mr. Black estimates that about 40 percent of his access students drop out— but for those who persevere, the rewards expand beyond the blended classroom. Two years ago, for instance, Mr. Black invited some of his access students to participate, along with his magnet school students, in a statewide high school programming contest hosted by the University of Alabama at Birmingham. “I thought they’d just get a great experience, but one of my access kids actually won the entire thing,” he said. “I was so proud of him.”
‘FILLED A VOID’
The idea for access came from then-Gov. Bob Riley, who had grown up in rural Clay County, a place that had two high schools and yet, by his inauguration in 2003, had never offered ap courses, with the exception of one ap English class. Knowing that situation was not an anomaly, Gov. Riley, a Republican, directed the state superintendent of education to convene a task force to write a plan that would use distance learning to bring equitable, high-quality instruction to every part of the state. Originally funded as a $10.3 million line item in the state budget for fiscal year 2006, access received $18.5 million in fiscal year 2013 from the state. It also has undergone a name change since its early days. Recognizing that blended learning has become a transformative approach to teaching in many places around the country, the task force assigned to launch and operate the initiative changed the name in 2010 from access Distance Learning to access Distance and Blended Learning. “We knew we were on to something early on, but that we needed to work toward expanding, to bring face-to-face components to all of our online courses as much as possible,” said task force member Earlene Patton, the coordinator of technology initiatives for the Alabama Department of Education, which supervises the program. The task force has found that since access started, five times more low-income students are taking ap exams, and three times more are scoring 3 or higher on a 5-point scale. “It’s obviously filled a void for us,” said Don Hulin, another task force member and the principal of the 2,630-student Hoover High School in Hoover, Ala., a suburb of Birmingham. The school has an 11 percent transient population, most of whom arrive as juniors or seniors, “so access has been a tremendous help in getting these kids to where they can graduate on time with their class,” Mr. Hulin said. Hoover High piloted a blended approach to instructional delivery in
ENROLLMENTS RISING
Access program administrator Larry Raines said enrollment increases every semester, in part because of new middle school offerings and a new credit-recovery program. A pilot of four credit-recovery courses offered in the summer of 2011 went well, prompting the state to expand the number of course options to 19 in 2011-12. That year, 71 percent of the 2,227 half-credits that were attempted were earned back. The number of courses has remained at 19 for 2012-13, which has seen a nearly 18 percent increase in credit-recovery requests. The credit-recovery program is vital to students who transfer from other districts that have different course requirements, explained Stan Stokley, the principal of Sweet Water High School in Sweet Water, Ala., where 88 of the K-12 school’s 650 students take at least one access course. “We may teach 10th grade English only two times during the day, and if your 11th grade science class is during that time slot, there would be no way to fit it into your schedule,” he said. Mr. Stokley also appreciates that his students can pursue their interests even if his staff doesn’t have the time or ability to make that happen. Junior Andrea Landrum has known for some time that she wants to be an accounting major in college, for example. Five days a week during her sophomore year, she took an access accounting course in her school’s computer lab taught by someone in another part of the state— the only student at Sweet Water to do so. “I got the chance to see what accounting would be like, and it made me even more interested in it,” she said. “It was a privilege to have the opportunity to take a class that my school doesn’t offer.” n
This program is providing access to an education these kids wouldn’t have otherwise. There really is nowhere else they can turn.
ROY BLACK, AP COMPUTER SCIENCE TEACHER, LOVELESS ACADEMIC MAGNET HIGH SCHOOL, MONTGOMERY, ALA.
20,000
15,000
10,000
The number of Advanced Placement test-takers in Alabama public schools more than doubled from 2004 to 2010
12,962
2010
5,000
69%
|
0
5,059
2004
Alabama’s graduation rate climbed to 69 percent, a gain that state officials attribute partly to the expansion of blended learning
SOURCE: College Board
|
S20
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EDUCATION WEEK: EVALUATING WHAT WORKS IN BLENDED LEARNING > www.edweek.org/go/elearning-blended
OCTOBER 24, 2012
http://www.edweek.org/go/elearning-blended
Education Week - October 24, 2012 - Special Report
Table of Contents for the Digital Edition of Education Week - October 24, 2012 - Special Report
Education Week - October 24, 2012
‘Smart Pills’ Promising, Problematic
At S.C. School, Behavior Is One of the Basics
Obama Finding Teacher Support Secure, if Tepid
Focus On: Curriculum: Calif. Laws Shift Gears on Algebra, Textbooks
Table of Contents
News in Brief
Report Roundup
‘Value Added’ Use at Secondary Level Questioned
National Board Seeks to Revive Impact on Profession
Industry & Innovation
Blogs of the Week
Debates Push Fate of NCLB Waivers to Fore
Policy Menu Varies in State School Board Elections
Policy Brief
The Election: Debating Education
Genevieve LaFleur & Scott Poland: Schools Can Be the Difference in Preventing Suicide
Kenneth Wesson: From STEM to ST2REAM: Reassembling Our Disaggregated Curriculum
Letters
Top School Jobs Recruitment Marketplace
Erica Frankenberg & Gary Orfield: Diversity or Resegregation? Why Suburban Schools Need a Plan
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http://ew.edweek.org/nxtbooks/epe/ew_20120822
http://ew.edweek.org/nxtbooks/epe/ew_test
http://ew.edweek.org/nxtbooks/epe/diplomascount_2012issue34
https://www.nxtbookmedia.com