The Disaggregation Era of K-12

February 10, 2014

Pay attention 007, and do try to keep up!

(Guest Post by Matthew Ladner)

Mike McShane hosted an event last week at the American Enterprise Institute, and I had the opportunity to serve on a panel with Mike, Andy Smarick and Kara Kerwin.  During the discussion, Andy confessed that what he found the “disaggregation” of K-12 unsettling. This came up in the context of a discussion of Arizona’s ESA program and students like Jordan Visser:

“How do you assign a teacher of record?” I recall Andy asking.  For Jordan, such a question is already antiquated. Should his tutor be classified as the teacher of record? Or the physical therapists? Mr. or Mrs. Visser?  What if Jordan is taking a MOOC from Stanford is a few years? Should the state of Arizona attempt to hold Stanford “accountable” for what Jordan learns?

Personally I choose “none of the above.”

The trend towards disaggregation in K-12 predates Arizona’s still tiny ESA program.  The ESA program can in fact simply be viewed as the best vehicle for managing a customization trend as a quasi-market mechanism that gets us as close as possible to realizing the benefits of markets while preserving the public funding of K-12. The disaggregation trend however has been moving out into the bloodstream for decades. Consider the following program data from Florida:

Florida disagregation

This is a snapshot of traditional “school choice as you knew it at the end of the 20th Century.”  Most but not all of these choices are mutually exclusive such that they are something any one student does to the exclusion of others. You don’t expect to find many students for instance enrolled in a private school full-time and doing full-time virtual instruction, for instance. Most of these options are either/or propositions you are either sitting in this type of seat, or that type of seat. Major avenues of part-time education, such as dual college enrollment and virtual education, are not included, so we are just getting warmed up.

Let’s take virtual education on next:

FLVS Credits

The Florida Virtual School is not the only supplier of accredited virtual courses in Florida, so the 148,000 or so courses they provided in 2011-12 underestimates the strength of the trend. Nevertheless FLVS long ago begged the question: if a child takes an online Mandarin course from an approved online provider, just what, if anything, does this have to do with the results on the host schools’ accountability scores?

“I’ll take ‘Absolutely Nothing at All’ for a Thousand, Trebek!

Needless to say, FLVS found it necessary to develop alternative methods for measuring student achievement related directly to course content.  High-school students have been taking classes at community colleges for decades with what appears to be an entirely understandable disinterest in sorting through just how much responsibility, if any, the Community College holds for what happens on the high-school students minimal skills accountability exam.

So what happens when we mix dual enrollment with virtual education?

MOOC 1

Since we live in an age of wonders, we have over a thousand Massive Open Online Courses provided by some of the finest universities in the world available for free. Oh and the number of courses keeps growing. Did I mention that it has already been worked out for MOOC students to take third-party proctored final exams and receive college credit for them? Yes, right, that too.  Has anyone thought through the fact that the $89 cost for a third-party end of course exam may prove incredibly attractive for both families but also to schools who don’t enjoy having a portion of their budget sent off to an online provider?

Let’s not get ahead of ourselves Trebek! I’ll take ‘Months that begin with Oct’ for five hundred…

So, let us imagine a 15-year-old taking a Calculus class from, say, the Massachusetts Institute of Technology. He or she successfully completes a third-party end of course exam, he or she either is or in the near future will be eligible for college credit from a large number of universities around the world. Obviously provision for this student to receive high-school calculus credit will need to be made as well if we are to maintain any semblance of sanity.  Should authorities in Arizona disallow this because MIT’s Calculus course doesn’t precisely fit the state of Arizona’s state standards?

I’ll take “Seriously, you have got to be kidding me!” for a thousand Alex.

In short, the disaggregation genie is out of the bottle, and the trend looks set to accelerate in the coming years. As our system of education evolves it will be necessary to update our thinking regarding transparency and accountability: they are already out of date and will be increasingly so moving forward.  It would be absurd to require Jordan Visser to take the AIMS test. The AIMS has nearly played itself out for the 19th Century factory model school system in Jordan’s home state and has nothing to do with Jordan.  Regarding the ESA program, the public’s interest in transparency would be better served by collecting national norm reference exam data and having them analyzed by a qualified academic researcher.  Regarding the broader education system, Texas has already moved to replace minimal skills tests with subject specific end of course exams at the high school level. If a student takes a Physics class, shouldn’t we be curious as to whether or not they learned any “Physics”?

Creative destruction usually kills outdated ideas before outdated organizations. Our notions about how to provide transparency in a changing K-12 world have been running behind schedule.


Use the Force MOOC! A 2013 retrospective

December 26, 2013

(Guest Post by Matthew Ladner)

The after-Christmas but before New Year period is always dominated by “Year in Review” retrospectives, so why not join in on the fun? Here at the Jayblog we dig new options for students and parents, so let’s take a look back at 2013.

Digital learning continues to surge. No one has yet established the free online degree that some nutball predicted in 2009, but events are moving in that direction. Dhawal Shah of EdSurge leads us off with a review of the progress of Massive Open Online Courses (MOOCs) in 2013. Shah includes MOOCilicous charts like:

MOOC 1

 

and…

MOOC 2and…

MOOC 3

All of this is quite impressive given the first MOOC rolled out in 2011. Shah provides analysis and 2014 predictions, so go read the article. Events seem to be conspiring to take a very sharp pin to a higher education tuition bubble. One cannot help but wonder how long we will go on debating public funding for online high-school courses when, ahhh, Stanford is giving them away for free and you can, well, get college credit for them.  The logical side of Kevin Carey’s brain (the one that writes about higher education) turned in a useful refutation of the hand-wringing over MOOC completion rates.

Remember where you heard it first- the day is coming when more people will be watching university lectures online than Baywatch reruns.

Please note: I did not say it would be any time soon…

On the K-12 front, the National Alliance for Public Charter Schools published an evaluation of state charter school laws finding widespread improvement between 2010 and 2013. Bottom line: break out the bubbly. Thirty-five states improved their laws, only one law regressed. Seven states “essentially overhauled” their laws with major improvements-Hawaii, Rhode Island, New Mexico, Indiana, South Carolina, Louisiana, and Colorado. Ten more states-Florida, Illinois, Massachusetts, Michigan, Missouri, Nevada, New Jersey, New York, North Carolina, and Ohio made “notable improvements” in their charter law.

Here at Jayblog we have our annual measure of success in the private choice movement the Forster vs. Mathews school choice dinner bet. Greg either doubled or tripled the standard in 2011, and followed up by easily surmounting it once more in 2012.

In 2013, ooops Greg did it again!  Three-peat!  Two new states (Alabama and South Carolina) joined the school choice ranks, North Carolina went BIG on reform, including two new voucher programs, Ohio and Wisconsin passed new statewide programs, Arizona, Georgia, Iowa, Indiana and Utah improved existing programs.

So 2013 was a fine year overall for choice, grading on the curve of comparing it to past years. Compared to the needs of the country, this is all still painfully slow, so…


The Strange World of the Future

February 5, 2013

(Guest Post by Matthew Ladner)

Good timing Greg- saw your post on a long flight. How is this?

Pulp-O-Mizer_Cover_Image


University of Texas System to Join EdX

October 16, 2012

(Guest Post by Matthew Ladner)

The University of Texas system will be joining EdX today. This makes the lineup the Massachusetts Institute of Technology, Harvard University, the University of California Berkeley and the nine universities of the University of Texas system (it is not clear whether the six health institutions of the UT system will eventually participate). The Texas schools plan to concentrate on general education and introductory courses in developing Massive Open Online Courses.

This is interesting for a number of reasons. First, because EdX has set up a system for third-party administered final exams. EdX not only includes not only two of the nation’s premier private institutions, but also the flagship institutions of the nation’s largest and second to largest states.

Given that the Chronicle of Higher Education story linked to above notes that the UT system is actually paying $5m to join EdX,  they must have obviously considered the decision carefully. I cannot imagine an intellectually coherent argument that any of the UT system schools could muster to deny students credit for successfully completed EdX courses, so the UT system seems to be embracing the future with both arms.

Second, how ironic is it that this announcement comes on the heels of the Supreme Court arguments over UT Austin’s affirmative action policy? Soon people from all over the globe will be taking University of Texas courses, making the scarcity of university spots underlying such policies potentially obsolete, almost certainly less severe.

Finally, the University of Texas system pioneered a system for measuring value added measures under the leadership of UT Board of Regents Chair Charles Miller using a broad test of cognitive skills. To the suprise of approximately no one who graduated from UT Austin that I know, the flagship did not lead the way in value added.

A refinement of this system may allow for a formal evaluation of MOOCs and student learning. I’m willing to bet that they improve student learning.

EDITED TO CORRECT HYPERLINK


Colorado State Becomes the First American University to Accept MOOCs for Credit

September 10, 2012

(Guest Post by Matthew Ladner)

Udasity and EdX have set up a system for proctored final exams for their Massive Open Online Courses. The NYT reports that Colorado State University has become the first institution to accept such a proctored courses for university credit.  The NYT reports that several European universities have already done so. Given that hundreds of thousands of people are taking MOOCs, expect more to follow.

Kevin Carey turned in an interesting report on the Silicon Valley higher-ed tech revolution for Washington Monthly.

Time to switch back to you, K-12 brain…

I’m starting to wonder whether the K-12 Reactionary and the Higher-Ed Revolutionary voices can continue to coexist peacefully inside Carey’s head, but I digress. Massive Open Online Courses are going to productively disrupt both higher education and K-12 while putting a great education at the fingertips of billions.

 


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