Every student deserves access to a high quality education. This education should be robust and rigorous, preparing them to succeed in the future. It should also customized and flexible, shaped around the needs of each individual student. This should be the right of every student, in every school, regardless of where they might happen to live.
For states seeking to provide a world-class education to every student, a new policy innovation that is sometimes referred to as “course choice” offers a tremendous promise. Course choice describes state policies that allow K-12 students access to a variety of quality courses offered outside the four walls of their school (where they remain enrolled).
We’re glad to see a new report from the Thomas B. Fordham Institute, Expanding the Education Universe, highlighting this important development, providing an overview of the landscape and offering thoughtful questions for states to ask when they consider implementing course choice.
Michael Brickman writes,
“The possibilities are extraordinary. A student might reap the benefits of high-quality educational options by taking most of his courses at his neighborhood school, but then go to an online course catalog to select an AP U.S. History class, an advanced course in art history at the local community college, and a remedial course in mathematics from a tutoring firm. Course choice makes it possible for such students to customize their education. For the first time, schools—aided and enriched by outside course providers—can truly be all things (or at least most things) to all of their pupils.”
We believe strongly that course choice can be a powerful tool for states committed to expanding equity of access for all students, strengthening all schools and offering professional development and new opportunities for high quality teachers. We highlight those opportunities and success stories, whether they are in Utah, Michigan or Florida, like we did with Louisiana in our 2013 Digital Learning Report Card.
“Course Choice offers a broad range of new opportunities to students who previously didn’t have access to these course offerings,” said Dr. Alonzo Luce St. James Parish Schools Superintendent in Louisiana. St. James Parish became a course provider to help school districts with fewer resources offer courses that their students otherwise wouldn’t have been able to take.
Starting with Minnesota in 2006, this legislation has spread nationwide with bipartisan support as eight other states passed or considered legislation in the last three years. For more information, see our 2013 Digital Learning Report Card.
2013 Digital Learning Report Card
Last year, we highlighted leaders in online learning and key figures from Louisiana and Utah in a strategy session at our National Summit. We encourage states to consider the thoughtful adoption of course choice and will continue to provide resources and support moving forward.