There’s another round of articles and letters to the editor today. Continued thanks to those who are writing to their papers, going to town meetings with legislators in there communities and everything you’re doing to fight for our public schools.  

Please take a few minutes to read what all sides have to say, including a national expert  who talks about the benefits of virtual learing.

 
Appleton Post Crescent
 
The reality of virtual schools
Much about online education can be learned in homes
 By Kathy Walsh Nufer
Post-Crescent staff writer March 2, 2008
 
At 8:30 a.m. Tuesday, Alex Van Dyck and three siblings opened a door plastered with photos and "Proud Moments" just off the living room of their rural De Pere home.
 
There, inside a cheerful, 10-by-12-foot classroom, the Van Dyck kids — Alex, 11, Eric, 9, and twins Jennifer and Ryan, 7 — began their lessons as pupils of Wisconsin Connections Academy, an online school based in the Appleton Area School District.
 
The children's desks lined the walls, along with a colorful profusion of books and artwork, textbooks, a vocabulary "word window," world map and a science poster bearing plaster molds of rabbit, raccoon and bear footprints.
 
Sitting atop one table was the computer connecting the children — and their mom and "learning coach" Paula Van Dyck — to WCA teachers 35 miles away.
 
By 9 a.m., Alex had logged on for a "live lesson" — a Junior Great Books discussion in cyberspace of an African folk tale he read — hosted by a WCA teacher.
 
"We discussed the story, asked each other questions and the teacher asked questions of us," he said, eyes lighting up. "I could talk to kids from all over the country!"
 
Not everyone shares Alex's exuberance about virtual schools. Such educational arrangements are the wellspring of a dispute involving Wisconsin lawmakers, Gov. Jim Doyle and the state's largest teachers union over how to ensure the quality of a virtual education, including audits and enrollment caps.
 
At the center of the debate are families like the Van Dycks, whose experiences with virtual schooling provide a window on a little-understood world and suggest that many children do well in such an educational environment.
 
"Not everyone can do this or would want to …," said Paula Van Dyck. "It takes a huge commitment and dedication."
 
Virtual schools, which differ from home schooling primarily in that they're public and have to follow public-school rules, have come under scrutiny in Wisconsin in part because of perceived problems but also because of their rapid proliferation over the last decade.
 
One million pupils enrolled in kindergarten through 12th grade online learning in 2007, compared with 50,000 in 2000, according to Susan Patrick, president of the nonprofit North American Council for Online Learning and former director of the U.S. Department of Education's office of technology.
 
While the U.S. continues to lag behind other countries in opening cyberspace access to young learners, according to Patrick — in the European Union 10 million students take online courses — as many as 40 percent of high school and middle school students now want to take an online course, she said.
 
The nuts and bolts of virtual schooling as a legitimate 21st century learning tool still are not well understood. Students and families who choose virtual schooling because it works for them are pushing the envelope of acceptability and driving efforts to build in more standards and accountabilitysafeguards, some education experts say.
 
Mary Bell, president of the Wisconsin Education Association Council, maintains that an audit and enrollment cap are needed to deal with "fiscal and educational accountability issues."
 
"Our concern is the measures for quality were not put in at the time these schools were being developed," Bell said.
 
Studies show it works
 
Wisconsin's flap over virtual schooling baffles advocates overseas, said Patrick, who has tracked technology developments for years.
 
"Online learning is not just some add-on in the classroom," she said. "It is a fundamentally shifting opportunity in what students can access, whether in the classroom or their home."
 
Virtual schools operate in 42 states, but most are state-run. Wisconsin is unique in that its schools are locally controlled, creating complications that state lawmakers are trying to address.
 
Patrick objects to some of the measures they're considering.
 
"They are couching their reasoning on an old model of learning when the compromise bill would easily update the policies as needed and ensure these opportunities are preserved for students to learn in an effective way online."
 
Patrick cites studies that indicate online learning is just as effective or better than traditional public schools. Others back a study to prove Wisconsin's virtual schools stack up against the best.
 
Research shows online is at least as effective as face-to-face contact, according to "A Synthesis of New Research on K-12 Online Learning by Learning Point Associates."
 
The study, by North Central Regional Education Laboratory, funded by the Institute of Education Sciences and U.S. Department of Education, said there were "no significant differences" between overall results for face-to-face versus online learning on achievement scores.
 
Resolving Wisconsin's problems became more urgent in December when a state appeals court found that Wisconsin Virtual Academy, a kindergarten through eighth-grade charter school operated in the Northern Ozaukee School District, violated state law, including open enrollment and charter school laws, and ordered state payments to stop.
 
The action put the future of 12 virtual schools that enroll many of their 3,500 students from out of district, including WCA, in question.
 
State lawmakers hammered out a bipartisan compromise to allow the schools to continue operating under new rules, but last week the governor said he would veto any bill that does not cap enrollment and include an audit of the schools.
 
The Senate passed it, but a number of legislators are unhappy.
 
The Republican-controlled Assembly passed a bill in an all-night session that finished early Friday. It's a different bill than the bill the Senate Democrats recently passed, however, with a looser cap.
 
300 kids, 300 reasons
 
The reasons families choose to enroll in virtual schools are varied.
 
"I always tell people I have 300 and some kids and 300 reasons why they are here," said Michelle Mueller, WCA principal.
 
"A lot of reasons are religious. Families want to know exactly what their child receives for an education. Something new I'm hearing is safety, with everything in the news."
 
About 50 percent of WCA's 390 pupils come from families who would otherwise home school privately.
 
Their parents want accountability, curriculum and a certified teacher, said Mueller. Her students take all the state standardized tests kids in traditional public schools take.
 
Connie Radtke, eSchool online learning program leader, said teens choosing online courses include traveling athletes and models, kids with cancer and kids who have been expelled.
 
Some take courses not available at their school, or have a class scheduling conflict. They retake a class online to improve their grade, or just want the online experience.
 
Part-time virtual school student Devon Lehr, 17, of Grand Chute, is a full-time student at Appleton West High School, where she is a junior. She has supplemented her public-school education with virtual school since freshman summer when she signed up for health, her first online course. Personal financial management, creative writing and a world history honors class followed.
 
At 2:30 p.m. Tuesday, Lehr opened her laptop at home and checked that day's assignment for an online bioethics course she takes through Appleton eSchool.
 
"There are people from all over the world in my class," she said, "so it's really exciting."
 
Lehr, who plans a career in broadcasting, chose to take online courses so she could fit other classes into her schedule.
 
Lehr said she loves everything about taking courses online.
 
"You can do it in the car, on the couch, at school. It's so flexible and all you need is time and a computer."
 
Commitment to accountability
 
Van Dyck, who enrolled Alex as a first-grader when WCA, Wisconsin's first kindergarten through eighth grade virtual school, opened in 2002, chose it because she and her husband thought it would challenge their gifted child to his fullest potential and let him advance at his own pace.
 
Five years later, Alex, whom an advocacy group for gifted and talented children last fall named distinguished student of the year in Wisconsin, said he likes "the freedom."
 
"When the assignments are checked off, you're done," Alex said. "Or you can work ahead. It depends on how large the workload. You can work longer days or shorter days depending on what mood you're in."
 
At the Van Dyck home Tuesday, the morning progressed routinely in a modern-day version of the one-room schoolhouse. Alex researched weather and Eric dived into details of points, lines, segments and grids. Ryan fashioned a chicken-noodle soup out of clay before heading to the kitchen for juice. Jennifer colored a tree reminding her of the story she just read.
 
Every school day is set up with a planner on the computer for each child. Ryan's plan for Tuesday included a technology lesson, math test, a book to read and a social studies discussion.
 
Teachers show new learning coaches how to create a school day so that children in virtual schools are accounted for and benchmarked like kids going to regular schools, she said. They also assess students, score tests and grade papers. Large envelopes filled with class work get mailed regularly.
 
Radtke said most eSchool students attend a traditional school and take one or two online classes in addition.
 
She counted more than 1,000 enrollments during the school year and summer programs last year and expects triple that number this year.
 
Possible requirement
 
Radtke thinks every high school student should take at least one online course before graduation and is writing a district proposal to make it a requirement.
 
Lehr likes the idea. "I've learned so much just from taking online classes, like organization, time management and being more responsible," she said.
 
Her sister Lauren, 21, a college senior, took her first online course in high school, allowing her to graduate a semester early. She said it prepared her for college, where "everything you do is on the Internet."
 
She is impressed by Devon, who also has enough credits to graduate early. "She has way better computer skills than I did."
 
Lehr conceded, however, that not all high school students are ready to take an online class and succeed.
 
"You have to be disciplined," she said. "If you procrastinate you won't do well. If you are not prepared you won't be successful."
 
http://www.postcrescent.com/apps/pbcs.dll/article?AID=/20080302/APC0101/803020531/1979
  

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The Capital Times
Joni Burgin: If virtual school enrollment capped, who should be turned away?
 
Letter to the editor  —  3/01/2008

Dear Editor:

Gov. Jim Doyle has been our "education" governor. His leadership on the state budget this fall allowed districts to keep educational programs and staff. I know he truly cares about education and comes from a family of educators.

We need his support to help keep virtual schools in Wisconsin open without enrollment caps. The Senate approved a bill that would apply enrollment caps. Since our virtual school just opened, we would not be able to survive with enrollment caps.

If we must limit our enrollment, how would we determine who gets to enroll? Do we pick by the most needy, most likely to graduate, least expensive, most disabled? What is fair? Why should we force students and parents into these corners?

Wisconsin does a fine job of educating most students, but the dropout rate, especially in urban areas, is unacceptable. Wisconsin still has an achievement gap that leaves poor children, English language learners, and children of color lagging behind. Closing it must be at the heart of everything we do. Virtual high schools have been helping these students. When Wisconsin has school programs that are finally working to narrow that gap, we owe it to our students to keep those programs in place.

Politicians who vote for enrollment caps on virtual schools contribute to the dropout problem instead of being a part of the solution.

We had a very good compromise with Rep. Brett Davis and Sen. John Lehman. The Department of Public Instruction supported it. While not perfect, the compromise would work.

This state needs to meet the educational needs of all students. It is no longer acceptable to allow them to drop out and become social problems. We need to fulfill our obligation to teach all students well. Online virtual schools have found a way to do just that.

We need to remove the enrollment caps for the sake of students. Kids come first. It is the moral and responsible thing to do.

Joni Burgin
superintendent
Grantsburg School District
http://www.madison.com/tct/opinion/letters/275091
 
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Capital Times

Tom Kruse: Dems must come to senses on virtual schools 
Letter to the editor  —  3/01/2008

Dear Editor:

I am a self-employed person in Holmen. My wife and children recently traveled to Madison as a show of support for virtual schools. We as a family had high expectations the politicians would act like adults and come together on a compromise promoting this highly effective form of education.

I have taught in Wisconsin and Georgia. Virtual school works for a percentage of students that, for whatever reason, the brick and mortar school cannot serve effectively. Virtual schools work because the parents are involved. As a parent, that is my right and responsibility.

I would not be wasting my time writing this letter if WEAC, the afraid-of-change teachers union, had not filed a lawsuit against virtual schools. Any good educator knows effective pedagogy requires constant change.

So, Gov. Jim Doyle and Democratic legislators, please come to your senses, do what you know is right for children (not the teachers union) and get out of our way so we (certified teachers and responsible parents) can do our jobs.

Tom Kruse
Holmen
 
http://www.madison.com/tct/opinion/letters/275095
 
 
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Milwaukee Journal Sentinel
Parties still split on school, autism bills
With sessions ending, legislators might not act

By PATRICK MARLEY
pmarley@journalsentinel.com

Posted: Feb. 29, 2008

Madison - As the Legislature heads into the last days of its session, Democrats and Republicans remain far apart on bills that would protect virtual schools and expand health coverage for children with autism.

With the clock running out, nothing may happen this year on those issues. Then again, in the final frantic moments of legislative sessions, surprise compromises can arise, just as one did Thursday on ending the pay of fired Milwaukee police officers charged with serious crimes. Now, those officers continue to receive pay until they exhaust their appeals, which can take years.

The legislative session ends March 13, but lawmakers have not announced any meetings past next week.

…Also early Friday, the Assembly passed a bill, 53-44, that would ensure online schools can continue and allow their enrollment - now at about 3,500 - to grow to up to 1% of the statewide student population, or about 8,760. The version of the bill passed in the Senate last week would keep enrollment near the current level until the 2011-'12 school year, when it could grow by about 875 students.

The future of the schools is in doubt after an appeals court ruled in December that one such school is not eligible for state aid.

Rep. John Nygren (R-Marinette) said the Senate version of the bill was brokered between Doyle and the state teachers union. "This is the governor shoving it down 3,500 students' throats," he said.

Senate Majority Leader Russ Decker (D-Weston) said his house would stick with its version of the bill and the measure would protect students already enrolled in virtual schools.
http://www.jsonline.com/story/index.aspx?id=723559
 
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http://www.ashland-wi.com/articles/2008/02/29/opinions/doc47c574ee5cde6857483109.txt