How Advisers Connect Via Tech to Help Low-Income Students Apply To College
Can Online Learning Level the AP Playing Field for Rural Students?
New Teachers Seek Support Online
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There are essays and tests, loads of financial documents to assemble and calculations to make. After all that, of course, comes a big decision — one of the biggest of their young lives.\u003c/p>\n\u003cp>For top students who come from low-income families, the challenge is particularly difficult.\u003c/p>\n\u003cp>Research shows that \u003ca href=\"https://www.npr.org/sections/ed/2017/08/17/542575305/high-achieving-low-income-students-where-elite-colleges-are-falling-short\">1 in 4 juggle all of that\u003c/a> — the writing, the studying, the researching and applying — completely on their own. One approach to make this whole process easier? Pair students up with someone who can help, a mentor or adviser, virtually.\u003c/p>\n\u003cp>That's the idea behind CollegePoint, an initiative funded by Bloomberg Philanthropies. Here's how it works: When a high school student with a GPA of 3.5 or higher takes a standardized test — the PSAT, SAT or ACT — and they do well (scoring in the 90th percentile), and their families make less than $80,000 a year, they get an e-mail from the program offering them a free virtual adviser.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Each year, about 75,000 students meet the above criteria. Partnering with four non-profits who are doing similar work in the college advising space — Matriculate, College Advising Corps, College Possible, and ScholarMatch — CollegePoint was able to work with 15,000 students planning to attend college this fall. The organization plans to more than double that next year.\u003c/p>\n\u003cp>It doesn't matter where you live: High school students have access to an adviser whenever they need — via text, Facebook messenger, email, Skype, Google Docs or the tried-and-true telephone call.\u003c/p>\n\u003cp>That's the method Johnny Dang, a high school senior in Austin, Texas, prefers. Last school year, every couple of weeks, he'd spread out his notebooks on his bed, and dial Theresa Heitz, a 24-year-old college adviser based in Minnesota, for a long-distance phone chat.\u003c/p>\n\u003cp>After a brief hello, \"I was thinking maybe we could just, like, dive in,\" says Heitz, \"and you could kind of walk me through what you're thinking right now.\"\u003c/p>\n\u003cp>This will turn out to be a big night for Johnny, and we'll come back to that phone call in a bit. All over the country, advisers like Theresa are doing this — listening, guiding and answering students' many questions. The goal: help gifted students go to schools that match their intellectual ability.\u003c/p>\n\u003cp>\u003cstrong>Applying to the\u003c/strong>\u003cstrong> right\u003c/strong>\u003cstrong> schools\u003c/strong>\u003c/p>\n\u003cp>Connor Rechtzigel, an adviser in Minnesota based in the Twin Cities, sees his most important role in the fall — when students are figuring out what schools to apply to.\u003c/p>\n\u003cp>\"It's just sort of combating stereotypes or kind of dispelling some myths,\" he says.\u003c/p>\n\u003cp>Things like, yes, you can study science at a liberal arts school or, no, the state school isn't always the cheapest option. Research shows that low-income students are \u003ca href=\"https://www.theatlantic.com/education/archive/2018/04/when-disadvantaged-students-overlook-elite-colleges/558371/\">far more likely to undermatch\u003c/a> — to apply and attend schools that aren't as challenging or competitive. In part because they don't think they have what it takes to get it and because many don't even know what schools are out there.\u003c/p>\n\u003cp>\"A lot of students think that there is no middle between your state flagship institution and the Ivy League,\" Rechtzigel says.\u003c/p>\n\u003cp>In East Orange, N.J., where high school senior Justice Benjamin grew up, students really only know the New Jersey and Pennsylvania schools, he says. Justice is the first in his family to apply to college and, before he started working with Rechtzigel, \"I was just thinking whatever college accepts me, for the most money I can get — scholarship or whatever it is — I'm going there.\"\u003c/p>\n\u003cp>After he talked with Rechtzigel and his own high school counselor, he started thinking about all of their questions: What's your ideal learning experience? Do you want a large school? A small school? Do you like a big college town? Do you want to go to school in the city?\u003c/p>\n\u003cp>He narrowed in on smaller schools where he could study environmental science. His final choice: Skidmore College in upstate New York. He says he felt empowered by the process.\u003c/p>\n\u003cp>\"You don't have to choose, like, whatever comes to you. You get your own choice.\"\u003c/p>\n\u003cp>\u003cstrong>Let's talk about money\u003c/strong>\u003c/p>\n\u003cp>Figuring out how to pay for college is a major part of what CollegePoint advisers do.\u003c/p>\n\u003cp>\"For a big chunk of my job, I feel like a financial adviser,\" explains Kate Nakhle, an adviser in North Carolina. She is working with McKenna Hensley, a high school senior in Ohio.\u003c/p>\n\u003cp>\"McKenna and I, we spend a lot of time comparing and analyzing her financial-aid award letters,\" Nakhle says.\u003c/p>\n\u003cp>McKenna got into nine schools, so there are a lot of those letters. McKenna's dad did go to college, but when I ask her if that made it easier, she laughs. \"Listen. My dad went to college in the '80s,\" she says. \"I could not rely on him for an answer to a question that I had.\"\u003c/p>\n\u003cp>For all those award letters, Kate used a spreadsheet on Google — many advisers use some version of this — where McKenna could enter in all her college costs then compare. And that spreadsheet, she says, it made her decision much more clear.\u003c/p>\n\u003cp>\"It makes a difference when you're paying yourself,\" explains McKenna, who isn't getting extra financial help from her family. \"You have to be extra careful.\"\u003c/p>\n\u003cp>When she did her final calculations, The Ohio State University offered an option where she pays nothing. Staying in-state wasn't her first choice, but it's the best option for her.\u003c/p>\n\u003cp>That wasn't quite what she'd expected, though. \"I just always wanted to have that out-of-state experience ... spread my wings!\"\u003c/p>\n\u003cp>But, McKenna adds, she's the kind of girl that can be amazing anywhere.\u003c/p>\n\u003cp>\u003cstrong>The final decision\u003c/strong>\u003c/p>\n\u003cp>Johnny Dang, the senior in Texas on that evening phone call, says he wasn't totally lost when he started applying to colleges. \"I did my research and I knew how to approach college,\" he explains. \"I wasn't a student who identified as 'I don't know what to do.' \"\u003c/p>\n\u003cp>He's the child of two Vietnamese immigrants, and he goes to a public magnet school that does offer good supports for students applying to college. So when he got the notice saying he'd qualified for a CollegePoint adviser, he thought, 'Nah, I don't need special help.'\u003c/p>\n\u003cp>He already knew a few people who went to Rice University, a small private research school in Houston. It's close to home, has excellent science programs. It was his top choice. But eventually, his adviser, Theresa Heitz, gained his trust.\u003c/p>\n\u003cp>\"Having Theresa there was just really reassuring,\" he says. \"I think it was good, like, mentally to have a person say, 'yes, you are doing this correctly.' \"\u003c/p>\n\u003cp>Theresa helped him craft his college essay about the TV show \u003cem>Golden Girls\u003c/em> and its influence on young Johnny. He decided to apply for some Ivy League schools and, in early April, the letters came. He'd made it into an Ivy: the University of Pennsylvania. He also got into Rice. Which is why now, on this Tuesday night chat, they're talking about one of the biggest decisions in Johnny's life.\u003c/p>\n\u003cp>As they chat, both Johnny and Theresa are logged into a shared Google document: A Rice vs. Penn pro-and-con list.\u003c/p>\n\u003cp>They go down the list. Academics are both strong. Penn has an excellent medical school — Johnny is interested in medicine — but Rice has the Texas Medical Center. Penn is giving Johnny more money. But with Rice, his parents say, they can make the finances work. One minute, Johnny is convinced he'll go to Rice. It's smaller, feels more residential and it's only a few hours away from his parents' house. But then there's Penn, a school he didn't even know he would dream about.\u003c/p>\n\u003cp>There is one thing he keeps coming back to. A house on Penn's campus called the Kelly Writers House. A space for writers — poetry, creative writing, etc. Johnny can see himself in this house. Talking classes, writing, critiquing other students' work. Plus, his classmates are pressuring him to pick the Ivy.\u003c/p>\n\u003cp>\"A lot of my friends are just making it sound like if I [don't choose] UPenn that's the equivalent of just going to community college or dropping out,\" he tells Theresa on the phone.\u003c/p>\n\u003cp>She knows the pressure he's under. \"It's hard to say, 'don't listen to them,' \" Theresa says with a laugh, \"But the prestige factor, like all of that stuff, sort of neutralizes once you actually step on campus, and then your real experience begins.\"\u003c/p>\n\u003cp>Theresa pauses, aware, perhaps, of her influence at this moment.\u003c/p>\n\u003cp>\"Just so you know, I hope you don't feel like I'm trying to sway you one way or another. I do understand that the Ivy pull is really strong, and I just don't want you to feel like you have an obligation to go to Penn just because you got in. Like, you should feel very proud.\"\u003c/p>\n\u003cp>And then, an hour into the call, it happens. Johnny makes up his mind:\u003c/p>\n\u003cp>\"I think you just convinced me to go to Rice.\"\u003c/p>\n\u003cp>\"I think you convinced yourself!\"\u003c/p>\n\u003cp>That was the end of April. Weeks later, I followed up with Johnny. On decision day, did his choice to go to Rice stick?\u003c/p>\n\u003cp>\"My dad went to bed, and then he gave me the credit card and he was like, 'whenever you're ready,' \" recalls Johnny. \"I logged into the Rice application portal, said 'yes' and paid the deposit.\"\u003c/p>\n\u003cp>I ask him, now that it's all over, how does it feel?\u003c/p>\n\u003cp>\"It feels amazing,\" he says, \"it feels wonderful.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Johnny will start orientation, called O-Week at Rice, in August.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+Virtual+Advisers+Help+Low-Income+Students+Apply+To+College&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Nearly one-fourth of high-achieving students from low-income families apply to college completely on their own. One approach to make the experience better? Pair students up with a virtual adviser.","status":"publish","parent":0,"modified":1529414758,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":52,"wordCount":1705},"headData":{"title":"How Advisers Connect Via Tech to Help Low-Income Students Apply To College | KQED","description":"Nearly one-fourth of high-achieving students from low-income families apply to college completely on their own. One approach to make the experience better? Pair students up with a virtual adviser.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"51477 https://ww2.kqed.org/mindshift/?p=51477","disqusUrl":"https://ww2.kqed.org/mindshift/2018/06/19/how-virtual-advisers-help-low-income-students-apply-to-college/","disqusTitle":"How Advisers Connect Via Tech to Help Low-Income Students Apply To College","nprByline":"Elissa Nadworny","nprImageAgency":"Sam Rowe for NPR","nprStoryId":"605213056","nprApiLink":"http://api.npr.org/query?id=605213056&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/ed/2018/06/19/605213056/how-virtual-advisers-help-low-income-students-apply-to-college?ft=nprml&f=605213056","nprRetrievedStory":"1","nprPubDate":"Tue, 19 Jun 2018 05:00:00 -0400","nprStoryDate":"Tue, 19 Jun 2018 05:00:19 -0400","nprLastModifiedDate":"Tue, 19 Jun 2018 05:00:19 -0400","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/wesun/2018/06/20180617_wesun_college_point.mp3?orgId=1&topicId=1013&aggIds=572289240&d=501&story=605213056&ft=nprml&f=605213056","nprAudioM3u":"http://api.npr.org/m3u/1621005215-284849.m3u?orgId=1&topicId=1013&aggIds=572289240&d=501&story=605213056&ft=nprml&f=605213056","path":"/mindshift/51477/how-virtual-advisers-help-low-income-students-apply-to-college","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/wesun/2018/06/20180617_wesun_college_point.mp3?orgId=1&topicId=1013&aggIds=572289240&d=501&story=605213056&ft=nprml&f=605213056","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Our\u003cem> Take A Number series is exploring problems around the world through the lens of a single number. \u003c/em>\u003c/p>\n\u003cp>Some high school students think of applying to colleges as a full-time job. There are essays and tests, loads of financial documents to assemble and calculations to make. After all that, of course, comes a big decision — one of the biggest of their young lives.\u003c/p>\n\u003cp>For top students who come from low-income families, the challenge is particularly difficult.\u003c/p>\n\u003cp>Research shows that \u003ca href=\"https://www.npr.org/sections/ed/2017/08/17/542575305/high-achieving-low-income-students-where-elite-colleges-are-falling-short\">1 in 4 juggle all of that\u003c/a> — the writing, the studying, the researching and applying — completely on their own. One approach to make this whole process easier? Pair students up with someone who can help, a mentor or adviser, virtually.\u003c/p>\n\u003cp>That's the idea behind CollegePoint, an initiative funded by Bloomberg Philanthropies. Here's how it works: When a high school student with a GPA of 3.5 or higher takes a standardized test — the PSAT, SAT or ACT — and they do well (scoring in the 90th percentile), and their families make less than $80,000 a year, they get an e-mail from the program offering them a free virtual adviser.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Each year, about 75,000 students meet the above criteria. Partnering with four non-profits who are doing similar work in the college advising space — Matriculate, College Advising Corps, College Possible, and ScholarMatch — CollegePoint was able to work with 15,000 students planning to attend college this fall. The organization plans to more than double that next year.\u003c/p>\n\u003cp>It doesn't matter where you live: High school students have access to an adviser whenever they need — via text, Facebook messenger, email, Skype, Google Docs or the tried-and-true telephone call.\u003c/p>\n\u003cp>That's the method Johnny Dang, a high school senior in Austin, Texas, prefers. Last school year, every couple of weeks, he'd spread out his notebooks on his bed, and dial Theresa Heitz, a 24-year-old college adviser based in Minnesota, for a long-distance phone chat.\u003c/p>\n\u003cp>After a brief hello, \"I was thinking maybe we could just, like, dive in,\" says Heitz, \"and you could kind of walk me through what you're thinking right now.\"\u003c/p>\n\u003cp>This will turn out to be a big night for Johnny, and we'll come back to that phone call in a bit. All over the country, advisers like Theresa are doing this — listening, guiding and answering students' many questions. The goal: help gifted students go to schools that match their intellectual ability.\u003c/p>\n\u003cp>\u003cstrong>Applying to the\u003c/strong>\u003cstrong> right\u003c/strong>\u003cstrong> schools\u003c/strong>\u003c/p>\n\u003cp>Connor Rechtzigel, an adviser in Minnesota based in the Twin Cities, sees his most important role in the fall — when students are figuring out what schools to apply to.\u003c/p>\n\u003cp>\"It's just sort of combating stereotypes or kind of dispelling some myths,\" he says.\u003c/p>\n\u003cp>Things like, yes, you can study science at a liberal arts school or, no, the state school isn't always the cheapest option. Research shows that low-income students are \u003ca href=\"https://www.theatlantic.com/education/archive/2018/04/when-disadvantaged-students-overlook-elite-colleges/558371/\">far more likely to undermatch\u003c/a> — to apply and attend schools that aren't as challenging or competitive. In part because they don't think they have what it takes to get it and because many don't even know what schools are out there.\u003c/p>\n\u003cp>\"A lot of students think that there is no middle between your state flagship institution and the Ivy League,\" Rechtzigel says.\u003c/p>\n\u003cp>In East Orange, N.J., where high school senior Justice Benjamin grew up, students really only know the New Jersey and Pennsylvania schools, he says. Justice is the first in his family to apply to college and, before he started working with Rechtzigel, \"I was just thinking whatever college accepts me, for the most money I can get — scholarship or whatever it is — I'm going there.\"\u003c/p>\n\u003cp>After he talked with Rechtzigel and his own high school counselor, he started thinking about all of their questions: What's your ideal learning experience? Do you want a large school? A small school? Do you like a big college town? Do you want to go to school in the city?\u003c/p>\n\u003cp>He narrowed in on smaller schools where he could study environmental science. His final choice: Skidmore College in upstate New York. He says he felt empowered by the process.\u003c/p>\n\u003cp>\"You don't have to choose, like, whatever comes to you. You get your own choice.\"\u003c/p>\n\u003cp>\u003cstrong>Let's talk about money\u003c/strong>\u003c/p>\n\u003cp>Figuring out how to pay for college is a major part of what CollegePoint advisers do.\u003c/p>\n\u003cp>\"For a big chunk of my job, I feel like a financial adviser,\" explains Kate Nakhle, an adviser in North Carolina. She is working with McKenna Hensley, a high school senior in Ohio.\u003c/p>\n\u003cp>\"McKenna and I, we spend a lot of time comparing and analyzing her financial-aid award letters,\" Nakhle says.\u003c/p>\n\u003cp>McKenna got into nine schools, so there are a lot of those letters. McKenna's dad did go to college, but when I ask her if that made it easier, she laughs. \"Listen. My dad went to college in the '80s,\" she says. \"I could not rely on him for an answer to a question that I had.\"\u003c/p>\n\u003cp>For all those award letters, Kate used a spreadsheet on Google — many advisers use some version of this — where McKenna could enter in all her college costs then compare. And that spreadsheet, she says, it made her decision much more clear.\u003c/p>\n\u003cp>\"It makes a difference when you're paying yourself,\" explains McKenna, who isn't getting extra financial help from her family. \"You have to be extra careful.\"\u003c/p>\n\u003cp>When she did her final calculations, The Ohio State University offered an option where she pays nothing. Staying in-state wasn't her first choice, but it's the best option for her.\u003c/p>\n\u003cp>That wasn't quite what she'd expected, though. \"I just always wanted to have that out-of-state experience ... spread my wings!\"\u003c/p>\n\u003cp>But, McKenna adds, she's the kind of girl that can be amazing anywhere.\u003c/p>\n\u003cp>\u003cstrong>The final decision\u003c/strong>\u003c/p>\n\u003cp>Johnny Dang, the senior in Texas on that evening phone call, says he wasn't totally lost when he started applying to colleges. \"I did my research and I knew how to approach college,\" he explains. \"I wasn't a student who identified as 'I don't know what to do.' \"\u003c/p>\n\u003cp>He's the child of two Vietnamese immigrants, and he goes to a public magnet school that does offer good supports for students applying to college. So when he got the notice saying he'd qualified for a CollegePoint adviser, he thought, 'Nah, I don't need special help.'\u003c/p>\n\u003cp>He already knew a few people who went to Rice University, a small private research school in Houston. It's close to home, has excellent science programs. It was his top choice. But eventually, his adviser, Theresa Heitz, gained his trust.\u003c/p>\n\u003cp>\"Having Theresa there was just really reassuring,\" he says. \"I think it was good, like, mentally to have a person say, 'yes, you are doing this correctly.' \"\u003c/p>\n\u003cp>Theresa helped him craft his college essay about the TV show \u003cem>Golden Girls\u003c/em> and its influence on young Johnny. He decided to apply for some Ivy League schools and, in early April, the letters came. He'd made it into an Ivy: the University of Pennsylvania. He also got into Rice. Which is why now, on this Tuesday night chat, they're talking about one of the biggest decisions in Johnny's life.\u003c/p>\n\u003cp>As they chat, both Johnny and Theresa are logged into a shared Google document: A Rice vs. Penn pro-and-con list.\u003c/p>\n\u003cp>They go down the list. Academics are both strong. Penn has an excellent medical school — Johnny is interested in medicine — but Rice has the Texas Medical Center. Penn is giving Johnny more money. But with Rice, his parents say, they can make the finances work. One minute, Johnny is convinced he'll go to Rice. It's smaller, feels more residential and it's only a few hours away from his parents' house. But then there's Penn, a school he didn't even know he would dream about.\u003c/p>\n\u003cp>There is one thing he keeps coming back to. A house on Penn's campus called the Kelly Writers House. A space for writers — poetry, creative writing, etc. Johnny can see himself in this house. Talking classes, writing, critiquing other students' work. Plus, his classmates are pressuring him to pick the Ivy.\u003c/p>\n\u003cp>\"A lot of my friends are just making it sound like if I [don't choose] UPenn that's the equivalent of just going to community college or dropping out,\" he tells Theresa on the phone.\u003c/p>\n\u003cp>She knows the pressure he's under. \"It's hard to say, 'don't listen to them,' \" Theresa says with a laugh, \"But the prestige factor, like all of that stuff, sort of neutralizes once you actually step on campus, and then your real experience begins.\"\u003c/p>\n\u003cp>Theresa pauses, aware, perhaps, of her influence at this moment.\u003c/p>\n\u003cp>\"Just so you know, I hope you don't feel like I'm trying to sway you one way or another. I do understand that the Ivy pull is really strong, and I just don't want you to feel like you have an obligation to go to Penn just because you got in. Like, you should feel very proud.\"\u003c/p>\n\u003cp>And then, an hour into the call, it happens. Johnny makes up his mind:\u003c/p>\n\u003cp>\"I think you just convinced me to go to Rice.\"\u003c/p>\n\u003cp>\"I think you convinced yourself!\"\u003c/p>\n\u003cp>That was the end of April. Weeks later, I followed up with Johnny. On decision day, did his choice to go to Rice stick?\u003c/p>\n\u003cp>\"My dad went to bed, and then he gave me the credit card and he was like, 'whenever you're ready,' \" recalls Johnny. \"I logged into the Rice application portal, said 'yes' and paid the deposit.\"\u003c/p>\n\u003cp>I ask him, now that it's all over, how does it feel?\u003c/p>\n\u003cp>\"It feels amazing,\" he says, \"it feels wonderful.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Johnny will start orientation, called O-Week at Rice, in August.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+Virtual+Advisers+Help+Low-Income+Students+Apply+To+College&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/51477/how-virtual-advisers-help-low-income-students-apply-to-college","authors":["byline_mindshift_51477"],"categories":["mindshift_192","mindshift_195"],"tags":["mindshift_20784","mindshift_1040","mindshift_68","mindshift_607"],"featImg":"mindshift_51478","label":"mindshift"},"mindshift_50701":{"type":"posts","id":"mindshift_50701","meta":{"index":"posts_1591205157","site":"mindshift","id":"50701","score":null,"sort":[1520356085000]},"guestAuthors":[],"slug":"can-online-learning-level-the-ap-playing-field-for-rural-students","title":"Can Online Learning Level the AP Playing Field for Rural Students?","publishDate":1520356085,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>LEXINGTON, Miss. — Inside a rural high school, five Advanced Placement physics students furiously scribbled notes about a video of a Yale University professor speaking more than 1,200 miles away. With textbooks open, they watched a lecture about Newton’s Laws on a giant screen, while their classroom teacher simultaneously offered examples of those laws in action. When the lecture ended, they had yet another to chance to learn: A physics video chat with their tutor, a sophomore physics major at Yale.\u003c/p>\n\u003cp>The unconventional flurry of both in-person and virtual academics in a school that had never before offered AP physics is part of a broader experiment that experts say could herald the future of education, especially for rural schools. That experiment is starting with these high schoolers in the Mississippi Delta, one of the poorest and most rural parts of the country. It’s too soon to know how well the free pilot program mixing online and in-person learning will work, but one thing is clear: Without it, said \u003ca href=\"http://www.holmes.k12.ms.us/superintendent-1\">Holmes County Superintendent Angel Meeks,\u003c/a> AP physics in this rural Mississippi district “would not exist.”\u003c/p>\n\u003cp>“Students in Holmes County do not have the same benefits as students in more affluent areas,” Meeks said. “This is a once-in-a-lifetime opportunity to provide access and opportunity they might not otherwise have.”\u003c/p>\n\u003cp>Providing a rigorous pre-college curriculum has long been a struggle in many of the more than \u003ca href=\"https://nces.ed.gov/surveys/ruraled/tables/a.1.a.-1.asp\">7,100\u003c/a> U.S. rural school districts, where a lack of teachers, dwindling enrollment numbers and tight budgets make it difficult to offer electives, foreign languages and even basic classes that are a given in many suburban and urban schools. As a result, rural students often lag their peers in advanced courses, and also in college attendance and completion.\u003c/p>\n\u003cp>A \u003ca href=\"https://scholars.unh.edu/cgi/viewcontent.cgi?referer=&httpsredir=1&article=1234&context=carsey\">2015 report\u003c/a> found that the lack of AP classes may increase the financial burden on college-bound rural students: Students who don’t take AP classes don’t earn college credit that could enable them to graduate more quickly, and such students are “more likely to pay for additional remedial coursework when beginning college.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>That’s why there’s considerable excitement about the free program bringing AP physics to Mississippi this school year, courtesy of the \u003ca href=\"http://globalteachingproject.com/\">Global Teaching Project\u003c/a>, a Washington D.C.-based education company that is part of a nonprofit consortium in the state. A few years ago, the Holmes County school district offered a few college-level AP courses at only one of its three high schools. After the three schools consolidated during the 2014-15 school year, the newly formed Holmes County Central High School was able to offer five classes, including AP calculus, English language and English literature.\u003c/p>\n\u003cfigure id=\"attachment_50706\" class=\"wp-caption alignnone\" style=\"max-width: 1800px\">\u003cimg class=\"size-full wp-image-50706\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/MaderMsRuralCourses5.jpg\" alt=\"\" width=\"1800\" height=\"1200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMsRuralCourses5.jpg 1800w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMsRuralCourses5-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMsRuralCourses5-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMsRuralCourses5-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMsRuralCourses5-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMsRuralCourses5-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMsRuralCourses5-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMsRuralCourses5-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMsRuralCourses5-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMsRuralCourses5-520x347.jpg 520w\" sizes=\"(max-width: 1800px) 100vw, 1800px\">\u003cfigcaption class=\"wp-caption-text\">A word wall of physics vocabulary terms in a classroom at Holmes County Central High School. \u003ccite>(Jackie Mader/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Holmes County, where \u003ca href=\"https://censusreporter.org/profiles/97000US2801980-holmes-county-school-district-ms/\">half the students live below poverty level\u003c/a>, is following a national trend by using online resources to offer more advanced high school courses to its students. It’s a model that Betsy DeVos, the U.S. Secretary of Education, has \u003ca href=\"https://www.politico.com/story/2017/10/08/education-betsy-devos-online-charter-schools-poor-results-243556\">called for\u003c/a>, claiming that virtual schools can offer “valuable options’’ in rural areas, where educators are eager to expand courses, as long as they don’t have to push already tight budgets or direct student funding away from schools.\u003c/p>\n\u003cp>Indeed, many rural districts have turned to online offerings as a fast way to increase college-level courses and either fill in for teachers they don’t have, or make better use of the teachers they do have. If a teacher is not fully qualified or certified to teach a course, some schools opt to have that teacher facilitate an online class for students, checking progress and answering student questions. Earlier this year, Illinois launched a self-directed online AP pilot program for \u003ca href=\"https://www.seattletimes.com/nation-world/rural-schools-in-illinois-online-ap-courses/\">75 students at 10 rural high schools\u003c/a>. In \u003ca href=\"https://www.usnews.com/high-schools/blogs/high-school-notes/articles/2017-02-27/rural-high-schools-get-teens-into-advanced-placement-courses\">Maine\u003c/a>, students at rural schools can take courses through a state-funded online program, but must work with an adult mentor at school during the course. In Colorado, rural districts have worked together to offer more AP courses by creating video conference classrooms, where kids at \u003ca href=\"http://www.hcn.org/articles/how-one-tiny-high-school-hacked-advanced-placement-classes\">one high school can watch courses\u003c/a> taught by a teacher at a neighboring school.\u003c/p>\n\u003cp>Still, as more rural schools look to virtual programs for help, there’s little evidence that online learning is equal to or can exceed outcomes from traditional in-person instruction, and some experts are urging caution — along with greater attention to quality. Some of the more time intensive virtual programs have shown poor outcomes.\u003c/p>\n\u003cp>Gary Miron, an education professor specializing in evaluation, measurement, and research at Western Michigan University’s College of Education and Human Development, is concerned about the rate at which many states are adopting online learning programs, or even making participation in these programs a graduation requirement. “We’re getting legislation [about online learning] pushed in quickly and rolled out really rapidly, and we really still don’t have sufficient evidence,” Miron said.\u003c/p>\n\u003cp>Although it’s not easy to track participation in online programs, a report by the \u003ca href=\"https://www.evergreenedgroup.com/\">Evergreen Education Group\u003c/a>, a leader in digital learning research, estimated that \u003ca href=\"https://www.edweek.org/ew/articles/2017/06/14/online-classes-for-k-12-schools-what-you.html\">some 2.7 million students took about 4.5 million online courses\u003c/a> in 2014-15. That’s a sharp increase from the 2002-03 school year, when, according to the U.S. Department of Education, students took 317,000 online courses.\u003c/p>\n\u003cp>At least \u003ca href=\"http://www.ncsl.org/research/education/online-learning-as-graduation-requirement.aspx\">five states\u003c/a> now require an online course as a graduation requirement, and many schools that turn to online learning find a growing number of programs available, all with varying degrees of depth and breadth. Some choose individual units or lessons within classrooms where students can move at their own pace, with a teacher serving as a facilitator.\u003c/p>\n\u003cp>Schools can also choose programs developed by various organizations or colleges, \u003ca href=\"https://www.washingtonpost.com/news/grade-point/wp/2015/07/22/the-new-frontier-for-advanced-placement-online-ap-lessons-for-free/?utm_term=.f2c08166f74b\">offering lessons intended to supplement teaching in difficult AP subjects\u003c/a>, rather than serving as the sole learning experience for students. They can also turn to organizations like \u003ca href=\"http://www.k12.com/virtual-school-offerings/free-online-public-schools/high-school-program-courses/ap-honors-course-list.html\">K12.com\u003c/a> for online Advanced Placement courses. K12.com says the courses “follow curriculum specified by the College Board.”\u003c/p>\n\u003cp>At the more extreme end of the spectrum, some high school students \u003ca href=\"https://www.edweek.org/ew/articles/2017/06/14/online-classes-for-k-12-schools-what-you.html?r=1331048516&intc=EW-TC17-TOC\">enroll in virtual schools\u003c/a> for all or some classes, which may be run by states, nonprofits, universities, or private companies. Quality can vary greatly. Some states have embraced full-time virtual schools: In Pennsylvania \u003ca href=\"https://www.politico.com/story/2017/10/08/education-betsy-devos-online-charter-schools-poor-results-243556\">more than 30,000 students are enrolled in virtual charter schools that have a graduation rate of only 48 percent\u003c/a>.\u003c/p>\n\u003cp>Nationally, some providers of online education have faced controversy, lawsuits, and even shutdowns for misleading students and failing to provide an education. In 2017, several companies opened so-called “online high schools” that turned out to be \u003ca href=\"https://www.ftc.gov/news-events/press-releases/2017/02/operators-online-high-schools-settle-ftc-charges-they-misled-tens\">no more than diploma mills\u003c/a>. The businesses, charged with violations by the Federal Trade Commission, were later banned from operating in a settlement reached with the federal agency.\u003c/p>\n\u003cp>And while outcomes for students studying in online schools are “\u003ca href=\"http://nepc.colorado.edu/newsletter/2016/04/virtual-schools-annual-2016\">consistently below traditional public schools\u003c/a>,” enrollment in full-time online and blended learning schools continues to increase, according to a 2016 report by the National Education Policy Center. The authors of the report called for more oversight of virtual and blended learning schools, and urged policymakers to slow or stop their growth until more research is done.\u003c/p>\n\u003cfigure id=\"attachment_50705\" class=\"wp-caption alignnone\" style=\"max-width: 1800px\">\u003cimg class=\"size-full wp-image-50705\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/MaderMSruralcourses4.jpg\" alt=\"\" width=\"1800\" height=\"1200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMSruralcourses4.jpg 1800w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMSruralcourses4-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMSruralcourses4-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMSruralcourses4-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMSruralcourses4-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMSruralcourses4-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMSruralcourses4-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMSruralcourses4-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMSruralcourses4-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMSruralcourses4-520x347.jpg 520w\" sizes=\"(max-width: 1800px) 100vw, 1800px\">\u003cfigcaption class=\"wp-caption-text\">A stack of old physics textbooks sits in a classroom at Holmes County Central High School. The Global Teaching Project purchased new textbook for students taking AP physics this year. \u003ccite>(Jackie Mader/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Potential pathways, solutions\u003c/strong>\u003c/p>\n\u003cp>Other possible solutions for improving access to courses have been offered by rural school advocates, like Robert Mahaffey, executive director of the\u003ca href=\"http://www.ruraledu.org/\"> Rural School and Community Trust,\u003c/a> who proposes expanding courses in rural schools that invest more in their staff, as well as offering teachers more pathways towards credentials and certification\u003c/p>\n\u003cp>“We don’t want to lower the bar or water down that content,” Mahaffey said. “[T]teachers need to be in positions where they’re able to deliver content and not be restricted by particular credentials … how can we create professional pathways for teachers so they can get those certifications?” he added.\u003c/p>\n\u003cp>Miron of Western Michigan is fond of the idea of high schools joining forces to share teachers or using technology so students in one high school can take a class, and participate virtually, as it is taught in a neighboring school.\u003c/p>\n\u003cp>Offering a course online is cheaper than hiring a full-time teacher for each school, but finding a way to offer online courses while still keeping “the ownership of curriculum and instruction local” is ideal, Miron said. By having some control over online learning programs, schools can keep tabs on quality and completion, which may be hard to do for online programs — especially if schools are paying other providers for classes.\u003c/p>\n\u003cp>Miron is also skeptical whether students in high school or younger grades can direct their own learning to the extent that some online programs expect. “It’s naive to think these students can sit and master the curriculum on their own,” Miron said. Programs “may have wonderful technology … but what we strongly believe is kids at the primary and secondary level of education don’t have the metacognitive skills to be successful with online instruction as it’s being delivered.”\u003c/p>\n\u003cp>And, if programs lack oversight, it can be hard for a school to know if a student is performing poorly, or has dropped out, until it’s too late. This is especially true for online programs that enroll high numbers of students, Miron said.\u003c/p>\n\u003cp>A 2012 investigation by the Florida Center for Investigative Reporting and StateImpact Florida, for example, found student-teacher ratios at the online school \u003ca href=\"http://www.k12.com/k12-education.html\">K12.com\u003c/a>, which contracts with various Florida districts to provide online classes, were as high as \u003ca href=\"https://stateimpact.npr.org/florida/2012/09/16/in-k12-courses-275-students-to-a-single-teacher/\">275 students to one teacher\u003c/a>. K12.com offered schools a smaller student-to-teacher ratio for an additional per-student fee. At the time of the reporting, the state’s maximum ratio for brick-and-mortar schools was 25 students to one teacher.\u003c/p>\n\u003cp>\u003cstrong>Why Mississippi?\u003c/strong>\u003c/p>\n\u003cp>In Mississippi, which has lagged the nation in high-speed internet access for students, some districts have cobbled together funds for laptops and other devices that assist students with learning, allowing individual teachers to structure classes with technology. The state also offers a \u003ca href=\"http://www.mde.k12.ms.us/PN/VPS\">free online virtual school\u003c/a> where students can take up to two units of classes each year to supplement in-person courses, but enrollment in that program is limited. The program is currently full and no additional state-funded courses are currently available.\u003c/p>\n\u003cp>The Global Teaching Project chose to pilot its program in 10 low-income high schools in Mississippi because the state is largely rural, lacks certified teachers, and because the “need was so great” said Matthew Dolan, chief executive of the program.\u003c/p>\n\u003cp>Dolan, a Washington-based attorney, hopes the project will eventually be a solution for rural schools nationwide that want the best of both the online and brick-and-mortar education worlds: high-quality expert teachers, student support, resources, small class sizes and human interaction.\u003c/p>\n\u003cp>“[We wanted] to try to come up with a solution for the overwhelming majority of rural schools … that frankly don’t have the teachers to take the lead,” he said. Dolan, who knew several Mississippi lawmakers from his tenure in Washington, was aware that Mississippi allows “consortiums,” or groups of organizations and school districts to band together, creating a vehicle for innovative programs. He relied on the advantages offered by this vehicle, and the Global Teaching Project launched the Mississippi Public School Consortium for Educational Access in 2017.\u003c/p>\n\u003cp>Dolan also relied on connections from his alma maters, Yale and the University of Virginia, to recruit tutors for the non-profit consortium, funded partly by the \u003ca href=\"http://www.jkcf.org/\">Jack Kent Cooke Foundation\u003c/a> which is also among the various funders of \u003cem>The Hechinger Report.\u003c/em>\u003c/p>\n\u003cp>The Global Teaching Project incorporates aspects of successful high-quality online programs, many recommended by the International Association for K-12 Online Learning (iNACOL), which publishes \u003ca href=\"https://www.inacol.org/wp-content/uploads/2015/02/national-standards-for-quality-online-courses-v2.pdf\">standards for quality online learning programs\u003c/a>. These standards include elements like instructor-student and student-student interaction, the presence of frequent assessments, and content aligned with state standards or AP courses.\u003c/p>\n\u003cp>Bruce Friend, chief operating officer for \u003ca href=\"https://www.inacol.org/about/\">iNACOL,\u003c/a> said teacher-student interaction is one of the most important aspects of any online course. “I’m not at all a fan of online learning programs where the teacher serves more as a tutor than the actual teacher,” Friend said. “There’s a difference between me really being your instructor who’s proactively making sure you understand the concepts and skills versus me saying ‘Hey…go through your online course. I’m here if you have any questions.’”\u003c/p>\n\u003cfigure id=\"attachment_50702\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-50702\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/MaderMSRuralCourses1-e1520350918308.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Iftikhar Azeem, a physics teacher at Holmes County Central High School, reviews a lesson with students. \u003ccite>(Jackie Mader/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>How a ‘real-life’ teacher engages students\u003c/strong>\u003c/p>\n\u003cp>At Holmes Central High on a recent winter morning, physics teacher Iftikhar Azeem reviewed three of Newton’s Laws with his students, after watching Yale \u003ca href=\"https://physics.yale.edu/people/meg-urry\">Professor Meg Urry\u003c/a> on the screen set up at the front of the classroom.\u003c/p>\n\u003cp>“If you drop something on the floor, what happens?” Azeem asked.\u003c/p>\n\u003cp>“It stops,” one student offered.\u003c/p>\n\u003cp>“Why?” Azeem persisted.\u003c/p>\n\u003cp>“Friction,” another student answered.\u003c/p>\n\u003cp>“So, is that good or bad?” Azeem asked.\u003c/p>\n\u003cp>“Because otherwise things just keep going and don’t stop!” a student exclaimed.\u003c/p>\n\u003cp>The rest of class contained a flurry of virtual and in-person activities. Azeem led students through a makeshift experiment involving eggs, cardboard rolls, and cups of water to demonstrate how potential energy transitions to kinetic energy. Students checked in with their Yale tutor via video chat. Later, they took out cell phones and texted answers to an online physics program.\u003c/p>\n\u003cp>In May, Azeem’s students will take the AP physics exam, along with a handful of students from the other nine rural high schools participating in the program. Last year, 527 students in the state took the Physics I exam, and only 175 passed. In Mississippi, where \u003ca href=\"http://www.ruraledu.org/user_uploads/file/WRM-2015-16.pdf\">44 percent of students\u003c/a> attend rural schools, performance on Advanced Placement exams has long lagged the national average. In 2017, the average score on all AP exams statewide was a 2.2, compared to a 2.84 nationwide. A 3 is the minimum score accepted by many schools to earn college credit.\u003c/p>\n\u003cp>During the 2015-16 school year, Mississippi rolled out an initiative to increase participation in AP exams, especially among low-income and minority students. That year, participation on AP exams increased 37.9 percent for minority students, according to the state’s \u003ca href=\"http://www.mde.k12.ms.us/TD/news/2016/09/28/mississippi-students-increase-advanced-placement-participation-achievement\">Department of Education\u003c/a>.\u003c/p>\n\u003cp>But access to such courses is still a problem. Many high schools in more rural parts of the state offer just a few, according to a review of College Board data. In many urban, more populated and affluent high schools, students have access to dozens; Oxford High School in Oxford, Mississippi offers 16 AP courses while Madison Central High School just outside of Jackson offers 23 courses.\u003c/p>\n\u003cp>The Holmes County students are effusive in their praise of the program so far. They especially like the personalized video-conference tutoring from an undergraduate. “Having a tutor makes it easier,” said Jaylen Dennis, 17, who plans to major in electrical engineering.\u003c/p>\n\u003cp>His classmate, Tamos Stevenson, who plans to study architecture, agreed. “He understands in the real world why we’re learning this.”\u003c/p>\n\u003cp>Senior Anna Martin, whose college plans include majoring in meteorology, doesn’t mind watching lectures on a video. “If we don’t understand the video, we have a teacher,” she said, motioning at Azeem, a certified physics teacher who knows the topic, but isn’t certified to teach Advanced Placement.\u003c/p>\n\u003cp>Azeem said the program is unique in offering multiple opportunities for students to get help, in person, online or via text. Still, the rural nature of the school creates limitations. Some students don’t have Internet access or computers at home. And the school does not have a physics lab.\u003c/p>\n\u003cp>“We need equipment,” Azeem said.\u003c/p>\n\u003cp>Dolan of the Global Teaching Project said they are attempting to create a model that can be “scaled readily” and, right now, will cost nothing for school districts.\u003c/p>\n\u003cp>For now, the project is funded by grant money and donations that are made to the consortium, but Dolan eventually hopes to make a profit. The most expensive aspect of the course so far has been filming lectures and paying for post-production of videos, which have cost between $100,000 and $150,000. The program also pays college students from the University of Virginia and Yale who act as tutors and meet students in person during a two-week summer program in Mississippi.\u003c/p>\n\u003cp>While staff at the Global Teaching Project would like to see students succeed on the AP exams, they also want to “build a community of achievement in rural Mississippi” that encourages students to “revise their notion of themselves and ambition for themselves.” Next year, the group hopes to offer additional AP courses to the participating schools in Mississippi, and is speaking with other districts around the country about expanding.\u003c/p>\n\u003cp>Holmes County Central High School principal Charles Lacy said the experience is teaching students that “it’s ok to be smart and work hard.” Lacy said he sees online and distance learning as the future when it comes to providing more opportunity for students in areas like Holmes, which doesn’t have certified AP teachers.\u003c/p>\n\u003cp>“It certainly is my hope that this is the pilot for what will be the model in years to come,” Lacy said.\u003c/p>\n\u003cp>Superintendent Meeks said providing a high-quality option for students to take Advanced Placement classes could be a game-changer not just for schools in the Mississippi Delta, but for underprivileged schools nationwide.\u003c/p>\n\u003cp>“If it can succeed in Holmes County … it could succeed in any situation where children are in poverty and where [there is] a lack of resources,” Meeks said.\u003c/p>\n\u003cp>\u003cem>This story was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>our newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"Some schools are wading deeper into more immersive online ed, but experts urge caution.\r\n\r\n","status":"publish","parent":0,"modified":1520356085,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":59,"wordCount":3140},"headData":{"title":"Can Online Learning Level the AP Playing Field for Rural Students? | KQED","description":"Some schools are wading deeper into more immersive online ed, but experts urge caution.\r\n\r\n","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"50701 https://ww2.kqed.org/mindshift/?p=50701","disqusUrl":"https://ww2.kqed.org/mindshift/2018/03/06/can-online-learning-level-the-ap-playing-field-for-rural-students/","disqusTitle":"Can Online Learning Level the AP Playing Field for Rural Students?","nprByline":"\u003ca href “http://hechingerreport.org/>Jackie Mader, The Hechinger Report\u003c/a>","path":"/mindshift/50701/can-online-learning-level-the-ap-playing-field-for-rural-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>LEXINGTON, Miss. — Inside a rural high school, five Advanced Placement physics students furiously scribbled notes about a video of a Yale University professor speaking more than 1,200 miles away. With textbooks open, they watched a lecture about Newton’s Laws on a giant screen, while their classroom teacher simultaneously offered examples of those laws in action. When the lecture ended, they had yet another to chance to learn: A physics video chat with their tutor, a sophomore physics major at Yale.\u003c/p>\n\u003cp>The unconventional flurry of both in-person and virtual academics in a school that had never before offered AP physics is part of a broader experiment that experts say could herald the future of education, especially for rural schools. That experiment is starting with these high schoolers in the Mississippi Delta, one of the poorest and most rural parts of the country. It’s too soon to know how well the free pilot program mixing online and in-person learning will work, but one thing is clear: Without it, said \u003ca href=\"http://www.holmes.k12.ms.us/superintendent-1\">Holmes County Superintendent Angel Meeks,\u003c/a> AP physics in this rural Mississippi district “would not exist.”\u003c/p>\n\u003cp>“Students in Holmes County do not have the same benefits as students in more affluent areas,” Meeks said. “This is a once-in-a-lifetime opportunity to provide access and opportunity they might not otherwise have.”\u003c/p>\n\u003cp>Providing a rigorous pre-college curriculum has long been a struggle in many of the more than \u003ca href=\"https://nces.ed.gov/surveys/ruraled/tables/a.1.a.-1.asp\">7,100\u003c/a> U.S. rural school districts, where a lack of teachers, dwindling enrollment numbers and tight budgets make it difficult to offer electives, foreign languages and even basic classes that are a given in many suburban and urban schools. As a result, rural students often lag their peers in advanced courses, and also in college attendance and completion.\u003c/p>\n\u003cp>A \u003ca href=\"https://scholars.unh.edu/cgi/viewcontent.cgi?referer=&httpsredir=1&article=1234&context=carsey\">2015 report\u003c/a> found that the lack of AP classes may increase the financial burden on college-bound rural students: Students who don’t take AP classes don’t earn college credit that could enable them to graduate more quickly, and such students are “more likely to pay for additional remedial coursework when beginning college.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>That’s why there’s considerable excitement about the free program bringing AP physics to Mississippi this school year, courtesy of the \u003ca href=\"http://globalteachingproject.com/\">Global Teaching Project\u003c/a>, a Washington D.C.-based education company that is part of a nonprofit consortium in the state. A few years ago, the Holmes County school district offered a few college-level AP courses at only one of its three high schools. After the three schools consolidated during the 2014-15 school year, the newly formed Holmes County Central High School was able to offer five classes, including AP calculus, English language and English literature.\u003c/p>\n\u003cfigure id=\"attachment_50706\" class=\"wp-caption alignnone\" style=\"max-width: 1800px\">\u003cimg class=\"size-full wp-image-50706\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/MaderMsRuralCourses5.jpg\" alt=\"\" width=\"1800\" height=\"1200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMsRuralCourses5.jpg 1800w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMsRuralCourses5-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMsRuralCourses5-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMsRuralCourses5-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMsRuralCourses5-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMsRuralCourses5-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMsRuralCourses5-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMsRuralCourses5-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMsRuralCourses5-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMsRuralCourses5-520x347.jpg 520w\" sizes=\"(max-width: 1800px) 100vw, 1800px\">\u003cfigcaption class=\"wp-caption-text\">A word wall of physics vocabulary terms in a classroom at Holmes County Central High School. \u003ccite>(Jackie Mader/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Holmes County, where \u003ca href=\"https://censusreporter.org/profiles/97000US2801980-holmes-county-school-district-ms/\">half the students live below poverty level\u003c/a>, is following a national trend by using online resources to offer more advanced high school courses to its students. It’s a model that Betsy DeVos, the U.S. Secretary of Education, has \u003ca href=\"https://www.politico.com/story/2017/10/08/education-betsy-devos-online-charter-schools-poor-results-243556\">called for\u003c/a>, claiming that virtual schools can offer “valuable options’’ in rural areas, where educators are eager to expand courses, as long as they don’t have to push already tight budgets or direct student funding away from schools.\u003c/p>\n\u003cp>Indeed, many rural districts have turned to online offerings as a fast way to increase college-level courses and either fill in for teachers they don’t have, or make better use of the teachers they do have. If a teacher is not fully qualified or certified to teach a course, some schools opt to have that teacher facilitate an online class for students, checking progress and answering student questions. Earlier this year, Illinois launched a self-directed online AP pilot program for \u003ca href=\"https://www.seattletimes.com/nation-world/rural-schools-in-illinois-online-ap-courses/\">75 students at 10 rural high schools\u003c/a>. In \u003ca href=\"https://www.usnews.com/high-schools/blogs/high-school-notes/articles/2017-02-27/rural-high-schools-get-teens-into-advanced-placement-courses\">Maine\u003c/a>, students at rural schools can take courses through a state-funded online program, but must work with an adult mentor at school during the course. In Colorado, rural districts have worked together to offer more AP courses by creating video conference classrooms, where kids at \u003ca href=\"http://www.hcn.org/articles/how-one-tiny-high-school-hacked-advanced-placement-classes\">one high school can watch courses\u003c/a> taught by a teacher at a neighboring school.\u003c/p>\n\u003cp>Still, as more rural schools look to virtual programs for help, there’s little evidence that online learning is equal to or can exceed outcomes from traditional in-person instruction, and some experts are urging caution — along with greater attention to quality. Some of the more time intensive virtual programs have shown poor outcomes.\u003c/p>\n\u003cp>Gary Miron, an education professor specializing in evaluation, measurement, and research at Western Michigan University’s College of Education and Human Development, is concerned about the rate at which many states are adopting online learning programs, or even making participation in these programs a graduation requirement. “We’re getting legislation [about online learning] pushed in quickly and rolled out really rapidly, and we really still don’t have sufficient evidence,” Miron said.\u003c/p>\n\u003cp>Although it’s not easy to track participation in online programs, a report by the \u003ca href=\"https://www.evergreenedgroup.com/\">Evergreen Education Group\u003c/a>, a leader in digital learning research, estimated that \u003ca href=\"https://www.edweek.org/ew/articles/2017/06/14/online-classes-for-k-12-schools-what-you.html\">some 2.7 million students took about 4.5 million online courses\u003c/a> in 2014-15. That’s a sharp increase from the 2002-03 school year, when, according to the U.S. Department of Education, students took 317,000 online courses.\u003c/p>\n\u003cp>At least \u003ca href=\"http://www.ncsl.org/research/education/online-learning-as-graduation-requirement.aspx\">five states\u003c/a> now require an online course as a graduation requirement, and many schools that turn to online learning find a growing number of programs available, all with varying degrees of depth and breadth. Some choose individual units or lessons within classrooms where students can move at their own pace, with a teacher serving as a facilitator.\u003c/p>\n\u003cp>Schools can also choose programs developed by various organizations or colleges, \u003ca href=\"https://www.washingtonpost.com/news/grade-point/wp/2015/07/22/the-new-frontier-for-advanced-placement-online-ap-lessons-for-free/?utm_term=.f2c08166f74b\">offering lessons intended to supplement teaching in difficult AP subjects\u003c/a>, rather than serving as the sole learning experience for students. They can also turn to organizations like \u003ca href=\"http://www.k12.com/virtual-school-offerings/free-online-public-schools/high-school-program-courses/ap-honors-course-list.html\">K12.com\u003c/a> for online Advanced Placement courses. K12.com says the courses “follow curriculum specified by the College Board.”\u003c/p>\n\u003cp>At the more extreme end of the spectrum, some high school students \u003ca href=\"https://www.edweek.org/ew/articles/2017/06/14/online-classes-for-k-12-schools-what-you.html?r=1331048516&intc=EW-TC17-TOC\">enroll in virtual schools\u003c/a> for all or some classes, which may be run by states, nonprofits, universities, or private companies. Quality can vary greatly. Some states have embraced full-time virtual schools: In Pennsylvania \u003ca href=\"https://www.politico.com/story/2017/10/08/education-betsy-devos-online-charter-schools-poor-results-243556\">more than 30,000 students are enrolled in virtual charter schools that have a graduation rate of only 48 percent\u003c/a>.\u003c/p>\n\u003cp>Nationally, some providers of online education have faced controversy, lawsuits, and even shutdowns for misleading students and failing to provide an education. In 2017, several companies opened so-called “online high schools” that turned out to be \u003ca href=\"https://www.ftc.gov/news-events/press-releases/2017/02/operators-online-high-schools-settle-ftc-charges-they-misled-tens\">no more than diploma mills\u003c/a>. The businesses, charged with violations by the Federal Trade Commission, were later banned from operating in a settlement reached with the federal agency.\u003c/p>\n\u003cp>And while outcomes for students studying in online schools are “\u003ca href=\"http://nepc.colorado.edu/newsletter/2016/04/virtual-schools-annual-2016\">consistently below traditional public schools\u003c/a>,” enrollment in full-time online and blended learning schools continues to increase, according to a 2016 report by the National Education Policy Center. The authors of the report called for more oversight of virtual and blended learning schools, and urged policymakers to slow or stop their growth until more research is done.\u003c/p>\n\u003cfigure id=\"attachment_50705\" class=\"wp-caption alignnone\" style=\"max-width: 1800px\">\u003cimg class=\"size-full wp-image-50705\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/MaderMSruralcourses4.jpg\" alt=\"\" width=\"1800\" height=\"1200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMSruralcourses4.jpg 1800w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMSruralcourses4-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMSruralcourses4-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMSruralcourses4-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMSruralcourses4-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMSruralcourses4-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMSruralcourses4-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMSruralcourses4-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMSruralcourses4-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMSruralcourses4-520x347.jpg 520w\" sizes=\"(max-width: 1800px) 100vw, 1800px\">\u003cfigcaption class=\"wp-caption-text\">A stack of old physics textbooks sits in a classroom at Holmes County Central High School. The Global Teaching Project purchased new textbook for students taking AP physics this year. \u003ccite>(Jackie Mader/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Potential pathways, solutions\u003c/strong>\u003c/p>\n\u003cp>Other possible solutions for improving access to courses have been offered by rural school advocates, like Robert Mahaffey, executive director of the\u003ca href=\"http://www.ruraledu.org/\"> Rural School and Community Trust,\u003c/a> who proposes expanding courses in rural schools that invest more in their staff, as well as offering teachers more pathways towards credentials and certification\u003c/p>\n\u003cp>“We don’t want to lower the bar or water down that content,” Mahaffey said. “[T]teachers need to be in positions where they’re able to deliver content and not be restricted by particular credentials … how can we create professional pathways for teachers so they can get those certifications?” he added.\u003c/p>\n\u003cp>Miron of Western Michigan is fond of the idea of high schools joining forces to share teachers or using technology so students in one high school can take a class, and participate virtually, as it is taught in a neighboring school.\u003c/p>\n\u003cp>Offering a course online is cheaper than hiring a full-time teacher for each school, but finding a way to offer online courses while still keeping “the ownership of curriculum and instruction local” is ideal, Miron said. By having some control over online learning programs, schools can keep tabs on quality and completion, which may be hard to do for online programs — especially if schools are paying other providers for classes.\u003c/p>\n\u003cp>Miron is also skeptical whether students in high school or younger grades can direct their own learning to the extent that some online programs expect. “It’s naive to think these students can sit and master the curriculum on their own,” Miron said. Programs “may have wonderful technology … but what we strongly believe is kids at the primary and secondary level of education don’t have the metacognitive skills to be successful with online instruction as it’s being delivered.”\u003c/p>\n\u003cp>And, if programs lack oversight, it can be hard for a school to know if a student is performing poorly, or has dropped out, until it’s too late. This is especially true for online programs that enroll high numbers of students, Miron said.\u003c/p>\n\u003cp>A 2012 investigation by the Florida Center for Investigative Reporting and StateImpact Florida, for example, found student-teacher ratios at the online school \u003ca href=\"http://www.k12.com/k12-education.html\">K12.com\u003c/a>, which contracts with various Florida districts to provide online classes, were as high as \u003ca href=\"https://stateimpact.npr.org/florida/2012/09/16/in-k12-courses-275-students-to-a-single-teacher/\">275 students to one teacher\u003c/a>. K12.com offered schools a smaller student-to-teacher ratio for an additional per-student fee. At the time of the reporting, the state’s maximum ratio for brick-and-mortar schools was 25 students to one teacher.\u003c/p>\n\u003cp>\u003cstrong>Why Mississippi?\u003c/strong>\u003c/p>\n\u003cp>In Mississippi, which has lagged the nation in high-speed internet access for students, some districts have cobbled together funds for laptops and other devices that assist students with learning, allowing individual teachers to structure classes with technology. The state also offers a \u003ca href=\"http://www.mde.k12.ms.us/PN/VPS\">free online virtual school\u003c/a> where students can take up to two units of classes each year to supplement in-person courses, but enrollment in that program is limited. The program is currently full and no additional state-funded courses are currently available.\u003c/p>\n\u003cp>The Global Teaching Project chose to pilot its program in 10 low-income high schools in Mississippi because the state is largely rural, lacks certified teachers, and because the “need was so great” said Matthew Dolan, chief executive of the program.\u003c/p>\n\u003cp>Dolan, a Washington-based attorney, hopes the project will eventually be a solution for rural schools nationwide that want the best of both the online and brick-and-mortar education worlds: high-quality expert teachers, student support, resources, small class sizes and human interaction.\u003c/p>\n\u003cp>“[We wanted] to try to come up with a solution for the overwhelming majority of rural schools … that frankly don’t have the teachers to take the lead,” he said. Dolan, who knew several Mississippi lawmakers from his tenure in Washington, was aware that Mississippi allows “consortiums,” or groups of organizations and school districts to band together, creating a vehicle for innovative programs. He relied on the advantages offered by this vehicle, and the Global Teaching Project launched the Mississippi Public School Consortium for Educational Access in 2017.\u003c/p>\n\u003cp>Dolan also relied on connections from his alma maters, Yale and the University of Virginia, to recruit tutors for the non-profit consortium, funded partly by the \u003ca href=\"http://www.jkcf.org/\">Jack Kent Cooke Foundation\u003c/a> which is also among the various funders of \u003cem>The Hechinger Report.\u003c/em>\u003c/p>\n\u003cp>The Global Teaching Project incorporates aspects of successful high-quality online programs, many recommended by the International Association for K-12 Online Learning (iNACOL), which publishes \u003ca href=\"https://www.inacol.org/wp-content/uploads/2015/02/national-standards-for-quality-online-courses-v2.pdf\">standards for quality online learning programs\u003c/a>. These standards include elements like instructor-student and student-student interaction, the presence of frequent assessments, and content aligned with state standards or AP courses.\u003c/p>\n\u003cp>Bruce Friend, chief operating officer for \u003ca href=\"https://www.inacol.org/about/\">iNACOL,\u003c/a> said teacher-student interaction is one of the most important aspects of any online course. “I’m not at all a fan of online learning programs where the teacher serves more as a tutor than the actual teacher,” Friend said. “There’s a difference between me really being your instructor who’s proactively making sure you understand the concepts and skills versus me saying ‘Hey…go through your online course. I’m here if you have any questions.’”\u003c/p>\n\u003cfigure id=\"attachment_50702\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-50702\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/MaderMSRuralCourses1-e1520350918308.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Iftikhar Azeem, a physics teacher at Holmes County Central High School, reviews a lesson with students. \u003ccite>(Jackie Mader/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>How a ‘real-life’ teacher engages students\u003c/strong>\u003c/p>\n\u003cp>At Holmes Central High on a recent winter morning, physics teacher Iftikhar Azeem reviewed three of Newton’s Laws with his students, after watching Yale \u003ca href=\"https://physics.yale.edu/people/meg-urry\">Professor Meg Urry\u003c/a> on the screen set up at the front of the classroom.\u003c/p>\n\u003cp>“If you drop something on the floor, what happens?” Azeem asked.\u003c/p>\n\u003cp>“It stops,” one student offered.\u003c/p>\n\u003cp>“Why?” Azeem persisted.\u003c/p>\n\u003cp>“Friction,” another student answered.\u003c/p>\n\u003cp>“So, is that good or bad?” Azeem asked.\u003c/p>\n\u003cp>“Because otherwise things just keep going and don’t stop!” a student exclaimed.\u003c/p>\n\u003cp>The rest of class contained a flurry of virtual and in-person activities. Azeem led students through a makeshift experiment involving eggs, cardboard rolls, and cups of water to demonstrate how potential energy transitions to kinetic energy. Students checked in with their Yale tutor via video chat. Later, they took out cell phones and texted answers to an online physics program.\u003c/p>\n\u003cp>In May, Azeem’s students will take the AP physics exam, along with a handful of students from the other nine rural high schools participating in the program. Last year, 527 students in the state took the Physics I exam, and only 175 passed. In Mississippi, where \u003ca href=\"http://www.ruraledu.org/user_uploads/file/WRM-2015-16.pdf\">44 percent of students\u003c/a> attend rural schools, performance on Advanced Placement exams has long lagged the national average. In 2017, the average score on all AP exams statewide was a 2.2, compared to a 2.84 nationwide. A 3 is the minimum score accepted by many schools to earn college credit.\u003c/p>\n\u003cp>During the 2015-16 school year, Mississippi rolled out an initiative to increase participation in AP exams, especially among low-income and minority students. That year, participation on AP exams increased 37.9 percent for minority students, according to the state’s \u003ca href=\"http://www.mde.k12.ms.us/TD/news/2016/09/28/mississippi-students-increase-advanced-placement-participation-achievement\">Department of Education\u003c/a>.\u003c/p>\n\u003cp>But access to such courses is still a problem. Many high schools in more rural parts of the state offer just a few, according to a review of College Board data. In many urban, more populated and affluent high schools, students have access to dozens; Oxford High School in Oxford, Mississippi offers 16 AP courses while Madison Central High School just outside of Jackson offers 23 courses.\u003c/p>\n\u003cp>The Holmes County students are effusive in their praise of the program so far. They especially like the personalized video-conference tutoring from an undergraduate. “Having a tutor makes it easier,” said Jaylen Dennis, 17, who plans to major in electrical engineering.\u003c/p>\n\u003cp>His classmate, Tamos Stevenson, who plans to study architecture, agreed. “He understands in the real world why we’re learning this.”\u003c/p>\n\u003cp>Senior Anna Martin, whose college plans include majoring in meteorology, doesn’t mind watching lectures on a video. “If we don’t understand the video, we have a teacher,” she said, motioning at Azeem, a certified physics teacher who knows the topic, but isn’t certified to teach Advanced Placement.\u003c/p>\n\u003cp>Azeem said the program is unique in offering multiple opportunities for students to get help, in person, online or via text. Still, the rural nature of the school creates limitations. Some students don’t have Internet access or computers at home. And the school does not have a physics lab.\u003c/p>\n\u003cp>“We need equipment,” Azeem said.\u003c/p>\n\u003cp>Dolan of the Global Teaching Project said they are attempting to create a model that can be “scaled readily” and, right now, will cost nothing for school districts.\u003c/p>\n\u003cp>For now, the project is funded by grant money and donations that are made to the consortium, but Dolan eventually hopes to make a profit. The most expensive aspect of the course so far has been filming lectures and paying for post-production of videos, which have cost between $100,000 and $150,000. The program also pays college students from the University of Virginia and Yale who act as tutors and meet students in person during a two-week summer program in Mississippi.\u003c/p>\n\u003cp>While staff at the Global Teaching Project would like to see students succeed on the AP exams, they also want to “build a community of achievement in rural Mississippi” that encourages students to “revise their notion of themselves and ambition for themselves.” Next year, the group hopes to offer additional AP courses to the participating schools in Mississippi, and is speaking with other districts around the country about expanding.\u003c/p>\n\u003cp>Holmes County Central High School principal Charles Lacy said the experience is teaching students that “it’s ok to be smart and work hard.” Lacy said he sees online and distance learning as the future when it comes to providing more opportunity for students in areas like Holmes, which doesn’t have certified AP teachers.\u003c/p>\n\u003cp>“It certainly is my hope that this is the pilot for what will be the model in years to come,” Lacy said.\u003c/p>\n\u003cp>Superintendent Meeks said providing a high-quality option for students to take Advanced Placement classes could be a game-changer not just for schools in the Mississippi Delta, but for underprivileged schools nationwide.\u003c/p>\n\u003cp>“If it can succeed in Holmes County … it could succeed in any situation where children are in poverty and where [there is] a lack of resources,” Meeks said.\u003c/p>\n\u003cp>\u003cem>This story was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>our newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/50701/can-online-learning-level-the-ap-playing-field-for-rural-students","authors":["byline_mindshift_50701"],"categories":["mindshift_192","mindshift_20546","mindshift_195"],"tags":["mindshift_912","mindshift_20784","mindshift_1040","mindshift_384","mindshift_607","mindshift_20627"],"featImg":"mindshift_50704","label":"mindshift"},"mindshift_13179":{"type":"posts","id":"mindshift_13179","meta":{"index":"posts_1591205157","site":"mindshift","id":"13179","score":null,"sort":[1312232419000]},"guestAuthors":[],"slug":"new-teachers-seek-support-online","title":"New Teachers Seek Support Online","publishDate":1312232419,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_14261\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-14261\" title=\"Editor B-2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/Editor-B-2-300x243.jpg\" alt=\"\" width=\"300\" height=\"243\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>If you're a new teacher in your first classroom, a little advice from a veteran educator goes a long way.\u003c/p>\n\u003cp>For those who can't get face-to-face mentoring time, online mentoring can be a big help, says Alyson Mike, director of online professional development at the \u003ca href=\"http://www.newteachercenter.org/index.php\" target=\"_blank\">New Teacher Center\u003c/a>, a nonprofit based in Santa Cruz, CA.\u003c/p>\n\u003cp>The New Teacher Center's largest endeavor is called \u003ca href=\"http://newteachercenter.org/eMSS/menu.php?p=home\" target=\"_blank\">e-Mentoring for Student Success (eMSS)\u003c/a>, a year-long, nationwide mentoring program that pairs novice science, math, and special education teachers with those with experience. Begun in 2002 through a grant from the \u003ca href=\"http://www.nsf.gov/\" target=\"_blank\">National Science Foundation\u003c/a>, the program offers new teachers constant interactivity with a content-specific mentor as well as research-based curricula. Often, eMSS clients are school districts or departments of education who want to offer more professional development opportunities to their beginning teachers in an effort to bolster \u003ca href=\"http://www2.ed.gov/nclb/accountability/ayp/edpicks.jhtml\" target=\"_blank\">AYP scores\u003c/a> or new-teacher retention rates.\u003c/p>\n\u003cp>For educators looking for online mentoring programs, take a look at these:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://intc.education.illinois.edu/homepage\" target=\"_blank\">Illinois New Teacher Collaborative-Online\u003c/a>: A statewide support program for new teachers in Illinois that offers real-time chat using Moodle, content-specific online resources, videoconferencing, and group discussion forums.\u003c/li>\n\u003cli>\u003ca href=\"http://uteachweb.cns.utexas.edu/Alumni/WINGS/About\">WINGS (Welcoming Interns and Novices with Guidance and Support)\u003c/a>: Offered through UTeach, a science and math teacher preparation program at the \u003ca href=\"http://www.utexas.edu/\" target=\"_blank\">University of Texas at Austin\u003c/a>, WINGS provides private online discussions between mentors and mentees and pedagogical resources for new teachers during their first few years.\u003c!--more-->\u003c/li>\n\u003cli>\u003ca href=\"http://endapt.wm.edu/modules/telementoring/info.php?template=home_page.html\" target=\"_blank\">ENDAPT (Electronic Networking to Develop Accomplished Professional Teachers)\u003c/a>: A collaboration between the school of Education at Virginia's \u003ca href=\"http://www.wm.edu/\" target=\"_blank\">College of William & Mary\u003c/a> and the Center for Teaching Quality's \u003ca href=\"http://www.teacherleaders.org/\" target=\"_blank\">Teacher Leader Network \u003c/a>includes large online group discussions, private chat between mentors and mentees, and an online community of practice using a platform called \u003ca href=\"http://tappedin.org/tappedin/\">Tapped In\u003c/a>.\u003c/li>\n\u003cli>\u003ca href=\"http://tap.tarleton.edu/pact/\" target=\"_blank\">PACT (Performance-based Academic Coaching Team)\u003c/a>: A Texas-based program that provides an e-mentor, online forums, chat rooms, teaching tools, and other resources for new teachers.\u003c/li>\n\u003cli>\u003ca href=\"http://depts.washington.edu/wactl/tlinc/index.html\" target=\"_blank\">UWeb Teacher Support Network\u003c/a> : Based out of the \u003ca href=\"http://education.washington.edu/\" target=\"_blank\">University of Washington College of Education\u003c/a>, UWeb also uses Tapped In to support both pre-service and in-service teachers by offering curriculum and instruction resources, group discussions, and a helpline.\u003c/li>\n\u003c/ul>\n\u003cp>So, why online mentoring as opposed to face-to-face? Wouldn't it be better if all beginning teachers could have in-person mentor relationships?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Not necessarily, says Mike. \"Because most of the work that we do is asynchronous, you can do it when it's convenient for you. There's flexibility in having access to a mentor that meets your schedule. That's one of the things that comes out loud and clear with the feedback we get\" from participants, she says.\u003c/p>\n\u003cp>Also, many mentees report that the distance an online relationship provides is actually \"a very positive thing,\" says Mike. \"It can be much more comfortable to tell someone at a distance and not someone you're going to see in the hall the next day. It helps teachers open up and share more of the challenges they have.\"\u003c/p>\n\u003cp>Online mentoring can be a way to pair teachers in the same content area, too – something that's not always feasible, especially in rural school districts. At eMSS, \"if you're teaching chemistry, there's an area just devoted to chemistry.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The New Teacher Center has begun providing webcams so that mentors can watch their mentees' classrooms in real-time and provide specific feedback. Participants also communicate more and more through Google chat, videoconferencing, instant messaging, and text messaging, so \"it's more in-the-moment, if you will,\" says Mike.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1311806288,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":11,"wordCount":601},"headData":{"title":"New Teachers Seek Support Online | KQED","description":"If you're a new teacher in your first classroom, a little advice from a veteran educator goes a long way. For those who can't get face-to-face mentoring time, online mentoring can be a big help, says Alyson Mike, director of online professional development at the New Teacher Center, a nonprofit based in Santa Cruz, CA.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"13179 http://blogs.kqed.org/mindshift/?p=13179","disqusUrl":"https://ww2.kqed.org/mindshift/2011/08/01/new-teachers-seek-support-online/","disqusTitle":"New Teachers Seek Support Online","path":"/mindshift/13179/new-teachers-seek-support-online","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_14261\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-14261\" title=\"Editor B-2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/Editor-B-2-300x243.jpg\" alt=\"\" width=\"300\" height=\"243\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>If you're a new teacher in your first classroom, a little advice from a veteran educator goes a long way.\u003c/p>\n\u003cp>For those who can't get face-to-face mentoring time, online mentoring can be a big help, says Alyson Mike, director of online professional development at the \u003ca href=\"http://www.newteachercenter.org/index.php\" target=\"_blank\">New Teacher Center\u003c/a>, a nonprofit based in Santa Cruz, CA.\u003c/p>\n\u003cp>The New Teacher Center's largest endeavor is called \u003ca href=\"http://newteachercenter.org/eMSS/menu.php?p=home\" target=\"_blank\">e-Mentoring for Student Success (eMSS)\u003c/a>, a year-long, nationwide mentoring program that pairs novice science, math, and special education teachers with those with experience. Begun in 2002 through a grant from the \u003ca href=\"http://www.nsf.gov/\" target=\"_blank\">National Science Foundation\u003c/a>, the program offers new teachers constant interactivity with a content-specific mentor as well as research-based curricula. Often, eMSS clients are school districts or departments of education who want to offer more professional development opportunities to their beginning teachers in an effort to bolster \u003ca href=\"http://www2.ed.gov/nclb/accountability/ayp/edpicks.jhtml\" target=\"_blank\">AYP scores\u003c/a> or new-teacher retention rates.\u003c/p>\n\u003cp>For educators looking for online mentoring programs, take a look at these:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://intc.education.illinois.edu/homepage\" target=\"_blank\">Illinois New Teacher Collaborative-Online\u003c/a>: A statewide support program for new teachers in Illinois that offers real-time chat using Moodle, content-specific online resources, videoconferencing, and group discussion forums.\u003c/li>\n\u003cli>\u003ca href=\"http://uteachweb.cns.utexas.edu/Alumni/WINGS/About\">WINGS (Welcoming Interns and Novices with Guidance and Support)\u003c/a>: Offered through UTeach, a science and math teacher preparation program at the \u003ca href=\"http://www.utexas.edu/\" target=\"_blank\">University of Texas at Austin\u003c/a>, WINGS provides private online discussions between mentors and mentees and pedagogical resources for new teachers during their first few years.\u003c!--more-->\u003c/li>\n\u003cli>\u003ca href=\"http://endapt.wm.edu/modules/telementoring/info.php?template=home_page.html\" target=\"_blank\">ENDAPT (Electronic Networking to Develop Accomplished Professional Teachers)\u003c/a>: A collaboration between the school of Education at Virginia's \u003ca href=\"http://www.wm.edu/\" target=\"_blank\">College of William & Mary\u003c/a> and the Center for Teaching Quality's \u003ca href=\"http://www.teacherleaders.org/\" target=\"_blank\">Teacher Leader Network \u003c/a>includes large online group discussions, private chat between mentors and mentees, and an online community of practice using a platform called \u003ca href=\"http://tappedin.org/tappedin/\">Tapped In\u003c/a>.\u003c/li>\n\u003cli>\u003ca href=\"http://tap.tarleton.edu/pact/\" target=\"_blank\">PACT (Performance-based Academic Coaching Team)\u003c/a>: A Texas-based program that provides an e-mentor, online forums, chat rooms, teaching tools, and other resources for new teachers.\u003c/li>\n\u003cli>\u003ca href=\"http://depts.washington.edu/wactl/tlinc/index.html\" target=\"_blank\">UWeb Teacher Support Network\u003c/a> : Based out of the \u003ca href=\"http://education.washington.edu/\" target=\"_blank\">University of Washington College of Education\u003c/a>, UWeb also uses Tapped In to support both pre-service and in-service teachers by offering curriculum and instruction resources, group discussions, and a helpline.\u003c/li>\n\u003c/ul>\n\u003cp>So, why online mentoring as opposed to face-to-face? Wouldn't it be better if all beginning teachers could have in-person mentor relationships?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Not necessarily, says Mike. \"Because most of the work that we do is asynchronous, you can do it when it's convenient for you. There's flexibility in having access to a mentor that meets your schedule. That's one of the things that comes out loud and clear with the feedback we get\" from participants, she says.\u003c/p>\n\u003cp>Also, many mentees report that the distance an online relationship provides is actually \"a very positive thing,\" says Mike. \"It can be much more comfortable to tell someone at a distance and not someone you're going to see in the hall the next day. It helps teachers open up and share more of the challenges they have.\"\u003c/p>\n\u003cp>Online mentoring can be a way to pair teachers in the same content area, too – something that's not always feasible, especially in rural school districts. At eMSS, \"if you're teaching chemistry, there's an area just devoted to chemistry.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The New Teacher Center has begun providing webcams so that mentors can watch their mentees' classrooms in real-time and provide specific feedback. Participants also communicate more and more through Google chat, videoconferencing, instant messaging, and text messaging, so \"it's more in-the-moment, if you will,\" says Mike.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/13179/new-teachers-seek-support-online","authors":["4351"],"categories":["mindshift_193"],"tags":["mindshift_611","mindshift_612","mindshift_610","mindshift_607"],"featImg":"mindshift_14261","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. 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You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. 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