Update: Online Learning. Report to the Legislature

N

15

Policymakers

Accountability; Online Courses; Educational Technology; Technology Uses in Education; Student Characteristics; Demography; State Legislation; Grades (Scholastic); Racial Differences; Ethnicity; Enrollment Trends; Success; Data Collection; Charts; Gender Differences; Elementary Secondary Education; Instructional Program Divisions; Place of Residence; Access to Education; English Language Learners; English (Second Language); Asian American Students; Multilingualism

The Office of Superintendent of Public Instruction (OSPI) is required by RCW 28A.250.040 to report annually on online learning. This report uses data extracted from the Comprehensive Education Data and Research System (CEDARS). Key findings from the 2022-2023 school year include: (1) More students accessed online courses and more schools and districts used online courses; (2) There was a small reduction in the overall number of online courses; (3) Students who are Asian or multilingual/English learners participate in online learning at the lowest rates, and students who identify as Gender X are the most likely to enroll in online learning by a large margin; and (4) Course performance continues to be, on average, lower than course performance in non-online settings with the exception to students who identify as Gender X, who seemed to be as successful in online learning as non-online courses.

ERIC

2024

ED655457