Mike Klein Online

Online Digital World Will Re-Imagine and Liberate Learning

Mike Klein

Mike Klein

What we know or can know about each other never ceases to amaze me and it constantly evolves.  Netflix knows the movies we like.  Amazon knows what we want to purchase.  Websites target us with messages based on how we use websites.  Even toddlers use the web for videos and games as they acquire skill sets that will be essential for learning and success.

The all-knowing online world will re-imagine and liberate learning.  “Education used to be someplace you went to.  You used to go to school to learn,” says John Bailey, executive director of Digital Learning Now!  “Now all of a sudden learning can come to wherever the student is located.”

You’re probably not going to hear extensive legislative conversation about personalized digital learning during the 2013 General Assembly.  One reason is two bills passed last year that will significantly alter the state’s blended and online learning footprint.  The other reason is a digital learning deep water study is underway by a task force appointed by Governor Nathan Deal.

Senate Bill 289 established several goals.  First, it said all public school students in grades three through 12 should have online learning options starting as early as the 2013 – 2014 school year.  Second, all 2014 fall high school freshmen should enroll in at least one online learning course before graduation.  Finally, the Senate bill struck down rules that enabled local districts to deny permission when students wanted to enroll in Georgia Virtual School (GAVS) courses.

House Bill 175 instructed state education officials to develop a clearinghouse of courses from public school districts and private sources.  This could include GAVS state-developed courses, curriculum that Georgia local school districts develop, and also courses from private education companies, such as the Georgia Cyber Academy courses.  The intent is to create an extensive library that would be available statewide to everyone through the DOE at no cost to students.

“Part of what we do is work with state lawmakers, with district leaders, with thought leaders, often being asked, where are the states we should be looking at?” said Bailey when he was in Georgia to address the Governor’s digital learning task force.   “Often we are talking about the work you are doing here in Georgia.”  Bailey is a former White House domestic policy advisor under President George W. Bush.  He also worked with the Bill and Melinda Gates Foundation.

Digital Task ForceThis week the Governor’s Office of Student Achievement unveiled its new Digital Learning Task Force website.  The site contains an exhaustive definition of digital learning, names of  task force members, the task force public meeting schedule, a long list of digital learning resources and highlights from school districts that are considered out front of the curve.  You can also find a new state Department of Education digital learning status report required by Senate Bill 289.

Thirteen task force members have been asked to make recommendations on access options, course considerations – who creates courses, who approves them, who pays for them? – and some significant infrastructure questions – which schools have the necessary technology and which do not, who pays for that technology, what is the private sector role in technology?

The task force is coordinated by Sam Rauschenberg, deputy director at the Governor’s Office of Student Achievement.  He told the Foundation, “Since improving digital learning in Georgia will take a team effort the report may also include recommendations for schools and districts on how to move the ball forward in digital and blended learning.”

Bob Swiggum, Georgia Department of Education

Bob Swiggum, Georgia Department of Education

Access, courses and infrastructure are three big essential pieces.  Dig deeper and there is more at hand.  What is the role of the traditional textbook in future learning; has the back-breaking book bag finally had its day?  Who will teach the teachers how to teach this new model; how quickly can they be prepared?  How do we prepare parents for learning that they never experienced?  What is the future for competency-based learning that allows students to advance when ready?  How do you create incentives that will make local schools want to participate in online learning models? And a very central question that will also be considered, what are the funding model options?

The development of an online courses clearinghouse is proceeding rapidly.  About a dozen contributors including the Gwinnett and Forsyth school districts along with many private learning companies have submitted courses for review.  State education officials are evaluating courses using national standards established by Achieve and iNACOL, the International Association for K-12 Online Learning.  Hundreds of courses could be posted online as early as next month.

“Once we have it ready we will show it to legislators and ask them, are there any showstoppers here?” said Bob Swiggum, chief information officer at the Department of Education.  “If the answer is no we will probably open it up right on the DOE website as another tool.”  Marketing will be word-of-mouth and via the DOE web; there is no paid marketing budget available.

During his presentation to task force members last month Bailey emphasized that students live in an era of customization whether they are interacting with video, music or nearly any other aspect of their lives. “The only place that is different is education where we ask kids growing up in a personalized world to fit into a cookie cutter model,” Bailey said.  “That is a very frustrating disconnect.  That is what’s leading to dropout rates; it’s leading to kids being unengaged.”

The next task force meeting is scheduled for 1:00 pm on Tuesday, February 5 in the fifth floor conference room at the Georgia Tech Research Institute adjacent to Georgia Public Broadcasting in midtown Atlanta.  Discussion will focus on learning content.  The task force will submit final recommendations to Governor Nathan Deal Office and to legislators before the 2014 General Assembly.

(Mike Klein is Editor at the Georgia Public Policy Foundation)

January 16, 2013 Posted by | Uncategorized | , , , , , , , , | Leave a comment

Gwinnett County Incubates its First Online Campus High School

Mike Klein

The last time we spoke this past summer Principal Christopher Ray was just weeks away from opening his first high school.  The former elementary principal still needed pupils, teachers and curriculum.  But launch it did this fall as Gwinnett Online Campus opened a blended learning high school that combines virtual courses with personal and group time with instructors.

“The first year has been about getting people to understand what we’re all about, what are the requirements,” Ray said this week.  “I thought my previous job was hard.  This job is mentally exhausting.  You’re constantly thinking, ‘What can we do?’  The technology constantly evolves.”  Ray has nearly two decades in the Gwinnett County Public Schools system, the last seven as an elementary principal.

Gwinnett is the state’s largest public system with 160,000 students.  About one fourth are high school students. The county began to offer supplemental online learning more than a decade ago and last year 5,000 students enrolled in at least one course.  This fall Gwinnett took its first steps into an online blended learning high school that is also an incubator for lower grades.

“One of the major pieces is orientation, connecting students with the technology, walking them through how the courses are taught, also working with them on study skills, study strategies,” Ray said.  “What is your plan for this course?  What is your study time?  How will you schedule that?  What support do you have at home?  This has been a big learning experience for us.”

Gwinnett Online Campus is actually three programs.  The blended learning high school is a charter authorized by the local county board of education.  Gwinnett Online continues to operate its robust supplemental course network for students in traditional classroom and has served more than 30,000 total students since its inception.  The third component is credit recovery — known as Guided Study — for high school students who need to retake a course they failed in traditional classrooms.

Christopher Ray, Principal, Gwinnett County Online Campus High Schol

Gwinnett Online Campus – the high school – opened in August with 160 students.  About one-fourth have withdrawn.  Some returned to traditional classrooms.  Some were dropouts who tried online blended learning but found the experience too rigorous.  “They had difficulty adjusting,” Ray said.   One family with three online learners moved to Connecticut.  “We’ve had other students who had babies,” Ray said.  “That has impacted their schedules.”

The difference between traditional and virtual classrooms is not just a student experience.  One faculty member told Ray, “I didn’t sign up for this,” and withdrew from the online campus program.  In the brick-and-mortar classroom, students arrive and leave when the bell rings.  Blended learning is point-and-click; within reason, teacher – student communication can happen almost anytime.

Social media is a big part of the idea.  Gwinnett Online Campus high school has an impressive website.  It also uses Twitter and Facebook for announcements and interesting tidbits.  Students and instructors are connected through Google mail accounts.  Learning tools include Blackboard – the online resource formerly known as Elluminate – and the online learning company Desire 2 Learn.

This year is an incubator for many reasons.  “What are our procedures?” Ray said.  “What are our systems?  What are our expectations?  When we find a student, what support do we give them?  These kids are ours.”

High school expansion, launching an online middle school in fall 2012 and an online upper elementary school in fall 2013 are among the next generation goals.  Ray said Gwinnett is considering middle school “online home rooms” to foster a common identity.  “I know with the middle school students we are talking about bringing them in a half day a week,” Ray said.

The online calendar is built around four mini-semesters that operate generally within the same timeline as the August-to-May traditional school year, but learning can be accelerated.  More than 180 courses are available.  Foreign languages enrollment was greater than Gwinnett anticipated.  New advanced math courses will be added later this year.

Ray said Gwinnett will evaluate the mix of full-time and adjunct faculty.  He would like to identify African-American and Hispanic male teachers as good role models for boys.  “Role models are very important to the kids,” Ray said.  “If I had the opportunity to hire an African-American man who wanted to work with children, it’s such an asset.”

Addendum:  Here are three more well regarded fully online or blended learning programs.

Georgia Virtual School, grades 9-12, all students statewide

Cobb Virtual Academy, grades 9-12, local school students

Forsyth County iAchieve Virtual Academy, grades 6-12, local school students

Michael Horn

Interested in learning more about online and blended learning?

Innovative educator Michael Horn will discuss “The Promise of Online Learning” on Friday, September 30, at the Georgia Public Policy Foundation’s second annual legislative policy briefing which is open to the public.  The location is the Cobb Energy Performing Arts Centre.  Click here for additional event information.   Horn is co-founder and executive director of education at the Innosight Institute. He is the author of “Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns.”

(Mike Klein is Editor at the Georgia Public Policy Foundation)

September 20, 2011 Posted by | Uncategorized | , , , , , , , , , , , | Leave a comment

Four Terrific Videos Show Learning is Viral, Mobile, Interactive, Independent

Mike Klein

Ask anyone from the baby boomer generation about our youthful learning and you will likely find a common thread:  Learning took place in a classroom where we listened to teachers and recited things we read in books.  Success was measured by how much we could regurgitate.

Today learning is viral and mobile.  It is interactive and independent.  Clunky books are losing ground to online lessons.  Success is often the ability to use deductive reasoning to establish the relationship between facts.  The teacher might be online.  Classmates might also be there.

The internet contains many examples of this new style learning.  We found a few that really illuminate what is possible in modern learning.  Here you will be introduced to Georgia students whose learning literally takes them around the world, and to Cartersville students who use the Georgia Virtual School credit recovery project.  And there is so much more.

Have you seen a great education video?  Tell us and we will pass it along.  My Georgia Public Policy Foundation mail address is mikeklein@gppf.org.  Get in touch.  Now, here are some terrific learning video resources:

Flat Classroom Conference: A Vision of the Future

Georgia educator Vicki Davis and her partner Julie Lindsay brought students from Georgia and around the world to Qatar for the 2009 Flat Classroom Conference.  This video is their story.  Conferences were held in Mumbai, India in 2010 and Beijing, China in 2011.

Georgia Virtual School Credit Recovery

Georgia Virtual School is the state Department of Education’s online learning project that is available to high school students statewide.  Credit Recovery is online learning for students who need to repeat a course they initially failed in a traditional classroom.  This video introduces you to GAVS credit recovery students at Woodland High School in Cartersville.

Online Learning: A Terrific Alternative for Parents

Author John Watson and Chicago Virtual Charter School founder Sharon Hayes explain why some students achieve better results with online learning than inside traditional classrooms. Hayes is a former principal in Chicago city and suburban area high schools.  We also hear from Pennsylvania parent Linda Dupes whose children participate in an online charter school.\

Virtual Learning: A Day in the Life of the Brems Family

Meet John, Ellie and Emma Brems and their parents Mindy and Bob.  The kids are Connections Academy students.  One room in their house is their classroom-at-home.  Here is a real world example of one family’s successful interaction with online learning.  Connections Academy will offer courses to Georgia students beginning this fall.

(Mike Klein is Editor at the Georgia Public Policy Foundation)

May 2, 2011 Posted by | Uncategorized | , , , , , , , | Leave a comment

Gwinnett’s New Online Campus High School Prepares for August Launch

Mike Klein

Increasingly, learning happens anytime and anywhere. Georgia’s largest school system will launch an entirely online high school in August.   And the General Assembly might vote next week to create a new statewide clearinghouse for online content supplied by school districts.

Gwinnett County has 42,000 high school students. This fall Gwinnett will launch an Online Campus high school for 125 students with expansion already planned into middle and lower grades. This new school expands an ambitious online program that began eleven years ago.

“Our interest level for online courses has grown over 100% every year,” said Gwinnett associate superintendent Steven Flynt. “If we look at how the online program has grown, we’ve served over 30,000 students. This past year we had over 5,000 students enrolled in at least one class.”

The International Association for K-12 Online Learning (iNACOL) predicts 50% of all high school content will be taught online within eight years. “Fast Facts About Online Learning” says online courses are available in 48 states and 27 have statewide full-time online schools.

“Virtual schools are where we are going. I think we all know that,” Georgia state Senator John Albers said during a recent state capitol education committee meeting. “It’s not leading edge anymore. It’s today’s technology. We’ve got to find a way to get kids through school. If they need to work part of the day, they can go to school online at whatever time of day it makes sense.”

Most Georgia public education students … there are 1.65 million … will always remain in traditional classrooms where some will have access to completely online or blended instruction. But faced with high quality competition from online education companies, Georgia districts are starting to put more aggressive emphasis on cyber learning strategies.

Forsyth County opened iAchieve Virtual Academy this year with about 130 online students in grades 6-to-12. Students need high speed internet access and their own computer. Courses are approved by the district and the state. Academy graduates will earn a Forsyth diploma.

Gwinnett is widely respected for innovation. This year the district received the $1 million Broad Prize for urban education excellence from the Eli and Edythe Broad Foundation.

Christopher Ray is a 17-year veteran of Gwinnett schools, and for the past seven years Ray has been an elementary school principal. Ray was selected as Online Campus high school principal in January. Student applications for the new online high school were due the end of last week.

Ray said now “the real fun begins, looking at the students who will be with us next year, looking at the courses we need to offer. Are there courses that we need to develop before August? There are no problems. There are great opportunities. It’s like a big chess game. If you make one move, what are the implications and the repercussions?”

With 160,000 total students, Gwinnett is the state’s largest system. The number of entirely online students is expected to increase annually. Middle school courses are planned in fall 2012 followed by third, fourth and fifth grade upper elementary online curriculum one year later.

Associate superintendent Flynt described starting the online high school as “getting down into the weeds. You need to look at the concept and the big picture items but you can’t miss the details.” Serious planning began two years ago. Public announcement was held until January, Flynt said, because, “We wanted to make sure we had everything in order.”

Gwinnett will combine state-approved curriculum with courses from Desire2Learn, the Canadian company that is a major online player. Online students will take all state tests that are required for traditional high school students. They will earn a Gwinnett County diploma, no different from the diploma earned by brick-and-mortar students.

Ray said Gwinnett will combine existing school district instructors with adjunct faculty, and most will have previous experience teaching in Gwinnett schools. Instructors will be provided with cell phones so they can maintain pupil contact. Students must provide a computer, but Ray said students who cannot afford one will be assessed for help on an individual need basis.

Gwinnett’s expansion might include an opportunity for its online courses to be used statewide. Lilburn Rep. David Casas introduced legislation to create the Online Clearinghouse Act.

“This opens the door for school choice at a micro-level,” Casas said. “This is so new. The only state that’s doing it is Ohio and they just started so this is front-line stuff, really cutting edge.” Under House Bill 175 any school system could offer its courses to the Online Clearinghouse.

The Clearinghouse would operate inside the Department of Education which manages the Georgia Virtual School. GAVS offers curriculum but not diplomas. About 9,000 students per year use GAVS for advanced placement and other courses not offered in their own schools.  Another 20,000 use GAVS for credit recovery, bringing its total impact to about 30,000 students per year.

The biggest difference between GAVS and the proposed Clearinghouse is where the courses originate: GAVS develops much of its curriculum; the Clearinghouse would use local school district content. HB 175 passed the House and a Senate vote is expected before the session ends next week.

(Mike Klein is Editor at the Georgia Public Policy Foundation)

April 6, 2011 Posted by | Uncategorized | , , , , , , , , , , | Leave a comment

Georgia House Throws Roadblock into Virtual Schools Funding Plan

Mike Klein

The Georgia Charter Schools Commission knew it had a problem last year when two companies that operate online learning schools withdrew from the state because of inadequate per pupil funding.  Then in December, the commission changed funding levels for next year students but that work may have been torpedoed by the House spending bill passed last week.

The House spending bill would provide $5,200 in state per pupil funding for students who leave traditional brick-and-mortar schools to enroll in an online learning school.  That is $600 less than the $5,800 level that the charter schools commission board approved in December.  Both figures would be more than this year’s approximate $3,400 funding level.

The House vote came as a complete surprise.  “From an official standpoint, no one talked to me, no one talked to the commission,” GCSC executive director Mark Peevy said on Monday.  “As the House was approving the budget last week this item popped up and made it through.

“We spent a lot of time looking at the number and firmly believe we had the right number with all the right folks at the table,” Peevy said.  “It is certainly within the purview of the appropriations committee and the House as a whole to do this if they want to.”

Commission staff spent last summer and fall working to determine a proper state funding level for students after two online schools – Kaplan and Provost – withdrew from Georgia.  Staff consulted with national experts, reviewed alternatives with state budget officials, met closely with political leaders and they kept constant communications open to virtual school operators.

The $5,800 per pupil funding level approved in December was considered a good compromise if somewhat below the $6,500 national average.  There was consensus on the commission board and among education companies that the state had done what it could inside a very tough budget.  The commission also thought it had buy-in across the street at the State Capitol.

Matt Arkin is head of school at Georgia Cyber Academy, which is the state’s largest online learning venture with 6,500 students this year and 8,500 planned next fall.  He described the House vote last Friday as “another broadside” in the attempt to get fair per pupil funding.

“Virtual schools and all the Commission schools are part of QBE (the state’s education funding formula),” Arkin said.  “We’re not a separate allotment anywhere.  What’s the drive behind this?  What’s to be gained?  What’s the motivation to leave even more money back at the schools these students won’t even be at in the fall?”

The House spending bill is not the absolute final word.  The Senate education appropriations committee is scheduled to meet Tuesday afternoon.  “I am fairly certain this will be part of the conversation,” GCSC executive director Peevy said.  The funding decision could come down to another compromise during the House – Senate spending bill conference process.

(Mike Klein is Editor at the Georgia Public Policy Foundation)

March 14, 2011 Posted by | Uncategorized | , , , , , , , | Leave a comment

Georgia’s Largest Virtual School Could Get Approval To Expand

Mike Klein

Georgia Cyber Academy is already the state’s largest virtual charter school.  Now it appears poised to start an expansion that would bring online learning to thousands of new students.

The Georgia Charter Schools Commission has published a staff recommendation that would allow the Academy to eventually enroll up to 10,000 new students and expand curriculum through all four years of high school.  “We’re definitely excited,” said Matt Arkin, head of school at Georgia Cyber.  The GCSC board vote is expected during its Thursday meeting in Atlanta.

Georgia Cyber Academy currently has 6,500 students enrolled in K-9 online classes.  The school has steadily grown since it opened in fall 2007 with 2,500 elementary and middle grade pupils.  Freshman high school classes were offered starting last fall.  Demand is strong.  Arkin said the Academy has had up to 1,000 students on waiting lists this school year.

The application that will be considered Thursday would allow Georgia Cyber to become a K-12 virtual school.  Sophomore high school classes would be offered next fall.  Junior and senior courses would be added in two subsequent years.  Enrollment would be approved up to 16,500.  That would equal about 1% of the state’s total public school student population.

Georgia Cyber has operated as the virtual school associated with its brick-and-mortar sister, the Odyssey School, run by K-12, Inc., which is a for-profit education company.  GCA and Odyssey would become separate entities with independent boards of directors.  The schools would not share instructors, facilities, funding or other resources.

Arkin said Georgia Cyber’s instructional staff would expand from 150 teachers this year to 220 or more next fall.  Charter schools funding formula changes that begin next fall will enable Cyber to offer new foreign language, music, art and other high school electives.

With expansion also come other new opportunities.  Arkin said Georgia Cyber will move toward development of blended learning options that change how teachers and students interact.

Mike Klein is Editor at the Georgia Public Policy Foundation.

February 14, 2011 Posted by | Uncategorized | , , , , , , | Leave a comment

Georgia Virtual School Opportunities Unlimited, But Changes Necessary

Mike Klein

What is a virtual school? How does it teach? Who uses it? What does it cost? Is it any good? Those were legitimate questions when Georgia Virtual School opened its online learning doors to students in fall 2005. Those same questions are valid today and there are a few new ones.

There are many answers to what is a virtual school and how does it teach. Online learning may include internet-based courses taught by a classroom teacher, or internet courses taken with or without access to an online instructor.  The distinct advantage is students have access to courses not taught in their own schools. In Georgia, six county school districts offer their own online courses, and the state also has a large charter cyber school.

Georgia Virtual School (GAVS) is a $5.4 million entity within the $7 billion state Department of Education. This small and fairly low profile division distributes online courses to public, private and home school high school students – no middle school courses are offered this year.

GAVS is nationally well-regarded.  The 2009 Southern Regional Education Board analysis of state virtual schools commended Georgia for becoming the first state to create online teaching certificate standards. GAVS also has become a national leader for its advanced placement course offerings.

A new performance report from the Georgia Department of Audits and Accounts is a thorough Georgia Virtual School analysis loaded with recommendations to make it better. The 46-page study was released three days before Christmas which explains why there has been sparse public recognition of its findings.

The best way to think about GAVS is as a supplemental program service and not a school. It does not offer degrees; you never “graduate” from GAVS. More than two-thirds of its 30,000 students last year participated in online credit recovery to retake a course they initially failed. GAVS provides faculty for all courses except credit recovery which is entirely online.

Performance report analysts wrote positively about GAVS but they also concluded it “does not have a strategic plan that addresses the fundamental issues of who should be served, the future direction of the program, or measurable goals and objectives. In addition, the program lacks sufficient performance measures and benchmarks for assessing the quality of the program.”

Challenges GAVS faces during its sixth year are virtually every kind – how to fund the model, student eligibility, decisions about course offerings, how to establish a cost basis, the proper balance between full-time and adjunct faculty, how to measure student performance, and how to divide compensation between GAVS and local school districts when students enroll in GAVS.

Student Performance
Analysis of 31,070 course enrollments taken since GAVS opened in fall 2005 found a 75% completion rate and an 80% passing rate. “These indicators suggest that GAVS is providing quality online instruction to its students,” the performance report said.

Measuring online student performance against students in traditional classrooms is an inexact science because sample sizes are so different. For instance, 31,761 classroom students enrolled in fall 2009 high school biology; five took online high school biology.

The Department of Audits performance report found GAVS enrolled 5,547 students in 8,923 courses last year, up 16% from one year earlier. The vast majority (83%) were public school students while 9% attended private schools and 8% were home-school students.

Nearly half of total enrollments (46%) were in core subjects – math, science, social studies and language arts. Another 40% were electives and 14% were enrollments in advanced placement courses. GAVS offered 114 courses last year; half (exactly 57) were core subject courses.

The performance report said GAVS “has not established a systemic approach for selecting courses to add to the curriculum or established priority areas for the types of courses to offer.” It said course decisions are made by “informally consulting” with stakeholders. The report said a formal curriculum review process should be developed.

Funding Models
The funding discussion is complicated with many stakeholders. GAVS leaders would like to expand course offerings and increase the number of students.  During our conversation last fall GAVS director Christina Clayton discussed how she would like to grow the student base to 100,000 students.

Christina Clayton

“I really want to break into K-5; we don’t serve that population now,” Clayton said.  “Listening to teacher and parent focus groups, what I am hearing is we need more of a resource to support technology literacy for our K-5 students so they are ready for middle school, high school and beyond.”

GAVS funding comes from three sources: the legislature, public school districts and students. The largest share is state funds allocated by the General Assembly; state funds paid tuition for 78.6% of course enrollments last year. Public schools paid for 14.4% and students paid for 7% of enrollments. Students pay directly for all courses taken during summer.

Importantly, the performance report said GAVS “has not analyzed whether the per-segment allocation of state funds or the tuition approximates the actual cost to deliver an online course.” Without that information, the report said, GAVS cannot ensure that it is covering costs.

The General Assembly also limits state funds; last year it agreed to fund not more than 8,500 course enrollments. GAVS has not outgrown state funding – some 500 fully funded enrollments were not used last year – but a cap of any kind is a roadblock that serves to slow the potential for program growth. Georgia has some 1.65 million public school students.  Barely 2% participate in GAVS courses.

Students must receive approval from their local school districts before they are permitted to enroll in GAVS courses. Some local public school district facilitators told Department of Audits analysts that they have denied permission so the local district can hold onto state funding rather than transfer those dollars to the state virtual school.

The report noted, “GAVS’ current funding model was established in 2005 without any analysis of what the cost of delivering an online cost should be.” It said, “GAVS should determine the purpose of the tuition amount (to recover all costs or partial costs), and periodically update the tuition amount as necessary to reflect the actual cost to deliver courses.”

Additional Recommendations
GAVS should write a three-to-five year strategic plan and then update it annually.

GAVS should develop student eligibility policies to reduce inconsistencies when local districts decide which students should be granted or denied access to GAVS courses.

GAVS should establish a standard student-teacher ratio and better monitor instructor workloads.

GAVS should consider how to handle hiring in-house so that it could cancel a $135,000 contract with Kennesaw State University which currently handles GAVS hiring and background checks.

Department of Education footnotes in the performance report often said the agency agreed with findings and would work to incorporate recommendations into new planning.

(Read the complete report on the Georgia Department of Audits and Accounts website. Click here and then click on the Performance Reports icon. Enter “Georgia Virtual School” into the search window and click again. You will need to download the 46-page report.) (Georgia Virtual School link here.)

Mike Klein is Editor at the Georgia Public Policy Foundation.

January 16, 2011 Posted by | Uncategorized | , , , , , , , , | Leave a comment