education, school and technology concept - girl with tablet pc computer and hologram projection of earth planet or globe learning geography online at home
education, school and technology concept - girl with tablet pc computer and hologram projection of earth planet or globe learning geography online at home

The K-12 Virtual & Hybrid Education Enrollment Explosion

Crossposted at The Bottom Line

COVID-19 brought about a new work-from-home era. Starting in March 2020, vast numbers of employees began working from home for the first time, whether because their physical place of employment was closed or to provide supervision for their children whose schools were closed.

Even as the world reopened, workers were slow to return to the office. When they did, it was only to limited degrees in many cases. Yet others have not made a return to in-person work and instead continue working virtually full-time. According to a McKinsey and Company survey in the spring of 2022, 58% of Americans say they have the option to work from home at least one day per week, and 35% have the opportunity to work from home full-time.

As large segments of workers stayed hybrid or fully remote, so did many students. Despite the generally haphazard and low-quality remote instruction provided by public school districts spanning the past three school years, the demand for full-time virtual and hybrid learning options has grown strongly. For example, recent data from across a sample of 10 states (Arkansas, Iowa, Florida, Massachusetts, Michigan, Minnesota, North Carolina, Oregon, Wisconsin, and Wyoming) reveal that “enrollment in remote schools rose on average to 170% of pre-pandemic levels in 2020-21, then nudged up to 176% in 2021-22 even as in-person schools reopened and mask mandates fell.”

There is a significant opportunity for educational entrepreneurs — edupreneurs — to come on the scene to design and develop not only additional online and hybrid K-12 schools but new, increasingly innovative delivery models to meet the growing market demand.

Keri D. Ingraham

This might surprise parents who abhorred the school closures that forced remote learning on their children. However, there are three key differences between what the districts provided on the fly during the pandemic and what is now growing in popularity among K-12 students.

Intentional Design & Staffing

First, public schools were ill-prepared to instantly convert from in-person to remote instruction. Consequently, the quality and quantity were poor. This starkly contrasts non-traditional education providers who intentionally design remote learning content and delivery for virtual and hybrid learners. Furthermore, their teachers are selected and trained specifically for the virtual learning environment, which aids their comfort level and professional motivation with remote delivery.

Motivated by Distinct Advantages

Second, there is a substantial difference in terms of the motivations of the students and families. Traditional public-school families were suddenly thrust into remote learning, and the vast majority experienced a prolonged nightmare. In large part, the power-hungry teachers’ unions colluding with left-wing political leaders caused the closures to drag on well beyond what was needed to ensure the well-being of students. This is in sharp contrast to families who research and intentionally seek online learning — in part or whole — for a variety of reasons.

Families who select virtual or hybrid learning are attracted, and in many cases retained, by the distinct advantages the non-traditional providers offer. For example, the ability to select the time of day, the pace of learning, as well as the flexibility to complete the learning anywhere are strong draws. Also, students can return to lessons on-demand as needed rather than the one-shot chance provided in a face-to-face classroom. Social reasons such as avoiding bullying, the flexibility to travel, and the unique ability for remediation or early graduation are also benefits. Additionally, online learning can be a solution for students devoting significant time to pursuing hobbies, including arts and rigorous athletic training, or for students battling health challenges — all of which can make in-person learning at a set time and place not feasible.

Determining Student Fit & Onboarding

The third difference is non-traditional education providers deliver a more thorough and thoughtful admissions process to determine if students are good candidates for their learning model. Rather than assuming a seamless and effortless transition for students from traditional schooling to their model, they consider many factors, such as parental supervision and involvement, student reading skills (starting in mid-elementary grades), and student organization and motivation. 

Importantly, these education providers consider (and explain to parents) how primary and secondary online and hybrid schooling differs in design from college-level online learning. Age-appropriate and developmental levels inform the content, learning experiences, instructional practices, and types of assessments employed at the various K-12 grades. This is different from online higher education, which often relies heavily on independent reading, lengthy lectures, discussion board posts, and paper writing (in many cases as the only form of assessment). In short, the K-12 online and hybrid experience necessitates more teacher support and less-autonomous student learning than adult learning.

Once enrolled, parents and students are onboarded. The process is designed to equip parents and get students started on the right foot. It provides everything from platform (typically referred to as the learning management system) navigation skills, time management tips, organizational techniques, self-advocacy skills development, academic integrity training, and guidance on how to interact respectfully and meaningfully with peers and teachers online. Time is also devoted to helping student gain comfort and confidence with the learning format, including lessons, discussions, and assessments.

A Significant Win When Done Well

As with adult employee remote work, online and hybrid schooling is not for every K-12 student. But when it is the preferred delivery choice by the educator and family, the environment is well-designed, the individual is determined to be a strong fit, and there is effective onboarding to prepare for the online experience, it can be a significant win for everyone involved. The benefits can include enhanced time efficiency, engagement, and motivation.

Continued Enrollment & Edupreneurs Growth

The new online era is here to stay for both work and school. For K-12 schooling, the move away from the traditional five-days-a-week norm will grow in demand as school choice legislation continues to expand around the country. More families will be freed from the K-12 public monopoly, where teachers’ unions’ bosses can hold children as hostages — locked out from learning — to meet inappropriate demands.

Now is the time to advance educational freedom for families. It is also the time for educational entrepreneurs — edupreneurs — to come on the scene to design and develop not only additional online and hybrid K-12 schools but new, increasingly innovative delivery models to meet the growing market demand.

Keri D. Ingraham

Senior Fellow and Director, American Center for Transforming Education
Dr. Keri D. Ingraham is a Senior Fellow of Discovery Institute and Director of the Institute’s American Center for Transforming Education. She is also a Senior Fellow at Independent Women’s Forum. Dr. Ingraham has been a guest on Fox News multiple times. Her articles have been published by The Wall Street Journal, New York Post, The Federalist, Real Clear Education, The Washington Times, The Epoch Times, Washington Examiner, National Review, The American Spectator, Daily Caller, The Seattle Times, Puget Sound Business Journal, The Daily Signal, and a host of other media outlets. Fox News has featured her work. Prior to joining Discovery Institute, she spent nearly two decades leading within the field of education as a national consultant, requested conference speaker, head of school, virtual and hybrid academy director, administrator, classroom teacher, and athletic coach. She authored multiple chapters for the book, Sketching a New Conservative Education Agenda, published in 2022. In 2019, she was invited as a contributing author for the book, MindShift: Catalyzing Change in Christian Education and co-authored “From Gutenberg to 5G.” Dr. Ingraham was awarded the George W. Selig Doctoral Fellowship in 2013. The following year she received the “World Changer in the Field of Education” award from Regent University.