David Blount, Editor

K-12 Online Courses

Online course legislation in Virginia thus far has been limited. Recent legislation has been focused on the development, implementation and revision of the Standards of Learning (SOL). Yet, a significant component of the SOL is online assessment, and implementation of the SOL technology component should benefit technology programs statewide in terms of high school-level hardware acquisition and knowledge about online applications.

Several early actions, dating to the late 1980’s, are noteworthy in discussing the progress made in Virginia toward online courses and testing:

1)  The Library Automation legislation provided an infrastructure in all schools for online sharing of resources.

2)  The Virginia Public Education Network legislation provided a statewide Internet system to collect and exchange administrative data and to provide instructional and training resources to schools. VaPEN, as it is known today, is the state funded, statewide network that be accessed by any Virginia educator free of charge.

3)  The Electronic Classroom legislation established three origination sites around the state to beam classes statewide in advanced placement and foreign language, thus providing students with courses not available to them in their regular school. It also provided for the electronic in-service training for school personnel.

During the 1990’s, more attention was focused on educational technology, especially the infrastructure needed to reach the goal of improving student learning.  SJR 157 in 1994 and 1995, respectively, directed state budget leaders to examine educational technology funding, with particular attention to be focused on VaPEN services, Internet access among school divisions and distance learning, including digital broadcast and two-way video. This work would help lay the groundwork for some of the educational technology funding initiatives in later years.

In 1998 HB 1340 revised the Code to reflect existing Board of Education (BOE) practice of developing, as a part of its six-year improvement plan, a detailed six-year plan to make educational technology an integral part of public school education, and directed local school boards to also develop such a plan.

HB 2480 in 1999 charged the BOE with contracting for the development or purchase of interactive educational software and other instructional materials designed as tutorials to improve achievement on SOL tests. 

During the 2000 legislative session, a $113 million Standards of Learning Technology initiative was included in the 2000-2002 budget to establish a computer-based instructional and testing system for the SOL and for technology infrastructure. The intent of this initiative was to use web-enabled systems to improve SOL instructional, remedial and testing capabilities of high schools. However, in the 2002 session, statewide implementation of this initiative was delayed for one year, allowing the Department of Education (DOE) time to identify and accommodate technical and implementation issues through further piloting, testing and development. High schools thus had additional time as well to have infrastructure ready to implement online testing in 2004.

Related to this budget initiative, HB 1484 in 2000 enabled the BOE to work with vendors to provide computerized assessments, as well as test construction, analysis and security for (i) web-based computerized assessments for evaluating student progress during and after remediation, and (ii) the development of a remediation item bank directly related to the SOL. Also that year, HB 203, among other things, required the Standards of Accreditation (SOA) to include standards for the integration of educational technology into instructional programs and clarified that the state’s six-year technology plan and local technology plans integrate technology into curricula.

In 2002, HB 159 directed the DOE to make available and maintain a website enabling educators to submit recommendations for improvements relating to the SOL and its assessment when under review by the Board. Finally, the General Assembly designated funding of $360,000 in both FY03 and FY04 for the Department to create pilot programs for on-line instruction, remediation and testing related to the SOL.

As the trend for online education grows in Virginia, the legislature could seek to provide additional opportunities for expanding program offerings within the constraints of limited resources. In addition, the forthcoming JLARC report, directed by SJR 87 on options for funding educational technology likely will be considered.

1994—SJR 157

1995—SJR 352

1998—HB 1340, HJR 176 (DOE to develop technology connectivity guidelines)

1999—HB 2480

2000—HB 203, HB 1484, HJR 315 (local expansion of Internet-based information)

2002—HB 159, SJR 87

In recent years, Florida has enacted a state online project known as the Florida High School, with all funding being provided by the state. Utah provides full state funding for its online program. West Virginia enacted its online program in conjunction with efforts to address funding equity concerns.

Many states, including Virginia, have been able to initiate a variety of online programs and services through the use of e-rate funds, instituted in the late 1990’s, and special project funds. On a somewhat related note, in the 108^th Congress, the Caring for Children Act proposes grants for child care training initiatives that include model technology-based training courses for child care providers and child care workers, to be provided through distance learning programs.

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