Virtual Education Wiki - User contributions [en]

Las Americas Institute of Technology

2012-09-15T18:33:49Z

SaraFrankBristow: syntax

The ''Las Americas Institute of Technology'' is located in the [[Dominican Republic]]. As a leading institution in the field of technology training, '''Las Americas Institute of Technology''' makes extensive use of new technologies. For this reason it has created the Department of Educational Technology (DTE) that has several initiatives that support its strategy of distance education and educational application software.

''(text as excerpted from the [[Dominican Republic]] country report, December 2011)''

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> [[Dominican Republic]]
 
> [[Virtual colleges]]
 

[[Category:Virtual colleges]]
[[Category:Dominican Republic]]
[[Category:Caribbean]]
[[Category:Hispaniola]]

[[Category:VISCED]]

Las Americas Institute of Technology

2012-09-15T18:32:58Z

SaraFrankBristow: corrected typo

The ''Las Americas Institute of Technology'' is located in the [[Dominican Republic]]. As a leading institution in the field of technology training, '''Las Americas Institute of Technology''' makes extensive use of new technologies. For this reason we have created the Department of Educational Technology (DTE) that has several initiatives that support our strategy of distance education and educational application software.

''(text as excerpted from the [[Dominican Republic]] country report, December 2011)''

----
> [[Dominican Republic]]
 
> [[Virtual colleges]]
 

[[Category:Virtual colleges]]
[[Category:Dominican Republic]]
[[Category:Caribbean]]
[[Category:Hispaniola]]

[[Category:VISCED]]

Cayman Islands

2011-12-21T17:25:31Z

SaraFrankBristow:

The ''Cayman Islands'' are a British overseas territory located in the western Caribbean Sea, comprising the islands of Grand Cayman, Cayman Brac, and Little Cayman. It is a major financial centre in the Caribbean.

The following material is taken from http://en.wikipedia.org/wiki/Cayman_Islands

== Cayman Islands in a nutshell ==

The latest population estimate of the Cayman Islands is about 50,000 as of July 2006, representing a mix of more than 100 nationalities. Out of that number, about half are of Caymanian descent. About 60% of the population is of mixed race (mostly mixed African-European). Of the remaining 40%, about half are of European descent and half are of African descent. The islands are almost exclusively Christian, with large number of Presbyterians and Catholics. Caymanians enjoy one of the highest standards of living in the Caribbean. The vast majority of the population resides on Grand Cayman. Cayman Brac is the second most populated with about 1,200 residents, followed by Little Cayman with around 200 permanent residents.

The Cayman Islands have more registered businesses than they have people!

The Cayman Islands are a British overseas territory, listed by the UN Special Committee of twenty-four as one of the last non-self governing territories. A fifteen-seat Legislative Assembly is elected by the people every four years to handle domestic affairs. Of the elected Members of the Legislative Assembly (MLAs), five are chosen to serve as government ministers in a cabinet headed by the governor. The head of government is the Leader of Government Business.

A Governor is appointed by the British government to represent the Queen. The governor can exercise complete executive authority if they wish through blanket powers reserved to them in the constitution. They must give royal assent to all legislation, which allows them the power to strike down any law the legislature may see fit for the country. In modern times, the governor usually allows the country to be run by the cabinet, and the civil service to be run by the Chief Secretary, who is the Acting Governor when the Governor is not able to discharge his usual duties for one reason or another.

== Education in the Cayman Islands ==

=== Primary and secondary schools ===

The Cayman Islands Education Department operates state schools. Caymanian children are entitled to free primary and secondary education. Various churches and private foundations operate several private schools that offer American and British based studies starting in nursery to Year 13.

=== Colleges and universities ===

Grand Cayman is home to University College of the Cayman Islands, the only government run University on the island. The University College is located at 168 Olympic Way in Georgetown, Grand Cayman.

The International College of the Cayman Islands is a private college and is located in Newlands, Grand Cayman about seven miles (11 km) east of George Town. The college was established in 1970 and offers Associate's, Bachelor's and Post Graduate degree programmes.

Grand Cayman is also home to St. Matthew's University, which includes a medical school and a school of veterinary medicine.

The Cayman Islands Law School (CILS), a branch of the [[University of Liverpool]] in the [[UK]], is also based on Grand Cayman. Situated in George Town, the law school has been in operation since 1982. As taken from the student handbook, "The Law School provides tuition for both full and part-time programmes leading to the Bachelor of Law (Honours) Degree of the University of Liverpool and the qualification of Attorney-at-Law of the Cayman Islands, following successful completion of the postgraduate Professional Practicum Course (PPC)

The Cayman Islands Civil Service College, a unit of Cayman Islands government organised under the Portfolio of the Civil Service, is also located in Grand Cayman. Co-situated with University College of the Cayman Islands in a building on the south side of the campus, the intent of the CICSC is offer both degree programmes and continuing education units of various sorts. Further, the College is planned to develop as a government research centre. It opened in autumn 2007.

== Virtual Learning ==

In Little Cayman, where the [[Little Cayman Education Centre]] serves only four students and, where consequently, students and teachers have a propensity to feel even more remote and marginalised, the use of ICT has proved the ideal antidote. Through the use of state-of-the art technology, the Little Cayman students are now making videos and music, working with animations and podcasts, blogging and sharing their work with parents, peers and new found
cyber-friends in schools elsewhere in the world, including certain schools specifically chosen because they have a similarly small student population. In terms of inclusion, this initiative ticks a number of boxes. It integrates ICT entirely into the learning process, as opposed to viewing it as an add-on to the existing curriculum. Moreover, by placing ICT at the forefront of the learning experience, it will be impossible for these students to fall foul of the digital divide. It links students with other students, thereby providing the global perspective in the most remote of settings and draws parents increasingly into the learning community. Having modelled this initiative in Little Cayman, where the benefits will be most widely felt, the Ministry hopes to extend it in the next phase to all primary schools in Cayman Brac and Grand Cayman. http://www.ibe.unesco.org/fileadmin/user_upload/Inclusive_Education/Reports/kingston_07/cayman_islands_inclusion_07.pdf

Using a Mac laptop the students are able to undertake joint lessons and projects with Stepping Stones School in the UK, to which they are linked. Projects including making videos and music and working with animations and sharing with parents and friends peered school. http://www.carib-is.net/little-cayman-education-centre

The principle ICT initiative in Cayman schools is the Improving Teaching and Learning in the Cayman Islands (ITALIC) program, launched in February 2002 in partnership with IBM Corporation as an outcome of the Vision 2008 plan. Key program objectives include teacher training, integration of learning software, Web-based resources, and new curricula in school-based teaching and learning, and increased (classroombased) access to computers and the Internet.

Initial cost of ITALIC was approximately US$16 million, with these costs borne by the MOE. IBM contributed technical support during the installation process. The project involved installation of computer hardware and Internet connectivity in 29 government schools, plus TPD for approximately 300 teachers. In addition, Riverdeep, an IBM partner and services re-seller, was selected to provide educational and administrative software and services. Flagship educational software in the ITALIC program consists of Riverdeep’s Destination Reading and
Destination Math series, each of which supports standards-based curricula from pre-kindergarten through middle school. The MOE also implemented the Riverdeep Learning Village portal, intended to facilitate collaboration and communication among all education stakeholders, including school leaders, teachers, students, parents, and others. Learning Village provides teachers with planning and administrative tools, and affords teachers and students the opportunity to develop rich-media content, collaborate in small and large groups, and interact with family members. Learning Village also supports EMIS.

Evaluation of the ITALIC project completed in 2006 by Dr. Hassan Syed, President, University College Cayman Islands, found that positive outcomes include overall increases in:
* Awareness of ICT as a learning tool among teachers and students
* Internet connectivity among government schools (100 percent)
* Student access to ICT
* Teacher access to ICT

Improvements in ICT access have been impressive: The 4:1 student-to-computer ratio in Cayman schools is among the most favorable in the world. (In comparison, ratios in Canada, the USA, and the UK are 6:1, 8:1, and 9:1 respectively.) Approximately 98 percent of full-time teachers have laptop computers. Concomitant with increased access, teaching and learning of ICT has improved, as evidenced by test results.
Adoption of ICT as tools for teaching and learning, however, as well as overall improvements in learning outcomes, have not kept pace with these improvements in infrastructure. Negative and limited outcomes are discussed in the subsequent sections.

http://www.google.co.uk/url?sa=t&source=web&cd=20&ved=0CHsQFjAJOAo&url=http%3A%2F%2Fwww.infodev.org%2Fen%2FDocument.598.pdf&rct=j&q=cayman%20islands%20distance%20learning&ei=xi9ATpTwKsW0hAf8o6m2Ag&usg=AFQjCNHWOj2U_izuTUZGfERbRBuUJ1fnBg&cad=rja

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> [[Countries]]

[[Category:Caribbean]]
[[Category:Cayman Islands]]
[[Category:British overseas territories]]
[[Category:Countries in stubs]]

[[Category:CARICOM]]
[[Category:VISCED]]

Little Cayman Education Centre

2011-12-21T17:25:01Z

SaraFrankBristow:

LCEC is the smallest establishment of the [[Cayman Islands]] Department of Education Services with just four students on roll currently. Situated on the idyllic Little Cayman, primary age students follow the full national curriculum and operate out of a specialist facility with a full time teacher and teaching assistant. Increasing use is made of ICT to link with other schools both within Cayman and other parts of the world to enhance the teaching and learning experiences for students.

==References==

* http://www.carib-is.net/little-cayman-education-centre
* http://littlecaymancommunity.blogspot.com/

[[Category:VISCED]]
[[Category:Virtual schooling providers]]
[[Category:Caribbean]]
[[Category:Cayman Islands]]

Trinidad and Tobago E-Classroom

2011-12-21T17:22:23Z

SaraFrankBristow:

The aim of the Trinidad and Tobago E-Classroom ([[Trinidad and Tobago]]) is two-fold — to facilitate educators in managing and promoting learning and to encourage learning in students. Trinibagoeclassroom.com is an online learning management system which makes it easy for an educator to deliver content on a web-based platform where students can watch a video, or do an exam or quiz which is scored immediately. It can be used to conduct full online courses, as well as to augment face-to-face courses. Teachers and students don’t need to be web-savvy to take advantage of the technology. Although similar technologies are available at universities, this programme is engineered to target secondary and primary school students. The website contain a very large deployment of hundreds of thousands of students. trinibagoeclassroom.com is facilitated with activity modules such as forums, databases and wikis to build richly collaborative communities of learning around their subject matter. The programme is free to all schools.

==References==

* http://www.newsday.co.tt/features/0,138324.html

* http://www.trinibagoeclassroom.com/

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> [[Trinidad and Tobago]]
 
> [[Caribbean]]
 
> [[Virtual schools]]
 

[[Category:Virtual schools]]
[[Category:Caribbean|trinidad and Tobago E-Classroom]]
[[Category:Trinidad and Tobago|trinidad and Tobago E-Classroom]]

[[Category:VISCED]]

Madagascar Virtual School

2011-12-21T17:21:43Z

SaraFrankBristow:

The '''Madagascar Virtual School''' ([[Madagascar]]), as part of the '''Africa Virtual School''' (AVS), was founded in February of 2008 as the first regional school of the '''World Virtual School''', in order to serve students of all backgrounds with the highest quality online courses, at the lowest cost possible.

The goal of AVS is to offer equitable, quality education to all students, regardless of age, race, gender, ethnic, religious, or cultural background, via the internet so that they may join the global social, cultural and economic environment.
The World Virtual School is a subsidiary of [http://hawking-institute.org/ the Hawking Institute, Inc.], a [[US]] non-profit NGO. It is also a partnership project with [http://www.plc.edu/ the Personal Learning Center], International, LLC (dba PLC/i EDU) which is incorporated as a Limited Liability Corporation within the State of Illinois in the United States and has official offices in Cordova, Illinois, USA.

No evidences, though, from the website, of what has been actually being run in the country.

''(text as excerpted from the [[Madagascar]] country report, December 2011)''

==References==
* Madagascar Virtual School web site, http://www.world-virtual-school.com/africa/africasouth/madagascarvs.html

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> [[Madagascar]]
 
> [[Virtual schools]]
 

[[Category:Virtual schools]]

[[Category:VISCED]]
[[Category:Madagascar]]

Samuel Jackman Prescod Polytechnic

2011-12-21T17:20:47Z

SaraFrankBristow:

In addition to the UWI offerings, Samuel Jackman Prescod Polytechnic ([[Barbados]]) offers a number of its courses online. It notes that "Open and flexible means that you do not need to come onto campus for your lectures, but can study in the comfort and convenience of your home or some other place." Courses are offered online within each of the Polytechnic’s programmes and delivered fully online. These courses include:

Care of the Older Adult
Child Care and Nursery Management
Occupational Health, Safety and Welfare
Small Business Management
Building Maintenance for Practitioners
Electrical Installation
Refrigeration and Air Conditioning
Microcomputer Technology

For more details see http://www.sjpponline.edu.bb/

From the appearance of "online" on the front page and the list of courses offers, it would appear that this would qualify as a Programme.

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> [[Caribbean]]
 
> [[United States]]
 
> [[Virtual colleges]]
 

[[Category:Virtual colleges]]
[[Category:Caribbean]]
[[Category:Barbados]]

[[Category:VISCED]]

Trinidad and Tobago E-Classroom

2011-12-21T00:25:47Z

SaraFrankBristow: delete promotional text

The aim of the programme is two-fold — to facilitate educators in managing and promoting learning and to encourage learning in students. Trinibagoeclassroom.com is an online learning management system which makes it easy for an educator to deliver content on a web-based platform where students can watch a video, or do an exam or quiz which is scored immediately. It can be used to conduct full online courses, as well as to augment face-to-face courses. Teachers and students don’t need to be web-savvy to take advantage of the technology. Although similar technologies are available at universities, this programme is engineered to target secondary and primary school students. The website contain a very large deployment of hundreds of thousands of students. trinibagoeclassroom.com is facilitated with activity modules such as forums, databases and wikis to build richly collaborative communities of learning around their subject matter. The programme is free to all schools.

==References==

* http://www.newsday.co.tt/features/0,138324.html

* http://www.trinibagoeclassroom.com/

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> [[Trinidad and Tobago]]
 
> [[Caribbean]]
 
> [[Virtual schools]]
 

[[Category:Virtual schools]]
[[Category:Caribbean|trinidad and Tobago E-Classroom]]
[[Category:Trinidad and Tobago|trinidad and Tobago E-Classroom]]

[[Category:VISCED]]

Trinidad and Tobago E-Classroom

2011-12-21T00:23:50Z

SaraFrankBristow:

The aim of the programme is two-fold — to facilitate educators in managing and promoting learning and to encourage learning in students. Trinibagoeclassroom.com is an online learning management system which makes it easy for an educator to deliver content on a web-based platform where students can watch a video, or do an exam or quiz which is scored immediately. It can be used to conduct full online courses, as well as to augment face-to-face courses. Teachers and students don’t need to be web-savvy to take advantage of the technology. Although similar technologies are available at universities, this programme is engineered to target secondary and primary school students. The website contain a very large deployment of hundreds of thousands of students. trinibagoeclassroom.com is facilitated with activity modules such as forums, databases and wikis to build richly collaborative communities of learning around their subject matter. The programme is free to all schools. Educators can contact Charrans bookstore at Tunapuna or Trincity or contact Andre Cadogan.

==References==

* http://www.newsday.co.tt/features/0,138324.html

* http://www.trinibagoeclassroom.com/

----
> [[Trinidad and Tobago]]
 
> [[Caribbean]]
 
> [[Virtual schools]]
 

[[Category:Virtual schools]]
[[Category:Caribbean|trinidad and Tobago E-Classroom]]
[[Category:Trinidad and Tobago|trinidad and Tobago E-Classroom]]

[[Category:VISCED]]

Las Americas Institute of Technology

2011-12-21T00:23:04Z

SaraFrankBristow: add some formatting

The ''Las Americas Institute of Technology'' is located in the [[Domican Republic]]. As a leading institution in the field of technology training, '''Las Americas Institute of Technology''' makes extensive use of new technologies. For this reason we have created the Department of Educational Technology (DTE) that has several initiatives that support our strategy of distance education and educational application software.

''(text as excerpted from the [[Dominican Republic]] country report, December 2011)''

----
> [[Dominican Republic]]
 
> [[Virtual colleges]]
 

[[Category:Virtual colleges]]
[[Category:Dominican Republic]]
[[Category:Caribbean]]
[[Category:Hispaniola]]

[[Category:VISCED]]

Trinidad and Tobago E-Classroom

2011-12-21T00:20:42Z

SaraFrankBristow: turn into real entry with cats, etc

The aim of the programme is two-fold — to facilitate educators in managing and promoting learning and to encourage learning in students. Trinibagoeclassroom.com is an online learning management system which makes it easy for an educator to deliver content on a web-based platform where students can watch a video, or do an exam or quiz which is scored immediately. It can be used to conduct full online courses, as well as to augment face-to-face courses. Teachers and students don’t need to be web-savvy to take advantage of the technology. Although similar technologies are available at universities, this programme is engineered to target secondary and primary school students. The website contain a very large deployment of hundreds of thousands of students. trinibagoeclassroom.com is facilitated with activity modules such as forums, databases and wikis to build richly collaborative communities of learning around their subject matter. The programme is free to all schools. Educators can contact Charrans bookstore at Tunapuna or Trincity or contact Andre Cadogan.

==References==

* http://www.newsday.co.tt/features/0,138324.html

* http://www.trinibagoeclassroom.com/

----
> [[Trinidad and Tobago]]
 
> [[Caribbean]]
 
> [[Virtual schools]]
 

[[Category:Virtual schools]]
[[Category:Caribbean|trinidad and Tobago E-Classroom]]
[[Category:Trinidad and Tobago|trinidad and Tobago E-Classroom]]
[[Category:Virtual schools in the Caribbean]]

[[Category:VISCED]]

Samuel Jackman Prescod Polytechnic

2011-12-21T00:07:18Z

SaraFrankBristow: Created page with "In addition to the UWI offerings, Samuel Jackman Prescod Polytechnic offers a number of its courses online. It notes that "Open and flexible means that you do not need to come on..."

In addition to the UWI offerings, Samuel Jackman Prescod Polytechnic offers a number of its courses online. It notes that "Open and flexible means that you do not need to come onto campus for your lectures, but can study in the comfort and convenience of your home or some other place." Courses are offered online within each of the Polytechnic’s programmes and delivered fully online. These courses include:

Care of the Older Adult
Child Care and Nursery Management
Occupational Health, Safety and Welfare
Small Business Management
Building Maintenance for Practitioners
Electrical Installation
Refrigeration and Air Conditioning
Microcomputer Technology

For more details see http://www.sjpponline.edu.bb/

From the appearance of "online" on the front page and the list of courses offers, it would appear that this would qualify as a Programme.

----
> [[Caribbean]]
 
> [[United States]]
 
> [[Virtual colleges]]
 

[[Category:Virtual colleges]]
[[Category:Caribbean]]

[[Category:VISCED]]

Cayman Islands

2011-12-20T23:37:11Z

SaraFrankBristow: /* Virtual Learning */

The ''Cayman Islands'' are a British overseas territory located in the western Caribbean Sea, comprising the islands of Grand Cayman, Cayman Brac, and Little Cayman. It is a major financial centre in the Caribbean.

The following material is taken from http://en.wikipedia.org/wiki/Cayman_Islands

== Cayman Islands in a nutshell ==

The latest population estimate of the Cayman Islands is about 50,000 as of July 2006, representing a mix of more than 100 nationalities. Out of that number, about half are of Caymanian descent. About 60% of the population is of mixed race (mostly mixed African-European). Of the remaining 40%, about half are of European descent and half are of African descent. The islands are almost exclusively Christian, with large number of Presbyterians and Catholics. Caymanians enjoy one of the highest standards of living in the Caribbean. The vast majority of the population resides on Grand Cayman. Cayman Brac is the second most populated with about 1,200 residents, followed by Little Cayman with around 200 permanent residents.

The Cayman Islands have more registered businesses than they have people!

The Cayman Islands are a British overseas territory, listed by the UN Special Committee of twenty-four as one of the last non-self governing territories. A fifteen-seat Legislative Assembly is elected by the people every four years to handle domestic affairs. Of the elected Members of the Legislative Assembly (MLAs), five are chosen to serve as government ministers in a cabinet headed by the governor. The head of government is the Leader of Government Business.

A Governor is appointed by the British government to represent the Queen. The governor can exercise complete executive authority if they wish through blanket powers reserved to them in the constitution. They must give royal assent to all legislation, which allows them the power to strike down any law the legislature may see fit for the country. In modern times, the governor usually allows the country to be run by the cabinet, and the civil service to be run by the Chief Secretary, who is the Acting Governor when the Governor is not able to discharge his usual duties for one reason or another.

== Education in the Cayman Islands ==

=== Primary and secondary schools ===

The Cayman Islands Education Department operates state schools. Caymanian children are entitled to free primary and secondary education. Various churches and private foundations operate several private schools that offer American and British based studies starting in nursery to Year 13.

=== Colleges and universities ===

Grand Cayman is home to University College of the Cayman Islands, the only government run University on the island. The University College is located at 168 Olympic Way in Georgetown, Grand Cayman.

The International College of the Cayman Islands is a private college and is located in Newlands, Grand Cayman about seven miles (11 km) east of George Town. The college was established in 1970 and offers Associate's, Bachelor's and Post Graduate degree programmes.

Grand Cayman is also home to St. Matthew's University, which includes a medical school and a school of veterinary medicine.

The Cayman Islands Law School (CILS), a branch of the [[University of Liverpool]] in the [[UK]], is also based on Grand Cayman. Situated in George Town, the law school has been in operation since 1982. As taken from the student handbook, "The Law School provides tuition for both full and part-time programmes leading to the Bachelor of Law (Honours) Degree of the University of Liverpool and the qualification of Attorney-at-Law of the Cayman Islands, following successful completion of the postgraduate Professional Practicum Course (PPC)

The Cayman Islands Civil Service College, a unit of Cayman Islands government organised under the Portfolio of the Civil Service, is also located in Grand Cayman. Co-situated with University College of the Cayman Islands in a building on the south side of the campus, the intent of the CICSC is offer both degree programmes and continuing education units of various sorts. Further, the College is planned to develop as a government research centre. It opened in autumn 2007.

== Virtual Learning ==

In Little Cayman, where the [[Little Cayman Education Centre]] serves only four students and, where consequently, students and teachers have a propensity to feel even more remote and marginalised, the use of ICT has proved the ideal antidote. Through the use of state-of-the art technology, the Little Cayman students are now making videos and music, working with animations and podcasts, blogging and sharing their work with parents, peers and new found
cyber-friends in schools elsewhere in the world, including certain schools specifically chosen because they have a similarly small student population. In terms of inclusion, this initiative ticks a number of boxes. It integrates ICT entirely into the learning process, as opposed to viewing it as an add-on to the existing curriculum. Moreover, by placing ICT at the forefront of the learning experience, it will be impossible for these students to fall foul of the digital divide. It links students with other students, thereby providing the global perspective in the most remote of settings and draws parents increasingly into the learning community. Having modelled this initiative in Little Cayman, where the benefits will be most widely felt, the Ministry hopes to extend it in the next phase to all primary schools in Cayman Brac and Grand Cayman. http://www.ibe.unesco.org/fileadmin/user_upload/Inclusive_Education/Reports/kingston_07/cayman_islands_inclusion_07.pdf

Using a Mac laptop the students are able to undertake joint lessons and projects with Stepping Stones School in the UK, to which they are linked. Projects including making videos and music and working with animations and sharing with parents and friends peered school. http://www.carib-is.net/little-cayman-education-centre

The principle ICT initiative in Cayman schools is the Improving Teaching and Learning in the Cayman Islands (ITALIC) program, launched in February 2002 in partnership with IBM Corporation as an outcome of the Vision 2008 plan. Key program objectives include teacher training, integration of learning software, Web-based resources, and new curricula in school-based teaching and learning, and increased (classroombased) access to computers and the Internet.

Initial cost of ITALIC was approximately US$16 million, with these costs borne by the MOE. IBM contributed technical support during the installation process. The project involved installation of computer hardware and Internet connectivity in 29 government schools, plus TPD for approximately 300 teachers. In addition, Riverdeep, an IBM partner and services re-seller, was selected to provide educational and administrative software and services. Flagship educational software in the ITALIC program consists of Riverdeep’s Destination Reading and
Destination Math series, each of which supports standards-based curricula from pre-kindergarten through middle school. The MOE also implemented the Riverdeep Learning Village portal, intended to facilitate collaboration and communication among all education stakeholders, including school leaders, teachers, students, parents, and others. Learning Village provides teachers with planning and administrative tools, and affords teachers and students the opportunity to develop rich-media content, collaborate in small and large groups, and interact with family members. Learning Village also supports EMIS.

Evaluation of the ITALIC project completed in 2006 by Dr. Hassan Syed, President, University College Cayman Islands, found that positive outcomes include overall increases in:
* Awareness of ICT as a learning tool among teachers and students
* Internet connectivity among government schools (100 percent)
* Student access to ICT
* Teacher access to ICT

Improvements in ICT access have been impressive: The 4:1 student-to-computer ratio in Cayman schools is among the most favorable in the world. (In comparison, ratios in Canada, the USA, and the UK are 6:1, 8:1, and 9:1 respectively.) Approximately 98 percent of full-time teachers have laptop computers. Concomitant with increased access, teaching and learning of ICT has improved, as evidenced by test results.
Adoption of ICT as tools for teaching and learning, however, as well as overall improvements in learning outcomes, have not kept pace with these improvements in infrastructure. Negative and limited outcomes are discussed in the subsequent sections.

http://www.google.co.uk/url?sa=t&source=web&cd=20&ved=0CHsQFjAJOAo&url=http%3A%2F%2Fwww.infodev.org%2Fen%2FDocument.598.pdf&rct=j&q=cayman%20islands%20distance%20learning&ei=xi9ATpTwKsW0hAf8o6m2Ag&usg=AFQjCNHWOj2U_izuTUZGfERbRBuUJ1fnBg&cad=rja

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> [[Countries]]

[[Category:Caribbean]]
[[Category:British overseas territories]]
[[Category:Countries in stubs]]

[[Category:CARICOM]]
[[Category:VISCED]]

Cayman Islands

2011-12-20T23:36:33Z

SaraFrankBristow: /* Virtual Learning */ fix format error

The ''Cayman Islands'' are a British overseas territory located in the western Caribbean Sea, comprising the islands of Grand Cayman, Cayman Brac, and Little Cayman. It is a major financial centre in the Caribbean.

The following material is taken from http://en.wikipedia.org/wiki/Cayman_Islands

== Cayman Islands in a nutshell ==

The latest population estimate of the Cayman Islands is about 50,000 as of July 2006, representing a mix of more than 100 nationalities. Out of that number, about half are of Caymanian descent. About 60% of the population is of mixed race (mostly mixed African-European). Of the remaining 40%, about half are of European descent and half are of African descent. The islands are almost exclusively Christian, with large number of Presbyterians and Catholics. Caymanians enjoy one of the highest standards of living in the Caribbean. The vast majority of the population resides on Grand Cayman. Cayman Brac is the second most populated with about 1,200 residents, followed by Little Cayman with around 200 permanent residents.

The Cayman Islands have more registered businesses than they have people!

The Cayman Islands are a British overseas territory, listed by the UN Special Committee of twenty-four as one of the last non-self governing territories. A fifteen-seat Legislative Assembly is elected by the people every four years to handle domestic affairs. Of the elected Members of the Legislative Assembly (MLAs), five are chosen to serve as government ministers in a cabinet headed by the governor. The head of government is the Leader of Government Business.

A Governor is appointed by the British government to represent the Queen. The governor can exercise complete executive authority if they wish through blanket powers reserved to them in the constitution. They must give royal assent to all legislation, which allows them the power to strike down any law the legislature may see fit for the country. In modern times, the governor usually allows the country to be run by the cabinet, and the civil service to be run by the Chief Secretary, who is the Acting Governor when the Governor is not able to discharge his usual duties for one reason or another.

== Education in the Cayman Islands ==

=== Primary and secondary schools ===

The Cayman Islands Education Department operates state schools. Caymanian children are entitled to free primary and secondary education. Various churches and private foundations operate several private schools that offer American and British based studies starting in nursery to Year 13.

=== Colleges and universities ===

Grand Cayman is home to University College of the Cayman Islands, the only government run University on the island. The University College is located at 168 Olympic Way in Georgetown, Grand Cayman.

The International College of the Cayman Islands is a private college and is located in Newlands, Grand Cayman about seven miles (11 km) east of George Town. The college was established in 1970 and offers Associate's, Bachelor's and Post Graduate degree programmes.

Grand Cayman is also home to St. Matthew's University, which includes a medical school and a school of veterinary medicine.

The Cayman Islands Law School (CILS), a branch of the [[University of Liverpool]] in the [[UK]], is also based on Grand Cayman. Situated in George Town, the law school has been in operation since 1982. As taken from the student handbook, "The Law School provides tuition for both full and part-time programmes leading to the Bachelor of Law (Honours) Degree of the University of Liverpool and the qualification of Attorney-at-Law of the Cayman Islands, following successful completion of the postgraduate Professional Practicum Course (PPC)

The Cayman Islands Civil Service College, a unit of Cayman Islands government organised under the Portfolio of the Civil Service, is also located in Grand Cayman. Co-situated with University College of the Cayman Islands in a building on the south side of the campus, the intent of the CICSC is offer both degree programmes and continuing education units of various sorts. Further, the College is planned to develop as a government research centre. It opened in autumn 2007.

== Virtual Learning ==

In Little Cayman, where the [[Little Cayman Education Centre]] serves only four students and, where consequently, students and teachers have a propensity to feel even more remote and marginalised, the use of ICT has proved the ideal antidote. Through the use of state-of-the art technology, the Little Cayman students are now making videos and music, working with animations and podcasts, blogging and sharing their work with parents, peers and new found
cyber-friends in schools elsewhere in the world, including certain schools specifically chosen because they have a similarly small student population. In terms of inclusion, this initiative ticks a number of boxes. It integrates ICT entirely into the learning process, as opposed to viewing it as an add-on to the existing curriculum. Moreover, by placing ICT at the forefront of the learning experience, it will be impossible for these students to fall foul of the digital divide. It links students with other students, thereby providing the global perspective in the most remote of settings and draws parents increasingly into the learning community. Having modelled this initiative in Little Cayman, where the benefits will be most widely felt, the Ministry hopes to extend it in the next phase to all primary schools in Cayman Brac and Grand Cayman. http://www.ibe.unesco.org/fileadmin/user_upload/Inclusive_Education/Reports/kingston_07/cayman_islands_inclusion_07.pdf

Using a Mac laptop the students are able to undertake joint lessons and projects with Stepping Stones School in the UK, to which they are linked. Projects including making videos and music and working with animations and sharing with parents and friends peered school. http://www.carib-is.net/little-cayman-education-centre

* The principle ICT initiative in Cayman schools is the Improving Teaching and Learning in the Cayman Islands (ITALIC) program, launched in February 2002 in partnership with IBM Corporation as an outcome of the Vision 2008 plan. Key program objectives include teacher training, integration of learning software, Web-based resources, and new curricula in school-based teaching and learning, and increased (classroombased) access to computers and the Internet.

Initial cost of ITALIC was approximately US$16 million, with these costs borne by the MOE. IBM contributed technical support during the installation process. The project involved installation of computer hardware and Internet connectivity in 29 government schools, plus TPD for approximately 300 teachers. In addition, Riverdeep, an IBM partner and services re-seller, was selected to provide educational and administrative software and services. Flagship educational software in the ITALIC program consists of Riverdeep’s Destination Reading and
Destination Math series, each of which supports standards-based curricula from pre-kindergarten through middle school. The MOE also implemented the Riverdeep Learning Village portal, intended to facilitate collaboration and communication among all education stakeholders, including school leaders, teachers, students, parents, and others. Learning Village provides teachers with planning and administrative tools, and affords teachers and students the opportunity to develop rich-media content, collaborate in small and large groups, and interact with family members. Learning Village also supports EMIS.

Evaluation of the ITALIC project completed in 2006 by Dr. Hassan Syed, President, University College Cayman Islands, found that positive outcomes include overall increases in:
* Awareness of ICT as a learning tool among teachers and students
* Internet connectivity among government schools (100 percent)
* Student access to ICT
* Teacher access to ICT

Improvements in ICT access have been impressive: The 4:1 student-to-computer ratio in Cayman schools is among the most favorable in the world. (In comparison, ratios in Canada, the USA, and the UK are 6:1, 8:1, and 9:1 respectively.) Approximately 98 percent of full-time teachers have laptop computers. Concomitant with increased access, teaching and learning of ICT has improved, as evidenced by test results.
Adoption of ICT as tools for teaching and learning, however, as well as overall improvements in learning outcomes, have not kept pace with these improvements in infrastructure. Negative and limited outcomes are discussed in the subsequent sections.

http://www.google.co.uk/url?sa=t&source=web&cd=20&ved=0CHsQFjAJOAo&url=http%3A%2F%2Fwww.infodev.org%2Fen%2FDocument.598.pdf&rct=j&q=cayman%20islands%20distance%20learning&ei=xi9ATpTwKsW0hAf8o6m2Ag&usg=AFQjCNHWOj2U_izuTUZGfERbRBuUJ1fnBg&cad=rja

----
> [[Countries]]

[[Category:Caribbean]]
[[Category:British overseas territories]]
[[Category:Countries in stubs]]

[[Category:CARICOM]]
[[Category:VISCED]]

Little Cayman Education Centre

2011-12-20T23:33:52Z

SaraFrankBristow: reformat for legibility

LCEC is the smallest establishment of the Cayman Islands Department of Education Services with just four students on roll currently. Situated on the idyllic Little Cayman, primary age students follow the full national curriculum and operate out of a specialist facility with a full time teacher and teaching assistant. Increasing use is made of ICT to link with other schools both within Cayman and other parts of the world to enhance the teaching and learning experiences for students.

==References==

* http://www.carib-is.net/little-cayman-education-centre
* http://littlecaymancommunity.blogspot.com/

[[Category:VISCED]]
[[Category:Virtual schooling providers]]
[[Category:Caribbean]]

Little Cayman Education Centre

2011-12-20T23:31:09Z

SaraFrankBristow: add cats - none included in orig

LCEC is the smallest establishment of the Cayman Islands Department of Education Services with just four students on roll currently. Situated on the idyllic Little Cayman, primary age students follow the full national curriculum and operate out of a specialist facility with a full time teacher and teaching assistant. Increasing use is made of ICT to link with other schools both within Cayman and other parts of the world to enhance the teaching and learning experiences for students. http://www.carib-is.net/little-cayman-education-centre

http://littlecaymancommunity.blogspot.com/

[[Category:VISCED]]
[[Category:Virtual schooling providers]]
[[Category:Caribbean]]

Dominican Republic

2011-12-20T23:21:54Z

SaraFrankBristow: /* Virtual Campus */ add wikilink

''Not to be confused with [[Dominica]].''

== Partners situated in Dominican Republic ==

None.

== Dominican Republic in a nutshell ==
(sourced from http://en.wikipedia.org/wiki/Dominican_Republic)

[[Image:dominican_republic.gif|right|thumb|400px|Source : http://www.cia.gov]]
The ''Dominican Republic'' (Spanish: '''República Dominicana''') is a nation on the island of [[Hispaniola]], part of the Greater Antilles archipelago in the [[Caribbean]] region. The western third of the island is occupied by the nation of [[Haiti]], making Hispaniola one of two Caribbean islands that are occupied by two countries, Saint Martin being the other.

Both by area and population, the Dominican Republic is the second largest Caribbean nation (after Cuba), with 48,442 km² and an estimated 10 million people.

The capital is Santo Domingo.

The Dominican Republic is a representative democracy, with national powers divided among independent executive, legislative, and judicial branches. The President of the Dominican Republic appoints the Cabinet, executes laws passed by the Congress, and is commander in chief of the armed forces. The president and vice president run for office on the same ticket and are elected by direct vote for 4–year terms. Legislative power is exercised by a bicameral Congress composed of the Senate (with 32 members) and the Chamber of Deputies (with 178 members).

The Dominican Republic is divided into 31 provinces. Additionally, the national capital, Distrito Nacional (National District), is contained within Santo Domingo. The provinces are divided into municipalities (municipios; singular municipio). They are the second–level political and administrative subdivisions of the country.

The population of the Dominican Republic in 2007 was estimated by the United Nations at 9,760,000, which placed it number 82 in population among the 193 nations of the world. In that year approximately 5% of the population was over 65 years of age, while 35% of the population was under 15 years of age. There were 103 males for every 100 females in the country in 2007. According to the UN, the annual population growth rate for 2006–2007 is 1.5%, with the projected population for the year 2015 at 10,121,000.

== Dominican Republic education policy ==
http://www.seescyt.gov.do/default.aspx (Spanish) 
Which is responsible to promote, regulate and manage the National System of Higher Education, Science and Technology under Law 139-01.

http://www.adru.org/ (Spanish) 
It was founded on 18 August 1980 as a non-profit association composed of state and private universities Dominican recognized by existing laws, whose legal status was granted by Decree No. 2548 dated 3 July 1981.

== Dominican Republic education system ==

== Higher education ==

=== Universities in Dominican Republic ===

For a list of universities see http://en.wikipedia.org/wiki/List_of_universities_in_the_Dominican_Republic or http://www.seescyt.gov.do/educsuperior/default.aspx (Spanish)

# [http://www.barna.edu.do/ Barna Business School]
# [http://www.ipl.edu.do/ Instituto Politécnico Loyola]
# [http://www.isa.edu.do/ Instituto Superior de Agricultura]
# [http://www.oscus.sanvalero.net/ Instituto Técnico Superior Oscus San Valero]
# [http://www.intec.edu.do/ Instituto Tecnológico de Santo Domingo]
# [http://www.iteco.edu.do/ Instituto Tecnológico del Cibao Oriental]
# [http://www.pucmm.edu.do/ Pontificia Universidad Católica Madre y Maestra]
# [http://www.uapa.edu.do Universidad Abierta para Adultos]
# [http://www.unad.edu.do/ Universidad Adventista Dominicana]
# [http://www.unapec.edu.do/ Universidad APEC]
# [http://uasd.edu.do/ Universidad Autónoma de Santo Domingo]
# [http://www.ucsd.edu.do/ Universidad Católica de Santo Domingo]
# [http://www.ucne.edu/ucne/ Universidad Católica Nordestana]
# [http://www.ucateci.edu.do/ Universidad Católica Tecnológica del Cibao]
# [http://www.uce.edu.do/ Universidad Central del Este]
# [http://66.98.64.31/ Universidad Central Dominicana de Estudios Profesionales]
# [http://www.ute.edu.do/ Universidad de la Tercera Edad]
# [http://www.unicaribe.edu.do/ Universidad del Caribe]
# [http://www.udoym.edu.do/ Universidad Dominicana Organización y Método]
# [http://www.icda.edu.do/espanol/unicda/ Universidad Domínico - Americana]
# [http://www.uniremhos.edu.do/ Universidad Eugenio María de Hostos]
# [http://unefa.edu.do/ Universidad Experimental Félix Adam]
# [http://www.ufhec.edu.do/ Universidad Federico Henríquez y Carvajal]
# [http://www.unibe.edu.do/default.asp Universidad Iberoamericana]
# [http://www.unica.edu.do/ Universidad Interamericana]
# [http://www.unev-rd.edu.do/ Universidad Nacional Evangélica]
# [http://www.unphu.edu.do/ Universidad Nacional Pedro Henríquez Ureña]
# [http://www.insutec.edu.do/portal/index.html Universidad Nacional Tecnológica]
# [http://www.uod.edu.do/ Universidad Odontológica Dominicana]
# [http://www.upid.edu.do/ Universidad Psicología Industrial Dominicana]
# [http://www.utesa.edu/webutesa/ Universidad Tecnológica de Santiago]

=== Polytechnics in Dominican Republic ===

== Higher education reform ==

=== The Bologna Process ===

== Administration and finance ==

== Quality assurance ==

== Dominican Republic's HEIs in the information society ==

=== Towards the information society ===

=== Information society strategy ===

== Virtual Campuses in HE ==

=== Interesting Virtual Campus Initiatives ===
====Virtual Campus====
[[Las Americas Institute of Technology]]

As a leading institution in the field of technology training, it makes extensive use of new technologies. For this reason we have created the Department of Educational Technology (DTE) that has several initiatives that support our strategy of distance education and educational application software.

[http://www.enjcomunidad.org/ National Judicial College (Spanish)] 
Training school for judges and public defenders from the Dominican Republic
The National Judicial College offers judges and public defenders virtual courses that are the academic offerings for the period October to December 2009 with seats available.

[http://virtual.intec.edu.do/ Institute of Technology of Santo Domingo(Spanish)] 
The Technological Institute of Santo Domingo is a private university, public service, nonprofit that started its academic activities offering postgraduate programs, short updating courses as Continuing Education, research and science communication. This situation prompted the INTEC out in the country a pioneer in that level of study. Later, in 1973 joined the undergraduate curriculum to their offer.

The virtual campus aims to develop a working methodology that serves as the basis for the INTEC to provide a training tool that comes within reach of the student community nationwide through the use of Internet technology and other means to enable the broadcasting of interactive academic content.

==== Distance Learning ====
[http://www.bpm.uasd.edu.do/ Universidad Autónoma de Santo Domingo(Spanish)]
This one uses radio and TV.

http://uasd.edu.do/news/Default.aspx?article_id=1122 (Spanish)
With the presence of the rector of the Universidad Autonoma de Santo Domingo (UASD), Dr. Franklin Garcia Fermin, opened the Sixth International Congress on Information Technology, Communication and Distance Education, CITIC 2009 VI CREAD CARIBBEAN.

Its purpose is to create a space for reflection and exchange that contributes to the development of Distance Learning (DL) as a mode of education and its relation to the Information Technologies and Communication Technologies (ICT).

[http://laveraddominicana.wordpress.com/2008/09/30/uasd-gradua-primeros-profesores-en-manejo-virtual-de-aprendizaje/ UASD (Spanish)]graduateds the first teachers in virtual learning management

==== Other====

[http://www.indotel.org.do/ Dominican Institute of Telecommunications (Spanish)]

Is the state agency created by the General Telecommunications Law (153-98) that regulates and oversees the development of the telecommunications market. Its mission is to "regulate and promote the provision of telecommunications services for the benefit of society, in a free, fair and effective competition” and to hear and decide the Complaint Resources (RDQ) which are submitted by users of public telecommunications services.

[http://www.inapced.com/ced/ Distance Education Center] 
The Distance Learning Center is a Department of the INAP responsible for promoting educational topics using new information technologies and communication. In particular it uses semi virtual and online strategies which hold an offer of fully exhausting the opportunities of distance education. This can be an excellent channel for transmitting high-level programs offered anywhere in the world.

=== Interesting Programmes ===

See [[Open University for Adults]].

=== Re.ViCa Case-study ===

None.

== Lessons learnt ==

== References ==

----
> [[Countries]]
 
>> [[Main Page]]

[[Category:Dominican Republic| ]]
[[Category:Hispaniola]]
[[Category:Caribbean]]
[[Category:Spanish-speaking countries]]

[[Category:Countries with Programmes]]

Las Americas Institute of Technology

2011-12-20T23:17:16Z

SaraFrankBristow:

As a leading institution in the field of technology training, '''Las Americas Institute of Technology''' makes extensive use of new technologies. For this reason we have created the Department of Educational Technology (DTE) that has several initiatives that support our strategy of distance education and educational application software.

''(text as excerpted from the [[Dominican Republic]] country report, December 2011)''

----
> [[Dominican Republic]]
 
> [[Virtual colleges]]
 

[[Category:Virtual colleges]]
[[Category:Dominican Republic]]
[[Category:Caribbean]]
[[Category:Hispaniola]]

[[Category:VISCED]]

Las Americas Institute of Technology

2011-12-20T23:16:03Z

SaraFrankBristow: Created page with "As a leading institution in the field of technology training, '''Las Americas Institute of Technology''' makes extensive use of new technologies. For this reason we have created ..."

The Bahamas Learning Channel

2011-12-20T22:52:46Z

SaraFrankBristow: add cats - none included by J Kay

The Ministry of Education, Youth, Sports & Culture launched a new era in its Distance Education Program with a trailblazing initative called "The Bahamas Learning Channel" on Friday March 30, 2007. Programmes on the Bahamas Learning Channel are currently broadcast on Cable 12 Community Channel on Tuesdays, Thursdays, and Saturdays between the hours of 3.30pm to 5.00pm, and on ZNS on Mondays - Fridays at 5.30pm and on Saturdays at 11:00am.

The Channel, which focuses on instructional, informational, and motivational programmes, is responsible for the production of over 20 series catered to preschool, primary, and high school students. The channel has also produced a related website www.thebahamaslearningchannel.com which provides descriptions of programmes and links to actual video footage of all programmes.

The following programmes have been produced by the Communications Division:

1. Veteran Educators -Production of profile/interviews of Veteran and Retired Educators for television. This programme has been renamed Education Icons, for The Bahamas Learning Channel and was featured three times per week (Y2 hour).

2. Back To School Special -This show served as a Welcome Back to administrators, teachers, parents and students as they prepared for the beginning of the New Year ( ½ hour).

3. Inside Education -This show highlights the lives and work of various senior managers at the Ministry of Education, Youth, Sports and Culture.

4. News In Education -The video magazine of the Ministry of Education that reports on events taking place within the Ministry of Education and the schools.

5. Public Forum -A programme in which students from both public and private schools question the Minister (I hour).

6. Special Schools Programming -Public Relations Shows -highlighting the school for The Blind, Commonwealth Education Ministers Conference and many other educational issues.

Radio Programme

1. As A Matter of Fact -A Radio Talk Show which provides a factual, broader view of education today and highlight events and recommended strategies for dealing with them. Programme is aired three times per week (55 minutes). It is broadcast on 1540 A.M. Radio Mondays, Tuesdays and Wednesdays.

http://www.bahamaseducation.com/mediamain.html

http://www.thebahamaslearningchannel.com/page/page/7340015.htm

[[Category:Virtual schooling providers]]
[[Category:VISCED]]
[[Category:Caribbean]]

Leidse Onderwijsinstellingen

2011-12-20T22:49:28Z

SaraFrankBristow:

The ''Leidse Onderwijsinstellingen'' (LOI) supports e-learning.


The Leidse Onderwijsinstellingen is a Commercial Distance learning /continuing education provider.

The institution’s main office is in Leiden, [[Netherlands]].



The University of Name web site is at http://www.loi.nl







----
> [[Netherlands]]

> [[Programmes]]

[[Category:Netherlands]]
[[Category:Private providers]]
[[Category:Virtual colleges]]
[[Category:VISCED]]

Madagascar

2011-12-20T22:36:16Z

SaraFrankBristow: Add note about likely closure of Ecole Vinet

== Partners situated in Madagascar ==

None.

== Madagascar in a nutshell ==

[[Image:Madagascar.gif|left|thumb|230px]]
''Madagascar'', or '''Republic of Madagascar''' (older name '''Malagasy Republic''', French: '''République malgache'''), is an island nation in the Indian Ocean off the southeastern coast of Africa. The main island, also called Madagascar, is the fourth-largest island in the world, and is home to 5% of the world's plant and animal species, of which more than 80% are specific to Madagascar.

The population of Madagascar is just over 20 million.

The capital is Antananarivo.

The official languages are Malagasy and [[French]].

Madagascar is currently divided into six autonomous provinces (faritany mizakatena), and subdivided into 22 regions (faritra), the latter created in 2004. The regions will be the highest subdivision level when the provinces are dissolved in accordance with the results of the 4 April 2007 referendum, which means in theory by 4 October 2009.

'''Development'''

Since the mid-1990s Madagascar has followed a World Bank and IMF-led policy of
privatisation and liberalisation which has placed the country on a slow and steady growth
path. Agriculture, including fishing and forestry, is a mainstay of the economy,
accounting for more than one-quarter of the GDP and employing 80% of the population.
Exports of apparel have boomed in recent years primarily due to duty-free access to the
US. Deforestation and erosion, aggravated by the use of firewood as the primary source
of fuel, are serious concerns. Madagascar is plagued by periodic cyclones, floods,
drought, and locust infestation. Poverty reduction and combating corruption will be the
centrepieces of economic policy for the next few years.

Madagascar is a classified as a highly indebted poor country by the World Bank.

Children make up more than half of the population, and half of them live on less than
$1 a day.

== Madagascar education policy ==

Education in Madagascar is mandatory for the children between the age group of 6 to 14.

== Madagascar education system ==
(sourced from http://www.mapsofworld.com/madagascar/education/)

Madagascar education includes a number of schools, colleges and universities. Madagascar education is mandatory for the children between the age group of 6 to 14.

The duration of primary education in Madagascar is 5 years. The elementary education is provided to the children of the age group between 6 to 11. The duration of secondary education in Madagascar is 7 years. The secondary education is divided into a junior secondary stage and a senior secondary stage. Children from 12 to 15 years attend the junior secondary stage and children from 16 to 18 years attend the senior secondary stage. The duration of the junior secondary stage is 4 years and for senior secondary stage, the duration is 3 years. After the completion of junior level, certificates are received by the graduates. After completing senior secondary, baccalaureat is received by the graduates. The schools of Madagascar include the American School of Antananarivo, Russian Embassy School, American High School, etc.

College professionelle is similar to the junior secondary stage and college technique is similar to the senior secondary stage.

== Higher education ==

=== Universities in Madagascar ===
(sourced from http://en.wikipedia.org/wiki/University_of_Madagascar)

The University of Madagascar was the former name of the centralized public university system in Madagascar, although the original branch in Antananarivo is still often called by that name. The system traces its history to 16 December 1955, and the formation of the Institute for Advanced Studies in the capital Antananarivo. It quickly established itself as the main center for higher education in the country, and was renamed the University of Madagascar in 1961. The main branch opened five more branches in Antsiranana, Fianarantsoa, Toamasina, Toliara, and Mahajanga. In 1988, all branches of the system became independent of each other, and the name University of Madagascar was dropped in favor of more geography-specific titles.

=== Polytechnics in Madagascar ===

== Higher education reform ==

=== The Bologna Process ===

Not applicable directly.

== Administration and finance ==

== Quality assurance ==

== Information society ==

Madagascar has begun to take steps towards promoting ICTs for development with the
adoption of two policies:

# the national ICT policy in 2004
# the economic and social development policy, the Madagascar Action Plan for 2007-2012, which promotes
the expansion of ICT infrastructure and access in the country including the establishment
of ICT centres in schools.

The country does not have a national ICT policy for education,
and the level of access to ICTs including connectivity is relatively low.

There are a few initiatives in the country that attempt to promote the access and use of ICTs to support
learning and teaching, but these largely assume the form of extracurricular projects.

Source: http://www.infodev.org/en/Publication.413.html Source InfoDev

=== ICT initiatives in schools ===

[http://www.world-virtual-school.com/africa/africasouth/madagascarvs.html Madagascar Virtual School]
The Africa Virtual School (AVS) was founded in February of 2008 as the first regional school of the World Virtual School, in order to serve students of all backgrounds with the highest quality online courses, at the lowest cost possible.

The goal of AVS is to offer equitable, quality education to all students, regardless of age, race, gender, ethnic, religious, or cultural background, via the internet so that they may join the global social, cultural and economic environment.

The World Virtual School is a subsidiary of the Hawking Institute, Inc., a non-profit NGO of Atlanta, GA, USA. It is also a partnership project with The Personal Learning Center, International, LLC (dba PLC/i EDU) which is incorporated as a Limited Liability Corporation within the State of Illinois in the United States and has official offices in Cordova, Illinois, USA.

No evidences, though, from the website, of what has been actually being ''run'' in the country.

[http://www.madagascarschoolproject.com/en/index.php Madagascar School Project]
[http://www.madagascarschoolproject.com/en/initiatives.php One Laptop Per Child Initiative]
As with organizations such as the United Nations Commission for Africa, the Nelson Mandela Children's Fund, and Develop Africa to name a few, the Madagascar School Project views technology as a tool to help the Malagasy improve the quality of their lives and fight against poverty. See [http://www.madagascarschoolproject.com/content/pdf/computer%20info%20sheet-2rev.pdf Factsheet]

[http://www.schoolnetafrica.org/ The SchoolNet Association of Madagascar] was launched in 2005. Since then it has mainly been involved in activities supported by the International Institute for Communications and Development (IICD) Global Teenager Project which encourages on-line collaborative learning programmes with young learners from all over the world.

SchoolNet Madagascar has also trained 220 learners and teachers to participate in the Mtandao Afrika programme supported by Microsoft’s Unlimited Potential Program, which assumes the form of a contest to encourage learners and teachers across Africa to form teams to develop educational Web sites.

[http://www.ecolevinet.com Ecole Vinet de Madagascar]
Rural school in Ambohimalaza. The school was founded in 1904 by the Swiss missionary, Julie Dériaz. ''(note: this link defunct as of December 2011; fate of school unknown.)''

== Virtual Campuses in HE ==

=== Interesting Virtual Campus Initiatives ===

None known.

=== Interesting Programmes ===

None known except for teacher training (below).

==== Teacher training ====

[http://www.auf.org/regions/ocean-indien/actualites/projet-tice-madagascar-comores-formation-de-formateurs-sur-les-technologies-educatives.html Projet TICE Madagascar-Comores]
'''Formation de formateurs sur les technologies éducatives'''. 14 juillet 2011

Dans le cadre d’un projet de coopération entre l’Ecole Normale Supérieure (ENS) d’Antananarivo et l’Université des Comores pour le renforcement des compétences universitaires par l’utilisation des technologies de l’information et de la communication pour l’éducation (TICE), le Bureau Océan indien de l’AUF a organisé une formation de formateurs du 27 juin au 1er juillet 2011 sur les concepts TICE et FOAD (Formations ouvertes et à distance).
Ce premier regroupement sur une série de cinq formations prévues pour l’année 2011, a réuni 22 membres de l’équipe pédagogique et administrative du Département de la Formation Initiale Littéraire de l’ENS d’Antananarivo. La formation était menée par Mme Ange Rakotomalala, responsable des formations du Bureau Océan indien (AUF). Ont été abordés lors de cette session : les dispositifs techno-pédagogiques TICE/FOAD, la plateforme Moodle et la mise en ligne de cours sur Moodle. La prochaine formation se tiendra au mois d’août.

'''Le projet TICE MADACOM en bref'''

Le projet TICE MADACOM (Enseignement des langues par les TICE à Madagascar et aux Comores) est un des projets soutenus par le Bureau Océan indien pour 2011-2013. Il vise à mettre en place un socle commun de compétences en langue, en méthodologie de travail universitaire et en maîtrise des nouvelles technologies pour l’ENS d’Antananarivo et l’Université des Comores.
Dans un premier temps, cette coopération sera concrétisée sous forme d’appui par le transfert de compétences assuré par l’équipe malgache dont les bénéficiaires seront les enseignants et les étudiants comoriens.
Dans un second temps, ce partenariat aura comme finalité l’élaboration d’outils didactiques multimédia (didacticiels accompagnés de documents d’exploitation des supports) ; ces outils seront par la suite hébergés sur une plateforme de cours en ligne accessible aussi bien aux enseignants qu’aux étudiants des deux institutions.

=== Re.ViCa Case-study ===

None.

== Lessons learnt ==

None.

== References ==

'''Wikipedia entries'''

* [http://en.wikipedia.org/wiki/Madagascar Madagascar]
* [http://en.wikipedia.org/wiki/University_of_Madagascar University of Madagascar]

'''Reports and papers'''

# Education in Madagascar (written in 1994), http://www.wildmadagascar.org/overview/loc/30-education.html
# Madagascar Education, http://www.mapsofworld.com/madagascar/education/

----
> [[Countries]]
 
>> [[Main Page]]

[[Category:Madagascar| ]]
[[Category:Africa]]
[[Category:Southern African Development Community]]
[[Category:French-speaking countries]]

[[Category:Countries of interest]]

[[Category:VISCED]]

Mauritius College of the Air

2011-12-20T22:30:28Z

SaraFrankBristow:

The '''Mauritius College of the Air''' was established in 1971 as an organisation under the Ministry of Education. It was re-enacted in 1985 to provide for the merger of the Audio-Visual Centre of the Ministry of Education. It is defined as a tertiary education institution under the schedule of the Tertiary Education Commission Act of 1988. The MCA is administered by a Board which is advised by an Advisory Council. The object of the college is to promote education, arts, science and culture generally through mass media and distance education methods.

''(text as excerpted from the [[Mauritius]] country report, December 2011)''

==References==
* Mauritius College of the Air web site, http://www.mca.ac.mu/mssnstmt.htm

----
> [[Mauritius]]
 
> [[Virtual colleges]]

[[Category:Virtual schools]]
[[Category:Mauritius|mauritius College of the Air]]

[[Category:VISCED]]

Madagascar Virtual School

2011-12-20T22:26:08Z

SaraFrankBristow: Created page with " The '''Madagascar Virtual School''', as part of the '''Africa Virtual School''' (AVS), was founded in February of 2008 as the first regional school of the '''World Virtual Schoo..."

The '''Madagascar Virtual School''', as part of the '''Africa Virtual School''' (AVS), was founded in February of 2008 as the first regional school of the '''World Virtual School''', in order to serve students of all backgrounds with the highest quality online courses, at the lowest cost possible.

The goal of AVS is to offer equitable, quality education to all students, regardless of age, race, gender, ethnic, religious, or cultural background, via the internet so that they may join the global social, cultural and economic environment.
The World Virtual School is a subsidiary of [http://hawking-institute.org/ the Hawking Institute, Inc.], a [[US]] non-profit NGO. It is also a partnership project with [http://www.plc.edu/ the Personal Learning Center], International, LLC (dba PLC/i EDU) which is incorporated as a Limited Liability Corporation within the State of Illinois in the United States and has official offices in Cordova, Illinois, USA.

No evidences, though, from the website, of what has been actually being run in the country.

''(text as excerpted from the [[Madagascar]] country report, December 2011)''

==References==
* Madagascar Virtual School web site, http://www.world-virtual-school.com/africa/africasouth/madagascarvs.html

----
> [[Madagascar]]
 
> [[Virtual schools]]
 

[[Category:Virtual schools]]

[[Category:VISCED]]

Mauritius College of the Air

2011-12-20T18:25:17Z

SaraFrankBristow: add college

The '''Mauritius College of the Air''' was established in 1971 as an organisation under the Ministry of Education. It was re-enacted in 1985 to provide for the merger of the Audio-Visual Centre of the Ministry of Education. It is defined as a tertiary education institution under the schedule of the Tertiary Education Commission Act of 1988. The MCA is administered by a Board which is advised by an Advisory Council. The object of the college is to promote education, arts, science and culture generally through mass media and distance education methods.

==References==
* Mauritius College of the Air web site, http://www.mca.ac.mu/mssnstmt.htm

----
> [[Mauritius]]
 
> [[Virtual colleges]]

[[Category:Virtual schools]]
[[Category:Mauritius|mauritius College of the Air]]

[[Category:VISCED]]

Trinidad and Tobago Distance Learning Secretariat

2011-12-20T17:21:42Z

SaraFrankBristow: add visced category

The Distance Learning Secretariat is involved in re-engineering and connecting Learning Access and Human Development to support the development of a Lifelong Learning System in Trinidad and Tobago. The Secretariat is responsible for ensuring the development and implementation of strategies related to distance learning namely:
* Developing standards for Open, Flexible, Distributed and Distance Learning among all Tertiary Level Institutions and other learning providers in the country.
* Promoting awareness of new and emerging knowledge and learning technologies among stakeholders and the public.
* Advising government and international agencies on issues related to new and emerging knowledge and learning technologies.
* Assisting in building and strengthening learning providers to broaden and increase access to learning through technological mediation.
* Promoting human resource development as well as the professional development of educators in distance learning.
* Building relationships and developing linkages through collaboration with local, regional & international professional bodies, agencies and institutions involved in distance learning.
http://www.stte.gov.tt/Programmes/DistanceLearning/Overview.aspx

The key objectives of the Distance Learning Secretariat are to:
* Standardize and promote Open and Distance Learning among all providers and the public within Trinidad and Tobago
* Build and strengthen learning providers to broaden and increase access to learning within Trinidad and Tobago
* Advise governments and international agencies on initiatives and issues related to Open and Distance learning in Trinidad and Tobago
http://www.stte.gov.tt/Programmes/DistanceLearning/Objectives.aspx

A critical output of the DLS strategic plan is the creation of an Information and Communication Technologies(ICT) framework to drive and sustain research and education at the tertiary level. Current projects leading towards this outcome include:
* The creation of a National Knowledge and Learning Network (NKLN) to connect learners and to foster the sharing of resources and expertise for capacity building and programme development for the on-line environment. This project also involves the development of a National Knowledge and Learning Portal as an key entry point to the NKLN from the Internet.
* The [[Carribean knowledge and learning network]] (CKLN), a regional project which aims to provide opportunity for the free flow of high quality learning opportunities for the people of the Caribbean Region. To achieve this vision, CKLN intends to leverage information and communications technology (ICT) and modern approaches to education to overcome constraints of remoteness and scale in tertiary education. Read more … www.ckln.net
* The Virtual University for Small States of the Commonwealth (VUSSC), a mechanism for pooling existing structures and capacities in all the small states of the Commonwealth enabled by appropriate ICT applications to facilitate collaboration in practical ways to plan programmes, develop the required content and ensure the delivery of those programmes and support services to learners. Read more … www.col.org/vussc

The Distance Learning Secretariat also pioneers certain achievements in Science, Technology and Innovation (STI) in both the formal and non-formal tertiary education sector under the Éclair initiative. The Electronic Collaboration for Learning Access, Information and Research (E.C.L.A.I.R) initiative has been developed by the Secretariat to infuse STIs into the capacity building initiatives of local faculty by increasing:
* Familiarity and competencies with ICTs, alternative learning paths and creative dynamics with respect to core content of curricula.
* Involvement and efforts in the production and generation of Open and Distance Learning (ODL) resources for an eventual national online repository.

http://www.stte.gov.tt/Programmes/DistanceLearning/Projects.aspx

[[Category:VISCED]]

Carribean knowledge and learning network

2011-12-20T17:20:18Z

SaraFrankBristow: add visced category

The Caribbean Knowledge and Learning Network (CKLN) is an inter-governmental agency of the Caribbean Community,CARICOM, with responsibility for the development and management of a high capacity, broadband fiber optic network called C@ribNET, connecting all CARICOM member states.

There are six main issues which this project seeks to address:

* Excess demand and limited supply of tertiary education opportunities
* High costs and limited financing
* Articulation with Education Development: Teacher Training
* Diversification of Tertiary Institutions, Quality and Relevance
* Regional Development of Tertiary Education, Integration Into Global Market and Competitiveness
* The cost of Connectivity, Use of ICT and Distance Education

http://www.ckln.org/home/content/about-ckln

[[Category:VISCED]]

User talk:SaraFrankBristow

2011-12-19T05:04:12Z

SaraFrankBristow: /* Sara's priority list as of 11.11.11 */

<table width="60%" style="clear: both; border: 1px solid #aaaaaa; border-collapse: collapse; padding: 0.2em; margin: 0; font-size: 85%; margin: 0 1px;">

<tr valign="top" style="background: #FFFFFF">

<td style="padding: 1px 1em 0; background: #F6F9ED;">

My Links...
[[Programmes]] |
[[Special:Categories|Categories]] |
[[Abbreviations]] |
[[Special:Contributions/SaraFrankBristow|Contributions]]

</td></tr></table> 

*'''Please add four tildes in sequence when saving your changes so I know who wrote what and when - thank you!'''
== New cats Oct 2011==

* [[Category:Regional virtual schools (to include multistate/multiprovince)

* [[Category:US statewide virtual schools
* [[Category:US multi-school-district virtual schools
* [[Category:US single-school-district virtual schools
* [[Category:US full-time virtual schools
* [[Category:US supplemental virtual school providers
* [[Category:US charter schools

* [[Category:Canada provincewide (provincial?) virtual schools
* [[Category:Canada multi-school-district virtual schools
* [[Category:Canada single-school-district virtual schools
(Did we want a full-time v. supplemental breakdown for Canada as for the US?)
* [[Category:Canada charter schools

* [[Category:Australia statewide virtual schools
(No further gradation for Australia - yet - that we discussed?)

* [[Category:Consortia (already exists - use lowercasing)

* [[Category:Sites using Elluminate (use lowercasing)
(And all others)

* [[Category:K12 Inc virtual schools
* [[Category:Connections Academy virtual schools
* [[Category:Insight virtual schools
* [[Category:iQ Academy virtual schools
* [[Category:Kaplan Academy virtual schools
* [[Category:Giant Campus virtual schools
* [[Category:Advanced Academics virtual schools
* [[Category:Apex Learning virtual schools
* [[Category:Aventa Learning virtual schools

* [[Category:Small virtual schools (<100 students)
* [[Category:Medium virtual schools (100-999 students)
* [[Category:Large virtual schools (1000-4999 students)
* [[Category:Very large virtual schools (5000-9999 students)
* [[Category:Mega virtual schools (>10000 students)

* [[Category:Ceased virtual schools (closed for any reason at all)

NOTE: I also add categories like: Virtual schools, Virtual schooling providers, Sites using Moodle, etc. where they seem applicable.

== Sara's priority list as of 11.11.11==

VISCED - November

<del>* Revisit US country report (.5 day)</del>
* Continental Editor - Australasia, Oceania (1 day)
<del>* Mendeley group on pedagogy, best practice for VS teachers, new tagging etc (4 days on draft)</del>

LUOERL - Dec1ish
* Update database to match report (1 day)
* Prepare for POERUP as appropriate

POERUP - December
* Review bid
* Review LUOERL
* Review/master Magic Words

<del>* US virtual schools entries</del>
<del>* building comprehensive list of US schools</del>
<del>* add remaining US state entries</del>
<del>* finalise schools template </del>
<del>* send Barry my comments on US vs - 1-2 states use as exemplars</del>
<del>* send Barry my categories ideas</del>

==Items Under Discussion==
NONE

== Notes to Self==
<nowiki> {{SimilarName|[[Full Institution Name]] (Abbreviation) in [[Country]]}} </nowiki>

==Comments/Discussion area==
*<strike>Sara, you said "does category:remove work" on eCollege. Well if you consider human actions, it works! I use the category:remove to give people the opportunity to save the entry from removal, but once in a while I go into the dead-end pages, orphaned pages, double redirects and also category:remove and I try to clean everything up a bit. if you've come across a better / automated system or you would like to just remove it immediately, do let me know and I'll do the same. --[[User:NikkiCortoos|NikkiCortoos]] 17:04, 6 August 2009 (CEST)</strike>
*<strike>Hello Sara, I don't know how the discussion normally works, but I used strike-through for the previous message =) and thank you for the good example to paste much used links on the discussion page, you can see that I've copied your example. Our very own Community of Practice! Wenger would be proud! --[[User:NikkiCortoos|NikkiCortoos]] 10:15, 13 August 2009 (CEST)</strike>

User talk:SaraFrankBristow

2011-12-19T05:03:55Z

SaraFrankBristow: /* Sara's priority list as of 11.11.11 */

<table width="60%" style="clear: both; border: 1px solid #aaaaaa; border-collapse: collapse; padding: 0.2em; margin: 0; font-size: 85%; margin: 0 1px;">

<tr valign="top" style="background: #FFFFFF">

<td style="padding: 1px 1em 0; background: #F6F9ED;">

My Links...
[[Programmes]] |
[[Special:Categories|Categories]] |
[[Abbreviations]] |
[[Special:Contributions/SaraFrankBristow|Contributions]]

</td></tr></table> 

*'''Please add four tildes in sequence when saving your changes so I know who wrote what and when - thank you!'''
== New cats Oct 2011==

* [[Category:Regional virtual schools (to include multistate/multiprovince)

* [[Category:US statewide virtual schools
* [[Category:US multi-school-district virtual schools
* [[Category:US single-school-district virtual schools
* [[Category:US full-time virtual schools
* [[Category:US supplemental virtual school providers
* [[Category:US charter schools

* [[Category:Canada provincewide (provincial?) virtual schools
* [[Category:Canada multi-school-district virtual schools
* [[Category:Canada single-school-district virtual schools
(Did we want a full-time v. supplemental breakdown for Canada as for the US?)
* [[Category:Canada charter schools

* [[Category:Australia statewide virtual schools
(No further gradation for Australia - yet - that we discussed?)

* [[Category:Consortia (already exists - use lowercasing)

* [[Category:Sites using Elluminate (use lowercasing)
(And all others)

* [[Category:K12 Inc virtual schools
* [[Category:Connections Academy virtual schools
* [[Category:Insight virtual schools
* [[Category:iQ Academy virtual schools
* [[Category:Kaplan Academy virtual schools
* [[Category:Giant Campus virtual schools
* [[Category:Advanced Academics virtual schools
* [[Category:Apex Learning virtual schools
* [[Category:Aventa Learning virtual schools

* [[Category:Small virtual schools (<100 students)
* [[Category:Medium virtual schools (100-999 students)
* [[Category:Large virtual schools (1000-4999 students)
* [[Category:Very large virtual schools (5000-9999 students)
* [[Category:Mega virtual schools (>10000 students)

* [[Category:Ceased virtual schools (closed for any reason at all)

NOTE: I also add categories like: Virtual schools, Virtual schooling providers, Sites using Moodle, etc. where they seem applicable.

== Sara's priority list as of 11.11.11==

VISCED - November
<del>* Revisit US country report (.5 day)</del>
* Continental Editor - Australasia, Oceania (1 day)
<del>* Mendeley group on pedagogy, best practice for VS teachers, new tagging etc (4 days on draft)</del>

LUOERL - Dec1ish
* Update database to match report (1 day)
* Prepare for POERUP as appropriate

POERUP - December
* Review bid
* Review LUOERL
* Review/master Magic Words

<del>* US virtual schools entries</del>
<del>* building comprehensive list of US schools</del>
<del>* add remaining US state entries</del>
<del>* finalise schools template </del>
<del>* send Barry my comments on US vs - 1-2 states use as exemplars</del>
<del>* send Barry my categories ideas</del>

==Items Under Discussion==
NONE

== Notes to Self==
<nowiki> {{SimilarName|[[Full Institution Name]] (Abbreviation) in [[Country]]}} </nowiki>

==Comments/Discussion area==
*<strike>Sara, you said "does category:remove work" on eCollege. Well if you consider human actions, it works! I use the category:remove to give people the opportunity to save the entry from removal, but once in a while I go into the dead-end pages, orphaned pages, double redirects and also category:remove and I try to clean everything up a bit. if you've come across a better / automated system or you would like to just remove it immediately, do let me know and I'll do the same. --[[User:NikkiCortoos|NikkiCortoos]] 17:04, 6 August 2009 (CEST)</strike>
*<strike>Hello Sara, I don't know how the discussion normally works, but I used strike-through for the previous message =) and thank you for the good example to paste much used links on the discussion page, you can see that I've copied your example. Our very own Community of Practice! Wenger would be proud! --[[User:NikkiCortoos|NikkiCortoos]] 10:15, 13 August 2009 (CEST)</strike>

United States

2011-12-19T03:35:28Z

SaraFrankBristow: /* The Bologna Process */

''(Re.ViCa version by [[Sara Frank Bristow]] and [[Paul Bacsich]].)''

''Put in merged template and updated for VISCED by [[Sara Frank Bristow]].''

''For entities in the United States see [[:Category:United_States]] ''



== Experts situated in the United States ==

* Cathy Cavanaugh, Associate Professor of Educational Technology, School of Teaching and Learning, University of [[Florida]] at Gainesville
* Sara Frank Bristow, Independent Researcher and Sero collaborator; contributor to Re.ViCa
* Susan Patrick, International Association for K-12 Online Learning (iNACOL)
* Russ Poulin, WICHE Cooperative for Educational Technologies; contributor to Re.ViCa




== United States in a nutshell ==
(sourced in part from http://en.wikipedia.org/wiki/United_States and https://www.cia.gov/library/publications/the-world-factbook/geos/us.html)

[[Image:US.gif|right|thumb|300px|Source : http://www.cia.gov]]

The United States ('''United States of America'''; '''US''', '''USA''', or '''America''') is a federal [http://en.wikipedia.org/wiki/Constitutional_republic constitutional republic] comprising 50 states and a federal district. The world's oldest surviving [http://en.wikipedia.org/wiki/Federation federation], the United States is a constitutional republic and representative democracy, in which citizens are subject to three levels of government: federal, state, and local.

The country is situated mostly in central [[North America]] between the [[Pacific Ocean]] and [[Atlantic Ocean]], bordered by [[Canada]] to the north and [[Mexico]] to the south. At 3.79 million square miles (9.83 million km2) and with about 311 million people (July 2011), the United States is the third or fourth largest country by total area ([http://en.wikipedia.org/wiki/List_of_countries_and_outlying_territories_by_total_area depending on definition]), and third largest by land area and by population.

[[Image:US_map_states_wikicommons.png|thumb|left|200px|Wikimedia Commons Map of US states]]

The US comprises 50 discrete states; see [http://en.wikipedia.org/wiki/USA_states the US States Wikipedia article] for a full list. [[Washington D.C.]] (the District of Columbia), a special district which is not part of any US state, serves as the permanent national capital. The US also possesses five major overseas territories, all considered separately in this wiki. According to 2010 estimates, the largest contiguous state, [[California]], has 37 million people; and the next, [[Texas]], has 25 million. The seven states with 10 million people or more are: [[California]], [[Texas]], [[New York]], [[Florida]], [[Illinois]], [[Pennsylvania]] and [[Ohio]]. Ten states have populations of less than 10 but more than 6 million. 33 states have populations under 6 million; of these, 13 have populations ranging from 1 to 3 million.

The list of states with their own Virtual Campus wiki entries resides at [[:Category:States of the United States]]. Regional sub-categories have been created for states with a high incidence of notable e-learning programmes, e.g. [[California]] and [[Colorado]]. Others are added as activity is identified.

== Education in the United States ==

Students are not compelled to study at nationally controlled or public schools in the United States, and from primary through post-secondary level, a broad range of private, for-profit options exist. In 2008, about 74 million people (both citizens and foreign nationals) were enrolled in American schools, colleges and universities.

Education is [http://www2.ed.gov/about/overview/fed/role.html primarily a state and local responsibility] in the US, with most decisions made (and policies established) on that basis. It is states and communities, as well as public and private organisations of various types, that establish schools and colleges, develop curricula, and determine requirements for enrolment and graduation - not the federal (central) government.

The structure of education finance in America reflects this predominant state and local role. Of an estimated $1.13 trillion in government funds being spent nationwide on education at all levels for the school year 2010-2011, a substantial majority comes from state, local, and private sources. This is especially true at the elementary (primary) and secondary levels, where 89% of the funds will come from non-federal sources.

The Federal government contribution to primary and secondary education is only about 11%.

== Schools in the United States ==

Children are required in most US states to attend school from the age of five or six until 16, 17 or 18 - generally bringing them through grade 12, or twelfth grade (the end of High School). This sequence is colloquially referred to as "K-12" education.

In all, 86% of American schoolchildren enroll in the "Public" (publicly funded) school system. About 12% are enrolled in parochial or nonsectarian "Private" (non-publicly funded) schools, and 2% are homeschooled.

[http://en.wikipedia.org/wiki/US_education Public school curricula], funding, teaching, and other policies are set through locally elected school boards with jurisdiction over school districts, which may have many directives from state legislatures. School districts are usually separate from other local jurisdictions, with independent officials and budgets. Educational standards and standardised testing decisions are usually made by state governments, with curricula varying widely from district to district.

Individual states, counties, and school districts have considerable leeway in how they choose to divide their school levels, so it is difficult to accurately describe an "average" child's standard progression through education. However, [http://en.wikipedia.org/wiki/Elementary_school#United_States all states have historically made a distinction] between two main genres of K-12 education and three genres of K-12 school.
* The genres of education are Primary and Secondary; and
* The genres of school are Elementary School, Middle or Junior High School, and High School

Elementary and Secondary school programmes comprise nearly 14,000 school districts and some 56 million students, attending roughly 99,000 public schools and 34,000 private schools. It would impossible to list all US schools here; however, see the Wikipedia [http://en.wikipedia.org/wiki/List_of_schools_in_the_United_States List of Schools in the United States] for links itemised by state and school district.

Homeschooling is legal in all 50 US states, although the topic is at times controversial (as parents are not always considered fit to provide schooling which meets compulsory education standards). Homeschooling standards and requirements also vary widely among US states. Common reasons for adoption of homeschooling strategies include dissatisfaction with the quality of schooling available; dissatisfaction with moral, ethical or religious issues associated with a school; and/or inability of a student to participate due to time, financial or physical restraints (e.g. in the case of child athletes, celebrities and the disabled).

The decision to homeschool a child in the US may be interpreted as a statement of social, religious, political or other dissent.

=== Pre-Primary ===
The terms "Preschool," "Prekindergarten," "Pre-K" or "Nursery School" may all be used to refer to earlier age-group education. There is no compulsory national Pre-Primary education requirement in the US.

=== Elementary (Primary) ===
American children are required to attend six or seven years of Elementary School (generally comprising Kindergarten and grades 1-5 or 1-6). [http://en.wikipedia.org/wiki/Kindergarten Kindergarten] is a transitional year for students around the age of 5 or 6. Not all states make this year compulsory, though many do and offer this as a free educational year. First grade is the more official "first year" of primary school.

=== Middle or Junior High School ===
Middle School is a period of schooling between Elementary and High School, viewed by many as a conceptual bridge between the two. It often shares resources with a larger Secondary School rather than occupy its own facilities. Middle School typically spans grades 6-8, while Junior High School (Junior High) spans grades 7 and 8 only. Middle School/Junior High School students are generally between 11 and 14 years old.

=== High School ===
The majority of American students complete four years of High School (grades 9-12), graduating with a diploma around the age of 18. A small percentage of students opt to withdraw prior to graduation, permitted at either 16 or 17 depending on state of residence. These students may take a series of standardised tests (General Educational Development, or GED) and receive High School equivalency credentials if they perform well.

In 2008, 87% of Americans over the age of 25 had graduated from High School. High School graduates may either enter the workforce or continue education, e.g. at a higher education institution.

== Further and Higher Education ==

The American further and higher education systems, like the primary and secondary education systems, are largely decentralised - that is, unregulated by any national body. With a limited number of exceptions, the federal government does not directly regulate colleges and universities (although it may award them federal grants). It can therefore be difficult to make generalisations about the institutions in these sectors (without focusing on one individual US state at a time), though we have tried our best below.

The term "Polytechnic" is not used as such in the US, though "Community Colleges" may be seen to occupy a similar educational niche - and are not unlike what some in other countries might call "University Colleges."

=== Universities (and "Colleges") in the United States ===
The US higher education system is known to host some of the finest universities in the world. According to the Shanghai Jiao Tong University's [http://www.arwu.org/ Academic Ranking of World Universities], more than 30 of the highest-ranked 45 institutions are in the United States (as measured primarily by awards and research output).

In discussing post-secondary education in the US it is important to bear in mind that the definition of the term "college" does not align neatly with that used in most other countries discussed in this wiki.

* '''Universities''' are, generally speaking, four-year institutions of higher education and research, awarding both undergraduate and postgraduate ("graduate") degrees.
* '''Colleges''' are four-year, undergraduate institutions with an emphasis on taught courses, which may award the same undergraduate degrees as universities. Colleges may be part of a larger research university or may exist independently.

'''Americans do not always distinguish verbally between "college" and "university" – those attending a university would refer to this process as "going to college" while in pursuit of their undergraduate degree.'''

It is difficult to identify the precise number of colleges and universities in the United States - in part because of varying definitions of the terms, and in part because of the diversity of potentially applicable institutions. Moreover, a US university need not be "accredited" in order to operate (see separate note on this topic). With these caveats in mind, a [http://www.utexas.edu/world/univ/alpha/ recent estimate] by the University of Texas at Austin counts 2,043 colleges and universities; the US Department of Education [http://ope.ed.gov/accreditation/ Database of Accredited Postsecondary Institutions and Programs] counts over 8,000 (community and vocational colleges are omitted in the first survey but included in the second); and the Chronicle of Higher Education 2009 [http://chronicle.com/section/Almanac-of-Higher-Education/141/ Almanac of Higher Education] counts 4,811.

Students provide transcripts of their High School grades and their results on a series of privately organised standardised tests when applying to American universities and colleges. Annual tuition fees are charged for higher education in almost all cases, and are often exorbitant compared to those found in other countries. (For the 2007–08 academic year, annual prices for undergraduate tuition, room, and board were estimated to be [http://nces.ed.gov/fastfacts/display.asp?id=76 $11,578 at public institutions and $29,915 at private institutions].) Many students rely on student loans and scholarships from their university, the federal government, or a private lender.

Students may choose to attend public or private institutions to complete their undergraduate degrees. The majority of public universities are operated by individual states and territories, usually as part of a "state university system". Each state supports at least one state university and several support many more. By a wide margin, these "state schools" tend to be the most affordable to residents from within that state.

Those individuals completing undergraduate education at either a university or college may enter the workforce in a professional capacity or continue on to postgraduate ("graduate") study. In 2008, [http://www.census.gov/Press-Release/www/releases/archives/education/013618.html 29% of American adults] 25 and older had a bachelor's degree.



===(Community) Colleges in the United States===
US "Community Colleges" are two-year institutions of higher education (once commonly called "Junior Colleges"). Often state-based and public, most Community Colleges operate under a policy of open admission and may be similar to the Polytechnics or University Colleges found in other countries.

[http://en.wikipedia.org/wiki/Community_colleges_in_the_United_States Many Community Colleges] are operated either by special districts that draw property tax revenue from the local community, as a division of a state university, or as sister institutions within a state-wide higher education system. In recent years, many Community Colleges have added online courses to their catalogues, and in some states have become hotbeds of e-learning activity.

Community Colleges typically offer two-year "associates degrees" and/or trade certifications, as well as services to the local community (e.g. a library or job placement assistance). Some offer courses towards a four-year bachelor's degree and may guarantee admission to a partner university. While most enrollees proceed directly from High School to Community College (and are therefore ages 18-21), Community College is also an attractive venue for older American adults returning to education after a hiatus; professionals seeking further certification in their field (or another); or hobbyists looking for an inexpensive way to further their personal interests.

'''US Community Colleges should not be confused with regular "Colleges"''', as the latter term is used uniquely in the US to refer to four-year teaching institutions which offer bachelor's degrees (see above). There are, however, other two-year institutions which would be referred to as "Community Colleges" even though they are not described as such by name; these have names like "institute of technology", "technical institute" or "technical college" and typically focus on training in technical and vocational skills.

== Education Reform ==

A selection of "hot button" issues targeted in the budget for [http://www2.ed.gov/about/overview/budget/budget12/index.html Fiscal Year 2012] reflect the general tenor of US educational reforms debated in the last five to ten years. These include:

* College access and completion
* Investing in early learning
* Accelerating the use of educational technology
* Supporting English language learners
* Supporting individuals with disabilities
* Strengthening the commitment to Native American, Alaska Native, and Native Hawaiian Education
* Improving productivity and efficiency
* Supporting rural education
* Improving Science, Technology, Engineering, and Mathematics (STEM) Education

Sector specifics are discussed below.

=== Schools ===
Approaches to improving public schooling have been the primary stakeholder concern ever since universal public education began to gain traction in US schools, in the middle of the nineteenth century. The Department of Education's official mission is to "promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access", and [http://en.wikipedia.org/wiki/Education_reform reforms over the last 60 years] have included issues of civil rights, "progressive" education versus "cultural literacy", and the 1990s adoption of Outcome-Based Education (OBE) - at which time a set of standards-based National Education Goals were set by the US Congress. The standards-based reform movement culminated in the controversial No Child Left Behind Act of 2001.

As of August 2011, issues frequently highlighted for potential reform include Repairing the Bush-era "No Child Left Behind" Act; Reauthorisation of the Elementary and Secondary Education Act (ESEA); Addressing teacher cheating scandals in standardised testing; Teacher union reform; Expanding school day or school year; Validity of charter schools (in which public schools operate more like private ones); Validity of school choice, or "school vouchers" (in which parents may select which public school their child attends, or use a voucher to send them to a private one); Improving teacher quality/salary; Improving teacher training; Awarding performance bonuses ("merit pay") to teachers; English-only vs. bilingual education (allowing students to study in their native tongue - typically Spanish); Mainstreaming special education students (allowing special needs individuals to remain in "regular" schools); Content of curriculum standards and textbooks (which intersects with controversial issues like the teaching of [http://en.wikipedia.org/wiki/Creationism creationism] in the classroom); and others.

For more information see the collected pieces on on "P-12" (pre-Kindergarten through twelfth grade) Reform on the ED web site at http://www.ed.gov/p-12-reform; or the useful Wikipedia discussion at http://en.wikipedia.org/wiki/Education_reform.

=== Post-secondary ===

Given the decentralised nature of the US HE system, federal reform might never reflect the kind of sweeping mandates periodically effected in other countries or unions. Nevertheless, certain proposed and actual reforms - largely addressing issues of affordability and access - pressed through or discussed from 2008-2011 are of great interest. Not all are exclusively higher-education specific. Some are detailed here:

* Announcement regarding [http://www.ecampusnews.com/technologies/white-house-makes-grants-to-boost-online-learning/ online courses for Community Colleges] (September 2011). The long-awaited first installation of a $2 billion grant programme targeting Community College students through both industry partnerships and an expansion of free online courses. An initial $500 million in "workforce training programme" grants were scheduled for distribution after a rigorous application process that lasted almost a year. This followed on an announcement by President Obama in July 2009 to devote '''$12 billion over 10 years''' to improve programmes, courses, and facilities at [[US]] Community Colleges, with $500 million devoted to freely available online courses. Portions of this pledge were realised in the Health Care and Education Reconciliation Act of 2010.

* The [http://www.broadband.gov/ National Broadband Plan] (March 2010). Relevant in its potential to transform education in the US, as noted in the report itself. Despite early advances in the arena, for nearly 10 years the United States has lagged behind many other developed countries in the adoption of broadband technology. America's first National Broadband Plan recommends sweeping improvements to US broadband governance, infrastructure, affordability, and deployment, dedicating $15.5 billion to broadband deployment over the next decade.

* The [http://en.wikipedia.org/wiki/Health_Care_and_Education_Reconciliation_Act_of_2010 Health Care and Education Reconciliation Act of 2010] (March 2010). Included the Student Aid and Fiscal Responsibility Act, reforming the process by which American students receive much-needed loans to participate in higher education.

* The [http://www.ed.gov/technology/netp-2010 National Educational Technology Plan 2010]". Outlined "ways in which information and communication technologies can be leveraged to help transform American education". It details [http://www.ed.gov/technology/netp-2010/goals-and-recommendations five specific goals] with recommendations (for states, districts, the federal government, and other stakeholders in the US education system) that address learning, assessment, teaching, infrastructure, and productivity. A wide variety of stakeholders played a role in developing the plan: see http://www.ed.gov/technology/netp-2010/how-plan-developed for details.

* The American Recovery and Reinvestment Act (ARRA) of 2009. Sought [http://www2.ed.gov/about/reports/annual/2009review.html "to get America on track and to return to being number one in the world in high school and college graduation rates, school readiness and overall academic achievement]." This included $98.2 billion in appropriations for the Department of Education, more than 1.5 times the Department’s entire appropriation for the previous year.

* The Student Aid and Fiscal Responsibility Act of 2009. [http://edlabor.house.gov/blog/2009/07/student-aid-and-fiscal-respons.shtml Goals included] "producing the most college graduates by 2020 by making college accessible and transforming the way our student loan programs operate." The bill never became law; link now defunct.

Read more about current issues in the realm of US Higher Education reform at the Teachnology, Inc. web site: http://www.teach-nology.com/highered/reform/

===== The Bologna Process =====
''This section was included as relevant to Re.ViCa and has not been updated since first posting.''

The average American academic remains unaware of the Bologna Process and its significance. Yet [http://www.ihep.org/assets/files/EYESFINAL.pdf a recent report] by the US-based Lumina Foundation chides:

:Former Secretary of Education, Margaret Spellings’ Commission on the Future of Higher Education paid no attention whatsoever to Bologna, and neither did the U.S. higher education community… Such purblind stances are unforgivable in a world without borders.

This report's author, [http://www.ihep.org/press-room/news_release-detail.cfm?id=62 Cliff Adelman] ([http://www.ihep.org/ Institute for Higher Education Policy]), is among numerous vocal proponents of US participation in a process similar to that set forth by Bologna. Lumina promotes [http://www.luminafoundation.org/our_work/tuning/Q_and_A-Bologna_and_Tuning.html "Tuning"], explored in papers such as [http://go2.wordpress.com/?id=725X1342&site=gsed.wordpress.com&url=http%3A%2F%2Fwww.ihep.org%2Fassets%2Ffiles%2FTheBolognaClub.pdf The Bologna Club: What U.S. Higher Education Can Learn from a Decade of European Reconstruction] - which set forth the goal that attainment of high-quality undergraduate degrees and credentials in the United States should increase to 60% by 2025.

Adelman's efforts and those of others like him are not widely known. Bologna's spirit of harmonisation, unity and "work towards a common cause" is not often felt across US state borders, and there are few models of cross-border cooperation that scratch the surface of Bologna Process-like goals.

As a separate issue, some European researchers have explored evidence of US hostility towards the Bologna Process itself, in terms of its perceived success in attracting overseas students who might otherwise pursue studies in the US. As an increasing number of "geographically mobile" students choose European universities over American ones, some believe that Bologna is a seen as a threat – yet one that US officials have been unwilling to acknowledge or name. For one example of this research track, see Charlier and Croche's 2008 piece on [http://mesharpe.metapress.com/app/home/contribution.asp?referrer=parent&backto=issue,2,7;journal,9,24;linkingpublicationresults,1:110907,1 The Outcome of Competition Between Europe and the United States].

== Administration and finance ==
(adapted from the US Department of Education web site, http://www2.ed.gov)
[[Image: Ed_gl_org_chart.gif|thumb|right|150px|2011 US Department of Education]]

Established in 1980, the '''[http://www.ed.gov/ US Department of Education]''' ('''ED''', or externally '''USDE''') is the government agency that establishes policy for and administers most federal assistance to '''all sectors of US education.''' ED has 4,200 employees and a $63.7 billion budget; elementary and secondary programmes serve more than 14,000 school districts and 56 million students, who attend some 97,000 schools and 28,000 private schools. Department programmes also provide financial assistance to about 11 million post-secondary students. Many students attend private schools, colleges and universities, paid for with private funds.

It is always important to bear in mind the predominant state and local role in establishing American schools and colleges, developing curricula, and determining enrolment and graduation requirements. '''These tasks are not, for the most part, under the purview of ED''' - in other words, there are few national requirements in these areas. Of an estimated $1.13 trillion being spent nationwide on education at all levels for school year 2010-2011, a substantial majority (89%) come from state, local, and private sources.

'''The US Department of Education (i.e. US federal government) does:'''

* Establish policies relating to federal financial aid for education, and administer/monitor those funds at all levels.
* Collect data, oversee schools research, and disseminate results to [http://en.wikipedia.org/wiki/United_States_Congress the US Congress], educators and the general public.
* Identify major issues, focus national attention on them, and make recommendations for education reform (advising the president and implementing education policies).
* Enforce federal statutes prohibiting discrimination in programmes receiving federal funds, and ensure equal access to education.

'''The US Department of Education (i.e. US federal government) does not:'''

* Establish schools and colleges
* Develop curricula
* Set requirements for enrollment and graduation
* Determine state education standards
* Develop or implement testing to measure whether states are meeting their own education standards

Notably for VISCED and Re.ViCa purposes, the Department of Education's [http://www2.ed.gov/about/offices/list/os/technology/index.html '''Office of Educational Technology] (OET)''' develops national educational technology policy, ensuring that programmes are coordinated and consistent across the federal government. OET released the US's first [http://www.ed.gov/technology/netp-2010 National Educational Technology Plan (NETP)] in March 2010 as described above.

=== Schools ===
The Department of Education's [http://www2.ed.gov/about/offices/list/oese/index.html '''Office of Elementary and Secondary Education'''] (OESE) directs, coordinates, and recommends policies for state and local educational agencies, helps ensure equal access to services (particularly for underprivileged and underrepresented children), and provides financial assistance to a select number of local educational agencies.

OESE offers nearly 200 programmes, addressing a range of issues such as: Hurricane Help for Schools, Academic Improvement and Teacher Quality Programs, School Support and Technology Programs, Student Achievement and School Accountability Programs, and many more. Programmes are administered through numerous offices, e.g. the Office of Indian [Native American] Education and the Office of Migrant Education. (Note that this is only a fragment of a much longer list, and that programmes are not guaranteed funding on an annual basis.)

=== Post-secondary ===
Federal regulation is critical in the area of student financial aid (which provides loans to students for post-secondary tuition).

The '''[http://www2.ed.gov/about/offices/list/ous/index.html Office of the Under Secretary]''' (OUS) oversees policies, programmes, and activities related to post-secondary education, vocational and adult education, and federal student aid.

The '''[http://www2.ed.gov/about/offices/list/ope/index.html Office of Postsecondary Education]''' (OPE) formulates federal post-secondary education policy and administers over 40 programmes to increase access to quality post-secondary education. One of the OPE's primary programmes of relevance is the [http://www2.ed.gov/about/offices/list/ope/fipse/welcome.html Fund for the Improvement of Postsecondary Education] (FIPSE). FIPSE's main activity each year is conducting the [http://www2.ed.gov/programs/fipsecomp/index.html Comprehensive Program], a grant programme intended to support innovative, replicable post-secondary education improvement projects. FIPSE also administers international consortia programmes, co-funded by foreign government partners, such as the [http://www2.ed.gov/programs/fipseec/index.html European Union-United States Atlantis Program] which provides funding for joint or dual undergraduate degrees in a wide range of academic and professional disciplines.

The '''[http://www2.ed.gov/about/offices/list/ovae/index.html Office of Vocational and Adult Education]''' (OVAE) administers and coordinates programmes related to adult education and literacy, career and technical education, and Community Colleges.

The '''[http://www2.ed.gov/about/offices/list/fsa/index.html Office of Federal Student Aid]''' (FSA) provides critical financial assistance to students enrolled in post-secondary educational institutions. Students apply to this agency for aid, and repay loans to it directly; institutions demonstrating inferior quality may become ineligible to educate students receiving federal student loans.

== Quality assurance ==



As described by the Department of Education's [http://www2.ed.gov/about/offices/list/ous/international/usnei/edlite-index.html US Network for Education Information] (USNEI), quality assurance takes several forms in the US system. The approval of institutions and programmes is generally '''undertaken by state agencies and accrediting agencies''', with the latter also responsible for establishing and maintaining academic and administrative standards. Professional and academic disciplinary associations also play a role in influencing and assessing quality. Educational potential and outcomes are measured by a wide range of surveys, studies, tests, and other assessments at the national, regional, state and institutional levels.

Various documents outlining assessment, evaluation, and standards activities in US education at all levels can be reviewed at http://www2.ed.gov/about/offices/list/ous/international/usnei/us/edlite-structure-us.html. The site also offers overviews of associates, bachelor's, and postgraduate degrees.

See also these general USNEI reports for further information:
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/accred-fed.doc Federal Recognition and Approval] - on the nature and limitations of the federal role in recognising accrediting agencies and in approving institutions
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/accred-state.doc State Approval of Schools and Postsecondary Institutions] - on the process of licensing or chartering educational providers by state authorities
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/qualassurance.doc Other Quality Assurance Provisions] - on additional quality assurance activities in the United States.

=== Schools ===
The US Department of Education [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/edlite-evaluation.html does not have the authority] to accredit private or public elementary or secondary schools; nor does it recognise schools-level accrediting bodies.

The US does not use national examinations to determine graduation from school or access to further studies, and there is no national curriculum on which to base such examinations. School curricula are set by local school districts, private schools, and homeschooling parents with reference to state standards and post-secondary requirements.

However, there is considerable commonality across the US education system despite the absence of legally enforced national curricula or examinations. Common evaluation and assessment standards and tools are the result of the pressures of the competitive academic marketplace, the expectations and requirements of employers and state agencies, and the standards required by accrediting agencies and professional and research associations.

For further information, USENEI provides these relevant schools report:

* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/accred-school.doc School-Level Accreditation] - the accreditation process at the primary and secondary education levels and provides links to accrediting agencies recognised by state governments and other authorities
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/edlite-evaluation.html Structure of U.S. Education: Evaluation and Assessment] - provides information on common US grading and credit systems as well as evaluation and standardised tests

=== Post-secondary ===
As in other US educational sectors, Quality Assurance in higher education is not typically overseen at the national level.
[http://www2.ed.gov/about/offices/list/ous/international/usnei/us/edlite-evaluation.html Post-secondary or tertiary curricula] are determined by individual institutions with reference to accreditation requirements, professional requirements, and the expectations of postgraduate programmes and employers.

It is difficult to summarise in brief the uniqueness and complexity of the academic accreditation process in the US.
* There is no single governmental accrediting body for US post-secondary educational institutions. Rather, ED relies on 74 private and state-based accrediting agencies to provide oversight of member institutions.
* These agencies are divided into 16 "regional" accrediting agencies (regarded as the most selective), plus a number of "national," "hybrid" and "programmatic" agencies which may certify lesser-known and/or specialised entities.
* Agencies awarded recognised by the Department of Education are not the only ones permitted to provide university accreditation; they have simply met a certain set of ED criteria. '''Recognition is not a requirement for an accrediting body to operate legally''' - although without it, institutions it certifies '''cannot participate in federal student aid programmes'''.
* Non-accredited institutions are often perceived as lacking in quality and rigor, and may be termed "diploma mills".

Within ED, the [http://www2.ed.gov/admins/finaid/accred/index.html Accreditation and State Liaison] (ASL) has responsibility for the accrediting agency recognition process and for coordinating activities between states and ED that impact institutional participation in the federal financial assistance programmes. A [http://www2.ed.gov/about/bdscomm/list/naciqi.html National Advisory Committee on Institutional Quality and Integrity] provides recommendations to the Secretary of Education regarding the recognition of post-secondary accrediting agencies.

For those seeking further information, USNEI provides these post-secondary reports:
* [http://www2.ed.gov/admins/finaid/accred/accreditation_pg6.html#NationallyRecognized Nationally Recognised Accrediting Agencies] - the U.S. Department of Education's directory of federally recognised accrediting agencies, both regional and national
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/accred-postsec.doc Postsecondary Accreditation] - describes the accreditation process at the tertiary level, and provides links to recognised accrediting agencies which are members of the Council for Higher Education Accreditation (CHEA)
* [http://www.chea.org/Directories/index.asp CHEA Directory of Recognised Accrediting Organisations] - the Council on Higher Education Accreditation's directory of recognised accrediting agencies
* [http://www.aspa-usa.org/ Association of Specialised and Professional Accreditors] (ASPA) - national association of accreditation agencies for regulated professions
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/fraud.doc Diploma Mills and Fraud] - information and links on the problems of unaccredited institutions and bogus accreditors in the US

== Information society ==

''Details about certain legislation, agencies and initiatives have been covered in previous sections.''

After an initial period of sustained leadership in the areas of computer science, internet development and broadband uptake, the US is now widely considered to be stagnating in technology uptake and usage. According to the World Economic Forum (WEF)'s 2011 report, the [http://www.huffingtonpost.com/2011/04/13/world-economic-forum-technology-use-us_n_848566.html US finished fifth] in a survey of the 138 countries that make up 98.8 percent of the world's GDP (ranking 24th in percentage of households with a personal computer). The WEF measured aspects of technology usage including business and regulatory climates for IT development and interest in and use of technology by the government, individuals and businesses.

The US also faces a significant gap in residential broadband use that breaks down along race, income, education levels and other socio-economic factors.

Recent [http://pewinternet.org Pew findings] report that 77% of American adults use the internet ([http://pewinternet.org/Static-Pages/Trend-Data/Whos-Online.aspx Dec 2010]); 83% of Americans own mobile phones, while just 57% own a personal computer ([http://pewinternet.org/Trend-Data/Device-Ownership.aspx May 2011]).

A variety of offices, agencies and non-profits monitor and direct US activity and strategy in the information society.
* The [http://www.fcc.gov/ Federal Communications Commission], an independent US government agency, regulates interstate and international communications by radio, television, wire, satellite and cable. (As noted above, it has unveiled the first US [http://www.reuters.com/article/idUSN2224640220100223 National Broadband Plan] in March 2010, reinforcing the notion that all Americans are entitled to "affordable access to robust and reliable broadband products and services".)
* The Department of Education’s [http://www2.ed.gov/about/offices/list/os/technology/index.html Office of Educational Technology] (OET) supports the use of technology in education. (The March 2010 "National Education Technology Plan" has been discussed above.)
* The [http://www.whitehouse.gov/omb/e-gov/ Office of E-Government & Information Technology] is part of the Office of Management and Budget (OMB).
* Founded in 1969, the [http://www.nascio.org National Association of State Chief Information Officers] (NASCIO) represents state chief information officers and information technology executives and managers from the states, territories, and the District of Columbia. The primary state members are senior officials from state government who have executive-level and statewide responsibility for information technology leadership.
* The [http://www.cio.gov/ Chief Information Officers] (CIO) Council serves as the principal interagency forum for improving practices in the design, modernisation, use, sharing, and performance of Federal Government agency information resources.
* The [http://it.usaspending.gov/ IT Dashboard], launched in June 2009, allows the American people to monitor IT investments across the federal government.

This is not a comprehensive list - and in particular does not identify any state or regional programmes. See http://www.usa.gov/Government/State_Local/Technology.shtml for more related agencies/organisations.

== ICT in education initiatives ==

=== Virtual initiatives in schools ===


Online education in the US has gained considerable traction over the last 15 years - seemingly more so than in any other country. A major report from the International Association for K-12 Online Learning (iNACOL), [http://www.inacol.org/research/docs/iNCL_NationalPrimerv22010-web.pdf A National Primer on K-12 Online Learning] (Second Edition), estimates that over 1.5 million American K-12 students were engaged in online and blended learning for the 2009-2010 school year (out of approximately 55.2 million students enrolled ).This represents roughly 3% of the US K-12 population.

This relatively small figure belies the scope and nature of the programmes now available. Options vary from state to state, school district to school district, and even from school to school. As the Primer notes, whether a student has the option to participate in "supplemental" (i.e. single) courses or full-time online programmes remains a matter of state policy and local laws, "with a few states providing opportunities for most students, a few states providing almost no opportunities, and most states falling somewhere in the middle". Moreover, iNACOL and others acknowledge their ongoing struggle to survey data in this relatively new and rapidly changing arena; there is no single authority to whom any of the schools listed in this survey must report, and relevant data is not always made available to the public.

As of 2010, supplemental or full-time online learning opportunities were available to students in 48 of the 50 US states. 38 states had state virtual schools or state-led online initiatives (with a 39th set to open in 2011); 27 states plus Washington, DC had full-time online schools serving students statewide; and 20 states were providing both supplemental and full-time online learning options statewide (but not as part of a state virtual school). This can be compared to 2001, during which approximately 10 states had state virtual schools and even fewer offered other online education options.
The three main types of US virtual school are summarised in brief below, as outlined in [http://www.ecs.org/html/Document.asp?chouseid=9014 Keeping Pace With Online Learning: An Annual Review of Policy and Practice], Evergreen Education Group (2010). Note that not all schools fit neatly into one of the slots below, but without this kind of rough categorisation it would be exceedingly difficult to approach the vast array of US virtual schools.

Click here for the VISCED [[typology of US virtual schools]].

Click here for the full VISCED list of [[:Category:Virtual_schools_in_the_US|Virtual schools in the US]].

==== US state virtual schools - overview====
* Operate in 38 states
* Are state-led online learning initiatives, with course enrollment ranging from several thousand to 16,000 for 2009-10
* Boast 450,000 "course enrollments" nationwide, i.e. in which one student takes one course
* Often provide local school districts with '''supplemental online courses''', as well as online learning expertise and thought leadership for their own schools
* Have '''students who study online part-time only''' (taking "supplemental" online courses while physically enrolled elsewhere)
* Saw enrollment increase by nearly 40% from 2008-09 to 2009-10, though most gains came from the states of North Carolina and Florida only
* Have virtual school enrollments exceeding 10,000 for 2009-10 in eight different states (Alabama, Florida, Georgia, Idaho, Louisiana, Michigan, North Carolina and South Carolina)
* Are usually funded by legislative appropriation

Click here for the VISCED list of [[:Category:US statewide virtual schools|US statewide virtual schools]] - this includes both "state virtual schools" as described above, and any virtual school for which state residents are eligible.

====US multi-school-district full-time online schools - overview====
* Operate in 27 states (each has at least one)
* '''Have few or no part-time students'''; most have enrollment of a few hundred to several thousand
* Usually attract students from across an entire state, so are found in those states that permit students to enroll across district lines
* Are typically charter schools (i.e. special publicly funded schools operating under their own charters/standards, attended by student choice)
* Are usually affiliated with a private national organisation e.g. Connections Academy, K12 Inc., Advanced Academics, or Insight Schools
* Are often funded via state public education funds that follow the student

Click here for the VISCED list of [[:Category:US_multi-school-district_virtual_schools|US multi-school-district virtual schools]].

Click here for the VISCED list of [[:Category:US_charter_schools|US charter schools]].

====US single school district programmes - overview ====
* Are represented by only 11 well-established programmes nationwide
* Serve only students who reside within a single, local district of residence
* Serve '''mostly supplemental students''' (though some serve full-time students)
* Are often focused on credit recovery or at-risk students
* Make up the fastest growing segment of K-12 online learning

There are additionally a number of virtual schools run by consortia or postsecondary institutions, i.e. some which are not state, multi-district or single district schools.

Click here for the VISCED list of [[:Category:US_single-school-district_virtual_schools|US single-school-district virtual schools]].

====Possible US Exemplars====

* [[Agora Cyber Charter School]]
* [[Alabama ACCESS Distance Learning]] (State Virtual School)
* [[City of Angels Virtual Academy]] (COAVA)
* [[Cook County Sheriff’s Department Virtual High School]]
* [[Electronic Classroom of Tomorrow]]
* [[Florida Virtual School]] (FLVS)
* [[Hope Online Learning Academy]]
* [[Idaho Digital Learning Academy]] (IDLA)
* [[Illinois Virtual High School]]
* [[Jefferson County JCPSeSchool]]
* [[Louisiana Virtual School]] (LVS)
* [[Mesa Distance Learning Program]] (MDLP)
* [[Michigan Virtual School]] (MVS)
* [[Minnesota Virtual High School]] (MVHS)
* [[Mississippi Virtual Public School]]
* [[North Carolina Virtual Public School]] (NCVPS)
* [[Omaha Public Schools eLearning]] (OPS)
* [[Open High School of Utah]] (OHSU)
* [[Pennsylvania Cyber Charter School]]

* [[Primavera Online High School]]
* [[Silver State Charter Schools]]
* [[South Carolina Virtual School Program]] (SCVSP)
* [[Utah Electronic High School]] (EHS)
* [[Virtual High School Global Consortium]] (VHS)
* [[21st Century Cyber Charter School]]

====Towards a Comprehensive List of US Virtual Schools (in progress)====
''All schools identified as "notable" in the early phases of VISCED are included below. The list is representative but not comprehensive, given the nature of the US. Virtual schools for the under-14s are deemed out of scope.''

# [[21st Century Cyber Charter School]] (Pennsylvania)
# [[Academy Online High School]] (Colorado)

# [[ACE Digital Academy]] (Ohio)
# [[ACHIEVEk12]] (Colorado)
# [[Achievement House Cyber Charter School]] (Pennsylvania)
# [[Advanced Academics Online School]] (Oklahoma)
# [[AGVI Academy for Gifted Youth]] (California)
# [[Agave Distance Learning]] (Arizona)
# [[Agora Cyber Charter School]] (Pennsylvania)
# [[Akron Digital Academy]] (Ohio)
# [[Alabama ACCESS Distance Learning]] (State Virtual School)

# [[Alaska Virtual School]]
# [[Alaska's Learning Network]]



# [[Andover eCademy]] (Kansas)
# [[Anoka Hennepin Compass On-Line]] (Minnesota)
# [[Another Choice Virtual Charter School]] (Idaho)
# [[Apex Learning High School]]
# [[Appleton eSchool]] (Wisconsin)
# [[APS Online]] (Colorado)
# [[Arizona Connections Academy]]
# [[Arizona Online Instruction]]
# [[Arizona Virtual Academy]]

# [[Arizona Virtual School]]

# [[Arkansas Virtual High School]]
# [[ASPIRA Bilingual Cyber Cyber School]] (Pennsylvania)
# [[AZ2020 Online Academy]] (Arizona)
# [[Basehor-Linwood Virtual School]] (Kansas)
# [[Beacon Academy of Nevada]]
# [[Bethel Online Academy]] (Washington)
# [[Blue Sky Online Charter School]] (Minnesota)
# [[Blueprint High School]] (Arizona)
# [[Boulder Universal]] (Colorado)
# [[Branson School Online]] (Colorado)
# [[Brigham Young University Independent Study]] (Utah)
# [[Buckeye On-Line School for Success]] (Ohio)
# [[California Pacific Charter Schools]] (California)
# [[California Virtual Academies]]

# [[Canon Online Academy]] (Colorado)
# [[Capistrano Connections Academy]] (CapoCA) (California)
# [[Cardington-Lincoln Local Digital Academy]] (Ohio)
# [[Chesterfield County Public Schools Online]] (Virginia)
# [[Central California Connections Academy]] (California)
# [[Central Pennsylvania Digital Learning Foundation]] (Pennsylvania)
# [[Chester Area Cyber School]] (South Dakota)
# [[Chicago Virtual Charter School]] (Illinois)

# [[Christa McAuliffe Academy]] (Oregon)
# [[Cincinnati Virtual High School]] (Ohio)
# [[City of Angels Virtual Academy]]
# [[CCSD Virtual High School]] (Nevada)
# [[CK Online Academy]] (Washington)
# [[Cobb Virtual Academy]] (Georgia)

# [[Colorado Connections Academy]]
# [[Colorado Distance and Electronic Learning Academy]] (CDELA)
# [[Colorado Online Learning]]
# [[Colorado Cyber]]
# [[Colorado Virtual Academy]]
# [[Columbia Virtual Academy]] (Washington)
# [[Commonwealth Connections Academy]] (Pennsylvania)

# [[Connecticut Virtual Learning Center]]
# [[Continental Academy]] (Florida)
# [[Cook County Sheriff’s Department Virtual High School]]



# [[Delta Academy On Line School]] (Nevada)
# [[Delta Cyber School]] (Alaska)

# [[DoDEA Virtual High School]]
# [[Denver Online High School]] (Colorado) (formerly DPS Online High School)
# [[Dunlap Leadership Academy]] (California)
# [[Duval Virtual Instruction Academy]] (Florida)
# [[eCADEMY]] (New Mexico)

# [[Education Program for Gifted Youth]] Online High School, Stanford University (California)
# [[ELCA Online Learning Academy]] (Georgia)
# [[EdVisions Online High School]] (Minnesota)
# [[EV Online Learning]] (Washington)
# [[Electronic Classroom of Tomorrow]] (Ohio)
# [[Electronic Course Program]] (Texas)
# [[Evanston Virtual High School]] (Wyoming)
# [[Excel High School]] (Minnesota)
# [[Fairbanks B.E.S.T. Program]] (Alaska)
# [[Fairborn Digital Academy]] (Ohio)
# [[Falcon Virtual Academy]] (Colorado)
# [[Findlay Digital Academy]] (Ohio)
# [[Florida Virtual School]]
# [[Francis School]] (New York)
# [[Franklin University PSEOP]] (Ohio)
# [[Freshwater Education District Virtual School Consortium]] (Minnesota)
# [[Georgia Cyber Academy]]

# [[Georgia Virtual School]]
# [[Giant Campus of Washington]] (Washington)
# [[Giant Campus Academy]]
# [[GLBTQ Online High School]] (Minnesota)
# [[GOAL Digital Academy]] (Ohio)
# [[GOAL Academy Online]] (Colorado)
# [[Graham Digital Academy]] (Ohio)
# [[Greater Ohio Virtual School]]
# [[Greenways Academy]]
# [[Gwinnett Online Campus]] (Georgia)
# [[Hamilton County Virtual School]] (Tennessee)
# [[Hawaii DOE E-School]]
# [[Hawaii Technology Academy]]
# [[Hawaii Virtual Learning Network]]
# [[Hawaii Virtual School]]
# [[Hoosier Academies]] (Indiana)
# [[Hope High School Online]] (Arizona)
# [[Hope Online Learning Academy]] (Colorado)
# [[Idaho Connects Online]]
# [[Idaho Digital Learning Academy]]
# [[Idaho Distance Education Academy]]
# [[Idaho Virtual Academy]]
# [[IDEAL-NM]] (New Mexico)
# [[Independent Study High School]] (Nebraska)
# [[Illinois Virtual High School]]
# [[Indiana Connections Academy]]
# [[Insight School of Colorado]]
# [[Insight School of Kansas]]
# [[Insight School of Minnesota]]
# [[Insight School of Washington]]
# [[Insight School of Wisconsin]]
# [[INSPIRE Connections Academy]] (Idaho)


# [[International Virtual Learning Academy]] (California)
# [[Internet Academy]] (IA) (Washington)
# [[Iowa Learning Online]]
# [[Iowa Online AP Academy]]
# [[iQ Academy Arizona]]
# [[iQ Academy Kansas]]
# [[iQ Academy Minnesota]]

# [[iQ Academy Washington]]
# [[iQ Academy Wisconsin]]
# [[iSucceed Virtual High School]] (Idaho)
# [[Jackson Hole Connections Academy]] (Wyoming)
# [[Janesville Virtual Academy]] (Wisconsin)
# [[JEDI Virtual High School]] (Wisconsin)
# [[Jeffco's 21st Century Virtual Academy]] (Colorado)
# [[Jefferson County JCPSeSchool]]
# [[Kansas Connections Academy]]

# [[Kaplan Academy of California]]

# [[Kaplan Academy of Oregon]]
# [[Kaplan Academy of Washington]]
# [[Kaplan University High School]]
# [[Karval Online Education]] (Colorado)
# [[Kenosha eSchool]] (Wisconsin)
# [[Kent Digital Academy]] (Ohio)
# [[Kentucky Virtual Schools]]
# [[Keystone Online School]]
# [[Kiel eSchool]] (Wisconsin)

# [[Lakewood Digital Academy]] (Ohio)
# [[Lancaster Digital Academy]] (Ohio)

# [[Learn at My Pace]] (LAMP) Online High School (Minnesota)



# [[Learning² eSchool of Wichita]] (Kansas)
# [[Louisiana Virtual School]]
# [[Mahoning Unlimited Classroom]] (Ohio)



# [[Maryland Virtual School]]
# [[Massachusetts Online Network for Education]] (MassONE)

# [[Massillon Digital Academy]] (Ohio)
# [[Mercury Online Academy of Arizona]]
# [[Mercury Online Prep]]
# [[Mercury Academy of Southern California]]
# [[Meridian Parent Partnership Program]] (MP3) (Washington)
# [[Mesa Distance Learning Program]]
# [[Miami Dade I-Prep Academy]] (Florida)
# [[Miami-Dade Online Academy]] (Florida)
# [[Michigan Virtual School]]

# [[Midwestern Regional Virtual Charter School]] (Pennsylvania)
# [[Minnesota Online High School]]
# [[Minnesota Transitions Schools Minnesota Connections Academy]]
# [[Minnesota Virtual Academy]]
# [[Minnesota Virtual High School]]
# [[Mississippi Virtual Public School]]
# [[Missouri Virtual Instruction Program]]
# [[Monroe Virtual High School]] (Wisconsin)
# [[Monroe Virtual Middle School]] (Wisconsin)
# [[Montana Digital Academy]]
# [[Monte Vista Online Academy]] (Colorado)
# [[Move Up Program]] (Washington)
# [[MPS Online]] (Minnesota)

# [[National Connections Academy]]

# [[National University Virtual High School]] (California)
# [[Nevada Connections Academy]]
# [[Nevada Virtual Academy]]
# [[New Jersey Virtual School]]
# [[Newark Digital Academy]] (Ohio)

# [[NCSSM Online]] (North Carolina)
# [[North Carolina Virtual Public School]]
# [[North Dakota Center for Distance Education]]
# [[Northeast Wisconsin Online Network]] (Wisconsin)
# [[Northwest Allprep]] (Washington)


# [[Odyssey High School]] (Nevada)
# [[Ohio Connections Academy]]
# [[Ohio Distance And Electronic Learning Academy]]
# [[Ohio Virtual Academy]]



# [[Oklahoma Virtual Academy]]
# [[Oklahoma Virtual Charter Academy]]
# [[Oklahoma Virtual High School]]
# [[Oklahoma Virtual School]]
# [[Olympia Regional Learning Academy iConnect]] (Washington)
# [[Omaha Public Schools eLearning]]
# [[Open High School of Utah]]
# [[Oregon Connections Academy]]
# [[Oregon Virtual Academy]]
# [[Oregon Virtual Education]]

# [[PA Distance Learning Charter School]] (Pennsylvania)
# [[PA Learners Online Regional Cyber Charter School]] (Pennsylvania)
# [[Pacific View Charter School]]
# [[Palmetto State E-cademy]] (South Carolina)
# [[Park City Independent]] (Utah)
# [[Pennsylvania Cyber Charter School]]
# [[Pennsylvania Leadership Charter School]]
# [[Pennsylvania Virtual Charter School]]
# [[Pinnacle Online High School]] (Arizona)

# [[Primavera Online High School]] (Arizona)
# [[Provo eSchool]] (Utah)
# [[Provost Academy South Carolina]]
# [[Provost Academy Colorado]]
# [[Quaker Digital Academy]] (Ohio)
# [[Red Comet]] (Washington)
# [[Richard McKenna Charter High School]] (Idaho)
# [[Riverside Virtual School]] (California)



# [[Scholars Online]] (Washington)

# [[Silver State High School]] (Nevada)
# [[Sioux Falls School District]] (South Dakota)
# [[Slavic Christian Academy]] (Washington)

# [[South Carolina Connections Academy]]
# [[South Carolina Virtual Charter School]]
# [[South Carolina Virtual School Program]]
# [[South Carolina Whitmore School]]
# [[South Dakota Virtual School]]

# [[Southwest Licking Digital Academy]] (Ohio)
# [[Spokane Virtual Learning]] (Washington)
# [[Spring Lake Park Online]] (SLP Online) (Minnesota)
# [[St. Johns Virtual School]] (Florida)

# [[SusQ-Cyber Charter School]] (Pennsylvania)
# [[Texas Connections Academy @ Houston]]
# [[Texas Virtual Academy]]
# [[Texas Virtual School]]
# [[Tempe Union Online Learning]] (TUOL) (Arizona)
# [[The American Academy]]

# [[Treca Digital Academy]]
# [[TRIO Wolf Creek Online High School]] (Minnesota)

# [[University of California College Prep]] (California)
# [[University of Missouri High School]]
# [[University of Oklahoma High School]]
# [[Utah Electronic High School]] (EHS)
# [[Utah Tech High]]
# [[Utah Virtual Academy]]
# [[Vermont Virtual Learning Cooperative]]
# [[Vilas Online]] (Colorado)

# [[Virtual Community School Of Ohio]]
# [[Virtual High School Global Consortium]] (VHS)
# [[Virtual Learning Academy Charter School]] (New Hampshire)
# [[Virtual Virginia]]
# [[VOISE Academy High School]] (Illinois)


# [[Washington Online School Network]]
# [[Washington Virtual Academies]] (WAVA) (Washington)
# [[WOLF School]] (Nevada)
# [[West Central Learning Academy II]] (Ohio)
# [[West Virginia Virtual School]]

# [[Westwood Cyber High]] (Michigan)
# [[WiloStar3D-Epic Academy]] (Oklahoma)
# [[Wisconsin Connections Academy]]
# [[Wisconsin eSchool Network]]
# [[Wisconsin Virtual Academy]]
# [[Wisconsin Virtual Learning]]
# [[Wisconsin Virtual School]]
# [[Wyoming e-academy of Virtual Education]] (WeAVE)
# [[Wyoming Switchboard Network]]
# [[Wyoming Virtual Academy]]

See also the Wikipedia article at http://en.wikipedia.org/wiki/List_of_virtual_schools#United_States.

=== Virtual initiatives in post-secondary education ===


According to the Sloan Consortium's 2010 report on [http://sloanconsortium.org/publications/survey/class_differences Class Differences: Online Education in the United States], approximately 5.6 million students were enrolled in at least one online course in the autumn of 2009. Other findings include:
* Almost two-thirds of for-profit institutions say that online learning is a critical part of their long term strategy
* The 21% growth rate for online enrollments far exceeds the 2% growth in the overall higher education student population
* Nearly one-half of institutions report that the economic downturn has increased demand for face-to-face courses and programmes
* Three-quarters of institutions report that the economic downturn has increased demand for online courses and programmes

There are no university-focused relevant federal initiatives of note. However, in July 2009 president Barrack Obama pledged to devote $12 billion over 10 years to improve programmes, courses, and facilities at US Community Colleges, with "$500 million devoted to freely available online courses". This pledge has evolved over time and is covered in more detail above under "Education Reform".

Despite the lack of national motivation, the simple scope and diversity of virtual university activity in the US cannot be underestimated. Most US universities offer at least one hybrid or fully online programme. Many institutions offer a wide range of programmes, at both the undergraduate and postgraduate levels.

Many of the "notables" are operated by for-profit, private companies, although a variety of initiatives originating in "traditional" universities were examined under Re.ViCa as well. Some major institutions/initiatives include:

* [[Capella University]]
* [[Carnegie Mellon University]]
* [[University of Central Florida]]
* [[Colorado Community Colleges Online]]
* [[DeVry University]]
* [[Laureate Education]] ([[Walden University]])
* [[University of Maryland University College]]
* [[University of Phoenix]]
* [[Penn State World Campus]]
* [[Regis University]]
* [[SUNY Learning Network]]
* [[Strayer University Online]]
* [[UT Telecampus]]
* [[University of the People]] - new, but noteworthy

There are many more. See [http://www.virtualschoolsandcolleges.eu/index.php/Category:United_States the US category] for a full list of those programmes indexed by the Re.ViCa wiki.

== Lessons learnt==

=== General lessons ===

The US is an unusually structured nation of 50 federated states, to which it is not always easy to compare other countries - especially those located in Europe (as they are more likely to see broad-ranging, national initiatives in education). Some of the associated issues are explored below (''text prepared for Re.ViCa'').

Note also that the apparent success of e-learning/online higher education in the [[US]] must be approached with care - quality may vary widely from institution to institution (and programme to programme). See note above on the complexity of US accreditation and quality control mechanisms.

==== Is the relevance of the US or of its states? ====
''Text prepared for Re.ViCa and moved from an earlier section.''

Hovering around 308.6 million as of early 2010, the population of the USA seems enormously large compared with that of most European countries. (For comparison, the population of the [[UK]] is estimated at 62 million, the [[Netherlands]] at 16.6 million, and [[Finland]] at 5.3 million.) Nevertheless, the federal structure of the US and the deregulated nature of its educational systems indicate that it is reasonable to look to the state level when studying e-learning in the US.

This "relevance" depends primarily on comparing US states to discrete European ones - it is extremely difficult to compare and contrast the US and Europe as a whole (in e-learning or otherwise).

The population of the EU is now estimated at over 500 million, about 1.5 times that of the US, and its inhabitants speak over 170 languages (of which 23 are considered "official"). While the US itself has no "official" language, nearly all Americans speak English, and moreover share essentially similar cultural expectations. This (in conjunction with the US's underlying federal governance structure) often results in a velocity of propagation of ideas nationwide which is rarely replicated across the EU.

==== Post-secondary: Do US ideas in e-learning transfer to Europe? ====
''Text prepared for Re.ViCa and moved from an earlier section.''

Many European analysts consider US universities - both large and small, public and private - more successful at developing and implementing substantial e-learning programmes than their European counterparts. Online learning in the US is indeed expanding at a remarkable and enviable pace: the average growth rate for online university enrolments has increased by roughly 13% per annum over the past seven years (compared with 2% for US "brick and mortar" enrolments). Other indicators of success include completion rates, programme sustainability over a number of years, and academic reputation.

Researchers have (understandably) questioned why the success of e-learning in US universities does not transfer more readily to a European context. Is it the economy, the geography, the demographics, or the population density; the nature of the respective educational funding models; or something else entirely? Indeed, these are but a few of the differences that may contribute to the challenge of e-learning transfer. Consider also the vast differences in quality models, academic focus, relevant public policy, language/culture, and technology uptake. In a global culture where online degrees are rapidly acquiring credibility, and students have begun to actively pursue online degrees via overseas institutions, these are critical questions to consider when pondering the future of education in Europe.

It is certain that North American ideas in e-learning form worthy comparators, and in countless cases do see transfer to Europe (and beyond). For example, many of the early course/learning management systems which formulated our earliest understanding of [http://en.wikipedia.org/wiki/History_of_virtual_learning_environments_1990s "online learning" in the mid-1990s] were developed in either America or Canada, e.g. LotusNotes, FirstClass, Blackboard and WebCT. A distinctly American company with American attitudes and products, Blackboard [[learning management systems]] remains in common usage across Europe (despite recent trends towards [[OER]] in the market). Institutions worldwide have sought to mirror the success of the US in exporting learning via the internet.

There is also more general discussion of the "Americanisation of Education" seen in some European countries - which is too broad and controversial a topic to address here.

Whatever the ramifications, the past would suggest that European analysts should indeed examine US e-learning trends in order to better understand (and possibly predict) directions for growth in their own countries.

=== Notable practices ===


The unusually decentralised nature of US education makes it difficult to locate national practices that might be applied more broadly. Note, however, that this decentralisation seems to have stimulated the development of virtual schools within the US in an unprecedented manner. Virtual Schools may be public or private; private organisations may partner with public school systems; and online courses may be partly or purely supplemental (as opposed to full time). There is no shortage of models evolving, and it would seem that the lack of uniformity has proven a rich and fertile ground for development.

Less optimistically, there are many opposed to the dominant role that private, for-profit organisations have come to play in the development of US virtual schools (and in charter schools in particular - see description above). Many of these "academies" have been developed along the lines of a "University of Phoenix" model, and indeed are often owned by large, profit-seeking parent companies. In other words, the unique US educational landscape brings both benefits and challenges. (In this context of post-secondary education, consider the wide range of accrediting agencies, and the longstanding disputes regarding educational quality among for-profit, commercial institutions). It is difficult to judge their applicability in other contexts.

== References ==

* "2009 Year in Review". US Department of Education, January 2010, http://www2.ed.gov/about/reports/annual/2009review.doc
* "Academic Ranking of World Universities". Graduate School of Education, Shanghai Jiao Tong University, http://www.arwu.org/. Retrieved 2010-02-28
* "Accreditation and Quality Assurance: Other Quality Assurance Provisions." International Affairs Office, US Department of Education, 12/2007, http://www2.ed.gov/about/offices/list/ous/international/usnei/us/qualassurance.doc
* Adelman, C. The Bologna Process for U.S. Eyes: Re-learning Higher Education in the Age of Convergence. Produced with primary support of the Lumina Foundation for Education to the Global Performance Initiative of the Institute for Higher Education Policy, April 2009, http://www.ihep.org/assets/files/EYESFINAL.pdf Retrieved 2010-02-15
* "Ages for Compulsory School Attendance..." US Dept. of Education, National Center for Education Statistics, http://nces.ed.gov/programs/digest/d02/dt150.asp. Retrieved 2010-02-15
* Allen, I. E. and Seaman, J. (2008) Staying the Course: Online Education in the United States, 2008 Needham MA: Sloan Consortium
* "The Almanac of Higher Education". The Chronicle of Higher Education LVI (1): 5. August 28, 2009.
* "A National Primer on K-12 Online Learning, Second Edition". iNACOL, http://www.inacol.org/research/docs/iNCL_NationalPrimerv22010-web.pdf
* "As Economy Wavers, Online Enrollments Climb". November 13, 2008, http://www.insidehighered.com/news/2008/11/13/sloan Retrieved 2010-02-15
* Brady, P. Is there a Paris match for UK's overseas appeal? 10 August 2007, Times Higher Education, http://www.timeshighereducation.co.uk/story.asp?storyCode=90207&sectioncode=26 Retrieved 2010-02-15
* "Category Archives: P-12 Reform". US Department of Education, http://www.ed.gov/p-12-reform Retrieved 2011-07-28
* Charlier, J.-E., and Croche, S. "The Bologna Process: The Outcome of Competition Between Europe and the United States and a Stimulus to This Competition", European Education, vol. 39, no. 4, Winter 2007–8, pp. 10–26.
* Database of Accredited Postsecondary Institutions and Programs, US Department of Education, http://ope.ed.gov/accreditation/ Retrieved 2010-02-15
* "Education Reform". Wikipedia, http://en.wikipedia.org/wiki/Education_reform Retrieved 2011-07-28
* "Educational Attainment in the United States: 2003." US Census Bureau. http://www.census.gov/prod/2004pubs/p20-550.pdf. Retrieved 2010-02-28
* "Educational Attainment in the United States: 2008." US Census Bureau. http://www.census.gov/population/www/socdemo/educ-attn.html Retrieved 2010-02-28
* "Demographics of the European Union". Wikipedia, http://en.wikipedia.org/wiki/Demographics_of_the_European_Union Retrieved 2010-02-08
* "Digest of Education Statistics: 2008". US Dept. of Education, National Center for Education Statistics, http://nces.ed.gov/programs/digest/d08/ Retrieved 2010-02-08
* "Diploma Mills and Accreditation". US Department of Education web site, http://ed.gov/students/prep/college/diplomamills/accreditation.html
* "Education in the United States". http://en.wikipedia.org/wiki/Education_in_the_United_States Retrieved 2011-07-28
* "Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies". US Dept. of Education, September 2010, http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf
* "European Union". Wikipedia, http://en.wikipedia.org/wiki/European_Union Retrieved 2010-02-08
* "Fading Stimulus Saved Colleges". Inside Higher Ed, February 11, 2010, http://www.insidehighered.com/news/2010/02/11/sheeo
* "Fast Facts [2007/2008]." US Dept. of Education, National Center for Education Statistics, http://nces.ed.gov/fastfacts/display.asp?id=76
* "General Educational Development". Wikipedia, http://en.wikipedia.org/wiki/General_Educational_Development
* "Higher Education in the United States". http://en.wikipedia.org/wiki/Higher_education_in_the_United_States Retrieved 2011-07-28
* "History of Learning Environments". Wikipedia, http://en.wikipedia.org/wiki/History_of_virtual_learning_environments_1990s Retrieved 2010-02-15
* "Homeschooling in the United States". Wikipedia, http://en.wikipedia.org/wiki/Homeschooling_in_the_United_States Retrieved 2011-08-17
* "Keeping Pace With Online Learning: An Annual Review of Policy and Practice". Evergreen Education Group, 2010, http://kpk12.com/reports/
* Kittredge, B. "Student Aid and Fiscal Responsibility Act". Blog of the Committee on Education and Labor, July 15, 2009, http://edlabor.house.gov/blog/2009/07/student-aid-and-fiscal-respons.shtml
* Krueger, D, and Kumar, K.B. "US-Europe Differences in Technology-Driven Growth: Quantifying the Role of Education". Journal of Monetary Economics, Elsevier, vol. 51(1), pages 161-190, 2004, http://ideas.repec.org/p/nbr/nberwo/10001.html
* "Learning in the 21st Century: 2010 Trends Update". Project Tomorrow, http://www.tomorrow.org/speakup/learning21Report_2010_Update.html
* Lieven, M., and Martin, G. (2006) "Higher Education in a Global Market: The Case of British Overseas Provision in Israel", Higher Education, 52: 1
* "List of countries by population". Wikipedia, http://en.wikipedia.org/wiki/List_of_countries_by_population Retrieved 2011-07-15
* Osgood, R.K., "Making Liberal Arts Colleges Sustainable", Forbes.com, http://www.forbes.com/2010/02/17/liberal-arts-college-thought-leaders-osgood.html
* "Overview: The Federal Role in Education". United States Department of Education, http://www2.ed.gov/about/overview/fed/role.html Retrieved 2011-07-28
* "Overview: 10 Facts About K-12 Education Funding". US Department of Education, http://www2.ed.gov/about/overview/fed/10facts/index.html Retrieved 2010-02-28
* Patterson, D., Jung, G. and Broadhead, G. (2009) "The UK e-learning market 2009", Learning Light Limited, http://www.learninglight.com/doc/download/16
* "Promising Practices in Online Learning: Blended Learning, The Convergence of Online and Face-to-Face Education". http://www.inacol.org/research/promisingpractices/NACOL_PP-BlendedLearning-lr.pdf
* "The Rise of K-12 Blended Learning". http://www.innosightinstitute.org/media-room/publications/education-publications/the-rise-of-k-12-blended-learning/
* "School: the Story of American Public Education," http://www.pbs.org/kcet/publicschool/roots_in_history/index.html Retrieved 2011-07-28
* Schreurs, B. (ed.) (2010) Reviewing the Virtual Campus Phenomenon: The Rise of Large-scale e-Learning Initiatives Worldwide, EuroPACE, Re.ViCa Project, E.C. Agreement no. 2007-2608/001-001, http://revica.europace.org/Re.ViCa%20Online%20Handbook.pdf Retrieved 2010-02-15
* Stephan, A., ed. "The Americanization of Europe: Culture, Diplomacy, and Anti-Americanism after 1945." New York: Berghahn Books, 2007.
* "Statistics About Non-Public Education in the United States". US Dept. of Education, Office of Non-Public Education. http://www.ed.gov/about/offices/list/oii/nonpublic/statistics.html. Retrieved 2010-02-15
* Tyack, D. and Cuban, L. (1995) Tinkering Toward Utopia: a century of public school reform, Cambridge, MA, Harvard University Press.
* "United States". International Monetary Fund, http://www.imf.org/external/pubs/ft/weo/2009/02/weodata/weorept.aspx?sy=2006&ey=2009&scsm=1&ssd=1&sort=country&ds=.&br=1&c=111&s=NGDPD%2CNGDPDPC%2CPPPGDP%2CPPPPC%2CLP&grp=0&a=&pr.x=64&pr.y=8 Retrieved 2010-02-08
* "United States". Wikipedia, http://en.wikipedia.org/wiki/Usa Retrieved 2011-07-15
* "United States". CIA World Factbook, https://www.cia.gov/library/publications/the-world-factbook/geos/us.html
* "U.S. state". Wikipedia, http://en.wikipedia.org/wiki/U.S._state Retrieved 2011-07-15
* "US to unveil broadband plan Mar 17, sees barriers". Reuters.com, Feb. 23 2010, http://www.reuters.com/article/idUSN2224640220100223 Retrieved 2010-02-28
* "USA education". Wikipedia, http://en.wikipedia.org/wiki/Usa#Education Retrieved 2011-07-28
* van der Wende, M. (2002) The Role of US Higher Education in the Global e-Learning Market, Center for Higher Education Policy Studies, University of Twente, http://cshe.berkeley.edu/publications/docs/ROP.WendePaper1.02.pdf
* "White House makes grants to boost online learning". eSchoolNews, September 26 2011, http://www.ecampusnews.com/technologies/white-house-makes-grants-to-boost-online-learning/

----
> [[Countries]]
 
>> [[Main Page]]

[[Category:United States| ]]
[[Category:North America]]
[[Category:OECD]]
[[Category:G8 countries]]
[[Category:G-20 countries]]

[[Category:Country reports]]
[[Category:Countries with Programmes]]
[[Category:VISCED]]
[[Category:Countries in merged template]]

United States

2011-12-19T03:31:44Z

SaraFrankBristow: /* Virtual initiatives in post-secondary education */

''(Re.ViCa version by [[Sara Frank Bristow]] and [[Paul Bacsich]].)''

''Put in merged template and updated for VISCED by [[Sara Frank Bristow]].''

''For entities in the United States see [[:Category:United_States]] ''



== Experts situated in the United States ==

* Cathy Cavanaugh, Associate Professor of Educational Technology, School of Teaching and Learning, University of [[Florida]] at Gainesville
* Sara Frank Bristow, Independent Researcher and Sero collaborator; contributor to Re.ViCa
* Susan Patrick, International Association for K-12 Online Learning (iNACOL)
* Russ Poulin, WICHE Cooperative for Educational Technologies; contributor to Re.ViCa




== United States in a nutshell ==
(sourced in part from http://en.wikipedia.org/wiki/United_States and https://www.cia.gov/library/publications/the-world-factbook/geos/us.html)

[[Image:US.gif|right|thumb|300px|Source : http://www.cia.gov]]

The United States ('''United States of America'''; '''US''', '''USA''', or '''America''') is a federal [http://en.wikipedia.org/wiki/Constitutional_republic constitutional republic] comprising 50 states and a federal district. The world's oldest surviving [http://en.wikipedia.org/wiki/Federation federation], the United States is a constitutional republic and representative democracy, in which citizens are subject to three levels of government: federal, state, and local.

The country is situated mostly in central [[North America]] between the [[Pacific Ocean]] and [[Atlantic Ocean]], bordered by [[Canada]] to the north and [[Mexico]] to the south. At 3.79 million square miles (9.83 million km2) and with about 311 million people (July 2011), the United States is the third or fourth largest country by total area ([http://en.wikipedia.org/wiki/List_of_countries_and_outlying_territories_by_total_area depending on definition]), and third largest by land area and by population.

[[Image:US_map_states_wikicommons.png|thumb|left|200px|Wikimedia Commons Map of US states]]

The US comprises 50 discrete states; see [http://en.wikipedia.org/wiki/USA_states the US States Wikipedia article] for a full list. [[Washington D.C.]] (the District of Columbia), a special district which is not part of any US state, serves as the permanent national capital. The US also possesses five major overseas territories, all considered separately in this wiki. According to 2010 estimates, the largest contiguous state, [[California]], has 37 million people; and the next, [[Texas]], has 25 million. The seven states with 10 million people or more are: [[California]], [[Texas]], [[New York]], [[Florida]], [[Illinois]], [[Pennsylvania]] and [[Ohio]]. Ten states have populations of less than 10 but more than 6 million. 33 states have populations under 6 million; of these, 13 have populations ranging from 1 to 3 million.

The list of states with their own Virtual Campus wiki entries resides at [[:Category:States of the United States]]. Regional sub-categories have been created for states with a high incidence of notable e-learning programmes, e.g. [[California]] and [[Colorado]]. Others are added as activity is identified.

== Education in the United States ==

Students are not compelled to study at nationally controlled or public schools in the United States, and from primary through post-secondary level, a broad range of private, for-profit options exist. In 2008, about 74 million people (both citizens and foreign nationals) were enrolled in American schools, colleges and universities.

Education is [http://www2.ed.gov/about/overview/fed/role.html primarily a state and local responsibility] in the US, with most decisions made (and policies established) on that basis. It is states and communities, as well as public and private organisations of various types, that establish schools and colleges, develop curricula, and determine requirements for enrolment and graduation - not the federal (central) government.

The structure of education finance in America reflects this predominant state and local role. Of an estimated $1.13 trillion in government funds being spent nationwide on education at all levels for the school year 2010-2011, a substantial majority comes from state, local, and private sources. This is especially true at the elementary (primary) and secondary levels, where 89% of the funds will come from non-federal sources.

The Federal government contribution to primary and secondary education is only about 11%.

== Schools in the United States ==

Children are required in most US states to attend school from the age of five or six until 16, 17 or 18 - generally bringing them through grade 12, or twelfth grade (the end of High School). This sequence is colloquially referred to as "K-12" education.

In all, 86% of American schoolchildren enroll in the "Public" (publicly funded) school system. About 12% are enrolled in parochial or nonsectarian "Private" (non-publicly funded) schools, and 2% are homeschooled.

[http://en.wikipedia.org/wiki/US_education Public school curricula], funding, teaching, and other policies are set through locally elected school boards with jurisdiction over school districts, which may have many directives from state legislatures. School districts are usually separate from other local jurisdictions, with independent officials and budgets. Educational standards and standardised testing decisions are usually made by state governments, with curricula varying widely from district to district.

Individual states, counties, and school districts have considerable leeway in how they choose to divide their school levels, so it is difficult to accurately describe an "average" child's standard progression through education. However, [http://en.wikipedia.org/wiki/Elementary_school#United_States all states have historically made a distinction] between two main genres of K-12 education and three genres of K-12 school.
* The genres of education are Primary and Secondary; and
* The genres of school are Elementary School, Middle or Junior High School, and High School

Elementary and Secondary school programmes comprise nearly 14,000 school districts and some 56 million students, attending roughly 99,000 public schools and 34,000 private schools. It would impossible to list all US schools here; however, see the Wikipedia [http://en.wikipedia.org/wiki/List_of_schools_in_the_United_States List of Schools in the United States] for links itemised by state and school district.

Homeschooling is legal in all 50 US states, although the topic is at times controversial (as parents are not always considered fit to provide schooling which meets compulsory education standards). Homeschooling standards and requirements also vary widely among US states. Common reasons for adoption of homeschooling strategies include dissatisfaction with the quality of schooling available; dissatisfaction with moral, ethical or religious issues associated with a school; and/or inability of a student to participate due to time, financial or physical restraints (e.g. in the case of child athletes, celebrities and the disabled).

The decision to homeschool a child in the US may be interpreted as a statement of social, religious, political or other dissent.

=== Pre-Primary ===
The terms "Preschool," "Prekindergarten," "Pre-K" or "Nursery School" may all be used to refer to earlier age-group education. There is no compulsory national Pre-Primary education requirement in the US.

=== Elementary (Primary) ===
American children are required to attend six or seven years of Elementary School (generally comprising Kindergarten and grades 1-5 or 1-6). [http://en.wikipedia.org/wiki/Kindergarten Kindergarten] is a transitional year for students around the age of 5 or 6. Not all states make this year compulsory, though many do and offer this as a free educational year. First grade is the more official "first year" of primary school.

=== Middle or Junior High School ===
Middle School is a period of schooling between Elementary and High School, viewed by many as a conceptual bridge between the two. It often shares resources with a larger Secondary School rather than occupy its own facilities. Middle School typically spans grades 6-8, while Junior High School (Junior High) spans grades 7 and 8 only. Middle School/Junior High School students are generally between 11 and 14 years old.

=== High School ===
The majority of American students complete four years of High School (grades 9-12), graduating with a diploma around the age of 18. A small percentage of students opt to withdraw prior to graduation, permitted at either 16 or 17 depending on state of residence. These students may take a series of standardised tests (General Educational Development, or GED) and receive High School equivalency credentials if they perform well.

In 2008, 87% of Americans over the age of 25 had graduated from High School. High School graduates may either enter the workforce or continue education, e.g. at a higher education institution.

== Further and Higher Education ==

The American further and higher education systems, like the primary and secondary education systems, are largely decentralised - that is, unregulated by any national body. With a limited number of exceptions, the federal government does not directly regulate colleges and universities (although it may award them federal grants). It can therefore be difficult to make generalisations about the institutions in these sectors (without focusing on one individual US state at a time), though we have tried our best below.

The term "Polytechnic" is not used as such in the US, though "Community Colleges" may be seen to occupy a similar educational niche - and are not unlike what some in other countries might call "University Colleges."

=== Universities (and "Colleges") in the United States ===
The US higher education system is known to host some of the finest universities in the world. According to the Shanghai Jiao Tong University's [http://www.arwu.org/ Academic Ranking of World Universities], more than 30 of the highest-ranked 45 institutions are in the United States (as measured primarily by awards and research output).

In discussing post-secondary education in the US it is important to bear in mind that the definition of the term "college" does not align neatly with that used in most other countries discussed in this wiki.

* '''Universities''' are, generally speaking, four-year institutions of higher education and research, awarding both undergraduate and postgraduate ("graduate") degrees.
* '''Colleges''' are four-year, undergraduate institutions with an emphasis on taught courses, which may award the same undergraduate degrees as universities. Colleges may be part of a larger research university or may exist independently.

'''Americans do not always distinguish verbally between "college" and "university" – those attending a university would refer to this process as "going to college" while in pursuit of their undergraduate degree.'''

It is difficult to identify the precise number of colleges and universities in the United States - in part because of varying definitions of the terms, and in part because of the diversity of potentially applicable institutions. Moreover, a US university need not be "accredited" in order to operate (see separate note on this topic). With these caveats in mind, a [http://www.utexas.edu/world/univ/alpha/ recent estimate] by the University of Texas at Austin counts 2,043 colleges and universities; the US Department of Education [http://ope.ed.gov/accreditation/ Database of Accredited Postsecondary Institutions and Programs] counts over 8,000 (community and vocational colleges are omitted in the first survey but included in the second); and the Chronicle of Higher Education 2009 [http://chronicle.com/section/Almanac-of-Higher-Education/141/ Almanac of Higher Education] counts 4,811.

Students provide transcripts of their High School grades and their results on a series of privately organised standardised tests when applying to American universities and colleges. Annual tuition fees are charged for higher education in almost all cases, and are often exorbitant compared to those found in other countries. (For the 2007–08 academic year, annual prices for undergraduate tuition, room, and board were estimated to be [http://nces.ed.gov/fastfacts/display.asp?id=76 $11,578 at public institutions and $29,915 at private institutions].) Many students rely on student loans and scholarships from their university, the federal government, or a private lender.

Students may choose to attend public or private institutions to complete their undergraduate degrees. The majority of public universities are operated by individual states and territories, usually as part of a "state university system". Each state supports at least one state university and several support many more. By a wide margin, these "state schools" tend to be the most affordable to residents from within that state.

Those individuals completing undergraduate education at either a university or college may enter the workforce in a professional capacity or continue on to postgraduate ("graduate") study. In 2008, [http://www.census.gov/Press-Release/www/releases/archives/education/013618.html 29% of American adults] 25 and older had a bachelor's degree.



===(Community) Colleges in the United States===
US "Community Colleges" are two-year institutions of higher education (once commonly called "Junior Colleges"). Often state-based and public, most Community Colleges operate under a policy of open admission and may be similar to the Polytechnics or University Colleges found in other countries.

[http://en.wikipedia.org/wiki/Community_colleges_in_the_United_States Many Community Colleges] are operated either by special districts that draw property tax revenue from the local community, as a division of a state university, or as sister institutions within a state-wide higher education system. In recent years, many Community Colleges have added online courses to their catalogues, and in some states have become hotbeds of e-learning activity.

Community Colleges typically offer two-year "associates degrees" and/or trade certifications, as well as services to the local community (e.g. a library or job placement assistance). Some offer courses towards a four-year bachelor's degree and may guarantee admission to a partner university. While most enrollees proceed directly from High School to Community College (and are therefore ages 18-21), Community College is also an attractive venue for older American adults returning to education after a hiatus; professionals seeking further certification in their field (or another); or hobbyists looking for an inexpensive way to further their personal interests.

'''US Community Colleges should not be confused with regular "Colleges"''', as the latter term is used uniquely in the US to refer to four-year teaching institutions which offer bachelor's degrees (see above). There are, however, other two-year institutions which would be referred to as "Community Colleges" even though they are not described as such by name; these have names like "institute of technology", "technical institute" or "technical college" and typically focus on training in technical and vocational skills.

== Education Reform ==

A selection of "hot button" issues targeted in the budget for [http://www2.ed.gov/about/overview/budget/budget12/index.html Fiscal Year 2012] reflect the general tenor of US educational reforms debated in the last five to ten years. These include:

* College access and completion
* Investing in early learning
* Accelerating the use of educational technology
* Supporting English language learners
* Supporting individuals with disabilities
* Strengthening the commitment to Native American, Alaska Native, and Native Hawaiian Education
* Improving productivity and efficiency
* Supporting rural education
* Improving Science, Technology, Engineering, and Mathematics (STEM) Education

Sector specifics are discussed below.

=== Schools ===
Approaches to improving public schooling have been the primary stakeholder concern ever since universal public education began to gain traction in US schools, in the middle of the nineteenth century. The Department of Education's official mission is to "promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access", and [http://en.wikipedia.org/wiki/Education_reform reforms over the last 60 years] have included issues of civil rights, "progressive" education versus "cultural literacy", and the 1990s adoption of Outcome-Based Education (OBE) - at which time a set of standards-based National Education Goals were set by the US Congress. The standards-based reform movement culminated in the controversial No Child Left Behind Act of 2001.

As of August 2011, issues frequently highlighted for potential reform include Repairing the Bush-era "No Child Left Behind" Act; Reauthorisation of the Elementary and Secondary Education Act (ESEA); Addressing teacher cheating scandals in standardised testing; Teacher union reform; Expanding school day or school year; Validity of charter schools (in which public schools operate more like private ones); Validity of school choice, or "school vouchers" (in which parents may select which public school their child attends, or use a voucher to send them to a private one); Improving teacher quality/salary; Improving teacher training; Awarding performance bonuses ("merit pay") to teachers; English-only vs. bilingual education (allowing students to study in their native tongue - typically Spanish); Mainstreaming special education students (allowing special needs individuals to remain in "regular" schools); Content of curriculum standards and textbooks (which intersects with controversial issues like the teaching of [http://en.wikipedia.org/wiki/Creationism creationism] in the classroom); and others.

For more information see the collected pieces on on "P-12" (pre-Kindergarten through twelfth grade) Reform on the ED web site at http://www.ed.gov/p-12-reform; or the useful Wikipedia discussion at http://en.wikipedia.org/wiki/Education_reform.

=== Post-secondary ===

Given the decentralised nature of the US HE system, federal reform might never reflect the kind of sweeping mandates periodically effected in other countries or unions. Nevertheless, certain proposed and actual reforms - largely addressing issues of affordability and access - pressed through or discussed from 2008-2011 are of great interest. Not all are exclusively higher-education specific. Some are detailed here:

* Announcement regarding [http://www.ecampusnews.com/technologies/white-house-makes-grants-to-boost-online-learning/ online courses for Community Colleges] (September 2011). The long-awaited first installation of a $2 billion grant programme targeting Community College students through both industry partnerships and an expansion of free online courses. An initial $500 million in "workforce training programme" grants were scheduled for distribution after a rigorous application process that lasted almost a year. This followed on an announcement by President Obama in July 2009 to devote '''$12 billion over 10 years''' to improve programmes, courses, and facilities at [[US]] Community Colleges, with $500 million devoted to freely available online courses. Portions of this pledge were realised in the Health Care and Education Reconciliation Act of 2010.

* The [http://www.broadband.gov/ National Broadband Plan] (March 2010). Relevant in its potential to transform education in the US, as noted in the report itself. Despite early advances in the arena, for nearly 10 years the United States has lagged behind many other developed countries in the adoption of broadband technology. America's first National Broadband Plan recommends sweeping improvements to US broadband governance, infrastructure, affordability, and deployment, dedicating $15.5 billion to broadband deployment over the next decade.

* The [http://en.wikipedia.org/wiki/Health_Care_and_Education_Reconciliation_Act_of_2010 Health Care and Education Reconciliation Act of 2010] (March 2010). Included the Student Aid and Fiscal Responsibility Act, reforming the process by which American students receive much-needed loans to participate in higher education.

* The [http://www.ed.gov/technology/netp-2010 National Educational Technology Plan 2010]". Outlined "ways in which information and communication technologies can be leveraged to help transform American education". It details [http://www.ed.gov/technology/netp-2010/goals-and-recommendations five specific goals] with recommendations (for states, districts, the federal government, and other stakeholders in the US education system) that address learning, assessment, teaching, infrastructure, and productivity. A wide variety of stakeholders played a role in developing the plan: see http://www.ed.gov/technology/netp-2010/how-plan-developed for details.

* The American Recovery and Reinvestment Act (ARRA) of 2009. Sought [http://www2.ed.gov/about/reports/annual/2009review.html "to get America on track and to return to being number one in the world in high school and college graduation rates, school readiness and overall academic achievement]." This included $98.2 billion in appropriations for the Department of Education, more than 1.5 times the Department’s entire appropriation for the previous year.

* The Student Aid and Fiscal Responsibility Act of 2009. [http://edlabor.house.gov/blog/2009/07/student-aid-and-fiscal-respons.shtml Goals included] "producing the most college graduates by 2020 by making college accessible and transforming the way our student loan programs operate." The bill never became law; link now defunct.

Read more about current issues in the realm of US Higher Education reform at the Teachnology, Inc. web site: http://www.teach-nology.com/highered/reform/

===== The Bologna Process =====
''(This section was included as relevant to Re.ViCa and has not been updated since first posting.)''

The average American academic remains unaware of the Bologna Process and its significance. Yet [http://www.ihep.org/assets/files/EYESFINAL.pdf a recent report] by the US-based Lumina Foundation chides:

:Former Secretary of Education, Margaret Spellings’ Commission on the Future of Higher Education paid no attention whatsoever to Bologna, and neither did the U.S. higher education community… Such purblind stances are unforgivable in a world without borders.

This report's author, [http://www.ihep.org/press-room/news_release-detail.cfm?id=62 Cliff Adelman] ([http://www.ihep.org/ Institute for Higher Education Policy]), is among numerous vocal proponents of US participation in a process similar to that set forth by Bologna. Lumina promotes [http://www.luminafoundation.org/our_work/tuning/Q_and_A-Bologna_and_Tuning.html "Tuning"], explored in papers such as [http://go2.wordpress.com/?id=725X1342&site=gsed.wordpress.com&url=http%3A%2F%2Fwww.ihep.org%2Fassets%2Ffiles%2FTheBolognaClub.pdf The Bologna Club: What U.S. Higher Education Can Learn from a Decade of European Reconstruction] - which set forth the goal that attainment of high-quality undergraduate degrees and credentials in the United States should increase to 60% by 2025.

Adelman's efforts and those of others like him are not widely known. Bologna's spirit of harmonisation, unity and "work towards a common cause" is not often felt across US state borders, and there are few models of cross-border cooperation that scratch the surface of Bologna Process-like goals.

As a separate issue, some European researchers have explored evidence of US hostility towards the Bologna Process itself, in terms of its perceived success in attracting overseas students who might otherwise pursue studies in the US. As an increasing number of "geographically mobile" students choose European universities over American ones, some believe that Bologna is a seen as a threat – yet one that US officials have been unwilling to acknowledge or name. For one example of this research track, see Charlier and Croche's 2008 piece on [http://mesharpe.metapress.com/app/home/contribution.asp?referrer=parent&backto=issue,2,7;journal,9,24;linkingpublicationresults,1:110907,1 The Outcome of Competition Between Europe and the United States].

== Administration and finance ==
(adapted from the US Department of Education web site, http://www2.ed.gov)
[[Image: Ed_gl_org_chart.gif|thumb|right|150px|2011 US Department of Education]]

Established in 1980, the '''[http://www.ed.gov/ US Department of Education]''' ('''ED''', or externally '''USDE''') is the government agency that establishes policy for and administers most federal assistance to '''all sectors of US education.''' ED has 4,200 employees and a $63.7 billion budget; elementary and secondary programmes serve more than 14,000 school districts and 56 million students, who attend some 97,000 schools and 28,000 private schools. Department programmes also provide financial assistance to about 11 million post-secondary students. Many students attend private schools, colleges and universities, paid for with private funds.

It is always important to bear in mind the predominant state and local role in establishing American schools and colleges, developing curricula, and determining enrolment and graduation requirements. '''These tasks are not, for the most part, under the purview of ED''' - in other words, there are few national requirements in these areas. Of an estimated $1.13 trillion being spent nationwide on education at all levels for school year 2010-2011, a substantial majority (89%) come from state, local, and private sources.

'''The US Department of Education (i.e. US federal government) does:'''

* Establish policies relating to federal financial aid for education, and administer/monitor those funds at all levels.
* Collect data, oversee schools research, and disseminate results to [http://en.wikipedia.org/wiki/United_States_Congress the US Congress], educators and the general public.
* Identify major issues, focus national attention on them, and make recommendations for education reform (advising the president and implementing education policies).
* Enforce federal statutes prohibiting discrimination in programmes receiving federal funds, and ensure equal access to education.

'''The US Department of Education (i.e. US federal government) does not:'''

* Establish schools and colleges
* Develop curricula
* Set requirements for enrollment and graduation
* Determine state education standards
* Develop or implement testing to measure whether states are meeting their own education standards

Notably for VISCED and Re.ViCa purposes, the Department of Education's [http://www2.ed.gov/about/offices/list/os/technology/index.html '''Office of Educational Technology] (OET)''' develops national educational technology policy, ensuring that programmes are coordinated and consistent across the federal government. OET released the US's first [http://www.ed.gov/technology/netp-2010 National Educational Technology Plan (NETP)] in March 2010 as described above.

=== Schools ===
The Department of Education's [http://www2.ed.gov/about/offices/list/oese/index.html '''Office of Elementary and Secondary Education'''] (OESE) directs, coordinates, and recommends policies for state and local educational agencies, helps ensure equal access to services (particularly for underprivileged and underrepresented children), and provides financial assistance to a select number of local educational agencies.

OESE offers nearly 200 programmes, addressing a range of issues such as: Hurricane Help for Schools, Academic Improvement and Teacher Quality Programs, School Support and Technology Programs, Student Achievement and School Accountability Programs, and many more. Programmes are administered through numerous offices, e.g. the Office of Indian [Native American] Education and the Office of Migrant Education. (Note that this is only a fragment of a much longer list, and that programmes are not guaranteed funding on an annual basis.)

=== Post-secondary ===
Federal regulation is critical in the area of student financial aid (which provides loans to students for post-secondary tuition).

The '''[http://www2.ed.gov/about/offices/list/ous/index.html Office of the Under Secretary]''' (OUS) oversees policies, programmes, and activities related to post-secondary education, vocational and adult education, and federal student aid.

The '''[http://www2.ed.gov/about/offices/list/ope/index.html Office of Postsecondary Education]''' (OPE) formulates federal post-secondary education policy and administers over 40 programmes to increase access to quality post-secondary education. One of the OPE's primary programmes of relevance is the [http://www2.ed.gov/about/offices/list/ope/fipse/welcome.html Fund for the Improvement of Postsecondary Education] (FIPSE). FIPSE's main activity each year is conducting the [http://www2.ed.gov/programs/fipsecomp/index.html Comprehensive Program], a grant programme intended to support innovative, replicable post-secondary education improvement projects. FIPSE also administers international consortia programmes, co-funded by foreign government partners, such as the [http://www2.ed.gov/programs/fipseec/index.html European Union-United States Atlantis Program] which provides funding for joint or dual undergraduate degrees in a wide range of academic and professional disciplines.

The '''[http://www2.ed.gov/about/offices/list/ovae/index.html Office of Vocational and Adult Education]''' (OVAE) administers and coordinates programmes related to adult education and literacy, career and technical education, and Community Colleges.

The '''[http://www2.ed.gov/about/offices/list/fsa/index.html Office of Federal Student Aid]''' (FSA) provides critical financial assistance to students enrolled in post-secondary educational institutions. Students apply to this agency for aid, and repay loans to it directly; institutions demonstrating inferior quality may become ineligible to educate students receiving federal student loans.

== Quality assurance ==



As described by the Department of Education's [http://www2.ed.gov/about/offices/list/ous/international/usnei/edlite-index.html US Network for Education Information] (USNEI), quality assurance takes several forms in the US system. The approval of institutions and programmes is generally '''undertaken by state agencies and accrediting agencies''', with the latter also responsible for establishing and maintaining academic and administrative standards. Professional and academic disciplinary associations also play a role in influencing and assessing quality. Educational potential and outcomes are measured by a wide range of surveys, studies, tests, and other assessments at the national, regional, state and institutional levels.

Various documents outlining assessment, evaluation, and standards activities in US education at all levels can be reviewed at http://www2.ed.gov/about/offices/list/ous/international/usnei/us/edlite-structure-us.html. The site also offers overviews of associates, bachelor's, and postgraduate degrees.

See also these general USNEI reports for further information:
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/accred-fed.doc Federal Recognition and Approval] - on the nature and limitations of the federal role in recognising accrediting agencies and in approving institutions
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/accred-state.doc State Approval of Schools and Postsecondary Institutions] - on the process of licensing or chartering educational providers by state authorities
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/qualassurance.doc Other Quality Assurance Provisions] - on additional quality assurance activities in the United States.

=== Schools ===
The US Department of Education [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/edlite-evaluation.html does not have the authority] to accredit private or public elementary or secondary schools; nor does it recognise schools-level accrediting bodies.

The US does not use national examinations to determine graduation from school or access to further studies, and there is no national curriculum on which to base such examinations. School curricula are set by local school districts, private schools, and homeschooling parents with reference to state standards and post-secondary requirements.

However, there is considerable commonality across the US education system despite the absence of legally enforced national curricula or examinations. Common evaluation and assessment standards and tools are the result of the pressures of the competitive academic marketplace, the expectations and requirements of employers and state agencies, and the standards required by accrediting agencies and professional and research associations.

For further information, USENEI provides these relevant schools report:

* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/accred-school.doc School-Level Accreditation] - the accreditation process at the primary and secondary education levels and provides links to accrediting agencies recognised by state governments and other authorities
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/edlite-evaluation.html Structure of U.S. Education: Evaluation and Assessment] - provides information on common US grading and credit systems as well as evaluation and standardised tests

=== Post-secondary ===
As in other US educational sectors, Quality Assurance in higher education is not typically overseen at the national level.
[http://www2.ed.gov/about/offices/list/ous/international/usnei/us/edlite-evaluation.html Post-secondary or tertiary curricula] are determined by individual institutions with reference to accreditation requirements, professional requirements, and the expectations of postgraduate programmes and employers.

It is difficult to summarise in brief the uniqueness and complexity of the academic accreditation process in the US.
* There is no single governmental accrediting body for US post-secondary educational institutions. Rather, ED relies on 74 private and state-based accrediting agencies to provide oversight of member institutions.
* These agencies are divided into 16 "regional" accrediting agencies (regarded as the most selective), plus a number of "national," "hybrid" and "programmatic" agencies which may certify lesser-known and/or specialised entities.
* Agencies awarded recognised by the Department of Education are not the only ones permitted to provide university accreditation; they have simply met a certain set of ED criteria. '''Recognition is not a requirement for an accrediting body to operate legally''' - although without it, institutions it certifies '''cannot participate in federal student aid programmes'''.
* Non-accredited institutions are often perceived as lacking in quality and rigor, and may be termed "diploma mills".

Within ED, the [http://www2.ed.gov/admins/finaid/accred/index.html Accreditation and State Liaison] (ASL) has responsibility for the accrediting agency recognition process and for coordinating activities between states and ED that impact institutional participation in the federal financial assistance programmes. A [http://www2.ed.gov/about/bdscomm/list/naciqi.html National Advisory Committee on Institutional Quality and Integrity] provides recommendations to the Secretary of Education regarding the recognition of post-secondary accrediting agencies.

For those seeking further information, USNEI provides these post-secondary reports:
* [http://www2.ed.gov/admins/finaid/accred/accreditation_pg6.html#NationallyRecognized Nationally Recognised Accrediting Agencies] - the U.S. Department of Education's directory of federally recognised accrediting agencies, both regional and national
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/accred-postsec.doc Postsecondary Accreditation] - describes the accreditation process at the tertiary level, and provides links to recognised accrediting agencies which are members of the Council for Higher Education Accreditation (CHEA)
* [http://www.chea.org/Directories/index.asp CHEA Directory of Recognised Accrediting Organisations] - the Council on Higher Education Accreditation's directory of recognised accrediting agencies
* [http://www.aspa-usa.org/ Association of Specialised and Professional Accreditors] (ASPA) - national association of accreditation agencies for regulated professions
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/fraud.doc Diploma Mills and Fraud] - information and links on the problems of unaccredited institutions and bogus accreditors in the US

== Information society ==

''Details about certain legislation, agencies and initiatives have been covered in previous sections.''

After an initial period of sustained leadership in the areas of computer science, internet development and broadband uptake, the US is now widely considered to be stagnating in technology uptake and usage. According to the World Economic Forum (WEF)'s 2011 report, the [http://www.huffingtonpost.com/2011/04/13/world-economic-forum-technology-use-us_n_848566.html US finished fifth] in a survey of the 138 countries that make up 98.8 percent of the world's GDP (ranking 24th in percentage of households with a personal computer). The WEF measured aspects of technology usage including business and regulatory climates for IT development and interest in and use of technology by the government, individuals and businesses.

The US also faces a significant gap in residential broadband use that breaks down along race, income, education levels and other socio-economic factors.

Recent [http://pewinternet.org Pew findings] report that 77% of American adults use the internet ([http://pewinternet.org/Static-Pages/Trend-Data/Whos-Online.aspx Dec 2010]); 83% of Americans own mobile phones, while just 57% own a personal computer ([http://pewinternet.org/Trend-Data/Device-Ownership.aspx May 2011]).

A variety of offices, agencies and non-profits monitor and direct US activity and strategy in the information society.
* The [http://www.fcc.gov/ Federal Communications Commission], an independent US government agency, regulates interstate and international communications by radio, television, wire, satellite and cable. (As noted above, it has unveiled the first US [http://www.reuters.com/article/idUSN2224640220100223 National Broadband Plan] in March 2010, reinforcing the notion that all Americans are entitled to "affordable access to robust and reliable broadband products and services".)
* The Department of Education’s [http://www2.ed.gov/about/offices/list/os/technology/index.html Office of Educational Technology] (OET) supports the use of technology in education. (The March 2010 "National Education Technology Plan" has been discussed above.)
* The [http://www.whitehouse.gov/omb/e-gov/ Office of E-Government & Information Technology] is part of the Office of Management and Budget (OMB).
* Founded in 1969, the [http://www.nascio.org National Association of State Chief Information Officers] (NASCIO) represents state chief information officers and information technology executives and managers from the states, territories, and the District of Columbia. The primary state members are senior officials from state government who have executive-level and statewide responsibility for information technology leadership.
* The [http://www.cio.gov/ Chief Information Officers] (CIO) Council serves as the principal interagency forum for improving practices in the design, modernisation, use, sharing, and performance of Federal Government agency information resources.
* The [http://it.usaspending.gov/ IT Dashboard], launched in June 2009, allows the American people to monitor IT investments across the federal government.

This is not a comprehensive list - and in particular does not identify any state or regional programmes. See http://www.usa.gov/Government/State_Local/Technology.shtml for more related agencies/organisations.

== ICT in education initiatives ==

=== Virtual initiatives in schools ===


Online education in the US has gained considerable traction over the last 15 years - seemingly more so than in any other country. A major report from the International Association for K-12 Online Learning (iNACOL), [http://www.inacol.org/research/docs/iNCL_NationalPrimerv22010-web.pdf A National Primer on K-12 Online Learning] (Second Edition), estimates that over 1.5 million American K-12 students were engaged in online and blended learning for the 2009-2010 school year (out of approximately 55.2 million students enrolled ).This represents roughly 3% of the US K-12 population.

This relatively small figure belies the scope and nature of the programmes now available. Options vary from state to state, school district to school district, and even from school to school. As the Primer notes, whether a student has the option to participate in "supplemental" (i.e. single) courses or full-time online programmes remains a matter of state policy and local laws, "with a few states providing opportunities for most students, a few states providing almost no opportunities, and most states falling somewhere in the middle". Moreover, iNACOL and others acknowledge their ongoing struggle to survey data in this relatively new and rapidly changing arena; there is no single authority to whom any of the schools listed in this survey must report, and relevant data is not always made available to the public.

As of 2010, supplemental or full-time online learning opportunities were available to students in 48 of the 50 US states. 38 states had state virtual schools or state-led online initiatives (with a 39th set to open in 2011); 27 states plus Washington, DC had full-time online schools serving students statewide; and 20 states were providing both supplemental and full-time online learning options statewide (but not as part of a state virtual school). This can be compared to 2001, during which approximately 10 states had state virtual schools and even fewer offered other online education options.
The three main types of US virtual school are summarised in brief below, as outlined in [http://www.ecs.org/html/Document.asp?chouseid=9014 Keeping Pace With Online Learning: An Annual Review of Policy and Practice], Evergreen Education Group (2010). Note that not all schools fit neatly into one of the slots below, but without this kind of rough categorisation it would be exceedingly difficult to approach the vast array of US virtual schools.

Click here for the VISCED [[typology of US virtual schools]].

Click here for the full VISCED list of [[:Category:Virtual_schools_in_the_US|Virtual schools in the US]].

==== US state virtual schools - overview====
* Operate in 38 states
* Are state-led online learning initiatives, with course enrollment ranging from several thousand to 16,000 for 2009-10
* Boast 450,000 "course enrollments" nationwide, i.e. in which one student takes one course
* Often provide local school districts with '''supplemental online courses''', as well as online learning expertise and thought leadership for their own schools
* Have '''students who study online part-time only''' (taking "supplemental" online courses while physically enrolled elsewhere)
* Saw enrollment increase by nearly 40% from 2008-09 to 2009-10, though most gains came from the states of North Carolina and Florida only
* Have virtual school enrollments exceeding 10,000 for 2009-10 in eight different states (Alabama, Florida, Georgia, Idaho, Louisiana, Michigan, North Carolina and South Carolina)
* Are usually funded by legislative appropriation

Click here for the VISCED list of [[:Category:US statewide virtual schools|US statewide virtual schools]] - this includes both "state virtual schools" as described above, and any virtual school for which state residents are eligible.

====US multi-school-district full-time online schools - overview====
* Operate in 27 states (each has at least one)
* '''Have few or no part-time students'''; most have enrollment of a few hundred to several thousand
* Usually attract students from across an entire state, so are found in those states that permit students to enroll across district lines
* Are typically charter schools (i.e. special publicly funded schools operating under their own charters/standards, attended by student choice)
* Are usually affiliated with a private national organisation e.g. Connections Academy, K12 Inc., Advanced Academics, or Insight Schools
* Are often funded via state public education funds that follow the student

Click here for the VISCED list of [[:Category:US_multi-school-district_virtual_schools|US multi-school-district virtual schools]].

Click here for the VISCED list of [[:Category:US_charter_schools|US charter schools]].

====US single school district programmes - overview ====
* Are represented by only 11 well-established programmes nationwide
* Serve only students who reside within a single, local district of residence
* Serve '''mostly supplemental students''' (though some serve full-time students)
* Are often focused on credit recovery or at-risk students
* Make up the fastest growing segment of K-12 online learning

There are additionally a number of virtual schools run by consortia or postsecondary institutions, i.e. some which are not state, multi-district or single district schools.

Click here for the VISCED list of [[:Category:US_single-school-district_virtual_schools|US single-school-district virtual schools]].

====Possible US Exemplars====

* [[Agora Cyber Charter School]]
* [[Alabama ACCESS Distance Learning]] (State Virtual School)
* [[City of Angels Virtual Academy]] (COAVA)
* [[Cook County Sheriff’s Department Virtual High School]]
* [[Electronic Classroom of Tomorrow]]
* [[Florida Virtual School]] (FLVS)
* [[Hope Online Learning Academy]]
* [[Idaho Digital Learning Academy]] (IDLA)
* [[Illinois Virtual High School]]
* [[Jefferson County JCPSeSchool]]
* [[Louisiana Virtual School]] (LVS)
* [[Mesa Distance Learning Program]] (MDLP)
* [[Michigan Virtual School]] (MVS)
* [[Minnesota Virtual High School]] (MVHS)
* [[Mississippi Virtual Public School]]
* [[North Carolina Virtual Public School]] (NCVPS)
* [[Omaha Public Schools eLearning]] (OPS)
* [[Open High School of Utah]] (OHSU)
* [[Pennsylvania Cyber Charter School]]

* [[Primavera Online High School]]
* [[Silver State Charter Schools]]
* [[South Carolina Virtual School Program]] (SCVSP)
* [[Utah Electronic High School]] (EHS)
* [[Virtual High School Global Consortium]] (VHS)
* [[21st Century Cyber Charter School]]

====Towards a Comprehensive List of US Virtual Schools (in progress)====
''All schools identified as "notable" in the early phases of VISCED are included below. The list is representative but not comprehensive, given the nature of the US. Virtual schools for the under-14s are deemed out of scope.''

# [[21st Century Cyber Charter School]] (Pennsylvania)
# [[Academy Online High School]] (Colorado)

# [[ACE Digital Academy]] (Ohio)
# [[ACHIEVEk12]] (Colorado)
# [[Achievement House Cyber Charter School]] (Pennsylvania)
# [[Advanced Academics Online School]] (Oklahoma)
# [[AGVI Academy for Gifted Youth]] (California)
# [[Agave Distance Learning]] (Arizona)
# [[Agora Cyber Charter School]] (Pennsylvania)
# [[Akron Digital Academy]] (Ohio)
# [[Alabama ACCESS Distance Learning]] (State Virtual School)

# [[Alaska Virtual School]]
# [[Alaska's Learning Network]]



# [[Andover eCademy]] (Kansas)
# [[Anoka Hennepin Compass On-Line]] (Minnesota)
# [[Another Choice Virtual Charter School]] (Idaho)
# [[Apex Learning High School]]
# [[Appleton eSchool]] (Wisconsin)
# [[APS Online]] (Colorado)
# [[Arizona Connections Academy]]
# [[Arizona Online Instruction]]
# [[Arizona Virtual Academy]]

# [[Arizona Virtual School]]

# [[Arkansas Virtual High School]]
# [[ASPIRA Bilingual Cyber Cyber School]] (Pennsylvania)
# [[AZ2020 Online Academy]] (Arizona)
# [[Basehor-Linwood Virtual School]] (Kansas)
# [[Beacon Academy of Nevada]]
# [[Bethel Online Academy]] (Washington)
# [[Blue Sky Online Charter School]] (Minnesota)
# [[Blueprint High School]] (Arizona)
# [[Boulder Universal]] (Colorado)
# [[Branson School Online]] (Colorado)
# [[Brigham Young University Independent Study]] (Utah)
# [[Buckeye On-Line School for Success]] (Ohio)
# [[California Pacific Charter Schools]] (California)
# [[California Virtual Academies]]

# [[Canon Online Academy]] (Colorado)
# [[Capistrano Connections Academy]] (CapoCA) (California)
# [[Cardington-Lincoln Local Digital Academy]] (Ohio)
# [[Chesterfield County Public Schools Online]] (Virginia)
# [[Central California Connections Academy]] (California)
# [[Central Pennsylvania Digital Learning Foundation]] (Pennsylvania)
# [[Chester Area Cyber School]] (South Dakota)
# [[Chicago Virtual Charter School]] (Illinois)

# [[Christa McAuliffe Academy]] (Oregon)
# [[Cincinnati Virtual High School]] (Ohio)
# [[City of Angels Virtual Academy]]
# [[CCSD Virtual High School]] (Nevada)
# [[CK Online Academy]] (Washington)
# [[Cobb Virtual Academy]] (Georgia)

# [[Colorado Connections Academy]]
# [[Colorado Distance and Electronic Learning Academy]] (CDELA)
# [[Colorado Online Learning]]
# [[Colorado Cyber]]
# [[Colorado Virtual Academy]]
# [[Columbia Virtual Academy]] (Washington)
# [[Commonwealth Connections Academy]] (Pennsylvania)

# [[Connecticut Virtual Learning Center]]
# [[Continental Academy]] (Florida)
# [[Cook County Sheriff’s Department Virtual High School]]



# [[Delta Academy On Line School]] (Nevada)
# [[Delta Cyber School]] (Alaska)

# [[DoDEA Virtual High School]]
# [[Denver Online High School]] (Colorado) (formerly DPS Online High School)
# [[Dunlap Leadership Academy]] (California)
# [[Duval Virtual Instruction Academy]] (Florida)
# [[eCADEMY]] (New Mexico)

# [[Education Program for Gifted Youth]] Online High School, Stanford University (California)
# [[ELCA Online Learning Academy]] (Georgia)
# [[EdVisions Online High School]] (Minnesota)
# [[EV Online Learning]] (Washington)
# [[Electronic Classroom of Tomorrow]] (Ohio)
# [[Electronic Course Program]] (Texas)
# [[Evanston Virtual High School]] (Wyoming)
# [[Excel High School]] (Minnesota)
# [[Fairbanks B.E.S.T. Program]] (Alaska)
# [[Fairborn Digital Academy]] (Ohio)
# [[Falcon Virtual Academy]] (Colorado)
# [[Findlay Digital Academy]] (Ohio)
# [[Florida Virtual School]]
# [[Francis School]] (New York)
# [[Franklin University PSEOP]] (Ohio)
# [[Freshwater Education District Virtual School Consortium]] (Minnesota)
# [[Georgia Cyber Academy]]

# [[Georgia Virtual School]]
# [[Giant Campus of Washington]] (Washington)
# [[Giant Campus Academy]]
# [[GLBTQ Online High School]] (Minnesota)
# [[GOAL Digital Academy]] (Ohio)
# [[GOAL Academy Online]] (Colorado)
# [[Graham Digital Academy]] (Ohio)
# [[Greater Ohio Virtual School]]
# [[Greenways Academy]]
# [[Gwinnett Online Campus]] (Georgia)
# [[Hamilton County Virtual School]] (Tennessee)
# [[Hawaii DOE E-School]]
# [[Hawaii Technology Academy]]
# [[Hawaii Virtual Learning Network]]
# [[Hawaii Virtual School]]
# [[Hoosier Academies]] (Indiana)
# [[Hope High School Online]] (Arizona)
# [[Hope Online Learning Academy]] (Colorado)
# [[Idaho Connects Online]]
# [[Idaho Digital Learning Academy]]
# [[Idaho Distance Education Academy]]
# [[Idaho Virtual Academy]]
# [[IDEAL-NM]] (New Mexico)
# [[Independent Study High School]] (Nebraska)
# [[Illinois Virtual High School]]
# [[Indiana Connections Academy]]
# [[Insight School of Colorado]]
# [[Insight School of Kansas]]
# [[Insight School of Minnesota]]
# [[Insight School of Washington]]
# [[Insight School of Wisconsin]]
# [[INSPIRE Connections Academy]] (Idaho)


# [[International Virtual Learning Academy]] (California)
# [[Internet Academy]] (IA) (Washington)
# [[Iowa Learning Online]]
# [[Iowa Online AP Academy]]
# [[iQ Academy Arizona]]
# [[iQ Academy Kansas]]
# [[iQ Academy Minnesota]]

# [[iQ Academy Washington]]
# [[iQ Academy Wisconsin]]
# [[iSucceed Virtual High School]] (Idaho)
# [[Jackson Hole Connections Academy]] (Wyoming)
# [[Janesville Virtual Academy]] (Wisconsin)
# [[JEDI Virtual High School]] (Wisconsin)
# [[Jeffco's 21st Century Virtual Academy]] (Colorado)
# [[Jefferson County JCPSeSchool]]
# [[Kansas Connections Academy]]

# [[Kaplan Academy of California]]

# [[Kaplan Academy of Oregon]]
# [[Kaplan Academy of Washington]]
# [[Kaplan University High School]]
# [[Karval Online Education]] (Colorado)
# [[Kenosha eSchool]] (Wisconsin)
# [[Kent Digital Academy]] (Ohio)
# [[Kentucky Virtual Schools]]
# [[Keystone Online School]]
# [[Kiel eSchool]] (Wisconsin)

# [[Lakewood Digital Academy]] (Ohio)
# [[Lancaster Digital Academy]] (Ohio)

# [[Learn at My Pace]] (LAMP) Online High School (Minnesota)



# [[Learning² eSchool of Wichita]] (Kansas)
# [[Louisiana Virtual School]]
# [[Mahoning Unlimited Classroom]] (Ohio)



# [[Maryland Virtual School]]
# [[Massachusetts Online Network for Education]] (MassONE)

# [[Massillon Digital Academy]] (Ohio)
# [[Mercury Online Academy of Arizona]]
# [[Mercury Online Prep]]
# [[Mercury Academy of Southern California]]
# [[Meridian Parent Partnership Program]] (MP3) (Washington)
# [[Mesa Distance Learning Program]]
# [[Miami Dade I-Prep Academy]] (Florida)
# [[Miami-Dade Online Academy]] (Florida)
# [[Michigan Virtual School]]

# [[Midwestern Regional Virtual Charter School]] (Pennsylvania)
# [[Minnesota Online High School]]
# [[Minnesota Transitions Schools Minnesota Connections Academy]]
# [[Minnesota Virtual Academy]]
# [[Minnesota Virtual High School]]
# [[Mississippi Virtual Public School]]
# [[Missouri Virtual Instruction Program]]
# [[Monroe Virtual High School]] (Wisconsin)
# [[Monroe Virtual Middle School]] (Wisconsin)
# [[Montana Digital Academy]]
# [[Monte Vista Online Academy]] (Colorado)
# [[Move Up Program]] (Washington)
# [[MPS Online]] (Minnesota)

# [[National Connections Academy]]

# [[National University Virtual High School]] (California)
# [[Nevada Connections Academy]]
# [[Nevada Virtual Academy]]
# [[New Jersey Virtual School]]
# [[Newark Digital Academy]] (Ohio)

# [[NCSSM Online]] (North Carolina)
# [[North Carolina Virtual Public School]]
# [[North Dakota Center for Distance Education]]
# [[Northeast Wisconsin Online Network]] (Wisconsin)
# [[Northwest Allprep]] (Washington)


# [[Odyssey High School]] (Nevada)
# [[Ohio Connections Academy]]
# [[Ohio Distance And Electronic Learning Academy]]
# [[Ohio Virtual Academy]]



# [[Oklahoma Virtual Academy]]
# [[Oklahoma Virtual Charter Academy]]
# [[Oklahoma Virtual High School]]
# [[Oklahoma Virtual School]]
# [[Olympia Regional Learning Academy iConnect]] (Washington)
# [[Omaha Public Schools eLearning]]
# [[Open High School of Utah]]
# [[Oregon Connections Academy]]
# [[Oregon Virtual Academy]]
# [[Oregon Virtual Education]]

# [[PA Distance Learning Charter School]] (Pennsylvania)
# [[PA Learners Online Regional Cyber Charter School]] (Pennsylvania)
# [[Pacific View Charter School]]
# [[Palmetto State E-cademy]] (South Carolina)
# [[Park City Independent]] (Utah)
# [[Pennsylvania Cyber Charter School]]
# [[Pennsylvania Leadership Charter School]]
# [[Pennsylvania Virtual Charter School]]
# [[Pinnacle Online High School]] (Arizona)

# [[Primavera Online High School]] (Arizona)
# [[Provo eSchool]] (Utah)
# [[Provost Academy South Carolina]]
# [[Provost Academy Colorado]]
# [[Quaker Digital Academy]] (Ohio)
# [[Red Comet]] (Washington)
# [[Richard McKenna Charter High School]] (Idaho)
# [[Riverside Virtual School]] (California)



# [[Scholars Online]] (Washington)

# [[Silver State High School]] (Nevada)
# [[Sioux Falls School District]] (South Dakota)
# [[Slavic Christian Academy]] (Washington)

# [[South Carolina Connections Academy]]
# [[South Carolina Virtual Charter School]]
# [[South Carolina Virtual School Program]]
# [[South Carolina Whitmore School]]
# [[South Dakota Virtual School]]

# [[Southwest Licking Digital Academy]] (Ohio)
# [[Spokane Virtual Learning]] (Washington)
# [[Spring Lake Park Online]] (SLP Online) (Minnesota)
# [[St. Johns Virtual School]] (Florida)

# [[SusQ-Cyber Charter School]] (Pennsylvania)
# [[Texas Connections Academy @ Houston]]
# [[Texas Virtual Academy]]
# [[Texas Virtual School]]
# [[Tempe Union Online Learning]] (TUOL) (Arizona)
# [[The American Academy]]

# [[Treca Digital Academy]]
# [[TRIO Wolf Creek Online High School]] (Minnesota)

# [[University of California College Prep]] (California)
# [[University of Missouri High School]]
# [[University of Oklahoma High School]]
# [[Utah Electronic High School]] (EHS)
# [[Utah Tech High]]
# [[Utah Virtual Academy]]
# [[Vermont Virtual Learning Cooperative]]
# [[Vilas Online]] (Colorado)

# [[Virtual Community School Of Ohio]]
# [[Virtual High School Global Consortium]] (VHS)
# [[Virtual Learning Academy Charter School]] (New Hampshire)
# [[Virtual Virginia]]
# [[VOISE Academy High School]] (Illinois)


# [[Washington Online School Network]]
# [[Washington Virtual Academies]] (WAVA) (Washington)
# [[WOLF School]] (Nevada)
# [[West Central Learning Academy II]] (Ohio)
# [[West Virginia Virtual School]]

# [[Westwood Cyber High]] (Michigan)
# [[WiloStar3D-Epic Academy]] (Oklahoma)
# [[Wisconsin Connections Academy]]
# [[Wisconsin eSchool Network]]
# [[Wisconsin Virtual Academy]]
# [[Wisconsin Virtual Learning]]
# [[Wisconsin Virtual School]]
# [[Wyoming e-academy of Virtual Education]] (WeAVE)
# [[Wyoming Switchboard Network]]
# [[Wyoming Virtual Academy]]

See also the Wikipedia article at http://en.wikipedia.org/wiki/List_of_virtual_schools#United_States.

=== Virtual initiatives in post-secondary education ===


According to the Sloan Consortium's 2010 report on [http://sloanconsortium.org/publications/survey/class_differences Class Differences: Online Education in the United States], approximately 5.6 million students were enrolled in at least one online course in the autumn of 2009. Other findings include:
* Almost two-thirds of for-profit institutions say that online learning is a critical part of their long term strategy
* The 21% growth rate for online enrollments far exceeds the 2% growth in the overall higher education student population
* Nearly one-half of institutions report that the economic downturn has increased demand for face-to-face courses and programmes
* Three-quarters of institutions report that the economic downturn has increased demand for online courses and programmes

There are no university-focused relevant federal initiatives of note. However, in July 2009 president Barrack Obama pledged to devote $12 billion over 10 years to improve programmes, courses, and facilities at US Community Colleges, with "$500 million devoted to freely available online courses". This pledge has evolved over time and is covered in more detail above under "Education Reform".

Despite the lack of national motivation, the simple scope and diversity of virtual university activity in the US cannot be underestimated. Most US universities offer at least one hybrid or fully online programme. Many institutions offer a wide range of programmes, at both the undergraduate and postgraduate levels.

Many of the "notables" are operated by for-profit, private companies, although a variety of initiatives originating in "traditional" universities were examined under Re.ViCa as well. Some major institutions/initiatives include:

* [[Capella University]]
* [[Carnegie Mellon University]]
* [[University of Central Florida]]
* [[Colorado Community Colleges Online]]
* [[DeVry University]]
* [[Laureate Education]] ([[Walden University]])
* [[University of Maryland University College]]
* [[University of Phoenix]]
* [[Penn State World Campus]]
* [[Regis University]]
* [[SUNY Learning Network]]
* [[Strayer University Online]]
* [[UT Telecampus]]
* [[University of the People]] - new, but noteworthy

There are many more. See [http://www.virtualschoolsandcolleges.eu/index.php/Category:United_States the US category] for a full list of those programmes indexed by the Re.ViCa wiki.

== Lessons learnt==

=== General lessons ===

The US is an unusually structured nation of 50 federated states, to which it is not always easy to compare other countries - especially those located in Europe (as they are more likely to see broad-ranging, national initiatives in education). Some of the associated issues are explored below (''text prepared for Re.ViCa'').

Note also that the apparent success of e-learning/online higher education in the [[US]] must be approached with care - quality may vary widely from institution to institution (and programme to programme). See note above on the complexity of US accreditation and quality control mechanisms.

==== Is the relevance of the US or of its states? ====
''Text prepared for Re.ViCa and moved from an earlier section.''

Hovering around 308.6 million as of early 2010, the population of the USA seems enormously large compared with that of most European countries. (For comparison, the population of the [[UK]] is estimated at 62 million, the [[Netherlands]] at 16.6 million, and [[Finland]] at 5.3 million.) Nevertheless, the federal structure of the US and the deregulated nature of its educational systems indicate that it is reasonable to look to the state level when studying e-learning in the US.

This "relevance" depends primarily on comparing US states to discrete European ones - it is extremely difficult to compare and contrast the US and Europe as a whole (in e-learning or otherwise).

The population of the EU is now estimated at over 500 million, about 1.5 times that of the US, and its inhabitants speak over 170 languages (of which 23 are considered "official"). While the US itself has no "official" language, nearly all Americans speak English, and moreover share essentially similar cultural expectations. This (in conjunction with the US's underlying federal governance structure) often results in a velocity of propagation of ideas nationwide which is rarely replicated across the EU.

==== Post-secondary: Do US ideas in e-learning transfer to Europe? ====
''Text prepared for Re.ViCa and moved from an earlier section.''

Many European analysts consider US universities - both large and small, public and private - more successful at developing and implementing substantial e-learning programmes than their European counterparts. Online learning in the US is indeed expanding at a remarkable and enviable pace: the average growth rate for online university enrolments has increased by roughly 13% per annum over the past seven years (compared with 2% for US "brick and mortar" enrolments). Other indicators of success include completion rates, programme sustainability over a number of years, and academic reputation.

Researchers have (understandably) questioned why the success of e-learning in US universities does not transfer more readily to a European context. Is it the economy, the geography, the demographics, or the population density; the nature of the respective educational funding models; or something else entirely? Indeed, these are but a few of the differences that may contribute to the challenge of e-learning transfer. Consider also the vast differences in quality models, academic focus, relevant public policy, language/culture, and technology uptake. In a global culture where online degrees are rapidly acquiring credibility, and students have begun to actively pursue online degrees via overseas institutions, these are critical questions to consider when pondering the future of education in Europe.

It is certain that North American ideas in e-learning form worthy comparators, and in countless cases do see transfer to Europe (and beyond). For example, many of the early course/learning management systems which formulated our earliest understanding of [http://en.wikipedia.org/wiki/History_of_virtual_learning_environments_1990s "online learning" in the mid-1990s] were developed in either America or Canada, e.g. LotusNotes, FirstClass, Blackboard and WebCT. A distinctly American company with American attitudes and products, Blackboard [[learning management systems]] remains in common usage across Europe (despite recent trends towards [[OER]] in the market). Institutions worldwide have sought to mirror the success of the US in exporting learning via the internet.

There is also more general discussion of the "Americanisation of Education" seen in some European countries - which is too broad and controversial a topic to address here.

Whatever the ramifications, the past would suggest that European analysts should indeed examine US e-learning trends in order to better understand (and possibly predict) directions for growth in their own countries.

=== Notable practices ===


The unusually decentralised nature of US education makes it difficult to locate national practices that might be applied more broadly. Note, however, that this decentralisation seems to have stimulated the development of virtual schools within the US in an unprecedented manner. Virtual Schools may be public or private; private organisations may partner with public school systems; and online courses may be partly or purely supplemental (as opposed to full time). There is no shortage of models evolving, and it would seem that the lack of uniformity has proven a rich and fertile ground for development.

Less optimistically, there are many opposed to the dominant role that private, for-profit organisations have come to play in the development of US virtual schools (and in charter schools in particular - see description above). Many of these "academies" have been developed along the lines of a "University of Phoenix" model, and indeed are often owned by large, profit-seeking parent companies. In other words, the unique US educational landscape brings both benefits and challenges. (In this context of post-secondary education, consider the wide range of accrediting agencies, and the longstanding disputes regarding educational quality among for-profit, commercial institutions). It is difficult to judge their applicability in other contexts.

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* "The Rise of K-12 Blended Learning". http://www.innosightinstitute.org/media-room/publications/education-publications/the-rise-of-k-12-blended-learning/
* "School: the Story of American Public Education," http://www.pbs.org/kcet/publicschool/roots_in_history/index.html Retrieved 2011-07-28
* Schreurs, B. (ed.) (2010) Reviewing the Virtual Campus Phenomenon: The Rise of Large-scale e-Learning Initiatives Worldwide, EuroPACE, Re.ViCa Project, E.C. Agreement no. 2007-2608/001-001, http://revica.europace.org/Re.ViCa%20Online%20Handbook.pdf Retrieved 2010-02-15
* Stephan, A., ed. "The Americanization of Europe: Culture, Diplomacy, and Anti-Americanism after 1945." New York: Berghahn Books, 2007.
* "Statistics About Non-Public Education in the United States". US Dept. of Education, Office of Non-Public Education. http://www.ed.gov/about/offices/list/oii/nonpublic/statistics.html. Retrieved 2010-02-15
* Tyack, D. and Cuban, L. (1995) Tinkering Toward Utopia: a century of public school reform, Cambridge, MA, Harvard University Press.
* "United States". International Monetary Fund, http://www.imf.org/external/pubs/ft/weo/2009/02/weodata/weorept.aspx?sy=2006&ey=2009&scsm=1&ssd=1&sort=country&ds=.&br=1&c=111&s=NGDPD%2CNGDPDPC%2CPPPGDP%2CPPPPC%2CLP&grp=0&a=&pr.x=64&pr.y=8 Retrieved 2010-02-08
* "United States". Wikipedia, http://en.wikipedia.org/wiki/Usa Retrieved 2011-07-15
* "United States". CIA World Factbook, https://www.cia.gov/library/publications/the-world-factbook/geos/us.html
* "U.S. state". Wikipedia, http://en.wikipedia.org/wiki/U.S._state Retrieved 2011-07-15
* "US to unveil broadband plan Mar 17, sees barriers". Reuters.com, Feb. 23 2010, http://www.reuters.com/article/idUSN2224640220100223 Retrieved 2010-02-28
* "USA education". Wikipedia, http://en.wikipedia.org/wiki/Usa#Education Retrieved 2011-07-28
* van der Wende, M. (2002) The Role of US Higher Education in the Global e-Learning Market, Center for Higher Education Policy Studies, University of Twente, http://cshe.berkeley.edu/publications/docs/ROP.WendePaper1.02.pdf
* "White House makes grants to boost online learning". eSchoolNews, September 26 2011, http://www.ecampusnews.com/technologies/white-house-makes-grants-to-boost-online-learning/

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United States

2011-12-19T03:29:27Z

SaraFrankBristow: /* Virtual initiatives in post-secondary education */

''(Re.ViCa version by [[Sara Frank Bristow]] and [[Paul Bacsich]].)''

''Put in merged template and updated for VISCED by [[Sara Frank Bristow]].''

''For entities in the United States see [[:Category:United_States]] ''



== Experts situated in the United States ==

* Cathy Cavanaugh, Associate Professor of Educational Technology, School of Teaching and Learning, University of [[Florida]] at Gainesville
* Sara Frank Bristow, Independent Researcher and Sero collaborator; contributor to Re.ViCa
* Susan Patrick, International Association for K-12 Online Learning (iNACOL)
* Russ Poulin, WICHE Cooperative for Educational Technologies; contributor to Re.ViCa




== United States in a nutshell ==
(sourced in part from http://en.wikipedia.org/wiki/United_States and https://www.cia.gov/library/publications/the-world-factbook/geos/us.html)

[[Image:US.gif|right|thumb|300px|Source : http://www.cia.gov]]

The United States ('''United States of America'''; '''US''', '''USA''', or '''America''') is a federal [http://en.wikipedia.org/wiki/Constitutional_republic constitutional republic] comprising 50 states and a federal district. The world's oldest surviving [http://en.wikipedia.org/wiki/Federation federation], the United States is a constitutional republic and representative democracy, in which citizens are subject to three levels of government: federal, state, and local.

The country is situated mostly in central [[North America]] between the [[Pacific Ocean]] and [[Atlantic Ocean]], bordered by [[Canada]] to the north and [[Mexico]] to the south. At 3.79 million square miles (9.83 million km2) and with about 311 million people (July 2011), the United States is the third or fourth largest country by total area ([http://en.wikipedia.org/wiki/List_of_countries_and_outlying_territories_by_total_area depending on definition]), and third largest by land area and by population.

[[Image:US_map_states_wikicommons.png|thumb|left|200px|Wikimedia Commons Map of US states]]

The US comprises 50 discrete states; see [http://en.wikipedia.org/wiki/USA_states the US States Wikipedia article] for a full list. [[Washington D.C.]] (the District of Columbia), a special district which is not part of any US state, serves as the permanent national capital. The US also possesses five major overseas territories, all considered separately in this wiki. According to 2010 estimates, the largest contiguous state, [[California]], has 37 million people; and the next, [[Texas]], has 25 million. The seven states with 10 million people or more are: [[California]], [[Texas]], [[New York]], [[Florida]], [[Illinois]], [[Pennsylvania]] and [[Ohio]]. Ten states have populations of less than 10 but more than 6 million. 33 states have populations under 6 million; of these, 13 have populations ranging from 1 to 3 million.

The list of states with their own Virtual Campus wiki entries resides at [[:Category:States of the United States]]. Regional sub-categories have been created for states with a high incidence of notable e-learning programmes, e.g. [[California]] and [[Colorado]]. Others are added as activity is identified.

== Education in the United States ==

Students are not compelled to study at nationally controlled or public schools in the United States, and from primary through post-secondary level, a broad range of private, for-profit options exist. In 2008, about 74 million people (both citizens and foreign nationals) were enrolled in American schools, colleges and universities.

Education is [http://www2.ed.gov/about/overview/fed/role.html primarily a state and local responsibility] in the US, with most decisions made (and policies established) on that basis. It is states and communities, as well as public and private organisations of various types, that establish schools and colleges, develop curricula, and determine requirements for enrolment and graduation - not the federal (central) government.

The structure of education finance in America reflects this predominant state and local role. Of an estimated $1.13 trillion in government funds being spent nationwide on education at all levels for the school year 2010-2011, a substantial majority comes from state, local, and private sources. This is especially true at the elementary (primary) and secondary levels, where 89% of the funds will come from non-federal sources.

The Federal government contribution to primary and secondary education is only about 11%.

== Schools in the United States ==

Children are required in most US states to attend school from the age of five or six until 16, 17 or 18 - generally bringing them through grade 12, or twelfth grade (the end of High School). This sequence is colloquially referred to as "K-12" education.

In all, 86% of American schoolchildren enroll in the "Public" (publicly funded) school system. About 12% are enrolled in parochial or nonsectarian "Private" (non-publicly funded) schools, and 2% are homeschooled.

[http://en.wikipedia.org/wiki/US_education Public school curricula], funding, teaching, and other policies are set through locally elected school boards with jurisdiction over school districts, which may have many directives from state legislatures. School districts are usually separate from other local jurisdictions, with independent officials and budgets. Educational standards and standardised testing decisions are usually made by state governments, with curricula varying widely from district to district.

Individual states, counties, and school districts have considerable leeway in how they choose to divide their school levels, so it is difficult to accurately describe an "average" child's standard progression through education. However, [http://en.wikipedia.org/wiki/Elementary_school#United_States all states have historically made a distinction] between two main genres of K-12 education and three genres of K-12 school.
* The genres of education are Primary and Secondary; and
* The genres of school are Elementary School, Middle or Junior High School, and High School

Elementary and Secondary school programmes comprise nearly 14,000 school districts and some 56 million students, attending roughly 99,000 public schools and 34,000 private schools. It would impossible to list all US schools here; however, see the Wikipedia [http://en.wikipedia.org/wiki/List_of_schools_in_the_United_States List of Schools in the United States] for links itemised by state and school district.

Homeschooling is legal in all 50 US states, although the topic is at times controversial (as parents are not always considered fit to provide schooling which meets compulsory education standards). Homeschooling standards and requirements also vary widely among US states. Common reasons for adoption of homeschooling strategies include dissatisfaction with the quality of schooling available; dissatisfaction with moral, ethical or religious issues associated with a school; and/or inability of a student to participate due to time, financial or physical restraints (e.g. in the case of child athletes, celebrities and the disabled).

The decision to homeschool a child in the US may be interpreted as a statement of social, religious, political or other dissent.

=== Pre-Primary ===
The terms "Preschool," "Prekindergarten," "Pre-K" or "Nursery School" may all be used to refer to earlier age-group education. There is no compulsory national Pre-Primary education requirement in the US.

=== Elementary (Primary) ===
American children are required to attend six or seven years of Elementary School (generally comprising Kindergarten and grades 1-5 or 1-6). [http://en.wikipedia.org/wiki/Kindergarten Kindergarten] is a transitional year for students around the age of 5 or 6. Not all states make this year compulsory, though many do and offer this as a free educational year. First grade is the more official "first year" of primary school.

=== Middle or Junior High School ===
Middle School is a period of schooling between Elementary and High School, viewed by many as a conceptual bridge between the two. It often shares resources with a larger Secondary School rather than occupy its own facilities. Middle School typically spans grades 6-8, while Junior High School (Junior High) spans grades 7 and 8 only. Middle School/Junior High School students are generally between 11 and 14 years old.

=== High School ===
The majority of American students complete four years of High School (grades 9-12), graduating with a diploma around the age of 18. A small percentage of students opt to withdraw prior to graduation, permitted at either 16 or 17 depending on state of residence. These students may take a series of standardised tests (General Educational Development, or GED) and receive High School equivalency credentials if they perform well.

In 2008, 87% of Americans over the age of 25 had graduated from High School. High School graduates may either enter the workforce or continue education, e.g. at a higher education institution.

== Further and Higher Education ==

The American further and higher education systems, like the primary and secondary education systems, are largely decentralised - that is, unregulated by any national body. With a limited number of exceptions, the federal government does not directly regulate colleges and universities (although it may award them federal grants). It can therefore be difficult to make generalisations about the institutions in these sectors (without focusing on one individual US state at a time), though we have tried our best below.

The term "Polytechnic" is not used as such in the US, though "Community Colleges" may be seen to occupy a similar educational niche - and are not unlike what some in other countries might call "University Colleges."

=== Universities (and "Colleges") in the United States ===
The US higher education system is known to host some of the finest universities in the world. According to the Shanghai Jiao Tong University's [http://www.arwu.org/ Academic Ranking of World Universities], more than 30 of the highest-ranked 45 institutions are in the United States (as measured primarily by awards and research output).

In discussing post-secondary education in the US it is important to bear in mind that the definition of the term "college" does not align neatly with that used in most other countries discussed in this wiki.

* '''Universities''' are, generally speaking, four-year institutions of higher education and research, awarding both undergraduate and postgraduate ("graduate") degrees.
* '''Colleges''' are four-year, undergraduate institutions with an emphasis on taught courses, which may award the same undergraduate degrees as universities. Colleges may be part of a larger research university or may exist independently.

'''Americans do not always distinguish verbally between "college" and "university" – those attending a university would refer to this process as "going to college" while in pursuit of their undergraduate degree.'''

It is difficult to identify the precise number of colleges and universities in the United States - in part because of varying definitions of the terms, and in part because of the diversity of potentially applicable institutions. Moreover, a US university need not be "accredited" in order to operate (see separate note on this topic). With these caveats in mind, a [http://www.utexas.edu/world/univ/alpha/ recent estimate] by the University of Texas at Austin counts 2,043 colleges and universities; the US Department of Education [http://ope.ed.gov/accreditation/ Database of Accredited Postsecondary Institutions and Programs] counts over 8,000 (community and vocational colleges are omitted in the first survey but included in the second); and the Chronicle of Higher Education 2009 [http://chronicle.com/section/Almanac-of-Higher-Education/141/ Almanac of Higher Education] counts 4,811.

Students provide transcripts of their High School grades and their results on a series of privately organised standardised tests when applying to American universities and colleges. Annual tuition fees are charged for higher education in almost all cases, and are often exorbitant compared to those found in other countries. (For the 2007–08 academic year, annual prices for undergraduate tuition, room, and board were estimated to be [http://nces.ed.gov/fastfacts/display.asp?id=76 $11,578 at public institutions and $29,915 at private institutions].) Many students rely on student loans and scholarships from their university, the federal government, or a private lender.

Students may choose to attend public or private institutions to complete their undergraduate degrees. The majority of public universities are operated by individual states and territories, usually as part of a "state university system". Each state supports at least one state university and several support many more. By a wide margin, these "state schools" tend to be the most affordable to residents from within that state.

Those individuals completing undergraduate education at either a university or college may enter the workforce in a professional capacity or continue on to postgraduate ("graduate") study. In 2008, [http://www.census.gov/Press-Release/www/releases/archives/education/013618.html 29% of American adults] 25 and older had a bachelor's degree.



===(Community) Colleges in the United States===
US "Community Colleges" are two-year institutions of higher education (once commonly called "Junior Colleges"). Often state-based and public, most Community Colleges operate under a policy of open admission and may be similar to the Polytechnics or University Colleges found in other countries.

[http://en.wikipedia.org/wiki/Community_colleges_in_the_United_States Many Community Colleges] are operated either by special districts that draw property tax revenue from the local community, as a division of a state university, or as sister institutions within a state-wide higher education system. In recent years, many Community Colleges have added online courses to their catalogues, and in some states have become hotbeds of e-learning activity.

Community Colleges typically offer two-year "associates degrees" and/or trade certifications, as well as services to the local community (e.g. a library or job placement assistance). Some offer courses towards a four-year bachelor's degree and may guarantee admission to a partner university. While most enrollees proceed directly from High School to Community College (and are therefore ages 18-21), Community College is also an attractive venue for older American adults returning to education after a hiatus; professionals seeking further certification in their field (or another); or hobbyists looking for an inexpensive way to further their personal interests.

'''US Community Colleges should not be confused with regular "Colleges"''', as the latter term is used uniquely in the US to refer to four-year teaching institutions which offer bachelor's degrees (see above). There are, however, other two-year institutions which would be referred to as "Community Colleges" even though they are not described as such by name; these have names like "institute of technology", "technical institute" or "technical college" and typically focus on training in technical and vocational skills.

== Education Reform ==

A selection of "hot button" issues targeted in the budget for [http://www2.ed.gov/about/overview/budget/budget12/index.html Fiscal Year 2012] reflect the general tenor of US educational reforms debated in the last five to ten years. These include:

* College access and completion
* Investing in early learning
* Accelerating the use of educational technology
* Supporting English language learners
* Supporting individuals with disabilities
* Strengthening the commitment to Native American, Alaska Native, and Native Hawaiian Education
* Improving productivity and efficiency
* Supporting rural education
* Improving Science, Technology, Engineering, and Mathematics (STEM) Education

Sector specifics are discussed below.

=== Schools ===
Approaches to improving public schooling have been the primary stakeholder concern ever since universal public education began to gain traction in US schools, in the middle of the nineteenth century. The Department of Education's official mission is to "promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access", and [http://en.wikipedia.org/wiki/Education_reform reforms over the last 60 years] have included issues of civil rights, "progressive" education versus "cultural literacy", and the 1990s adoption of Outcome-Based Education (OBE) - at which time a set of standards-based National Education Goals were set by the US Congress. The standards-based reform movement culminated in the controversial No Child Left Behind Act of 2001.

As of August 2011, issues frequently highlighted for potential reform include Repairing the Bush-era "No Child Left Behind" Act; Reauthorisation of the Elementary and Secondary Education Act (ESEA); Addressing teacher cheating scandals in standardised testing; Teacher union reform; Expanding school day or school year; Validity of charter schools (in which public schools operate more like private ones); Validity of school choice, or "school vouchers" (in which parents may select which public school their child attends, or use a voucher to send them to a private one); Improving teacher quality/salary; Improving teacher training; Awarding performance bonuses ("merit pay") to teachers; English-only vs. bilingual education (allowing students to study in their native tongue - typically Spanish); Mainstreaming special education students (allowing special needs individuals to remain in "regular" schools); Content of curriculum standards and textbooks (which intersects with controversial issues like the teaching of [http://en.wikipedia.org/wiki/Creationism creationism] in the classroom); and others.

For more information see the collected pieces on on "P-12" (pre-Kindergarten through twelfth grade) Reform on the ED web site at http://www.ed.gov/p-12-reform; or the useful Wikipedia discussion at http://en.wikipedia.org/wiki/Education_reform.

=== Post-secondary ===

Given the decentralised nature of the US HE system, federal reform might never reflect the kind of sweeping mandates periodically effected in other countries or unions. Nevertheless, certain proposed and actual reforms - largely addressing issues of affordability and access - pressed through or discussed from 2008-2011 are of great interest. Not all are exclusively higher-education specific. Some are detailed here:

* Announcement regarding [http://www.ecampusnews.com/technologies/white-house-makes-grants-to-boost-online-learning/ online courses for Community Colleges] (September 2011). The long-awaited first installation of a $2 billion grant programme targeting Community College students through both industry partnerships and an expansion of free online courses. An initial $500 million in "workforce training programme" grants were scheduled for distribution after a rigorous application process that lasted almost a year. This followed on an announcement by President Obama in July 2009 to devote '''$12 billion over 10 years''' to improve programmes, courses, and facilities at [[US]] Community Colleges, with $500 million devoted to freely available online courses. Portions of this pledge were realised in the Health Care and Education Reconciliation Act of 2010.

* The [http://www.broadband.gov/ National Broadband Plan] (March 2010). Relevant in its potential to transform education in the US, as noted in the report itself. Despite early advances in the arena, for nearly 10 years the United States has lagged behind many other developed countries in the adoption of broadband technology. America's first National Broadband Plan recommends sweeping improvements to US broadband governance, infrastructure, affordability, and deployment, dedicating $15.5 billion to broadband deployment over the next decade.

* The [http://en.wikipedia.org/wiki/Health_Care_and_Education_Reconciliation_Act_of_2010 Health Care and Education Reconciliation Act of 2010] (March 2010). Included the Student Aid and Fiscal Responsibility Act, reforming the process by which American students receive much-needed loans to participate in higher education.

* The [http://www.ed.gov/technology/netp-2010 National Educational Technology Plan 2010]". Outlined "ways in which information and communication technologies can be leveraged to help transform American education". It details [http://www.ed.gov/technology/netp-2010/goals-and-recommendations five specific goals] with recommendations (for states, districts, the federal government, and other stakeholders in the US education system) that address learning, assessment, teaching, infrastructure, and productivity. A wide variety of stakeholders played a role in developing the plan: see http://www.ed.gov/technology/netp-2010/how-plan-developed for details.

* The American Recovery and Reinvestment Act (ARRA) of 2009. Sought [http://www2.ed.gov/about/reports/annual/2009review.html "to get America on track and to return to being number one in the world in high school and college graduation rates, school readiness and overall academic achievement]." This included $98.2 billion in appropriations for the Department of Education, more than 1.5 times the Department’s entire appropriation for the previous year.

* The Student Aid and Fiscal Responsibility Act of 2009. [http://edlabor.house.gov/blog/2009/07/student-aid-and-fiscal-respons.shtml Goals included] "producing the most college graduates by 2020 by making college accessible and transforming the way our student loan programs operate." The bill never became law; link now defunct.

Read more about current issues in the realm of US Higher Education reform at the Teachnology, Inc. web site: http://www.teach-nology.com/highered/reform/

===== The Bologna Process =====
''(This section was included as relevant to Re.ViCa and has not been updated since first posting.)''

The average American academic remains unaware of the Bologna Process and its significance. Yet [http://www.ihep.org/assets/files/EYESFINAL.pdf a recent report] by the US-based Lumina Foundation chides:

:Former Secretary of Education, Margaret Spellings’ Commission on the Future of Higher Education paid no attention whatsoever to Bologna, and neither did the U.S. higher education community… Such purblind stances are unforgivable in a world without borders.

This report's author, [http://www.ihep.org/press-room/news_release-detail.cfm?id=62 Cliff Adelman] ([http://www.ihep.org/ Institute for Higher Education Policy]), is among numerous vocal proponents of US participation in a process similar to that set forth by Bologna. Lumina promotes [http://www.luminafoundation.org/our_work/tuning/Q_and_A-Bologna_and_Tuning.html "Tuning"], explored in papers such as [http://go2.wordpress.com/?id=725X1342&site=gsed.wordpress.com&url=http%3A%2F%2Fwww.ihep.org%2Fassets%2Ffiles%2FTheBolognaClub.pdf The Bologna Club: What U.S. Higher Education Can Learn from a Decade of European Reconstruction] - which set forth the goal that attainment of high-quality undergraduate degrees and credentials in the United States should increase to 60% by 2025.

Adelman's efforts and those of others like him are not widely known. Bologna's spirit of harmonisation, unity and "work towards a common cause" is not often felt across US state borders, and there are few models of cross-border cooperation that scratch the surface of Bologna Process-like goals.

As a separate issue, some European researchers have explored evidence of US hostility towards the Bologna Process itself, in terms of its perceived success in attracting overseas students who might otherwise pursue studies in the US. As an increasing number of "geographically mobile" students choose European universities over American ones, some believe that Bologna is a seen as a threat – yet one that US officials have been unwilling to acknowledge or name. For one example of this research track, see Charlier and Croche's 2008 piece on [http://mesharpe.metapress.com/app/home/contribution.asp?referrer=parent&backto=issue,2,7;journal,9,24;linkingpublicationresults,1:110907,1 The Outcome of Competition Between Europe and the United States].

== Administration and finance ==
(adapted from the US Department of Education web site, http://www2.ed.gov)
[[Image: Ed_gl_org_chart.gif|thumb|right|150px|2011 US Department of Education]]

Established in 1980, the '''[http://www.ed.gov/ US Department of Education]''' ('''ED''', or externally '''USDE''') is the government agency that establishes policy for and administers most federal assistance to '''all sectors of US education.''' ED has 4,200 employees and a $63.7 billion budget; elementary and secondary programmes serve more than 14,000 school districts and 56 million students, who attend some 97,000 schools and 28,000 private schools. Department programmes also provide financial assistance to about 11 million post-secondary students. Many students attend private schools, colleges and universities, paid for with private funds.

It is always important to bear in mind the predominant state and local role in establishing American schools and colleges, developing curricula, and determining enrolment and graduation requirements. '''These tasks are not, for the most part, under the purview of ED''' - in other words, there are few national requirements in these areas. Of an estimated $1.13 trillion being spent nationwide on education at all levels for school year 2010-2011, a substantial majority (89%) come from state, local, and private sources.

'''The US Department of Education (i.e. US federal government) does:'''

* Establish policies relating to federal financial aid for education, and administer/monitor those funds at all levels.
* Collect data, oversee schools research, and disseminate results to [http://en.wikipedia.org/wiki/United_States_Congress the US Congress], educators and the general public.
* Identify major issues, focus national attention on them, and make recommendations for education reform (advising the president and implementing education policies).
* Enforce federal statutes prohibiting discrimination in programmes receiving federal funds, and ensure equal access to education.

'''The US Department of Education (i.e. US federal government) does not:'''

* Establish schools and colleges
* Develop curricula
* Set requirements for enrollment and graduation
* Determine state education standards
* Develop or implement testing to measure whether states are meeting their own education standards

Notably for VISCED and Re.ViCa purposes, the Department of Education's [http://www2.ed.gov/about/offices/list/os/technology/index.html '''Office of Educational Technology] (OET)''' develops national educational technology policy, ensuring that programmes are coordinated and consistent across the federal government. OET released the US's first [http://www.ed.gov/technology/netp-2010 National Educational Technology Plan (NETP)] in March 2010 as described above.

=== Schools ===
The Department of Education's [http://www2.ed.gov/about/offices/list/oese/index.html '''Office of Elementary and Secondary Education'''] (OESE) directs, coordinates, and recommends policies for state and local educational agencies, helps ensure equal access to services (particularly for underprivileged and underrepresented children), and provides financial assistance to a select number of local educational agencies.

OESE offers nearly 200 programmes, addressing a range of issues such as: Hurricane Help for Schools, Academic Improvement and Teacher Quality Programs, School Support and Technology Programs, Student Achievement and School Accountability Programs, and many more. Programmes are administered through numerous offices, e.g. the Office of Indian [Native American] Education and the Office of Migrant Education. (Note that this is only a fragment of a much longer list, and that programmes are not guaranteed funding on an annual basis.)

=== Post-secondary ===
Federal regulation is critical in the area of student financial aid (which provides loans to students for post-secondary tuition).

The '''[http://www2.ed.gov/about/offices/list/ous/index.html Office of the Under Secretary]''' (OUS) oversees policies, programmes, and activities related to post-secondary education, vocational and adult education, and federal student aid.

The '''[http://www2.ed.gov/about/offices/list/ope/index.html Office of Postsecondary Education]''' (OPE) formulates federal post-secondary education policy and administers over 40 programmes to increase access to quality post-secondary education. One of the OPE's primary programmes of relevance is the [http://www2.ed.gov/about/offices/list/ope/fipse/welcome.html Fund for the Improvement of Postsecondary Education] (FIPSE). FIPSE's main activity each year is conducting the [http://www2.ed.gov/programs/fipsecomp/index.html Comprehensive Program], a grant programme intended to support innovative, replicable post-secondary education improvement projects. FIPSE also administers international consortia programmes, co-funded by foreign government partners, such as the [http://www2.ed.gov/programs/fipseec/index.html European Union-United States Atlantis Program] which provides funding for joint or dual undergraduate degrees in a wide range of academic and professional disciplines.

The '''[http://www2.ed.gov/about/offices/list/ovae/index.html Office of Vocational and Adult Education]''' (OVAE) administers and coordinates programmes related to adult education and literacy, career and technical education, and Community Colleges.

The '''[http://www2.ed.gov/about/offices/list/fsa/index.html Office of Federal Student Aid]''' (FSA) provides critical financial assistance to students enrolled in post-secondary educational institutions. Students apply to this agency for aid, and repay loans to it directly; institutions demonstrating inferior quality may become ineligible to educate students receiving federal student loans.

== Quality assurance ==



As described by the Department of Education's [http://www2.ed.gov/about/offices/list/ous/international/usnei/edlite-index.html US Network for Education Information] (USNEI), quality assurance takes several forms in the US system. The approval of institutions and programmes is generally '''undertaken by state agencies and accrediting agencies''', with the latter also responsible for establishing and maintaining academic and administrative standards. Professional and academic disciplinary associations also play a role in influencing and assessing quality. Educational potential and outcomes are measured by a wide range of surveys, studies, tests, and other assessments at the national, regional, state and institutional levels.

Various documents outlining assessment, evaluation, and standards activities in US education at all levels can be reviewed at http://www2.ed.gov/about/offices/list/ous/international/usnei/us/edlite-structure-us.html. The site also offers overviews of associates, bachelor's, and postgraduate degrees.

See also these general USNEI reports for further information:
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/accred-fed.doc Federal Recognition and Approval] - on the nature and limitations of the federal role in recognising accrediting agencies and in approving institutions
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/accred-state.doc State Approval of Schools and Postsecondary Institutions] - on the process of licensing or chartering educational providers by state authorities
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/qualassurance.doc Other Quality Assurance Provisions] - on additional quality assurance activities in the United States.

=== Schools ===
The US Department of Education [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/edlite-evaluation.html does not have the authority] to accredit private or public elementary or secondary schools; nor does it recognise schools-level accrediting bodies.

The US does not use national examinations to determine graduation from school or access to further studies, and there is no national curriculum on which to base such examinations. School curricula are set by local school districts, private schools, and homeschooling parents with reference to state standards and post-secondary requirements.

However, there is considerable commonality across the US education system despite the absence of legally enforced national curricula or examinations. Common evaluation and assessment standards and tools are the result of the pressures of the competitive academic marketplace, the expectations and requirements of employers and state agencies, and the standards required by accrediting agencies and professional and research associations.

For further information, USENEI provides these relevant schools report:

* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/accred-school.doc School-Level Accreditation] - the accreditation process at the primary and secondary education levels and provides links to accrediting agencies recognised by state governments and other authorities
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/edlite-evaluation.html Structure of U.S. Education: Evaluation and Assessment] - provides information on common US grading and credit systems as well as evaluation and standardised tests

=== Post-secondary ===
As in other US educational sectors, Quality Assurance in higher education is not typically overseen at the national level.
[http://www2.ed.gov/about/offices/list/ous/international/usnei/us/edlite-evaluation.html Post-secondary or tertiary curricula] are determined by individual institutions with reference to accreditation requirements, professional requirements, and the expectations of postgraduate programmes and employers.

It is difficult to summarise in brief the uniqueness and complexity of the academic accreditation process in the US.
* There is no single governmental accrediting body for US post-secondary educational institutions. Rather, ED relies on 74 private and state-based accrediting agencies to provide oversight of member institutions.
* These agencies are divided into 16 "regional" accrediting agencies (regarded as the most selective), plus a number of "national," "hybrid" and "programmatic" agencies which may certify lesser-known and/or specialised entities.
* Agencies awarded recognised by the Department of Education are not the only ones permitted to provide university accreditation; they have simply met a certain set of ED criteria. '''Recognition is not a requirement for an accrediting body to operate legally''' - although without it, institutions it certifies '''cannot participate in federal student aid programmes'''.
* Non-accredited institutions are often perceived as lacking in quality and rigor, and may be termed "diploma mills".

Within ED, the [http://www2.ed.gov/admins/finaid/accred/index.html Accreditation and State Liaison] (ASL) has responsibility for the accrediting agency recognition process and for coordinating activities between states and ED that impact institutional participation in the federal financial assistance programmes. A [http://www2.ed.gov/about/bdscomm/list/naciqi.html National Advisory Committee on Institutional Quality and Integrity] provides recommendations to the Secretary of Education regarding the recognition of post-secondary accrediting agencies.

For those seeking further information, USNEI provides these post-secondary reports:
* [http://www2.ed.gov/admins/finaid/accred/accreditation_pg6.html#NationallyRecognized Nationally Recognised Accrediting Agencies] - the U.S. Department of Education's directory of federally recognised accrediting agencies, both regional and national
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/accred-postsec.doc Postsecondary Accreditation] - describes the accreditation process at the tertiary level, and provides links to recognised accrediting agencies which are members of the Council for Higher Education Accreditation (CHEA)
* [http://www.chea.org/Directories/index.asp CHEA Directory of Recognised Accrediting Organisations] - the Council on Higher Education Accreditation's directory of recognised accrediting agencies
* [http://www.aspa-usa.org/ Association of Specialised and Professional Accreditors] (ASPA) - national association of accreditation agencies for regulated professions
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/fraud.doc Diploma Mills and Fraud] - information and links on the problems of unaccredited institutions and bogus accreditors in the US

== Information society ==

''Details about certain legislation, agencies and initiatives have been covered in previous sections.''

After an initial period of sustained leadership in the areas of computer science, internet development and broadband uptake, the US is now widely considered to be stagnating in technology uptake and usage. According to the World Economic Forum (WEF)'s 2011 report, the [http://www.huffingtonpost.com/2011/04/13/world-economic-forum-technology-use-us_n_848566.html US finished fifth] in a survey of the 138 countries that make up 98.8 percent of the world's GDP (ranking 24th in percentage of households with a personal computer). The WEF measured aspects of technology usage including business and regulatory climates for IT development and interest in and use of technology by the government, individuals and businesses.

The US also faces a significant gap in residential broadband use that breaks down along race, income, education levels and other socio-economic factors.

Recent [http://pewinternet.org Pew findings] report that 77% of American adults use the internet ([http://pewinternet.org/Static-Pages/Trend-Data/Whos-Online.aspx Dec 2010]); 83% of Americans own mobile phones, while just 57% own a personal computer ([http://pewinternet.org/Trend-Data/Device-Ownership.aspx May 2011]).

A variety of offices, agencies and non-profits monitor and direct US activity and strategy in the information society.
* The [http://www.fcc.gov/ Federal Communications Commission], an independent US government agency, regulates interstate and international communications by radio, television, wire, satellite and cable. (As noted above, it has unveiled the first US [http://www.reuters.com/article/idUSN2224640220100223 National Broadband Plan] in March 2010, reinforcing the notion that all Americans are entitled to "affordable access to robust and reliable broadband products and services".)
* The Department of Education’s [http://www2.ed.gov/about/offices/list/os/technology/index.html Office of Educational Technology] (OET) supports the use of technology in education. (The March 2010 "National Education Technology Plan" has been discussed above.)
* The [http://www.whitehouse.gov/omb/e-gov/ Office of E-Government & Information Technology] is part of the Office of Management and Budget (OMB).
* Founded in 1969, the [http://www.nascio.org National Association of State Chief Information Officers] (NASCIO) represents state chief information officers and information technology executives and managers from the states, territories, and the District of Columbia. The primary state members are senior officials from state government who have executive-level and statewide responsibility for information technology leadership.
* The [http://www.cio.gov/ Chief Information Officers] (CIO) Council serves as the principal interagency forum for improving practices in the design, modernisation, use, sharing, and performance of Federal Government agency information resources.
* The [http://it.usaspending.gov/ IT Dashboard], launched in June 2009, allows the American people to monitor IT investments across the federal government.

This is not a comprehensive list - and in particular does not identify any state or regional programmes. See http://www.usa.gov/Government/State_Local/Technology.shtml for more related agencies/organisations.

== ICT in education initiatives ==

=== Virtual initiatives in schools ===


Online education in the US has gained considerable traction over the last 15 years - seemingly more so than in any other country. A major report from the International Association for K-12 Online Learning (iNACOL), [http://www.inacol.org/research/docs/iNCL_NationalPrimerv22010-web.pdf A National Primer on K-12 Online Learning] (Second Edition), estimates that over 1.5 million American K-12 students were engaged in online and blended learning for the 2009-2010 school year (out of approximately 55.2 million students enrolled ).This represents roughly 3% of the US K-12 population.

This relatively small figure belies the scope and nature of the programmes now available. Options vary from state to state, school district to school district, and even from school to school. As the Primer notes, whether a student has the option to participate in "supplemental" (i.e. single) courses or full-time online programmes remains a matter of state policy and local laws, "with a few states providing opportunities for most students, a few states providing almost no opportunities, and most states falling somewhere in the middle". Moreover, iNACOL and others acknowledge their ongoing struggle to survey data in this relatively new and rapidly changing arena; there is no single authority to whom any of the schools listed in this survey must report, and relevant data is not always made available to the public.

As of 2010, supplemental or full-time online learning opportunities were available to students in 48 of the 50 US states. 38 states had state virtual schools or state-led online initiatives (with a 39th set to open in 2011); 27 states plus Washington, DC had full-time online schools serving students statewide; and 20 states were providing both supplemental and full-time online learning options statewide (but not as part of a state virtual school). This can be compared to 2001, during which approximately 10 states had state virtual schools and even fewer offered other online education options.
The three main types of US virtual school are summarised in brief below, as outlined in [http://www.ecs.org/html/Document.asp?chouseid=9014 Keeping Pace With Online Learning: An Annual Review of Policy and Practice], Evergreen Education Group (2010). Note that not all schools fit neatly into one of the slots below, but without this kind of rough categorisation it would be exceedingly difficult to approach the vast array of US virtual schools.

Click here for the VISCED [[typology of US virtual schools]].

Click here for the full VISCED list of [[:Category:Virtual_schools_in_the_US|Virtual schools in the US]].

==== US state virtual schools - overview====
* Operate in 38 states
* Are state-led online learning initiatives, with course enrollment ranging from several thousand to 16,000 for 2009-10
* Boast 450,000 "course enrollments" nationwide, i.e. in which one student takes one course
* Often provide local school districts with '''supplemental online courses''', as well as online learning expertise and thought leadership for their own schools
* Have '''students who study online part-time only''' (taking "supplemental" online courses while physically enrolled elsewhere)
* Saw enrollment increase by nearly 40% from 2008-09 to 2009-10, though most gains came from the states of North Carolina and Florida only
* Have virtual school enrollments exceeding 10,000 for 2009-10 in eight different states (Alabama, Florida, Georgia, Idaho, Louisiana, Michigan, North Carolina and South Carolina)
* Are usually funded by legislative appropriation

Click here for the VISCED list of [[:Category:US statewide virtual schools|US statewide virtual schools]] - this includes both "state virtual schools" as described above, and any virtual school for which state residents are eligible.

====US multi-school-district full-time online schools - overview====
* Operate in 27 states (each has at least one)
* '''Have few or no part-time students'''; most have enrollment of a few hundred to several thousand
* Usually attract students from across an entire state, so are found in those states that permit students to enroll across district lines
* Are typically charter schools (i.e. special publicly funded schools operating under their own charters/standards, attended by student choice)
* Are usually affiliated with a private national organisation e.g. Connections Academy, K12 Inc., Advanced Academics, or Insight Schools
* Are often funded via state public education funds that follow the student

Click here for the VISCED list of [[:Category:US_multi-school-district_virtual_schools|US multi-school-district virtual schools]].

Click here for the VISCED list of [[:Category:US_charter_schools|US charter schools]].

====US single school district programmes - overview ====
* Are represented by only 11 well-established programmes nationwide
* Serve only students who reside within a single, local district of residence
* Serve '''mostly supplemental students''' (though some serve full-time students)
* Are often focused on credit recovery or at-risk students
* Make up the fastest growing segment of K-12 online learning

There are additionally a number of virtual schools run by consortia or postsecondary institutions, i.e. some which are not state, multi-district or single district schools.

Click here for the VISCED list of [[:Category:US_single-school-district_virtual_schools|US single-school-district virtual schools]].

====Possible US Exemplars====

* [[Agora Cyber Charter School]]
* [[Alabama ACCESS Distance Learning]] (State Virtual School)
* [[City of Angels Virtual Academy]] (COAVA)
* [[Cook County Sheriff’s Department Virtual High School]]
* [[Electronic Classroom of Tomorrow]]
* [[Florida Virtual School]] (FLVS)
* [[Hope Online Learning Academy]]
* [[Idaho Digital Learning Academy]] (IDLA)
* [[Illinois Virtual High School]]
* [[Jefferson County JCPSeSchool]]
* [[Louisiana Virtual School]] (LVS)
* [[Mesa Distance Learning Program]] (MDLP)
* [[Michigan Virtual School]] (MVS)
* [[Minnesota Virtual High School]] (MVHS)
* [[Mississippi Virtual Public School]]
* [[North Carolina Virtual Public School]] (NCVPS)
* [[Omaha Public Schools eLearning]] (OPS)
* [[Open High School of Utah]] (OHSU)
* [[Pennsylvania Cyber Charter School]]

* [[Primavera Online High School]]
* [[Silver State Charter Schools]]
* [[South Carolina Virtual School Program]] (SCVSP)
* [[Utah Electronic High School]] (EHS)
* [[Virtual High School Global Consortium]] (VHS)
* [[21st Century Cyber Charter School]]

====Towards a Comprehensive List of US Virtual Schools (in progress)====
''All schools identified as "notable" in the early phases of VISCED are included below. The list is representative but not comprehensive, given the nature of the US. Virtual schools for the under-14s are deemed out of scope.''

# [[21st Century Cyber Charter School]] (Pennsylvania)
# [[Academy Online High School]] (Colorado)

# [[ACE Digital Academy]] (Ohio)
# [[ACHIEVEk12]] (Colorado)
# [[Achievement House Cyber Charter School]] (Pennsylvania)
# [[Advanced Academics Online School]] (Oklahoma)
# [[AGVI Academy for Gifted Youth]] (California)
# [[Agave Distance Learning]] (Arizona)
# [[Agora Cyber Charter School]] (Pennsylvania)
# [[Akron Digital Academy]] (Ohio)
# [[Alabama ACCESS Distance Learning]] (State Virtual School)

# [[Alaska Virtual School]]
# [[Alaska's Learning Network]]



# [[Andover eCademy]] (Kansas)
# [[Anoka Hennepin Compass On-Line]] (Minnesota)
# [[Another Choice Virtual Charter School]] (Idaho)
# [[Apex Learning High School]]
# [[Appleton eSchool]] (Wisconsin)
# [[APS Online]] (Colorado)
# [[Arizona Connections Academy]]
# [[Arizona Online Instruction]]
# [[Arizona Virtual Academy]]

# [[Arizona Virtual School]]

# [[Arkansas Virtual High School]]
# [[ASPIRA Bilingual Cyber Cyber School]] (Pennsylvania)
# [[AZ2020 Online Academy]] (Arizona)
# [[Basehor-Linwood Virtual School]] (Kansas)
# [[Beacon Academy of Nevada]]
# [[Bethel Online Academy]] (Washington)
# [[Blue Sky Online Charter School]] (Minnesota)
# [[Blueprint High School]] (Arizona)
# [[Boulder Universal]] (Colorado)
# [[Branson School Online]] (Colorado)
# [[Brigham Young University Independent Study]] (Utah)
# [[Buckeye On-Line School for Success]] (Ohio)
# [[California Pacific Charter Schools]] (California)
# [[California Virtual Academies]]

# [[Canon Online Academy]] (Colorado)
# [[Capistrano Connections Academy]] (CapoCA) (California)
# [[Cardington-Lincoln Local Digital Academy]] (Ohio)
# [[Chesterfield County Public Schools Online]] (Virginia)
# [[Central California Connections Academy]] (California)
# [[Central Pennsylvania Digital Learning Foundation]] (Pennsylvania)
# [[Chester Area Cyber School]] (South Dakota)
# [[Chicago Virtual Charter School]] (Illinois)

# [[Christa McAuliffe Academy]] (Oregon)
# [[Cincinnati Virtual High School]] (Ohio)
# [[City of Angels Virtual Academy]]
# [[CCSD Virtual High School]] (Nevada)
# [[CK Online Academy]] (Washington)
# [[Cobb Virtual Academy]] (Georgia)

# [[Colorado Connections Academy]]
# [[Colorado Distance and Electronic Learning Academy]] (CDELA)
# [[Colorado Online Learning]]
# [[Colorado Cyber]]
# [[Colorado Virtual Academy]]
# [[Columbia Virtual Academy]] (Washington)
# [[Commonwealth Connections Academy]] (Pennsylvania)

# [[Connecticut Virtual Learning Center]]
# [[Continental Academy]] (Florida)
# [[Cook County Sheriff’s Department Virtual High School]]



# [[Delta Academy On Line School]] (Nevada)
# [[Delta Cyber School]] (Alaska)

# [[DoDEA Virtual High School]]
# [[Denver Online High School]] (Colorado) (formerly DPS Online High School)
# [[Dunlap Leadership Academy]] (California)
# [[Duval Virtual Instruction Academy]] (Florida)
# [[eCADEMY]] (New Mexico)

# [[Education Program for Gifted Youth]] Online High School, Stanford University (California)
# [[ELCA Online Learning Academy]] (Georgia)
# [[EdVisions Online High School]] (Minnesota)
# [[EV Online Learning]] (Washington)
# [[Electronic Classroom of Tomorrow]] (Ohio)
# [[Electronic Course Program]] (Texas)
# [[Evanston Virtual High School]] (Wyoming)
# [[Excel High School]] (Minnesota)
# [[Fairbanks B.E.S.T. Program]] (Alaska)
# [[Fairborn Digital Academy]] (Ohio)
# [[Falcon Virtual Academy]] (Colorado)
# [[Findlay Digital Academy]] (Ohio)
# [[Florida Virtual School]]
# [[Francis School]] (New York)
# [[Franklin University PSEOP]] (Ohio)
# [[Freshwater Education District Virtual School Consortium]] (Minnesota)
# [[Georgia Cyber Academy]]

# [[Georgia Virtual School]]
# [[Giant Campus of Washington]] (Washington)
# [[Giant Campus Academy]]
# [[GLBTQ Online High School]] (Minnesota)
# [[GOAL Digital Academy]] (Ohio)
# [[GOAL Academy Online]] (Colorado)
# [[Graham Digital Academy]] (Ohio)
# [[Greater Ohio Virtual School]]
# [[Greenways Academy]]
# [[Gwinnett Online Campus]] (Georgia)
# [[Hamilton County Virtual School]] (Tennessee)
# [[Hawaii DOE E-School]]
# [[Hawaii Technology Academy]]
# [[Hawaii Virtual Learning Network]]
# [[Hawaii Virtual School]]
# [[Hoosier Academies]] (Indiana)
# [[Hope High School Online]] (Arizona)
# [[Hope Online Learning Academy]] (Colorado)
# [[Idaho Connects Online]]
# [[Idaho Digital Learning Academy]]
# [[Idaho Distance Education Academy]]
# [[Idaho Virtual Academy]]
# [[IDEAL-NM]] (New Mexico)
# [[Independent Study High School]] (Nebraska)
# [[Illinois Virtual High School]]
# [[Indiana Connections Academy]]
# [[Insight School of Colorado]]
# [[Insight School of Kansas]]
# [[Insight School of Minnesota]]
# [[Insight School of Washington]]
# [[Insight School of Wisconsin]]
# [[INSPIRE Connections Academy]] (Idaho)


# [[International Virtual Learning Academy]] (California)
# [[Internet Academy]] (IA) (Washington)
# [[Iowa Learning Online]]
# [[Iowa Online AP Academy]]
# [[iQ Academy Arizona]]
# [[iQ Academy Kansas]]
# [[iQ Academy Minnesota]]

# [[iQ Academy Washington]]
# [[iQ Academy Wisconsin]]
# [[iSucceed Virtual High School]] (Idaho)
# [[Jackson Hole Connections Academy]] (Wyoming)
# [[Janesville Virtual Academy]] (Wisconsin)
# [[JEDI Virtual High School]] (Wisconsin)
# [[Jeffco's 21st Century Virtual Academy]] (Colorado)
# [[Jefferson County JCPSeSchool]]
# [[Kansas Connections Academy]]

# [[Kaplan Academy of California]]

# [[Kaplan Academy of Oregon]]
# [[Kaplan Academy of Washington]]
# [[Kaplan University High School]]
# [[Karval Online Education]] (Colorado)
# [[Kenosha eSchool]] (Wisconsin)
# [[Kent Digital Academy]] (Ohio)
# [[Kentucky Virtual Schools]]
# [[Keystone Online School]]
# [[Kiel eSchool]] (Wisconsin)

# [[Lakewood Digital Academy]] (Ohio)
# [[Lancaster Digital Academy]] (Ohio)

# [[Learn at My Pace]] (LAMP) Online High School (Minnesota)



# [[Learning² eSchool of Wichita]] (Kansas)
# [[Louisiana Virtual School]]
# [[Mahoning Unlimited Classroom]] (Ohio)



# [[Maryland Virtual School]]
# [[Massachusetts Online Network for Education]] (MassONE)

# [[Massillon Digital Academy]] (Ohio)
# [[Mercury Online Academy of Arizona]]
# [[Mercury Online Prep]]
# [[Mercury Academy of Southern California]]
# [[Meridian Parent Partnership Program]] (MP3) (Washington)
# [[Mesa Distance Learning Program]]
# [[Miami Dade I-Prep Academy]] (Florida)
# [[Miami-Dade Online Academy]] (Florida)
# [[Michigan Virtual School]]

# [[Midwestern Regional Virtual Charter School]] (Pennsylvania)
# [[Minnesota Online High School]]
# [[Minnesota Transitions Schools Minnesota Connections Academy]]
# [[Minnesota Virtual Academy]]
# [[Minnesota Virtual High School]]
# [[Mississippi Virtual Public School]]
# [[Missouri Virtual Instruction Program]]
# [[Monroe Virtual High School]] (Wisconsin)
# [[Monroe Virtual Middle School]] (Wisconsin)
# [[Montana Digital Academy]]
# [[Monte Vista Online Academy]] (Colorado)
# [[Move Up Program]] (Washington)
# [[MPS Online]] (Minnesota)

# [[National Connections Academy]]

# [[National University Virtual High School]] (California)
# [[Nevada Connections Academy]]
# [[Nevada Virtual Academy]]
# [[New Jersey Virtual School]]
# [[Newark Digital Academy]] (Ohio)

# [[NCSSM Online]] (North Carolina)
# [[North Carolina Virtual Public School]]
# [[North Dakota Center for Distance Education]]
# [[Northeast Wisconsin Online Network]] (Wisconsin)
# [[Northwest Allprep]] (Washington)


# [[Odyssey High School]] (Nevada)
# [[Ohio Connections Academy]]
# [[Ohio Distance And Electronic Learning Academy]]
# [[Ohio Virtual Academy]]



# [[Oklahoma Virtual Academy]]
# [[Oklahoma Virtual Charter Academy]]
# [[Oklahoma Virtual High School]]
# [[Oklahoma Virtual School]]
# [[Olympia Regional Learning Academy iConnect]] (Washington)
# [[Omaha Public Schools eLearning]]
# [[Open High School of Utah]]
# [[Oregon Connections Academy]]
# [[Oregon Virtual Academy]]
# [[Oregon Virtual Education]]

# [[PA Distance Learning Charter School]] (Pennsylvania)
# [[PA Learners Online Regional Cyber Charter School]] (Pennsylvania)
# [[Pacific View Charter School]]
# [[Palmetto State E-cademy]] (South Carolina)
# [[Park City Independent]] (Utah)
# [[Pennsylvania Cyber Charter School]]
# [[Pennsylvania Leadership Charter School]]
# [[Pennsylvania Virtual Charter School]]
# [[Pinnacle Online High School]] (Arizona)

# [[Primavera Online High School]] (Arizona)
# [[Provo eSchool]] (Utah)
# [[Provost Academy South Carolina]]
# [[Provost Academy Colorado]]
# [[Quaker Digital Academy]] (Ohio)
# [[Red Comet]] (Washington)
# [[Richard McKenna Charter High School]] (Idaho)
# [[Riverside Virtual School]] (California)



# [[Scholars Online]] (Washington)

# [[Silver State High School]] (Nevada)
# [[Sioux Falls School District]] (South Dakota)
# [[Slavic Christian Academy]] (Washington)

# [[South Carolina Connections Academy]]
# [[South Carolina Virtual Charter School]]
# [[South Carolina Virtual School Program]]
# [[South Carolina Whitmore School]]
# [[South Dakota Virtual School]]

# [[Southwest Licking Digital Academy]] (Ohio)
# [[Spokane Virtual Learning]] (Washington)
# [[Spring Lake Park Online]] (SLP Online) (Minnesota)
# [[St. Johns Virtual School]] (Florida)

# [[SusQ-Cyber Charter School]] (Pennsylvania)
# [[Texas Connections Academy @ Houston]]
# [[Texas Virtual Academy]]
# [[Texas Virtual School]]
# [[Tempe Union Online Learning]] (TUOL) (Arizona)
# [[The American Academy]]

# [[Treca Digital Academy]]
# [[TRIO Wolf Creek Online High School]] (Minnesota)

# [[University of California College Prep]] (California)
# [[University of Missouri High School]]
# [[University of Oklahoma High School]]
# [[Utah Electronic High School]] (EHS)
# [[Utah Tech High]]
# [[Utah Virtual Academy]]
# [[Vermont Virtual Learning Cooperative]]
# [[Vilas Online]] (Colorado)

# [[Virtual Community School Of Ohio]]
# [[Virtual High School Global Consortium]] (VHS)
# [[Virtual Learning Academy Charter School]] (New Hampshire)
# [[Virtual Virginia]]
# [[VOISE Academy High School]] (Illinois)


# [[Washington Online School Network]]
# [[Washington Virtual Academies]] (WAVA) (Washington)
# [[WOLF School]] (Nevada)
# [[West Central Learning Academy II]] (Ohio)
# [[West Virginia Virtual School]]

# [[Westwood Cyber High]] (Michigan)
# [[WiloStar3D-Epic Academy]] (Oklahoma)
# [[Wisconsin Connections Academy]]
# [[Wisconsin eSchool Network]]
# [[Wisconsin Virtual Academy]]
# [[Wisconsin Virtual Learning]]
# [[Wisconsin Virtual School]]
# [[Wyoming e-academy of Virtual Education]] (WeAVE)
# [[Wyoming Switchboard Network]]
# [[Wyoming Virtual Academy]]

See also the Wikipedia article at http://en.wikipedia.org/wiki/List_of_virtual_schools#United_States.

=== Virtual initiatives in post-secondary education ===


According to the Sloan Consortium's 2010 report on [http://sloanconsortium.org/publications/survey/class_differences Class Differences: Online Education in the United States], approximately 5.6 million students were enrolled in at least one online course in the autumn of 2009. Other findings include:
* Almost two-thirds of for-profit institutions say that online learning is a critical part of their long term strategy
* The 21% growth rate for online enrollments far exceeds the 2% growth in the overall higher education student population
* Nearly one-half of institutions report that the economic downturn has increased demand for face-to-face courses and programmes
* Three-quarters of institutions report that the economic downturn has increased demand for online courses and programmes

There are no university-focused relevant federal initiatives of note. However, in July 2009 president Barrack Obama pledged to devote $12 billion over 10 years to improve programmes, courses, and facilities at US Community Colleges, with "$500 million devoted to freely available online courses". This pledge has evolved over time and this section may later be updated.

Despite the lack of national (federal) motivation, the simple scope and diversity of virtual university activity in the US cannot be underestimated. Most US universities offer at least one hybrid or fully online programme. Many institutions offer a wide range of programmes, at both the undergraduate and postgraduate levels.

Many of the "notables" are operated by for-profit, private companies, although a variety of initiatives originating in "traditional" universities are examined as well. Some major institutions/initiatives include:

* [[Capella University]]
* [[Carnegie Mellon University]]
* [[University of Central Florida]]
* [[Colorado Community Colleges Online]]
* [[DeVry University]]
* [[Laureate Education]] ([[Walden University]])
* [[University of Maryland University College]]
* [[University of Phoenix]]
* [[Penn State World Campus]]
* [[Regis University]]
* [[SUNY Learning Network]]
* [[Strayer University Online]]
* [[UT Telecampus]]
* [[University of the People]] - new, but noteworthy

There are many more. See [http://www.virtualschoolsandcolleges.eu/index.php/Category:United_States the US category] for a full list of those programmes indexed by the Re.ViCa wiki.

== Lessons learnt==

=== General lessons ===

The US is an unusually structured nation of 50 federated states, to which it is not always easy to compare other countries - especially those located in Europe (as they are more likely to see broad-ranging, national initiatives in education). Some of the associated issues are explored below (''text prepared for Re.ViCa'').

Note also that the apparent success of e-learning/online higher education in the [[US]] must be approached with care - quality may vary widely from institution to institution (and programme to programme). See note above on the complexity of US accreditation and quality control mechanisms.

==== Is the relevance of the US or of its states? ====
''Text prepared for Re.ViCa and moved from an earlier section.''

Hovering around 308.6 million as of early 2010, the population of the USA seems enormously large compared with that of most European countries. (For comparison, the population of the [[UK]] is estimated at 62 million, the [[Netherlands]] at 16.6 million, and [[Finland]] at 5.3 million.) Nevertheless, the federal structure of the US and the deregulated nature of its educational systems indicate that it is reasonable to look to the state level when studying e-learning in the US.

This "relevance" depends primarily on comparing US states to discrete European ones - it is extremely difficult to compare and contrast the US and Europe as a whole (in e-learning or otherwise).

The population of the EU is now estimated at over 500 million, about 1.5 times that of the US, and its inhabitants speak over 170 languages (of which 23 are considered "official"). While the US itself has no "official" language, nearly all Americans speak English, and moreover share essentially similar cultural expectations. This (in conjunction with the US's underlying federal governance structure) often results in a velocity of propagation of ideas nationwide which is rarely replicated across the EU.

==== Post-secondary: Do US ideas in e-learning transfer to Europe? ====
''Text prepared for Re.ViCa and moved from an earlier section.''

Many European analysts consider US universities - both large and small, public and private - more successful at developing and implementing substantial e-learning programmes than their European counterparts. Online learning in the US is indeed expanding at a remarkable and enviable pace: the average growth rate for online university enrolments has increased by roughly 13% per annum over the past seven years (compared with 2% for US "brick and mortar" enrolments). Other indicators of success include completion rates, programme sustainability over a number of years, and academic reputation.

Researchers have (understandably) questioned why the success of e-learning in US universities does not transfer more readily to a European context. Is it the economy, the geography, the demographics, or the population density; the nature of the respective educational funding models; or something else entirely? Indeed, these are but a few of the differences that may contribute to the challenge of e-learning transfer. Consider also the vast differences in quality models, academic focus, relevant public policy, language/culture, and technology uptake. In a global culture where online degrees are rapidly acquiring credibility, and students have begun to actively pursue online degrees via overseas institutions, these are critical questions to consider when pondering the future of education in Europe.

It is certain that North American ideas in e-learning form worthy comparators, and in countless cases do see transfer to Europe (and beyond). For example, many of the early course/learning management systems which formulated our earliest understanding of [http://en.wikipedia.org/wiki/History_of_virtual_learning_environments_1990s "online learning" in the mid-1990s] were developed in either America or Canada, e.g. LotusNotes, FirstClass, Blackboard and WebCT. A distinctly American company with American attitudes and products, Blackboard [[learning management systems]] remains in common usage across Europe (despite recent trends towards [[OER]] in the market). Institutions worldwide have sought to mirror the success of the US in exporting learning via the internet.

There is also more general discussion of the "Americanisation of Education" seen in some European countries - which is too broad and controversial a topic to address here.

Whatever the ramifications, the past would suggest that European analysts should indeed examine US e-learning trends in order to better understand (and possibly predict) directions for growth in their own countries.

=== Notable practices ===


The unusually decentralised nature of US education makes it difficult to locate national practices that might be applied more broadly. Note, however, that this decentralisation seems to have stimulated the development of virtual schools within the US in an unprecedented manner. Virtual Schools may be public or private; private organisations may partner with public school systems; and online courses may be partly or purely supplemental (as opposed to full time). There is no shortage of models evolving, and it would seem that the lack of uniformity has proven a rich and fertile ground for development.

Less optimistically, there are many opposed to the dominant role that private, for-profit organisations have come to play in the development of US virtual schools (and in charter schools in particular - see description above). Many of these "academies" have been developed along the lines of a "University of Phoenix" model, and indeed are often owned by large, profit-seeking parent companies. In other words, the unique US educational landscape brings both benefits and challenges. (In this context of post-secondary education, consider the wide range of accrediting agencies, and the longstanding disputes regarding educational quality among for-profit, commercial institutions). It is difficult to judge their applicability in other contexts.

== References ==

* "2009 Year in Review". US Department of Education, January 2010, http://www2.ed.gov/about/reports/annual/2009review.doc
* "Academic Ranking of World Universities". Graduate School of Education, Shanghai Jiao Tong University, http://www.arwu.org/. Retrieved 2010-02-28
* "Accreditation and Quality Assurance: Other Quality Assurance Provisions." International Affairs Office, US Department of Education, 12/2007, http://www2.ed.gov/about/offices/list/ous/international/usnei/us/qualassurance.doc
* Adelman, C. The Bologna Process for U.S. Eyes: Re-learning Higher Education in the Age of Convergence. Produced with primary support of the Lumina Foundation for Education to the Global Performance Initiative of the Institute for Higher Education Policy, April 2009, http://www.ihep.org/assets/files/EYESFINAL.pdf Retrieved 2010-02-15
* "Ages for Compulsory School Attendance..." US Dept. of Education, National Center for Education Statistics, http://nces.ed.gov/programs/digest/d02/dt150.asp. Retrieved 2010-02-15
* Allen, I. E. and Seaman, J. (2008) Staying the Course: Online Education in the United States, 2008 Needham MA: Sloan Consortium
* "The Almanac of Higher Education". The Chronicle of Higher Education LVI (1): 5. August 28, 2009.
* "A National Primer on K-12 Online Learning, Second Edition". iNACOL, http://www.inacol.org/research/docs/iNCL_NationalPrimerv22010-web.pdf
* "As Economy Wavers, Online Enrollments Climb". November 13, 2008, http://www.insidehighered.com/news/2008/11/13/sloan Retrieved 2010-02-15
* Brady, P. Is there a Paris match for UK's overseas appeal? 10 August 2007, Times Higher Education, http://www.timeshighereducation.co.uk/story.asp?storyCode=90207&sectioncode=26 Retrieved 2010-02-15
* "Category Archives: P-12 Reform". US Department of Education, http://www.ed.gov/p-12-reform Retrieved 2011-07-28
* Charlier, J.-E., and Croche, S. "The Bologna Process: The Outcome of Competition Between Europe and the United States and a Stimulus to This Competition", European Education, vol. 39, no. 4, Winter 2007–8, pp. 10–26.
* Database of Accredited Postsecondary Institutions and Programs, US Department of Education, http://ope.ed.gov/accreditation/ Retrieved 2010-02-15
* "Education Reform". Wikipedia, http://en.wikipedia.org/wiki/Education_reform Retrieved 2011-07-28
* "Educational Attainment in the United States: 2003." US Census Bureau. http://www.census.gov/prod/2004pubs/p20-550.pdf. Retrieved 2010-02-28
* "Educational Attainment in the United States: 2008." US Census Bureau. http://www.census.gov/population/www/socdemo/educ-attn.html Retrieved 2010-02-28
* "Demographics of the European Union". Wikipedia, http://en.wikipedia.org/wiki/Demographics_of_the_European_Union Retrieved 2010-02-08
* "Digest of Education Statistics: 2008". US Dept. of Education, National Center for Education Statistics, http://nces.ed.gov/programs/digest/d08/ Retrieved 2010-02-08
* "Diploma Mills and Accreditation". US Department of Education web site, http://ed.gov/students/prep/college/diplomamills/accreditation.html
* "Education in the United States". http://en.wikipedia.org/wiki/Education_in_the_United_States Retrieved 2011-07-28
* "Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies". US Dept. of Education, September 2010, http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf
* "European Union". Wikipedia, http://en.wikipedia.org/wiki/European_Union Retrieved 2010-02-08
* "Fading Stimulus Saved Colleges". Inside Higher Ed, February 11, 2010, http://www.insidehighered.com/news/2010/02/11/sheeo
* "Fast Facts [2007/2008]." US Dept. of Education, National Center for Education Statistics, http://nces.ed.gov/fastfacts/display.asp?id=76
* "General Educational Development". Wikipedia, http://en.wikipedia.org/wiki/General_Educational_Development
* "Higher Education in the United States". http://en.wikipedia.org/wiki/Higher_education_in_the_United_States Retrieved 2011-07-28
* "History of Learning Environments". Wikipedia, http://en.wikipedia.org/wiki/History_of_virtual_learning_environments_1990s Retrieved 2010-02-15
* "Homeschooling in the United States". Wikipedia, http://en.wikipedia.org/wiki/Homeschooling_in_the_United_States Retrieved 2011-08-17
* "Keeping Pace With Online Learning: An Annual Review of Policy and Practice". Evergreen Education Group, 2010, http://kpk12.com/reports/
* Kittredge, B. "Student Aid and Fiscal Responsibility Act". Blog of the Committee on Education and Labor, July 15, 2009, http://edlabor.house.gov/blog/2009/07/student-aid-and-fiscal-respons.shtml
* Krueger, D, and Kumar, K.B. "US-Europe Differences in Technology-Driven Growth: Quantifying the Role of Education". Journal of Monetary Economics, Elsevier, vol. 51(1), pages 161-190, 2004, http://ideas.repec.org/p/nbr/nberwo/10001.html
* "Learning in the 21st Century: 2010 Trends Update". Project Tomorrow, http://www.tomorrow.org/speakup/learning21Report_2010_Update.html
* Lieven, M., and Martin, G. (2006) "Higher Education in a Global Market: The Case of British Overseas Provision in Israel", Higher Education, 52: 1
* "List of countries by population". Wikipedia, http://en.wikipedia.org/wiki/List_of_countries_by_population Retrieved 2011-07-15
* Osgood, R.K., "Making Liberal Arts Colleges Sustainable", Forbes.com, http://www.forbes.com/2010/02/17/liberal-arts-college-thought-leaders-osgood.html
* "Overview: The Federal Role in Education". United States Department of Education, http://www2.ed.gov/about/overview/fed/role.html Retrieved 2011-07-28
* "Overview: 10 Facts About K-12 Education Funding". US Department of Education, http://www2.ed.gov/about/overview/fed/10facts/index.html Retrieved 2010-02-28
* Patterson, D., Jung, G. and Broadhead, G. (2009) "The UK e-learning market 2009", Learning Light Limited, http://www.learninglight.com/doc/download/16
* "Promising Practices in Online Learning: Blended Learning, The Convergence of Online and Face-to-Face Education". http://www.inacol.org/research/promisingpractices/NACOL_PP-BlendedLearning-lr.pdf
* "The Rise of K-12 Blended Learning". http://www.innosightinstitute.org/media-room/publications/education-publications/the-rise-of-k-12-blended-learning/
* "School: the Story of American Public Education," http://www.pbs.org/kcet/publicschool/roots_in_history/index.html Retrieved 2011-07-28
* Schreurs, B. (ed.) (2010) Reviewing the Virtual Campus Phenomenon: The Rise of Large-scale e-Learning Initiatives Worldwide, EuroPACE, Re.ViCa Project, E.C. Agreement no. 2007-2608/001-001, http://revica.europace.org/Re.ViCa%20Online%20Handbook.pdf Retrieved 2010-02-15
* Stephan, A., ed. "The Americanization of Europe: Culture, Diplomacy, and Anti-Americanism after 1945." New York: Berghahn Books, 2007.
* "Statistics About Non-Public Education in the United States". US Dept. of Education, Office of Non-Public Education. http://www.ed.gov/about/offices/list/oii/nonpublic/statistics.html. Retrieved 2010-02-15
* Tyack, D. and Cuban, L. (1995) Tinkering Toward Utopia: a century of public school reform, Cambridge, MA, Harvard University Press.
* "United States". International Monetary Fund, http://www.imf.org/external/pubs/ft/weo/2009/02/weodata/weorept.aspx?sy=2006&ey=2009&scsm=1&ssd=1&sort=country&ds=.&br=1&c=111&s=NGDPD%2CNGDPDPC%2CPPPGDP%2CPPPPC%2CLP&grp=0&a=&pr.x=64&pr.y=8 Retrieved 2010-02-08
* "United States". Wikipedia, http://en.wikipedia.org/wiki/Usa Retrieved 2011-07-15
* "United States". CIA World Factbook, https://www.cia.gov/library/publications/the-world-factbook/geos/us.html
* "U.S. state". Wikipedia, http://en.wikipedia.org/wiki/U.S._state Retrieved 2011-07-15
* "US to unveil broadband plan Mar 17, sees barriers". Reuters.com, Feb. 23 2010, http://www.reuters.com/article/idUSN2224640220100223 Retrieved 2010-02-28
* "USA education". Wikipedia, http://en.wikipedia.org/wiki/Usa#Education Retrieved 2011-07-28
* van der Wende, M. (2002) The Role of US Higher Education in the Global e-Learning Market, Center for Higher Education Policy Studies, University of Twente, http://cshe.berkeley.edu/publications/docs/ROP.WendePaper1.02.pdf
* "White House makes grants to boost online learning". eSchoolNews, September 26 2011, http://www.ecampusnews.com/technologies/white-house-makes-grants-to-boost-online-learning/

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United States

2011-12-19T03:28:27Z

SaraFrankBristow: /* Virtual initiatives in post-secondary education */

''(Re.ViCa version by [[Sara Frank Bristow]] and [[Paul Bacsich]].)''

''Put in merged template and updated for VISCED by [[Sara Frank Bristow]].''

''For entities in the United States see [[:Category:United_States]] ''



== Experts situated in the United States ==

* Cathy Cavanaugh, Associate Professor of Educational Technology, School of Teaching and Learning, University of [[Florida]] at Gainesville
* Sara Frank Bristow, Independent Researcher and Sero collaborator; contributor to Re.ViCa
* Susan Patrick, International Association for K-12 Online Learning (iNACOL)
* Russ Poulin, WICHE Cooperative for Educational Technologies; contributor to Re.ViCa




== United States in a nutshell ==
(sourced in part from http://en.wikipedia.org/wiki/United_States and https://www.cia.gov/library/publications/the-world-factbook/geos/us.html)

[[Image:US.gif|right|thumb|300px|Source : http://www.cia.gov]]

The United States ('''United States of America'''; '''US''', '''USA''', or '''America''') is a federal [http://en.wikipedia.org/wiki/Constitutional_republic constitutional republic] comprising 50 states and a federal district. The world's oldest surviving [http://en.wikipedia.org/wiki/Federation federation], the United States is a constitutional republic and representative democracy, in which citizens are subject to three levels of government: federal, state, and local.

The country is situated mostly in central [[North America]] between the [[Pacific Ocean]] and [[Atlantic Ocean]], bordered by [[Canada]] to the north and [[Mexico]] to the south. At 3.79 million square miles (9.83 million km2) and with about 311 million people (July 2011), the United States is the third or fourth largest country by total area ([http://en.wikipedia.org/wiki/List_of_countries_and_outlying_territories_by_total_area depending on definition]), and third largest by land area and by population.

[[Image:US_map_states_wikicommons.png|thumb|left|200px|Wikimedia Commons Map of US states]]

The US comprises 50 discrete states; see [http://en.wikipedia.org/wiki/USA_states the US States Wikipedia article] for a full list. [[Washington D.C.]] (the District of Columbia), a special district which is not part of any US state, serves as the permanent national capital. The US also possesses five major overseas territories, all considered separately in this wiki. According to 2010 estimates, the largest contiguous state, [[California]], has 37 million people; and the next, [[Texas]], has 25 million. The seven states with 10 million people or more are: [[California]], [[Texas]], [[New York]], [[Florida]], [[Illinois]], [[Pennsylvania]] and [[Ohio]]. Ten states have populations of less than 10 but more than 6 million. 33 states have populations under 6 million; of these, 13 have populations ranging from 1 to 3 million.

The list of states with their own Virtual Campus wiki entries resides at [[:Category:States of the United States]]. Regional sub-categories have been created for states with a high incidence of notable e-learning programmes, e.g. [[California]] and [[Colorado]]. Others are added as activity is identified.

== Education in the United States ==

Students are not compelled to study at nationally controlled or public schools in the United States, and from primary through post-secondary level, a broad range of private, for-profit options exist. In 2008, about 74 million people (both citizens and foreign nationals) were enrolled in American schools, colleges and universities.

Education is [http://www2.ed.gov/about/overview/fed/role.html primarily a state and local responsibility] in the US, with most decisions made (and policies established) on that basis. It is states and communities, as well as public and private organisations of various types, that establish schools and colleges, develop curricula, and determine requirements for enrolment and graduation - not the federal (central) government.

The structure of education finance in America reflects this predominant state and local role. Of an estimated $1.13 trillion in government funds being spent nationwide on education at all levels for the school year 2010-2011, a substantial majority comes from state, local, and private sources. This is especially true at the elementary (primary) and secondary levels, where 89% of the funds will come from non-federal sources.

The Federal government contribution to primary and secondary education is only about 11%.

== Schools in the United States ==

Children are required in most US states to attend school from the age of five or six until 16, 17 or 18 - generally bringing them through grade 12, or twelfth grade (the end of High School). This sequence is colloquially referred to as "K-12" education.

In all, 86% of American schoolchildren enroll in the "Public" (publicly funded) school system. About 12% are enrolled in parochial or nonsectarian "Private" (non-publicly funded) schools, and 2% are homeschooled.

[http://en.wikipedia.org/wiki/US_education Public school curricula], funding, teaching, and other policies are set through locally elected school boards with jurisdiction over school districts, which may have many directives from state legislatures. School districts are usually separate from other local jurisdictions, with independent officials and budgets. Educational standards and standardised testing decisions are usually made by state governments, with curricula varying widely from district to district.

Individual states, counties, and school districts have considerable leeway in how they choose to divide their school levels, so it is difficult to accurately describe an "average" child's standard progression through education. However, [http://en.wikipedia.org/wiki/Elementary_school#United_States all states have historically made a distinction] between two main genres of K-12 education and three genres of K-12 school.
* The genres of education are Primary and Secondary; and
* The genres of school are Elementary School, Middle or Junior High School, and High School

Elementary and Secondary school programmes comprise nearly 14,000 school districts and some 56 million students, attending roughly 99,000 public schools and 34,000 private schools. It would impossible to list all US schools here; however, see the Wikipedia [http://en.wikipedia.org/wiki/List_of_schools_in_the_United_States List of Schools in the United States] for links itemised by state and school district.

Homeschooling is legal in all 50 US states, although the topic is at times controversial (as parents are not always considered fit to provide schooling which meets compulsory education standards). Homeschooling standards and requirements also vary widely among US states. Common reasons for adoption of homeschooling strategies include dissatisfaction with the quality of schooling available; dissatisfaction with moral, ethical or religious issues associated with a school; and/or inability of a student to participate due to time, financial or physical restraints (e.g. in the case of child athletes, celebrities and the disabled).

The decision to homeschool a child in the US may be interpreted as a statement of social, religious, political or other dissent.

=== Pre-Primary ===
The terms "Preschool," "Prekindergarten," "Pre-K" or "Nursery School" may all be used to refer to earlier age-group education. There is no compulsory national Pre-Primary education requirement in the US.

=== Elementary (Primary) ===
American children are required to attend six or seven years of Elementary School (generally comprising Kindergarten and grades 1-5 or 1-6). [http://en.wikipedia.org/wiki/Kindergarten Kindergarten] is a transitional year for students around the age of 5 or 6. Not all states make this year compulsory, though many do and offer this as a free educational year. First grade is the more official "first year" of primary school.

=== Middle or Junior High School ===
Middle School is a period of schooling between Elementary and High School, viewed by many as a conceptual bridge between the two. It often shares resources with a larger Secondary School rather than occupy its own facilities. Middle School typically spans grades 6-8, while Junior High School (Junior High) spans grades 7 and 8 only. Middle School/Junior High School students are generally between 11 and 14 years old.

=== High School ===
The majority of American students complete four years of High School (grades 9-12), graduating with a diploma around the age of 18. A small percentage of students opt to withdraw prior to graduation, permitted at either 16 or 17 depending on state of residence. These students may take a series of standardised tests (General Educational Development, or GED) and receive High School equivalency credentials if they perform well.

In 2008, 87% of Americans over the age of 25 had graduated from High School. High School graduates may either enter the workforce or continue education, e.g. at a higher education institution.

== Further and Higher Education ==

The American further and higher education systems, like the primary and secondary education systems, are largely decentralised - that is, unregulated by any national body. With a limited number of exceptions, the federal government does not directly regulate colleges and universities (although it may award them federal grants). It can therefore be difficult to make generalisations about the institutions in these sectors (without focusing on one individual US state at a time), though we have tried our best below.

The term "Polytechnic" is not used as such in the US, though "Community Colleges" may be seen to occupy a similar educational niche - and are not unlike what some in other countries might call "University Colleges."

=== Universities (and "Colleges") in the United States ===
The US higher education system is known to host some of the finest universities in the world. According to the Shanghai Jiao Tong University's [http://www.arwu.org/ Academic Ranking of World Universities], more than 30 of the highest-ranked 45 institutions are in the United States (as measured primarily by awards and research output).

In discussing post-secondary education in the US it is important to bear in mind that the definition of the term "college" does not align neatly with that used in most other countries discussed in this wiki.

* '''Universities''' are, generally speaking, four-year institutions of higher education and research, awarding both undergraduate and postgraduate ("graduate") degrees.
* '''Colleges''' are four-year, undergraduate institutions with an emphasis on taught courses, which may award the same undergraduate degrees as universities. Colleges may be part of a larger research university or may exist independently.

'''Americans do not always distinguish verbally between "college" and "university" – those attending a university would refer to this process as "going to college" while in pursuit of their undergraduate degree.'''

It is difficult to identify the precise number of colleges and universities in the United States - in part because of varying definitions of the terms, and in part because of the diversity of potentially applicable institutions. Moreover, a US university need not be "accredited" in order to operate (see separate note on this topic). With these caveats in mind, a [http://www.utexas.edu/world/univ/alpha/ recent estimate] by the University of Texas at Austin counts 2,043 colleges and universities; the US Department of Education [http://ope.ed.gov/accreditation/ Database of Accredited Postsecondary Institutions and Programs] counts over 8,000 (community and vocational colleges are omitted in the first survey but included in the second); and the Chronicle of Higher Education 2009 [http://chronicle.com/section/Almanac-of-Higher-Education/141/ Almanac of Higher Education] counts 4,811.

Students provide transcripts of their High School grades and their results on a series of privately organised standardised tests when applying to American universities and colleges. Annual tuition fees are charged for higher education in almost all cases, and are often exorbitant compared to those found in other countries. (For the 2007–08 academic year, annual prices for undergraduate tuition, room, and board were estimated to be [http://nces.ed.gov/fastfacts/display.asp?id=76 $11,578 at public institutions and $29,915 at private institutions].) Many students rely on student loans and scholarships from their university, the federal government, or a private lender.

Students may choose to attend public or private institutions to complete their undergraduate degrees. The majority of public universities are operated by individual states and territories, usually as part of a "state university system". Each state supports at least one state university and several support many more. By a wide margin, these "state schools" tend to be the most affordable to residents from within that state.

Those individuals completing undergraduate education at either a university or college may enter the workforce in a professional capacity or continue on to postgraduate ("graduate") study. In 2008, [http://www.census.gov/Press-Release/www/releases/archives/education/013618.html 29% of American adults] 25 and older had a bachelor's degree.



===(Community) Colleges in the United States===
US "Community Colleges" are two-year institutions of higher education (once commonly called "Junior Colleges"). Often state-based and public, most Community Colleges operate under a policy of open admission and may be similar to the Polytechnics or University Colleges found in other countries.

[http://en.wikipedia.org/wiki/Community_colleges_in_the_United_States Many Community Colleges] are operated either by special districts that draw property tax revenue from the local community, as a division of a state university, or as sister institutions within a state-wide higher education system. In recent years, many Community Colleges have added online courses to their catalogues, and in some states have become hotbeds of e-learning activity.

Community Colleges typically offer two-year "associates degrees" and/or trade certifications, as well as services to the local community (e.g. a library or job placement assistance). Some offer courses towards a four-year bachelor's degree and may guarantee admission to a partner university. While most enrollees proceed directly from High School to Community College (and are therefore ages 18-21), Community College is also an attractive venue for older American adults returning to education after a hiatus; professionals seeking further certification in their field (or another); or hobbyists looking for an inexpensive way to further their personal interests.

'''US Community Colleges should not be confused with regular "Colleges"''', as the latter term is used uniquely in the US to refer to four-year teaching institutions which offer bachelor's degrees (see above). There are, however, other two-year institutions which would be referred to as "Community Colleges" even though they are not described as such by name; these have names like "institute of technology", "technical institute" or "technical college" and typically focus on training in technical and vocational skills.

== Education Reform ==

A selection of "hot button" issues targeted in the budget for [http://www2.ed.gov/about/overview/budget/budget12/index.html Fiscal Year 2012] reflect the general tenor of US educational reforms debated in the last five to ten years. These include:

* College access and completion
* Investing in early learning
* Accelerating the use of educational technology
* Supporting English language learners
* Supporting individuals with disabilities
* Strengthening the commitment to Native American, Alaska Native, and Native Hawaiian Education
* Improving productivity and efficiency
* Supporting rural education
* Improving Science, Technology, Engineering, and Mathematics (STEM) Education

Sector specifics are discussed below.

=== Schools ===
Approaches to improving public schooling have been the primary stakeholder concern ever since universal public education began to gain traction in US schools, in the middle of the nineteenth century. The Department of Education's official mission is to "promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access", and [http://en.wikipedia.org/wiki/Education_reform reforms over the last 60 years] have included issues of civil rights, "progressive" education versus "cultural literacy", and the 1990s adoption of Outcome-Based Education (OBE) - at which time a set of standards-based National Education Goals were set by the US Congress. The standards-based reform movement culminated in the controversial No Child Left Behind Act of 2001.

As of August 2011, issues frequently highlighted for potential reform include Repairing the Bush-era "No Child Left Behind" Act; Reauthorisation of the Elementary and Secondary Education Act (ESEA); Addressing teacher cheating scandals in standardised testing; Teacher union reform; Expanding school day or school year; Validity of charter schools (in which public schools operate more like private ones); Validity of school choice, or "school vouchers" (in which parents may select which public school their child attends, or use a voucher to send them to a private one); Improving teacher quality/salary; Improving teacher training; Awarding performance bonuses ("merit pay") to teachers; English-only vs. bilingual education (allowing students to study in their native tongue - typically Spanish); Mainstreaming special education students (allowing special needs individuals to remain in "regular" schools); Content of curriculum standards and textbooks (which intersects with controversial issues like the teaching of [http://en.wikipedia.org/wiki/Creationism creationism] in the classroom); and others.

For more information see the collected pieces on on "P-12" (pre-Kindergarten through twelfth grade) Reform on the ED web site at http://www.ed.gov/p-12-reform; or the useful Wikipedia discussion at http://en.wikipedia.org/wiki/Education_reform.

=== Post-secondary ===

Given the decentralised nature of the US HE system, federal reform might never reflect the kind of sweeping mandates periodically effected in other countries or unions. Nevertheless, certain proposed and actual reforms - largely addressing issues of affordability and access - pressed through or discussed from 2008-2011 are of great interest. Not all are exclusively higher-education specific. Some are detailed here:

* Announcement regarding [http://www.ecampusnews.com/technologies/white-house-makes-grants-to-boost-online-learning/ online courses for Community Colleges] (September 2011). The long-awaited first installation of a $2 billion grant programme targeting Community College students through both industry partnerships and an expansion of free online courses. An initial $500 million in "workforce training programme" grants were scheduled for distribution after a rigorous application process that lasted almost a year. This followed on an announcement by President Obama in July 2009 to devote '''$12 billion over 10 years''' to improve programmes, courses, and facilities at [[US]] Community Colleges, with $500 million devoted to freely available online courses. Portions of this pledge were realised in the Health Care and Education Reconciliation Act of 2010.

* The [http://www.broadband.gov/ National Broadband Plan] (March 2010). Relevant in its potential to transform education in the US, as noted in the report itself. Despite early advances in the arena, for nearly 10 years the United States has lagged behind many other developed countries in the adoption of broadband technology. America's first National Broadband Plan recommends sweeping improvements to US broadband governance, infrastructure, affordability, and deployment, dedicating $15.5 billion to broadband deployment over the next decade.

* The [http://en.wikipedia.org/wiki/Health_Care_and_Education_Reconciliation_Act_of_2010 Health Care and Education Reconciliation Act of 2010] (March 2010). Included the Student Aid and Fiscal Responsibility Act, reforming the process by which American students receive much-needed loans to participate in higher education.

* The [http://www.ed.gov/technology/netp-2010 National Educational Technology Plan 2010]". Outlined "ways in which information and communication technologies can be leveraged to help transform American education". It details [http://www.ed.gov/technology/netp-2010/goals-and-recommendations five specific goals] with recommendations (for states, districts, the federal government, and other stakeholders in the US education system) that address learning, assessment, teaching, infrastructure, and productivity. A wide variety of stakeholders played a role in developing the plan: see http://www.ed.gov/technology/netp-2010/how-plan-developed for details.

* The American Recovery and Reinvestment Act (ARRA) of 2009. Sought [http://www2.ed.gov/about/reports/annual/2009review.html "to get America on track and to return to being number one in the world in high school and college graduation rates, school readiness and overall academic achievement]." This included $98.2 billion in appropriations for the Department of Education, more than 1.5 times the Department’s entire appropriation for the previous year.

* The Student Aid and Fiscal Responsibility Act of 2009. [http://edlabor.house.gov/blog/2009/07/student-aid-and-fiscal-respons.shtml Goals included] "producing the most college graduates by 2020 by making college accessible and transforming the way our student loan programs operate." The bill never became law; link now defunct.

Read more about current issues in the realm of US Higher Education reform at the Teachnology, Inc. web site: http://www.teach-nology.com/highered/reform/

===== The Bologna Process =====
''(This section was included as relevant to Re.ViCa and has not been updated since first posting.)''

The average American academic remains unaware of the Bologna Process and its significance. Yet [http://www.ihep.org/assets/files/EYESFINAL.pdf a recent report] by the US-based Lumina Foundation chides:

:Former Secretary of Education, Margaret Spellings’ Commission on the Future of Higher Education paid no attention whatsoever to Bologna, and neither did the U.S. higher education community… Such purblind stances are unforgivable in a world without borders.

This report's author, [http://www.ihep.org/press-room/news_release-detail.cfm?id=62 Cliff Adelman] ([http://www.ihep.org/ Institute for Higher Education Policy]), is among numerous vocal proponents of US participation in a process similar to that set forth by Bologna. Lumina promotes [http://www.luminafoundation.org/our_work/tuning/Q_and_A-Bologna_and_Tuning.html "Tuning"], explored in papers such as [http://go2.wordpress.com/?id=725X1342&site=gsed.wordpress.com&url=http%3A%2F%2Fwww.ihep.org%2Fassets%2Ffiles%2FTheBolognaClub.pdf The Bologna Club: What U.S. Higher Education Can Learn from a Decade of European Reconstruction] - which set forth the goal that attainment of high-quality undergraduate degrees and credentials in the United States should increase to 60% by 2025.

Adelman's efforts and those of others like him are not widely known. Bologna's spirit of harmonisation, unity and "work towards a common cause" is not often felt across US state borders, and there are few models of cross-border cooperation that scratch the surface of Bologna Process-like goals.

As a separate issue, some European researchers have explored evidence of US hostility towards the Bologna Process itself, in terms of its perceived success in attracting overseas students who might otherwise pursue studies in the US. As an increasing number of "geographically mobile" students choose European universities over American ones, some believe that Bologna is a seen as a threat – yet one that US officials have been unwilling to acknowledge or name. For one example of this research track, see Charlier and Croche's 2008 piece on [http://mesharpe.metapress.com/app/home/contribution.asp?referrer=parent&backto=issue,2,7;journal,9,24;linkingpublicationresults,1:110907,1 The Outcome of Competition Between Europe and the United States].

== Administration and finance ==
(adapted from the US Department of Education web site, http://www2.ed.gov)
[[Image: Ed_gl_org_chart.gif|thumb|right|150px|2011 US Department of Education]]

Established in 1980, the '''[http://www.ed.gov/ US Department of Education]''' ('''ED''', or externally '''USDE''') is the government agency that establishes policy for and administers most federal assistance to '''all sectors of US education.''' ED has 4,200 employees and a $63.7 billion budget; elementary and secondary programmes serve more than 14,000 school districts and 56 million students, who attend some 97,000 schools and 28,000 private schools. Department programmes also provide financial assistance to about 11 million post-secondary students. Many students attend private schools, colleges and universities, paid for with private funds.

It is always important to bear in mind the predominant state and local role in establishing American schools and colleges, developing curricula, and determining enrolment and graduation requirements. '''These tasks are not, for the most part, under the purview of ED''' - in other words, there are few national requirements in these areas. Of an estimated $1.13 trillion being spent nationwide on education at all levels for school year 2010-2011, a substantial majority (89%) come from state, local, and private sources.

'''The US Department of Education (i.e. US federal government) does:'''

* Establish policies relating to federal financial aid for education, and administer/monitor those funds at all levels.
* Collect data, oversee schools research, and disseminate results to [http://en.wikipedia.org/wiki/United_States_Congress the US Congress], educators and the general public.
* Identify major issues, focus national attention on them, and make recommendations for education reform (advising the president and implementing education policies).
* Enforce federal statutes prohibiting discrimination in programmes receiving federal funds, and ensure equal access to education.

'''The US Department of Education (i.e. US federal government) does not:'''

* Establish schools and colleges
* Develop curricula
* Set requirements for enrollment and graduation
* Determine state education standards
* Develop or implement testing to measure whether states are meeting their own education standards

Notably for VISCED and Re.ViCa purposes, the Department of Education's [http://www2.ed.gov/about/offices/list/os/technology/index.html '''Office of Educational Technology] (OET)''' develops national educational technology policy, ensuring that programmes are coordinated and consistent across the federal government. OET released the US's first [http://www.ed.gov/technology/netp-2010 National Educational Technology Plan (NETP)] in March 2010 as described above.

=== Schools ===
The Department of Education's [http://www2.ed.gov/about/offices/list/oese/index.html '''Office of Elementary and Secondary Education'''] (OESE) directs, coordinates, and recommends policies for state and local educational agencies, helps ensure equal access to services (particularly for underprivileged and underrepresented children), and provides financial assistance to a select number of local educational agencies.

OESE offers nearly 200 programmes, addressing a range of issues such as: Hurricane Help for Schools, Academic Improvement and Teacher Quality Programs, School Support and Technology Programs, Student Achievement and School Accountability Programs, and many more. Programmes are administered through numerous offices, e.g. the Office of Indian [Native American] Education and the Office of Migrant Education. (Note that this is only a fragment of a much longer list, and that programmes are not guaranteed funding on an annual basis.)

=== Post-secondary ===
Federal regulation is critical in the area of student financial aid (which provides loans to students for post-secondary tuition).

The '''[http://www2.ed.gov/about/offices/list/ous/index.html Office of the Under Secretary]''' (OUS) oversees policies, programmes, and activities related to post-secondary education, vocational and adult education, and federal student aid.

The '''[http://www2.ed.gov/about/offices/list/ope/index.html Office of Postsecondary Education]''' (OPE) formulates federal post-secondary education policy and administers over 40 programmes to increase access to quality post-secondary education. One of the OPE's primary programmes of relevance is the [http://www2.ed.gov/about/offices/list/ope/fipse/welcome.html Fund for the Improvement of Postsecondary Education] (FIPSE). FIPSE's main activity each year is conducting the [http://www2.ed.gov/programs/fipsecomp/index.html Comprehensive Program], a grant programme intended to support innovative, replicable post-secondary education improvement projects. FIPSE also administers international consortia programmes, co-funded by foreign government partners, such as the [http://www2.ed.gov/programs/fipseec/index.html European Union-United States Atlantis Program] which provides funding for joint or dual undergraduate degrees in a wide range of academic and professional disciplines.

The '''[http://www2.ed.gov/about/offices/list/ovae/index.html Office of Vocational and Adult Education]''' (OVAE) administers and coordinates programmes related to adult education and literacy, career and technical education, and Community Colleges.

The '''[http://www2.ed.gov/about/offices/list/fsa/index.html Office of Federal Student Aid]''' (FSA) provides critical financial assistance to students enrolled in post-secondary educational institutions. Students apply to this agency for aid, and repay loans to it directly; institutions demonstrating inferior quality may become ineligible to educate students receiving federal student loans.

== Quality assurance ==



As described by the Department of Education's [http://www2.ed.gov/about/offices/list/ous/international/usnei/edlite-index.html US Network for Education Information] (USNEI), quality assurance takes several forms in the US system. The approval of institutions and programmes is generally '''undertaken by state agencies and accrediting agencies''', with the latter also responsible for establishing and maintaining academic and administrative standards. Professional and academic disciplinary associations also play a role in influencing and assessing quality. Educational potential and outcomes are measured by a wide range of surveys, studies, tests, and other assessments at the national, regional, state and institutional levels.

Various documents outlining assessment, evaluation, and standards activities in US education at all levels can be reviewed at http://www2.ed.gov/about/offices/list/ous/international/usnei/us/edlite-structure-us.html. The site also offers overviews of associates, bachelor's, and postgraduate degrees.

See also these general USNEI reports for further information:
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/accred-fed.doc Federal Recognition and Approval] - on the nature and limitations of the federal role in recognising accrediting agencies and in approving institutions
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/accred-state.doc State Approval of Schools and Postsecondary Institutions] - on the process of licensing or chartering educational providers by state authorities
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/qualassurance.doc Other Quality Assurance Provisions] - on additional quality assurance activities in the United States.

=== Schools ===
The US Department of Education [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/edlite-evaluation.html does not have the authority] to accredit private or public elementary or secondary schools; nor does it recognise schools-level accrediting bodies.

The US does not use national examinations to determine graduation from school or access to further studies, and there is no national curriculum on which to base such examinations. School curricula are set by local school districts, private schools, and homeschooling parents with reference to state standards and post-secondary requirements.

However, there is considerable commonality across the US education system despite the absence of legally enforced national curricula or examinations. Common evaluation and assessment standards and tools are the result of the pressures of the competitive academic marketplace, the expectations and requirements of employers and state agencies, and the standards required by accrediting agencies and professional and research associations.

For further information, USENEI provides these relevant schools report:

* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/accred-school.doc School-Level Accreditation] - the accreditation process at the primary and secondary education levels and provides links to accrediting agencies recognised by state governments and other authorities
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/edlite-evaluation.html Structure of U.S. Education: Evaluation and Assessment] - provides information on common US grading and credit systems as well as evaluation and standardised tests

=== Post-secondary ===
As in other US educational sectors, Quality Assurance in higher education is not typically overseen at the national level.
[http://www2.ed.gov/about/offices/list/ous/international/usnei/us/edlite-evaluation.html Post-secondary or tertiary curricula] are determined by individual institutions with reference to accreditation requirements, professional requirements, and the expectations of postgraduate programmes and employers.

It is difficult to summarise in brief the uniqueness and complexity of the academic accreditation process in the US.
* There is no single governmental accrediting body for US post-secondary educational institutions. Rather, ED relies on 74 private and state-based accrediting agencies to provide oversight of member institutions.
* These agencies are divided into 16 "regional" accrediting agencies (regarded as the most selective), plus a number of "national," "hybrid" and "programmatic" agencies which may certify lesser-known and/or specialised entities.
* Agencies awarded recognised by the Department of Education are not the only ones permitted to provide university accreditation; they have simply met a certain set of ED criteria. '''Recognition is not a requirement for an accrediting body to operate legally''' - although without it, institutions it certifies '''cannot participate in federal student aid programmes'''.
* Non-accredited institutions are often perceived as lacking in quality and rigor, and may be termed "diploma mills".

Within ED, the [http://www2.ed.gov/admins/finaid/accred/index.html Accreditation and State Liaison] (ASL) has responsibility for the accrediting agency recognition process and for coordinating activities between states and ED that impact institutional participation in the federal financial assistance programmes. A [http://www2.ed.gov/about/bdscomm/list/naciqi.html National Advisory Committee on Institutional Quality and Integrity] provides recommendations to the Secretary of Education regarding the recognition of post-secondary accrediting agencies.

For those seeking further information, USNEI provides these post-secondary reports:
* [http://www2.ed.gov/admins/finaid/accred/accreditation_pg6.html#NationallyRecognized Nationally Recognised Accrediting Agencies] - the U.S. Department of Education's directory of federally recognised accrediting agencies, both regional and national
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/accred-postsec.doc Postsecondary Accreditation] - describes the accreditation process at the tertiary level, and provides links to recognised accrediting agencies which are members of the Council for Higher Education Accreditation (CHEA)
* [http://www.chea.org/Directories/index.asp CHEA Directory of Recognised Accrediting Organisations] - the Council on Higher Education Accreditation's directory of recognised accrediting agencies
* [http://www.aspa-usa.org/ Association of Specialised and Professional Accreditors] (ASPA) - national association of accreditation agencies for regulated professions
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/fraud.doc Diploma Mills and Fraud] - information and links on the problems of unaccredited institutions and bogus accreditors in the US

== Information society ==

''Details about certain legislation, agencies and initiatives have been covered in previous sections.''

After an initial period of sustained leadership in the areas of computer science, internet development and broadband uptake, the US is now widely considered to be stagnating in technology uptake and usage. According to the World Economic Forum (WEF)'s 2011 report, the [http://www.huffingtonpost.com/2011/04/13/world-economic-forum-technology-use-us_n_848566.html US finished fifth] in a survey of the 138 countries that make up 98.8 percent of the world's GDP (ranking 24th in percentage of households with a personal computer). The WEF measured aspects of technology usage including business and regulatory climates for IT development and interest in and use of technology by the government, individuals and businesses.

The US also faces a significant gap in residential broadband use that breaks down along race, income, education levels and other socio-economic factors.

Recent [http://pewinternet.org Pew findings] report that 77% of American adults use the internet ([http://pewinternet.org/Static-Pages/Trend-Data/Whos-Online.aspx Dec 2010]); 83% of Americans own mobile phones, while just 57% own a personal computer ([http://pewinternet.org/Trend-Data/Device-Ownership.aspx May 2011]).

A variety of offices, agencies and non-profits monitor and direct US activity and strategy in the information society.
* The [http://www.fcc.gov/ Federal Communications Commission], an independent US government agency, regulates interstate and international communications by radio, television, wire, satellite and cable. (As noted above, it has unveiled the first US [http://www.reuters.com/article/idUSN2224640220100223 National Broadband Plan] in March 2010, reinforcing the notion that all Americans are entitled to "affordable access to robust and reliable broadband products and services".)
* The Department of Education’s [http://www2.ed.gov/about/offices/list/os/technology/index.html Office of Educational Technology] (OET) supports the use of technology in education. (The March 2010 "National Education Technology Plan" has been discussed above.)
* The [http://www.whitehouse.gov/omb/e-gov/ Office of E-Government & Information Technology] is part of the Office of Management and Budget (OMB).
* Founded in 1969, the [http://www.nascio.org National Association of State Chief Information Officers] (NASCIO) represents state chief information officers and information technology executives and managers from the states, territories, and the District of Columbia. The primary state members are senior officials from state government who have executive-level and statewide responsibility for information technology leadership.
* The [http://www.cio.gov/ Chief Information Officers] (CIO) Council serves as the principal interagency forum for improving practices in the design, modernisation, use, sharing, and performance of Federal Government agency information resources.
* The [http://it.usaspending.gov/ IT Dashboard], launched in June 2009, allows the American people to monitor IT investments across the federal government.

This is not a comprehensive list - and in particular does not identify any state or regional programmes. See http://www.usa.gov/Government/State_Local/Technology.shtml for more related agencies/organisations.

== ICT in education initiatives ==

=== Virtual initiatives in schools ===


Online education in the US has gained considerable traction over the last 15 years - seemingly more so than in any other country. A major report from the International Association for K-12 Online Learning (iNACOL), [http://www.inacol.org/research/docs/iNCL_NationalPrimerv22010-web.pdf A National Primer on K-12 Online Learning] (Second Edition), estimates that over 1.5 million American K-12 students were engaged in online and blended learning for the 2009-2010 school year (out of approximately 55.2 million students enrolled ).This represents roughly 3% of the US K-12 population.

This relatively small figure belies the scope and nature of the programmes now available. Options vary from state to state, school district to school district, and even from school to school. As the Primer notes, whether a student has the option to participate in "supplemental" (i.e. single) courses or full-time online programmes remains a matter of state policy and local laws, "with a few states providing opportunities for most students, a few states providing almost no opportunities, and most states falling somewhere in the middle". Moreover, iNACOL and others acknowledge their ongoing struggle to survey data in this relatively new and rapidly changing arena; there is no single authority to whom any of the schools listed in this survey must report, and relevant data is not always made available to the public.

As of 2010, supplemental or full-time online learning opportunities were available to students in 48 of the 50 US states. 38 states had state virtual schools or state-led online initiatives (with a 39th set to open in 2011); 27 states plus Washington, DC had full-time online schools serving students statewide; and 20 states were providing both supplemental and full-time online learning options statewide (but not as part of a state virtual school). This can be compared to 2001, during which approximately 10 states had state virtual schools and even fewer offered other online education options.
The three main types of US virtual school are summarised in brief below, as outlined in [http://www.ecs.org/html/Document.asp?chouseid=9014 Keeping Pace With Online Learning: An Annual Review of Policy and Practice], Evergreen Education Group (2010). Note that not all schools fit neatly into one of the slots below, but without this kind of rough categorisation it would be exceedingly difficult to approach the vast array of US virtual schools.

Click here for the VISCED [[typology of US virtual schools]].

Click here for the full VISCED list of [[:Category:Virtual_schools_in_the_US|Virtual schools in the US]].

==== US state virtual schools - overview====
* Operate in 38 states
* Are state-led online learning initiatives, with course enrollment ranging from several thousand to 16,000 for 2009-10
* Boast 450,000 "course enrollments" nationwide, i.e. in which one student takes one course
* Often provide local school districts with '''supplemental online courses''', as well as online learning expertise and thought leadership for their own schools
* Have '''students who study online part-time only''' (taking "supplemental" online courses while physically enrolled elsewhere)
* Saw enrollment increase by nearly 40% from 2008-09 to 2009-10, though most gains came from the states of North Carolina and Florida only
* Have virtual school enrollments exceeding 10,000 for 2009-10 in eight different states (Alabama, Florida, Georgia, Idaho, Louisiana, Michigan, North Carolina and South Carolina)
* Are usually funded by legislative appropriation

Click here for the VISCED list of [[:Category:US statewide virtual schools|US statewide virtual schools]] - this includes both "state virtual schools" as described above, and any virtual school for which state residents are eligible.

====US multi-school-district full-time online schools - overview====
* Operate in 27 states (each has at least one)
* '''Have few or no part-time students'''; most have enrollment of a few hundred to several thousand
* Usually attract students from across an entire state, so are found in those states that permit students to enroll across district lines
* Are typically charter schools (i.e. special publicly funded schools operating under their own charters/standards, attended by student choice)
* Are usually affiliated with a private national organisation e.g. Connections Academy, K12 Inc., Advanced Academics, or Insight Schools
* Are often funded via state public education funds that follow the student

Click here for the VISCED list of [[:Category:US_multi-school-district_virtual_schools|US multi-school-district virtual schools]].

Click here for the VISCED list of [[:Category:US_charter_schools|US charter schools]].

====US single school district programmes - overview ====
* Are represented by only 11 well-established programmes nationwide
* Serve only students who reside within a single, local district of residence
* Serve '''mostly supplemental students''' (though some serve full-time students)
* Are often focused on credit recovery or at-risk students
* Make up the fastest growing segment of K-12 online learning

There are additionally a number of virtual schools run by consortia or postsecondary institutions, i.e. some which are not state, multi-district or single district schools.

Click here for the VISCED list of [[:Category:US_single-school-district_virtual_schools|US single-school-district virtual schools]].

====Possible US Exemplars====

* [[Agora Cyber Charter School]]
* [[Alabama ACCESS Distance Learning]] (State Virtual School)
* [[City of Angels Virtual Academy]] (COAVA)
* [[Cook County Sheriff’s Department Virtual High School]]
* [[Electronic Classroom of Tomorrow]]
* [[Florida Virtual School]] (FLVS)
* [[Hope Online Learning Academy]]
* [[Idaho Digital Learning Academy]] (IDLA)
* [[Illinois Virtual High School]]
* [[Jefferson County JCPSeSchool]]
* [[Louisiana Virtual School]] (LVS)
* [[Mesa Distance Learning Program]] (MDLP)
* [[Michigan Virtual School]] (MVS)
* [[Minnesota Virtual High School]] (MVHS)
* [[Mississippi Virtual Public School]]
* [[North Carolina Virtual Public School]] (NCVPS)
* [[Omaha Public Schools eLearning]] (OPS)
* [[Open High School of Utah]] (OHSU)
* [[Pennsylvania Cyber Charter School]]

* [[Primavera Online High School]]
* [[Silver State Charter Schools]]
* [[South Carolina Virtual School Program]] (SCVSP)
* [[Utah Electronic High School]] (EHS)
* [[Virtual High School Global Consortium]] (VHS)
* [[21st Century Cyber Charter School]]

====Towards a Comprehensive List of US Virtual Schools (in progress)====
''All schools identified as "notable" in the early phases of VISCED are included below. The list is representative but not comprehensive, given the nature of the US. Virtual schools for the under-14s are deemed out of scope.''

# [[21st Century Cyber Charter School]] (Pennsylvania)
# [[Academy Online High School]] (Colorado)

# [[ACE Digital Academy]] (Ohio)
# [[ACHIEVEk12]] (Colorado)
# [[Achievement House Cyber Charter School]] (Pennsylvania)
# [[Advanced Academics Online School]] (Oklahoma)
# [[AGVI Academy for Gifted Youth]] (California)
# [[Agave Distance Learning]] (Arizona)
# [[Agora Cyber Charter School]] (Pennsylvania)
# [[Akron Digital Academy]] (Ohio)
# [[Alabama ACCESS Distance Learning]] (State Virtual School)

# [[Alaska Virtual School]]
# [[Alaska's Learning Network]]



# [[Andover eCademy]] (Kansas)
# [[Anoka Hennepin Compass On-Line]] (Minnesota)
# [[Another Choice Virtual Charter School]] (Idaho)
# [[Apex Learning High School]]
# [[Appleton eSchool]] (Wisconsin)
# [[APS Online]] (Colorado)
# [[Arizona Connections Academy]]
# [[Arizona Online Instruction]]
# [[Arizona Virtual Academy]]

# [[Arizona Virtual School]]

# [[Arkansas Virtual High School]]
# [[ASPIRA Bilingual Cyber Cyber School]] (Pennsylvania)
# [[AZ2020 Online Academy]] (Arizona)
# [[Basehor-Linwood Virtual School]] (Kansas)
# [[Beacon Academy of Nevada]]
# [[Bethel Online Academy]] (Washington)
# [[Blue Sky Online Charter School]] (Minnesota)
# [[Blueprint High School]] (Arizona)
# [[Boulder Universal]] (Colorado)
# [[Branson School Online]] (Colorado)
# [[Brigham Young University Independent Study]] (Utah)
# [[Buckeye On-Line School for Success]] (Ohio)
# [[California Pacific Charter Schools]] (California)
# [[California Virtual Academies]]

# [[Canon Online Academy]] (Colorado)
# [[Capistrano Connections Academy]] (CapoCA) (California)
# [[Cardington-Lincoln Local Digital Academy]] (Ohio)
# [[Chesterfield County Public Schools Online]] (Virginia)
# [[Central California Connections Academy]] (California)
# [[Central Pennsylvania Digital Learning Foundation]] (Pennsylvania)
# [[Chester Area Cyber School]] (South Dakota)
# [[Chicago Virtual Charter School]] (Illinois)

# [[Christa McAuliffe Academy]] (Oregon)
# [[Cincinnati Virtual High School]] (Ohio)
# [[City of Angels Virtual Academy]]
# [[CCSD Virtual High School]] (Nevada)
# [[CK Online Academy]] (Washington)
# [[Cobb Virtual Academy]] (Georgia)

# [[Colorado Connections Academy]]
# [[Colorado Distance and Electronic Learning Academy]] (CDELA)
# [[Colorado Online Learning]]
# [[Colorado Cyber]]
# [[Colorado Virtual Academy]]
# [[Columbia Virtual Academy]] (Washington)
# [[Commonwealth Connections Academy]] (Pennsylvania)

# [[Connecticut Virtual Learning Center]]
# [[Continental Academy]] (Florida)
# [[Cook County Sheriff’s Department Virtual High School]]



# [[Delta Academy On Line School]] (Nevada)
# [[Delta Cyber School]] (Alaska)

# [[DoDEA Virtual High School]]
# [[Denver Online High School]] (Colorado) (formerly DPS Online High School)
# [[Dunlap Leadership Academy]] (California)
# [[Duval Virtual Instruction Academy]] (Florida)
# [[eCADEMY]] (New Mexico)

# [[Education Program for Gifted Youth]] Online High School, Stanford University (California)
# [[ELCA Online Learning Academy]] (Georgia)
# [[EdVisions Online High School]] (Minnesota)
# [[EV Online Learning]] (Washington)
# [[Electronic Classroom of Tomorrow]] (Ohio)
# [[Electronic Course Program]] (Texas)
# [[Evanston Virtual High School]] (Wyoming)
# [[Excel High School]] (Minnesota)
# [[Fairbanks B.E.S.T. Program]] (Alaska)
# [[Fairborn Digital Academy]] (Ohio)
# [[Falcon Virtual Academy]] (Colorado)
# [[Findlay Digital Academy]] (Ohio)
# [[Florida Virtual School]]
# [[Francis School]] (New York)
# [[Franklin University PSEOP]] (Ohio)
# [[Freshwater Education District Virtual School Consortium]] (Minnesota)
# [[Georgia Cyber Academy]]

# [[Georgia Virtual School]]
# [[Giant Campus of Washington]] (Washington)
# [[Giant Campus Academy]]
# [[GLBTQ Online High School]] (Minnesota)
# [[GOAL Digital Academy]] (Ohio)
# [[GOAL Academy Online]] (Colorado)
# [[Graham Digital Academy]] (Ohio)
# [[Greater Ohio Virtual School]]
# [[Greenways Academy]]
# [[Gwinnett Online Campus]] (Georgia)
# [[Hamilton County Virtual School]] (Tennessee)
# [[Hawaii DOE E-School]]
# [[Hawaii Technology Academy]]
# [[Hawaii Virtual Learning Network]]
# [[Hawaii Virtual School]]
# [[Hoosier Academies]] (Indiana)
# [[Hope High School Online]] (Arizona)
# [[Hope Online Learning Academy]] (Colorado)
# [[Idaho Connects Online]]
# [[Idaho Digital Learning Academy]]
# [[Idaho Distance Education Academy]]
# [[Idaho Virtual Academy]]
# [[IDEAL-NM]] (New Mexico)
# [[Independent Study High School]] (Nebraska)
# [[Illinois Virtual High School]]
# [[Indiana Connections Academy]]
# [[Insight School of Colorado]]
# [[Insight School of Kansas]]
# [[Insight School of Minnesota]]
# [[Insight School of Washington]]
# [[Insight School of Wisconsin]]
# [[INSPIRE Connections Academy]] (Idaho)


# [[International Virtual Learning Academy]] (California)
# [[Internet Academy]] (IA) (Washington)
# [[Iowa Learning Online]]
# [[Iowa Online AP Academy]]
# [[iQ Academy Arizona]]
# [[iQ Academy Kansas]]
# [[iQ Academy Minnesota]]

# [[iQ Academy Washington]]
# [[iQ Academy Wisconsin]]
# [[iSucceed Virtual High School]] (Idaho)
# [[Jackson Hole Connections Academy]] (Wyoming)
# [[Janesville Virtual Academy]] (Wisconsin)
# [[JEDI Virtual High School]] (Wisconsin)
# [[Jeffco's 21st Century Virtual Academy]] (Colorado)
# [[Jefferson County JCPSeSchool]]
# [[Kansas Connections Academy]]

# [[Kaplan Academy of California]]

# [[Kaplan Academy of Oregon]]
# [[Kaplan Academy of Washington]]
# [[Kaplan University High School]]
# [[Karval Online Education]] (Colorado)
# [[Kenosha eSchool]] (Wisconsin)
# [[Kent Digital Academy]] (Ohio)
# [[Kentucky Virtual Schools]]
# [[Keystone Online School]]
# [[Kiel eSchool]] (Wisconsin)

# [[Lakewood Digital Academy]] (Ohio)
# [[Lancaster Digital Academy]] (Ohio)

# [[Learn at My Pace]] (LAMP) Online High School (Minnesota)



# [[Learning² eSchool of Wichita]] (Kansas)
# [[Louisiana Virtual School]]
# [[Mahoning Unlimited Classroom]] (Ohio)



# [[Maryland Virtual School]]
# [[Massachusetts Online Network for Education]] (MassONE)

# [[Massillon Digital Academy]] (Ohio)
# [[Mercury Online Academy of Arizona]]
# [[Mercury Online Prep]]
# [[Mercury Academy of Southern California]]
# [[Meridian Parent Partnership Program]] (MP3) (Washington)
# [[Mesa Distance Learning Program]]
# [[Miami Dade I-Prep Academy]] (Florida)
# [[Miami-Dade Online Academy]] (Florida)
# [[Michigan Virtual School]]

# [[Midwestern Regional Virtual Charter School]] (Pennsylvania)
# [[Minnesota Online High School]]
# [[Minnesota Transitions Schools Minnesota Connections Academy]]
# [[Minnesota Virtual Academy]]
# [[Minnesota Virtual High School]]
# [[Mississippi Virtual Public School]]
# [[Missouri Virtual Instruction Program]]
# [[Monroe Virtual High School]] (Wisconsin)
# [[Monroe Virtual Middle School]] (Wisconsin)
# [[Montana Digital Academy]]
# [[Monte Vista Online Academy]] (Colorado)
# [[Move Up Program]] (Washington)
# [[MPS Online]] (Minnesota)

# [[National Connections Academy]]

# [[National University Virtual High School]] (California)
# [[Nevada Connections Academy]]
# [[Nevada Virtual Academy]]
# [[New Jersey Virtual School]]
# [[Newark Digital Academy]] (Ohio)

# [[NCSSM Online]] (North Carolina)
# [[North Carolina Virtual Public School]]
# [[North Dakota Center for Distance Education]]
# [[Northeast Wisconsin Online Network]] (Wisconsin)
# [[Northwest Allprep]] (Washington)


# [[Odyssey High School]] (Nevada)
# [[Ohio Connections Academy]]
# [[Ohio Distance And Electronic Learning Academy]]
# [[Ohio Virtual Academy]]



# [[Oklahoma Virtual Academy]]
# [[Oklahoma Virtual Charter Academy]]
# [[Oklahoma Virtual High School]]
# [[Oklahoma Virtual School]]
# [[Olympia Regional Learning Academy iConnect]] (Washington)
# [[Omaha Public Schools eLearning]]
# [[Open High School of Utah]]
# [[Oregon Connections Academy]]
# [[Oregon Virtual Academy]]
# [[Oregon Virtual Education]]

# [[PA Distance Learning Charter School]] (Pennsylvania)
# [[PA Learners Online Regional Cyber Charter School]] (Pennsylvania)
# [[Pacific View Charter School]]
# [[Palmetto State E-cademy]] (South Carolina)
# [[Park City Independent]] (Utah)
# [[Pennsylvania Cyber Charter School]]
# [[Pennsylvania Leadership Charter School]]
# [[Pennsylvania Virtual Charter School]]
# [[Pinnacle Online High School]] (Arizona)

# [[Primavera Online High School]] (Arizona)
# [[Provo eSchool]] (Utah)
# [[Provost Academy South Carolina]]
# [[Provost Academy Colorado]]
# [[Quaker Digital Academy]] (Ohio)
# [[Red Comet]] (Washington)
# [[Richard McKenna Charter High School]] (Idaho)
# [[Riverside Virtual School]] (California)



# [[Scholars Online]] (Washington)

# [[Silver State High School]] (Nevada)
# [[Sioux Falls School District]] (South Dakota)
# [[Slavic Christian Academy]] (Washington)

# [[South Carolina Connections Academy]]
# [[South Carolina Virtual Charter School]]
# [[South Carolina Virtual School Program]]
# [[South Carolina Whitmore School]]
# [[South Dakota Virtual School]]

# [[Southwest Licking Digital Academy]] (Ohio)
# [[Spokane Virtual Learning]] (Washington)
# [[Spring Lake Park Online]] (SLP Online) (Minnesota)
# [[St. Johns Virtual School]] (Florida)

# [[SusQ-Cyber Charter School]] (Pennsylvania)
# [[Texas Connections Academy @ Houston]]
# [[Texas Virtual Academy]]
# [[Texas Virtual School]]
# [[Tempe Union Online Learning]] (TUOL) (Arizona)
# [[The American Academy]]

# [[Treca Digital Academy]]
# [[TRIO Wolf Creek Online High School]] (Minnesota)

# [[University of California College Prep]] (California)
# [[University of Missouri High School]]
# [[University of Oklahoma High School]]
# [[Utah Electronic High School]] (EHS)
# [[Utah Tech High]]
# [[Utah Virtual Academy]]
# [[Vermont Virtual Learning Cooperative]]
# [[Vilas Online]] (Colorado)

# [[Virtual Community School Of Ohio]]
# [[Virtual High School Global Consortium]] (VHS)
# [[Virtual Learning Academy Charter School]] (New Hampshire)
# [[Virtual Virginia]]
# [[VOISE Academy High School]] (Illinois)


# [[Washington Online School Network]]
# [[Washington Virtual Academies]] (WAVA) (Washington)
# [[WOLF School]] (Nevada)
# [[West Central Learning Academy II]] (Ohio)
# [[West Virginia Virtual School]]

# [[Westwood Cyber High]] (Michigan)
# [[WiloStar3D-Epic Academy]] (Oklahoma)
# [[Wisconsin Connections Academy]]
# [[Wisconsin eSchool Network]]
# [[Wisconsin Virtual Academy]]
# [[Wisconsin Virtual Learning]]
# [[Wisconsin Virtual School]]
# [[Wyoming e-academy of Virtual Education]] (WeAVE)
# [[Wyoming Switchboard Network]]
# [[Wyoming Virtual Academy]]

See also the Wikipedia article at http://en.wikipedia.org/wiki/List_of_virtual_schools#United_States.

=== Virtual initiatives in post-secondary education ===

''(This section was included as relevant to Re.ViCa and has not been updated since first posting.)''

According to the Sloan Consortium's 2010 report on [http://sloanconsortium.org/publications/survey/class_differences Class Differences: Online Education in the United States], approximately 5.6 million students were enrolled in at least one online course in the autumn of 2009. Other findings include:
* Almost two-thirds of for-profit institutions say that online learning is a critical part of their long term strategy
* The 21%growth rate for online enrollments far exceeds the 2% growth in the overall higher education student population
* Nearly one-half of institutions report that the economic downturn has increased demand for face-to-face courses and programmes
* Three-quarters of institutions report that the economic downturn has increased demand for online courses and programmes

There are no university-focused relevant federal initiatives of note. However, in July 2009 president Barrack Obama pledged to devote $12 billion over 10 years to improve programmes, courses, and facilities at US Community Colleges, with "$500 million devoted to freely available online courses". This pledge has evolved over time and this section may later be updated.

Despite the lack of national (federal) motivation, the simple scope and diversity of virtual university activity in the US cannot be underestimated. Most US universities offer at least one hybrid or fully online programme. Many institutions offer a wide range of programmes, at both the undergraduate and postgraduate levels.

Many of the "notables" are operated by for-profit, private companies, although a variety of initiatives originating in "traditional" universities are examined as well. Some major institutions/initiatives include:

* [[Capella University]]
* [[Carnegie Mellon University]]
* [[University of Central Florida]]
* [[Colorado Community Colleges Online]]
* [[DeVry University]]
* [[Laureate Education]] ([[Walden University]])
* [[University of Maryland University College]]
* [[University of Phoenix]]
* [[Penn State World Campus]]
* [[Regis University]]
* [[SUNY Learning Network]]
* [[Strayer University Online]]
* [[UT Telecampus]]
* [[University of the People]] - new, but noteworthy

There are many more. See [http://www.virtualschoolsandcolleges.eu/index.php/Category:United_States the US category] for a full list of those programmes indexed by the Re.ViCa wiki.

== Lessons learnt==

=== General lessons ===

The US is an unusually structured nation of 50 federated states, to which it is not always easy to compare other countries - especially those located in Europe (as they are more likely to see broad-ranging, national initiatives in education). Some of the associated issues are explored below (''text prepared for Re.ViCa'').

Note also that the apparent success of e-learning/online higher education in the [[US]] must be approached with care - quality may vary widely from institution to institution (and programme to programme). See note above on the complexity of US accreditation and quality control mechanisms.

==== Is the relevance of the US or of its states? ====
''Text prepared for Re.ViCa and moved from an earlier section.''

Hovering around 308.6 million as of early 2010, the population of the USA seems enormously large compared with that of most European countries. (For comparison, the population of the [[UK]] is estimated at 62 million, the [[Netherlands]] at 16.6 million, and [[Finland]] at 5.3 million.) Nevertheless, the federal structure of the US and the deregulated nature of its educational systems indicate that it is reasonable to look to the state level when studying e-learning in the US.

This "relevance" depends primarily on comparing US states to discrete European ones - it is extremely difficult to compare and contrast the US and Europe as a whole (in e-learning or otherwise).

The population of the EU is now estimated at over 500 million, about 1.5 times that of the US, and its inhabitants speak over 170 languages (of which 23 are considered "official"). While the US itself has no "official" language, nearly all Americans speak English, and moreover share essentially similar cultural expectations. This (in conjunction with the US's underlying federal governance structure) often results in a velocity of propagation of ideas nationwide which is rarely replicated across the EU.

==== Post-secondary: Do US ideas in e-learning transfer to Europe? ====
''Text prepared for Re.ViCa and moved from an earlier section.''

Many European analysts consider US universities - both large and small, public and private - more successful at developing and implementing substantial e-learning programmes than their European counterparts. Online learning in the US is indeed expanding at a remarkable and enviable pace: the average growth rate for online university enrolments has increased by roughly 13% per annum over the past seven years (compared with 2% for US "brick and mortar" enrolments). Other indicators of success include completion rates, programme sustainability over a number of years, and academic reputation.

Researchers have (understandably) questioned why the success of e-learning in US universities does not transfer more readily to a European context. Is it the economy, the geography, the demographics, or the population density; the nature of the respective educational funding models; or something else entirely? Indeed, these are but a few of the differences that may contribute to the challenge of e-learning transfer. Consider also the vast differences in quality models, academic focus, relevant public policy, language/culture, and technology uptake. In a global culture where online degrees are rapidly acquiring credibility, and students have begun to actively pursue online degrees via overseas institutions, these are critical questions to consider when pondering the future of education in Europe.

It is certain that North American ideas in e-learning form worthy comparators, and in countless cases do see transfer to Europe (and beyond). For example, many of the early course/learning management systems which formulated our earliest understanding of [http://en.wikipedia.org/wiki/History_of_virtual_learning_environments_1990s "online learning" in the mid-1990s] were developed in either America or Canada, e.g. LotusNotes, FirstClass, Blackboard and WebCT. A distinctly American company with American attitudes and products, Blackboard [[learning management systems]] remains in common usage across Europe (despite recent trends towards [[OER]] in the market). Institutions worldwide have sought to mirror the success of the US in exporting learning via the internet.

There is also more general discussion of the "Americanisation of Education" seen in some European countries - which is too broad and controversial a topic to address here.

Whatever the ramifications, the past would suggest that European analysts should indeed examine US e-learning trends in order to better understand (and possibly predict) directions for growth in their own countries.

=== Notable practices ===


The unusually decentralised nature of US education makes it difficult to locate national practices that might be applied more broadly. Note, however, that this decentralisation seems to have stimulated the development of virtual schools within the US in an unprecedented manner. Virtual Schools may be public or private; private organisations may partner with public school systems; and online courses may be partly or purely supplemental (as opposed to full time). There is no shortage of models evolving, and it would seem that the lack of uniformity has proven a rich and fertile ground for development.

Less optimistically, there are many opposed to the dominant role that private, for-profit organisations have come to play in the development of US virtual schools (and in charter schools in particular - see description above). Many of these "academies" have been developed along the lines of a "University of Phoenix" model, and indeed are often owned by large, profit-seeking parent companies. In other words, the unique US educational landscape brings both benefits and challenges. (In this context of post-secondary education, consider the wide range of accrediting agencies, and the longstanding disputes regarding educational quality among for-profit, commercial institutions). It is difficult to judge their applicability in other contexts.

== References ==

* "2009 Year in Review". US Department of Education, January 2010, http://www2.ed.gov/about/reports/annual/2009review.doc
* "Academic Ranking of World Universities". Graduate School of Education, Shanghai Jiao Tong University, http://www.arwu.org/. Retrieved 2010-02-28
* "Accreditation and Quality Assurance: Other Quality Assurance Provisions." International Affairs Office, US Department of Education, 12/2007, http://www2.ed.gov/about/offices/list/ous/international/usnei/us/qualassurance.doc
* Adelman, C. The Bologna Process for U.S. Eyes: Re-learning Higher Education in the Age of Convergence. Produced with primary support of the Lumina Foundation for Education to the Global Performance Initiative of the Institute for Higher Education Policy, April 2009, http://www.ihep.org/assets/files/EYESFINAL.pdf Retrieved 2010-02-15
* "Ages for Compulsory School Attendance..." US Dept. of Education, National Center for Education Statistics, http://nces.ed.gov/programs/digest/d02/dt150.asp. Retrieved 2010-02-15
* Allen, I. E. and Seaman, J. (2008) Staying the Course: Online Education in the United States, 2008 Needham MA: Sloan Consortium
* "The Almanac of Higher Education". The Chronicle of Higher Education LVI (1): 5. August 28, 2009.
* "A National Primer on K-12 Online Learning, Second Edition". iNACOL, http://www.inacol.org/research/docs/iNCL_NationalPrimerv22010-web.pdf
* "As Economy Wavers, Online Enrollments Climb". November 13, 2008, http://www.insidehighered.com/news/2008/11/13/sloan Retrieved 2010-02-15
* Brady, P. Is there a Paris match for UK's overseas appeal? 10 August 2007, Times Higher Education, http://www.timeshighereducation.co.uk/story.asp?storyCode=90207&sectioncode=26 Retrieved 2010-02-15
* "Category Archives: P-12 Reform". US Department of Education, http://www.ed.gov/p-12-reform Retrieved 2011-07-28
* Charlier, J.-E., and Croche, S. "The Bologna Process: The Outcome of Competition Between Europe and the United States and a Stimulus to This Competition", European Education, vol. 39, no. 4, Winter 2007–8, pp. 10–26.
* Database of Accredited Postsecondary Institutions and Programs, US Department of Education, http://ope.ed.gov/accreditation/ Retrieved 2010-02-15
* "Education Reform". Wikipedia, http://en.wikipedia.org/wiki/Education_reform Retrieved 2011-07-28
* "Educational Attainment in the United States: 2003." US Census Bureau. http://www.census.gov/prod/2004pubs/p20-550.pdf. Retrieved 2010-02-28
* "Educational Attainment in the United States: 2008." US Census Bureau. http://www.census.gov/population/www/socdemo/educ-attn.html Retrieved 2010-02-28
* "Demographics of the European Union". Wikipedia, http://en.wikipedia.org/wiki/Demographics_of_the_European_Union Retrieved 2010-02-08
* "Digest of Education Statistics: 2008". US Dept. of Education, National Center for Education Statistics, http://nces.ed.gov/programs/digest/d08/ Retrieved 2010-02-08
* "Diploma Mills and Accreditation". US Department of Education web site, http://ed.gov/students/prep/college/diplomamills/accreditation.html
* "Education in the United States". http://en.wikipedia.org/wiki/Education_in_the_United_States Retrieved 2011-07-28
* "Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies". US Dept. of Education, September 2010, http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf
* "European Union". Wikipedia, http://en.wikipedia.org/wiki/European_Union Retrieved 2010-02-08
* "Fading Stimulus Saved Colleges". Inside Higher Ed, February 11, 2010, http://www.insidehighered.com/news/2010/02/11/sheeo
* "Fast Facts [2007/2008]." US Dept. of Education, National Center for Education Statistics, http://nces.ed.gov/fastfacts/display.asp?id=76
* "General Educational Development". Wikipedia, http://en.wikipedia.org/wiki/General_Educational_Development
* "Higher Education in the United States". http://en.wikipedia.org/wiki/Higher_education_in_the_United_States Retrieved 2011-07-28
* "History of Learning Environments". Wikipedia, http://en.wikipedia.org/wiki/History_of_virtual_learning_environments_1990s Retrieved 2010-02-15
* "Homeschooling in the United States". Wikipedia, http://en.wikipedia.org/wiki/Homeschooling_in_the_United_States Retrieved 2011-08-17
* "Keeping Pace With Online Learning: An Annual Review of Policy and Practice". Evergreen Education Group, 2010, http://kpk12.com/reports/
* Kittredge, B. "Student Aid and Fiscal Responsibility Act". Blog of the Committee on Education and Labor, July 15, 2009, http://edlabor.house.gov/blog/2009/07/student-aid-and-fiscal-respons.shtml
* Krueger, D, and Kumar, K.B. "US-Europe Differences in Technology-Driven Growth: Quantifying the Role of Education". Journal of Monetary Economics, Elsevier, vol. 51(1), pages 161-190, 2004, http://ideas.repec.org/p/nbr/nberwo/10001.html
* "Learning in the 21st Century: 2010 Trends Update". Project Tomorrow, http://www.tomorrow.org/speakup/learning21Report_2010_Update.html
* Lieven, M., and Martin, G. (2006) "Higher Education in a Global Market: The Case of British Overseas Provision in Israel", Higher Education, 52: 1
* "List of countries by population". Wikipedia, http://en.wikipedia.org/wiki/List_of_countries_by_population Retrieved 2011-07-15
* Osgood, R.K., "Making Liberal Arts Colleges Sustainable", Forbes.com, http://www.forbes.com/2010/02/17/liberal-arts-college-thought-leaders-osgood.html
* "Overview: The Federal Role in Education". United States Department of Education, http://www2.ed.gov/about/overview/fed/role.html Retrieved 2011-07-28
* "Overview: 10 Facts About K-12 Education Funding". US Department of Education, http://www2.ed.gov/about/overview/fed/10facts/index.html Retrieved 2010-02-28
* Patterson, D., Jung, G. and Broadhead, G. (2009) "The UK e-learning market 2009", Learning Light Limited, http://www.learninglight.com/doc/download/16
* "Promising Practices in Online Learning: Blended Learning, The Convergence of Online and Face-to-Face Education". http://www.inacol.org/research/promisingpractices/NACOL_PP-BlendedLearning-lr.pdf
* "The Rise of K-12 Blended Learning". http://www.innosightinstitute.org/media-room/publications/education-publications/the-rise-of-k-12-blended-learning/
* "School: the Story of American Public Education," http://www.pbs.org/kcet/publicschool/roots_in_history/index.html Retrieved 2011-07-28
* Schreurs, B. (ed.) (2010) Reviewing the Virtual Campus Phenomenon: The Rise of Large-scale e-Learning Initiatives Worldwide, EuroPACE, Re.ViCa Project, E.C. Agreement no. 2007-2608/001-001, http://revica.europace.org/Re.ViCa%20Online%20Handbook.pdf Retrieved 2010-02-15
* Stephan, A., ed. "The Americanization of Europe: Culture, Diplomacy, and Anti-Americanism after 1945." New York: Berghahn Books, 2007.
* "Statistics About Non-Public Education in the United States". US Dept. of Education, Office of Non-Public Education. http://www.ed.gov/about/offices/list/oii/nonpublic/statistics.html. Retrieved 2010-02-15
* Tyack, D. and Cuban, L. (1995) Tinkering Toward Utopia: a century of public school reform, Cambridge, MA, Harvard University Press.
* "United States". International Monetary Fund, http://www.imf.org/external/pubs/ft/weo/2009/02/weodata/weorept.aspx?sy=2006&ey=2009&scsm=1&ssd=1&sort=country&ds=.&br=1&c=111&s=NGDPD%2CNGDPDPC%2CPPPGDP%2CPPPPC%2CLP&grp=0&a=&pr.x=64&pr.y=8 Retrieved 2010-02-08
* "United States". Wikipedia, http://en.wikipedia.org/wiki/Usa Retrieved 2011-07-15
* "United States". CIA World Factbook, https://www.cia.gov/library/publications/the-world-factbook/geos/us.html
* "U.S. state". Wikipedia, http://en.wikipedia.org/wiki/U.S._state Retrieved 2011-07-15
* "US to unveil broadband plan Mar 17, sees barriers". Reuters.com, Feb. 23 2010, http://www.reuters.com/article/idUSN2224640220100223 Retrieved 2010-02-28
* "USA education". Wikipedia, http://en.wikipedia.org/wiki/Usa#Education Retrieved 2011-07-28
* van der Wende, M. (2002) The Role of US Higher Education in the Global e-Learning Market, Center for Higher Education Policy Studies, University of Twente, http://cshe.berkeley.edu/publications/docs/ROP.WendePaper1.02.pdf
* "White House makes grants to boost online learning". eSchoolNews, September 26 2011, http://www.ecampusnews.com/technologies/white-house-makes-grants-to-boost-online-learning/

----
> [[Countries]]
 
>> [[Main Page]]

[[Category:United States| ]]
[[Category:North America]]
[[Category:OECD]]
[[Category:G8 countries]]
[[Category:G-20 countries]]

[[Category:Country reports]]
[[Category:Countries with Programmes]]
[[Category:VISCED]]
[[Category:Countries in merged template]]

Delta Academy On Line School

2011-12-19T03:13:35Z

SaraFrankBristow:

The ''Delta Academy On Line School'' ('''Delta Academy''') offers a fully online school located in the [[US]] state of [[Nevada]]. The school is also a traditional, brick-and-mortar school (students may study in either discrete mode). Online students must attend one four-hour session in person one day each week, but otherwise study from home. The school's online curriculum provider is Odysseyware. Courses run through the high school level.

In 2009-2010 the school enrolled a total of 214 students (in all modes).

The Delta Academy On Line web site is at http://teacherweb.com/NV/DeltaAcademy/SchoolHomePage/wqr2.aspx

==More Details==
Students are invited to attend multiple extra sessions in person if they need help or have questions. There is also an open computer lab daily to allow students that may have questions or technical difficulties to visit during regular school hours.

== References ==
* "A National Primer on K-12 Online Learning", iNACOL, October 2010, http://www.inacol.org/research/docs/national_report.pdf
* Delta Academy On Line school web site, http://teacherweb.com/NV/DeltaAcademy/SchoolHomePage/wqr2.aspx
* "Delta Academy", CCD Public school data 2009-2010 school year, http://nces.ed.gov/ccd/schoolsearch/school_detail.asp?Search=1&SchoolID=320006000745&ID=320006000745
* "Keeping Pace With Online Learning: An Annual Review of Policy and Practice", Evergreen Education Group, 2010, http://kpk12.com/reports/

----
> [[Nevada]]
 
> [[United States]]
 
> [[Virtual schools]]
 

[[Category:Virtual schools]]
[[Category:United States|delta Academy On Line School]]
[[Category:Nevada|delta Academy On Line School]]
[[Category:Virtual schools in the US]]
[[Category:US full-time virtual schools]]
[[Category:US supplemental virtual school providers]]
[[Category:Medium virtual schools]]

[[Category:VISCED]]

United States

2011-12-19T02:59:31Z

SaraFrankBristow: /* Towards a Comprehensive List of US Virtual Schools (in progress) */

''(Re.ViCa version by [[Sara Frank Bristow]] and [[Paul Bacsich]].)''

''Put in merged template and updated for VISCED by [[Sara Frank Bristow]].''

''For entities in the United States see [[:Category:United_States]] ''



== Experts situated in the United States ==

* Cathy Cavanaugh, Associate Professor of Educational Technology, School of Teaching and Learning, University of [[Florida]] at Gainesville
* Sara Frank Bristow, Independent Researcher and Sero collaborator; contributor to Re.ViCa
* Susan Patrick, International Association for K-12 Online Learning (iNACOL)
* Russ Poulin, WICHE Cooperative for Educational Technologies; contributor to Re.ViCa




== United States in a nutshell ==
(sourced in part from http://en.wikipedia.org/wiki/United_States and https://www.cia.gov/library/publications/the-world-factbook/geos/us.html)

[[Image:US.gif|right|thumb|300px|Source : http://www.cia.gov]]

The United States ('''United States of America'''; '''US''', '''USA''', or '''America''') is a federal [http://en.wikipedia.org/wiki/Constitutional_republic constitutional republic] comprising 50 states and a federal district. The world's oldest surviving [http://en.wikipedia.org/wiki/Federation federation], the United States is a constitutional republic and representative democracy, in which citizens are subject to three levels of government: federal, state, and local.

The country is situated mostly in central [[North America]] between the [[Pacific Ocean]] and [[Atlantic Ocean]], bordered by [[Canada]] to the north and [[Mexico]] to the south. At 3.79 million square miles (9.83 million km2) and with about 311 million people (July 2011), the United States is the third or fourth largest country by total area ([http://en.wikipedia.org/wiki/List_of_countries_and_outlying_territories_by_total_area depending on definition]), and third largest by land area and by population.

[[Image:US_map_states_wikicommons.png|thumb|left|200px|Wikimedia Commons Map of US states]]

The US comprises 50 discrete states; see [http://en.wikipedia.org/wiki/USA_states the US States Wikipedia article] for a full list. [[Washington D.C.]] (the District of Columbia), a special district which is not part of any US state, serves as the permanent national capital. The US also possesses five major overseas territories, all considered separately in this wiki. According to 2010 estimates, the largest contiguous state, [[California]], has 37 million people; and the next, [[Texas]], has 25 million. The seven states with 10 million people or more are: [[California]], [[Texas]], [[New York]], [[Florida]], [[Illinois]], [[Pennsylvania]] and [[Ohio]]. Ten states have populations of less than 10 but more than 6 million. 33 states have populations under 6 million; of these, 13 have populations ranging from 1 to 3 million.

The list of states with their own Virtual Campus wiki entries resides at [[:Category:States of the United States]]. Regional sub-categories have been created for states with a high incidence of notable e-learning programmes, e.g. [[California]] and [[Colorado]]. Others are added as activity is identified.

== Education in the United States ==

Students are not compelled to study at nationally controlled or public schools in the United States, and from primary through post-secondary level, a broad range of private, for-profit options exist. In 2008, about 74 million people (both citizens and foreign nationals) were enrolled in American schools, colleges and universities.

Education is [http://www2.ed.gov/about/overview/fed/role.html primarily a state and local responsibility] in the US, with most decisions made (and policies established) on that basis. It is states and communities, as well as public and private organisations of various types, that establish schools and colleges, develop curricula, and determine requirements for enrolment and graduation - not the federal (central) government.

The structure of education finance in America reflects this predominant state and local role. Of an estimated $1.13 trillion in government funds being spent nationwide on education at all levels for the school year 2010-2011, a substantial majority comes from state, local, and private sources. This is especially true at the elementary (primary) and secondary levels, where 89% of the funds will come from non-federal sources.

The Federal government contribution to primary and secondary education is only about 11%.

== Schools in the United States ==

Children are required in most US states to attend school from the age of five or six until 16, 17 or 18 - generally bringing them through grade 12, or twelfth grade (the end of High School). This sequence is colloquially referred to as "K-12" education.

In all, 86% of American schoolchildren enroll in the "Public" (publicly funded) school system. About 12% are enrolled in parochial or nonsectarian "Private" (non-publicly funded) schools, and 2% are homeschooled.

[http://en.wikipedia.org/wiki/US_education Public school curricula], funding, teaching, and other policies are set through locally elected school boards with jurisdiction over school districts, which may have many directives from state legislatures. School districts are usually separate from other local jurisdictions, with independent officials and budgets. Educational standards and standardised testing decisions are usually made by state governments, with curricula varying widely from district to district.

Individual states, counties, and school districts have considerable leeway in how they choose to divide their school levels, so it is difficult to accurately describe an "average" child's standard progression through education. However, [http://en.wikipedia.org/wiki/Elementary_school#United_States all states have historically made a distinction] between two main genres of K-12 education and three genres of K-12 school.
* The genres of education are Primary and Secondary; and
* The genres of school are Elementary School, Middle or Junior High School, and High School

Elementary and Secondary school programmes comprise nearly 14,000 school districts and some 56 million students, attending roughly 99,000 public schools and 34,000 private schools. It would impossible to list all US schools here; however, see the Wikipedia [http://en.wikipedia.org/wiki/List_of_schools_in_the_United_States List of Schools in the United States] for links itemised by state and school district.

Homeschooling is legal in all 50 US states, although the topic is at times controversial (as parents are not always considered fit to provide schooling which meets compulsory education standards). Homeschooling standards and requirements also vary widely among US states. Common reasons for adoption of homeschooling strategies include dissatisfaction with the quality of schooling available; dissatisfaction with moral, ethical or religious issues associated with a school; and/or inability of a student to participate due to time, financial or physical restraints (e.g. in the case of child athletes, celebrities and the disabled).

The decision to homeschool a child in the US may be interpreted as a statement of social, religious, political or other dissent.

=== Pre-Primary ===
The terms "Preschool," "Prekindergarten," "Pre-K" or "Nursery School" may all be used to refer to earlier age-group education. There is no compulsory national Pre-Primary education requirement in the US.

=== Elementary (Primary) ===
American children are required to attend six or seven years of Elementary School (generally comprising Kindergarten and grades 1-5 or 1-6). [http://en.wikipedia.org/wiki/Kindergarten Kindergarten] is a transitional year for students around the age of 5 or 6. Not all states make this year compulsory, though many do and offer this as a free educational year. First grade is the more official "first year" of primary school.

=== Middle or Junior High School ===
Middle School is a period of schooling between Elementary and High School, viewed by many as a conceptual bridge between the two. It often shares resources with a larger Secondary School rather than occupy its own facilities. Middle School typically spans grades 6-8, while Junior High School (Junior High) spans grades 7 and 8 only. Middle School/Junior High School students are generally between 11 and 14 years old.

=== High School ===
The majority of American students complete four years of High School (grades 9-12), graduating with a diploma around the age of 18. A small percentage of students opt to withdraw prior to graduation, permitted at either 16 or 17 depending on state of residence. These students may take a series of standardised tests (General Educational Development, or GED) and receive High School equivalency credentials if they perform well.

In 2008, 87% of Americans over the age of 25 had graduated from High School. High School graduates may either enter the workforce or continue education, e.g. at a higher education institution.

== Further and Higher Education ==

The American further and higher education systems, like the primary and secondary education systems, are largely decentralised - that is, unregulated by any national body. With a limited number of exceptions, the federal government does not directly regulate colleges and universities (although it may award them federal grants). It can therefore be difficult to make generalisations about the institutions in these sectors (without focusing on one individual US state at a time), though we have tried our best below.

The term "Polytechnic" is not used as such in the US, though "Community Colleges" may be seen to occupy a similar educational niche - and are not unlike what some in other countries might call "University Colleges."

=== Universities (and "Colleges") in the United States ===
The US higher education system is known to host some of the finest universities in the world. According to the Shanghai Jiao Tong University's [http://www.arwu.org/ Academic Ranking of World Universities], more than 30 of the highest-ranked 45 institutions are in the United States (as measured primarily by awards and research output).

In discussing post-secondary education in the US it is important to bear in mind that the definition of the term "college" does not align neatly with that used in most other countries discussed in this wiki.

* '''Universities''' are, generally speaking, four-year institutions of higher education and research, awarding both undergraduate and postgraduate ("graduate") degrees.
* '''Colleges''' are four-year, undergraduate institutions with an emphasis on taught courses, which may award the same undergraduate degrees as universities. Colleges may be part of a larger research university or may exist independently.

'''Americans do not always distinguish verbally between "college" and "university" – those attending a university would refer to this process as "going to college" while in pursuit of their undergraduate degree.'''

It is difficult to identify the precise number of colleges and universities in the United States - in part because of varying definitions of the terms, and in part because of the diversity of potentially applicable institutions. Moreover, a US university need not be "accredited" in order to operate (see separate note on this topic). With these caveats in mind, a [http://www.utexas.edu/world/univ/alpha/ recent estimate] by the University of Texas at Austin counts 2,043 colleges and universities; the US Department of Education [http://ope.ed.gov/accreditation/ Database of Accredited Postsecondary Institutions and Programs] counts over 8,000 (community and vocational colleges are omitted in the first survey but included in the second); and the Chronicle of Higher Education 2009 [http://chronicle.com/section/Almanac-of-Higher-Education/141/ Almanac of Higher Education] counts 4,811.

Students provide transcripts of their High School grades and their results on a series of privately organised standardised tests when applying to American universities and colleges. Annual tuition fees are charged for higher education in almost all cases, and are often exorbitant compared to those found in other countries. (For the 2007–08 academic year, annual prices for undergraduate tuition, room, and board were estimated to be [http://nces.ed.gov/fastfacts/display.asp?id=76 $11,578 at public institutions and $29,915 at private institutions].) Many students rely on student loans and scholarships from their university, the federal government, or a private lender.

Students may choose to attend public or private institutions to complete their undergraduate degrees. The majority of public universities are operated by individual states and territories, usually as part of a "state university system". Each state supports at least one state university and several support many more. By a wide margin, these "state schools" tend to be the most affordable to residents from within that state.

Those individuals completing undergraduate education at either a university or college may enter the workforce in a professional capacity or continue on to postgraduate ("graduate") study. In 2008, [http://www.census.gov/Press-Release/www/releases/archives/education/013618.html 29% of American adults] 25 and older had a bachelor's degree.



===(Community) Colleges in the United States===
US "Community Colleges" are two-year institutions of higher education (once commonly called "Junior Colleges"). Often state-based and public, most Community Colleges operate under a policy of open admission and may be similar to the Polytechnics or University Colleges found in other countries.

[http://en.wikipedia.org/wiki/Community_colleges_in_the_United_States Many Community Colleges] are operated either by special districts that draw property tax revenue from the local community, as a division of a state university, or as sister institutions within a state-wide higher education system. In recent years, many Community Colleges have added online courses to their catalogues, and in some states have become hotbeds of e-learning activity.

Community Colleges typically offer two-year "associates degrees" and/or trade certifications, as well as services to the local community (e.g. a library or job placement assistance). Some offer courses towards a four-year bachelor's degree and may guarantee admission to a partner university. While most enrollees proceed directly from High School to Community College (and are therefore ages 18-21), Community College is also an attractive venue for older American adults returning to education after a hiatus; professionals seeking further certification in their field (or another); or hobbyists looking for an inexpensive way to further their personal interests.

'''US Community Colleges should not be confused with regular "Colleges"''', as the latter term is used uniquely in the US to refer to four-year teaching institutions which offer bachelor's degrees (see above). There are, however, other two-year institutions which would be referred to as "Community Colleges" even though they are not described as such by name; these have names like "institute of technology", "technical institute" or "technical college" and typically focus on training in technical and vocational skills.

== Education Reform ==

A selection of "hot button" issues targeted in the budget for [http://www2.ed.gov/about/overview/budget/budget12/index.html Fiscal Year 2012] reflect the general tenor of US educational reforms debated in the last five to ten years. These include:

* College access and completion
* Investing in early learning
* Accelerating the use of educational technology
* Supporting English language learners
* Supporting individuals with disabilities
* Strengthening the commitment to Native American, Alaska Native, and Native Hawaiian Education
* Improving productivity and efficiency
* Supporting rural education
* Improving Science, Technology, Engineering, and Mathematics (STEM) Education

Sector specifics are discussed below.

=== Schools ===
Approaches to improving public schooling have been the primary stakeholder concern ever since universal public education began to gain traction in US schools, in the middle of the nineteenth century. The Department of Education's official mission is to "promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access", and [http://en.wikipedia.org/wiki/Education_reform reforms over the last 60 years] have included issues of civil rights, "progressive" education versus "cultural literacy", and the 1990s adoption of Outcome-Based Education (OBE) - at which time a set of standards-based National Education Goals were set by the US Congress. The standards-based reform movement culminated in the controversial No Child Left Behind Act of 2001.

As of August 2011, issues frequently highlighted for potential reform include Repairing the Bush-era "No Child Left Behind" Act; Reauthorisation of the Elementary and Secondary Education Act (ESEA); Addressing teacher cheating scandals in standardised testing; Teacher union reform; Expanding school day or school year; Validity of charter schools (in which public schools operate more like private ones); Validity of school choice, or "school vouchers" (in which parents may select which public school their child attends, or use a voucher to send them to a private one); Improving teacher quality/salary; Improving teacher training; Awarding performance bonuses ("merit pay") to teachers; English-only vs. bilingual education (allowing students to study in their native tongue - typically Spanish); Mainstreaming special education students (allowing special needs individuals to remain in "regular" schools); Content of curriculum standards and textbooks (which intersects with controversial issues like the teaching of [http://en.wikipedia.org/wiki/Creationism creationism] in the classroom); and others.

For more information see the collected pieces on on "P-12" (pre-Kindergarten through twelfth grade) Reform on the ED web site at http://www.ed.gov/p-12-reform; or the useful Wikipedia discussion at http://en.wikipedia.org/wiki/Education_reform.

=== Post-secondary ===

Given the decentralised nature of the US HE system, federal reform might never reflect the kind of sweeping mandates periodically effected in other countries or unions. Nevertheless, certain proposed and actual reforms - largely addressing issues of affordability and access - pressed through or discussed from 2008-2011 are of great interest. Not all are exclusively higher-education specific. Some are detailed here:

* Announcement regarding [http://www.ecampusnews.com/technologies/white-house-makes-grants-to-boost-online-learning/ online courses for Community Colleges] (September 2011). The long-awaited first installation of a $2 billion grant programme targeting Community College students through both industry partnerships and an expansion of free online courses. An initial $500 million in "workforce training programme" grants were scheduled for distribution after a rigorous application process that lasted almost a year. This followed on an announcement by President Obama in July 2009 to devote '''$12 billion over 10 years''' to improve programmes, courses, and facilities at [[US]] Community Colleges, with $500 million devoted to freely available online courses. Portions of this pledge were realised in the Health Care and Education Reconciliation Act of 2010.

* The [http://www.broadband.gov/ National Broadband Plan] (March 2010). Relevant in its potential to transform education in the US, as noted in the report itself. Despite early advances in the arena, for nearly 10 years the United States has lagged behind many other developed countries in the adoption of broadband technology. America's first National Broadband Plan recommends sweeping improvements to US broadband governance, infrastructure, affordability, and deployment, dedicating $15.5 billion to broadband deployment over the next decade.

* The [http://en.wikipedia.org/wiki/Health_Care_and_Education_Reconciliation_Act_of_2010 Health Care and Education Reconciliation Act of 2010] (March 2010). Included the Student Aid and Fiscal Responsibility Act, reforming the process by which American students receive much-needed loans to participate in higher education.

* The [http://www.ed.gov/technology/netp-2010 National Educational Technology Plan 2010]". Outlined "ways in which information and communication technologies can be leveraged to help transform American education". It details [http://www.ed.gov/technology/netp-2010/goals-and-recommendations five specific goals] with recommendations (for states, districts, the federal government, and other stakeholders in the US education system) that address learning, assessment, teaching, infrastructure, and productivity. A wide variety of stakeholders played a role in developing the plan: see http://www.ed.gov/technology/netp-2010/how-plan-developed for details.

* The American Recovery and Reinvestment Act (ARRA) of 2009. Sought [http://www2.ed.gov/about/reports/annual/2009review.html "to get America on track and to return to being number one in the world in high school and college graduation rates, school readiness and overall academic achievement]." This included $98.2 billion in appropriations for the Department of Education, more than 1.5 times the Department’s entire appropriation for the previous year.

* The Student Aid and Fiscal Responsibility Act of 2009. [http://edlabor.house.gov/blog/2009/07/student-aid-and-fiscal-respons.shtml Goals included] "producing the most college graduates by 2020 by making college accessible and transforming the way our student loan programs operate." The bill never became law; link now defunct.

Read more about current issues in the realm of US Higher Education reform at the Teachnology, Inc. web site: http://www.teach-nology.com/highered/reform/

===== The Bologna Process =====
''(This section was included as relevant to Re.ViCa and has not been updated since first posting.)''

The average American academic remains unaware of the Bologna Process and its significance. Yet [http://www.ihep.org/assets/files/EYESFINAL.pdf a recent report] by the US-based Lumina Foundation chides:

:Former Secretary of Education, Margaret Spellings’ Commission on the Future of Higher Education paid no attention whatsoever to Bologna, and neither did the U.S. higher education community… Such purblind stances are unforgivable in a world without borders.

This report's author, [http://www.ihep.org/press-room/news_release-detail.cfm?id=62 Cliff Adelman] ([http://www.ihep.org/ Institute for Higher Education Policy]), is among numerous vocal proponents of US participation in a process similar to that set forth by Bologna. Lumina promotes [http://www.luminafoundation.org/our_work/tuning/Q_and_A-Bologna_and_Tuning.html "Tuning"], explored in papers such as [http://go2.wordpress.com/?id=725X1342&site=gsed.wordpress.com&url=http%3A%2F%2Fwww.ihep.org%2Fassets%2Ffiles%2FTheBolognaClub.pdf The Bologna Club: What U.S. Higher Education Can Learn from a Decade of European Reconstruction] - which set forth the goal that attainment of high-quality undergraduate degrees and credentials in the United States should increase to 60% by 2025.

Adelman's efforts and those of others like him are not widely known. Bologna's spirit of harmonisation, unity and "work towards a common cause" is not often felt across US state borders, and there are few models of cross-border cooperation that scratch the surface of Bologna Process-like goals.

As a separate issue, some European researchers have explored evidence of US hostility towards the Bologna Process itself, in terms of its perceived success in attracting overseas students who might otherwise pursue studies in the US. As an increasing number of "geographically mobile" students choose European universities over American ones, some believe that Bologna is a seen as a threat – yet one that US officials have been unwilling to acknowledge or name. For one example of this research track, see Charlier and Croche's 2008 piece on [http://mesharpe.metapress.com/app/home/contribution.asp?referrer=parent&backto=issue,2,7;journal,9,24;linkingpublicationresults,1:110907,1 The Outcome of Competition Between Europe and the United States].

== Administration and finance ==
(adapted from the US Department of Education web site, http://www2.ed.gov)
[[Image: Ed_gl_org_chart.gif|thumb|right|150px|2011 US Department of Education]]

Established in 1980, the '''[http://www.ed.gov/ US Department of Education]''' ('''ED''', or externally '''USDE''') is the government agency that establishes policy for and administers most federal assistance to '''all sectors of US education.''' ED has 4,200 employees and a $63.7 billion budget; elementary and secondary programmes serve more than 14,000 school districts and 56 million students, who attend some 97,000 schools and 28,000 private schools. Department programmes also provide financial assistance to about 11 million post-secondary students. Many students attend private schools, colleges and universities, paid for with private funds.

It is always important to bear in mind the predominant state and local role in establishing American schools and colleges, developing curricula, and determining enrolment and graduation requirements. '''These tasks are not, for the most part, under the purview of ED''' - in other words, there are few national requirements in these areas. Of an estimated $1.13 trillion being spent nationwide on education at all levels for school year 2010-2011, a substantial majority (89%) come from state, local, and private sources.

'''The US Department of Education (i.e. US federal government) does:'''

* Establish policies relating to federal financial aid for education, and administer/monitor those funds at all levels.
* Collect data, oversee schools research, and disseminate results to [http://en.wikipedia.org/wiki/United_States_Congress the US Congress], educators and the general public.
* Identify major issues, focus national attention on them, and make recommendations for education reform (advising the president and implementing education policies).
* Enforce federal statutes prohibiting discrimination in programmes receiving federal funds, and ensure equal access to education.

'''The US Department of Education (i.e. US federal government) does not:'''

* Establish schools and colleges
* Develop curricula
* Set requirements for enrollment and graduation
* Determine state education standards
* Develop or implement testing to measure whether states are meeting their own education standards

Notably for VISCED and Re.ViCa purposes, the Department of Education's [http://www2.ed.gov/about/offices/list/os/technology/index.html '''Office of Educational Technology] (OET)''' develops national educational technology policy, ensuring that programmes are coordinated and consistent across the federal government. OET released the US's first [http://www.ed.gov/technology/netp-2010 National Educational Technology Plan (NETP)] in March 2010 as described above.

=== Schools ===
The Department of Education's [http://www2.ed.gov/about/offices/list/oese/index.html '''Office of Elementary and Secondary Education'''] (OESE) directs, coordinates, and recommends policies for state and local educational agencies, helps ensure equal access to services (particularly for underprivileged and underrepresented children), and provides financial assistance to a select number of local educational agencies.

OESE offers nearly 200 programmes, addressing a range of issues such as: Hurricane Help for Schools, Academic Improvement and Teacher Quality Programs, School Support and Technology Programs, Student Achievement and School Accountability Programs, and many more. Programmes are administered through numerous offices, e.g. the Office of Indian [Native American] Education and the Office of Migrant Education. (Note that this is only a fragment of a much longer list, and that programmes are not guaranteed funding on an annual basis.)

=== Post-secondary ===
Federal regulation is critical in the area of student financial aid (which provides loans to students for post-secondary tuition).

The '''[http://www2.ed.gov/about/offices/list/ous/index.html Office of the Under Secretary]''' (OUS) oversees policies, programmes, and activities related to post-secondary education, vocational and adult education, and federal student aid.

The '''[http://www2.ed.gov/about/offices/list/ope/index.html Office of Postsecondary Education]''' (OPE) formulates federal post-secondary education policy and administers over 40 programmes to increase access to quality post-secondary education. One of the OPE's primary programmes of relevance is the [http://www2.ed.gov/about/offices/list/ope/fipse/welcome.html Fund for the Improvement of Postsecondary Education] (FIPSE). FIPSE's main activity each year is conducting the [http://www2.ed.gov/programs/fipsecomp/index.html Comprehensive Program], a grant programme intended to support innovative, replicable post-secondary education improvement projects. FIPSE also administers international consortia programmes, co-funded by foreign government partners, such as the [http://www2.ed.gov/programs/fipseec/index.html European Union-United States Atlantis Program] which provides funding for joint or dual undergraduate degrees in a wide range of academic and professional disciplines.

The '''[http://www2.ed.gov/about/offices/list/ovae/index.html Office of Vocational and Adult Education]''' (OVAE) administers and coordinates programmes related to adult education and literacy, career and technical education, and Community Colleges.

The '''[http://www2.ed.gov/about/offices/list/fsa/index.html Office of Federal Student Aid]''' (FSA) provides critical financial assistance to students enrolled in post-secondary educational institutions. Students apply to this agency for aid, and repay loans to it directly; institutions demonstrating inferior quality may become ineligible to educate students receiving federal student loans.

== Quality assurance ==



As described by the Department of Education's [http://www2.ed.gov/about/offices/list/ous/international/usnei/edlite-index.html US Network for Education Information] (USNEI), quality assurance takes several forms in the US system. The approval of institutions and programmes is generally '''undertaken by state agencies and accrediting agencies''', with the latter also responsible for establishing and maintaining academic and administrative standards. Professional and academic disciplinary associations also play a role in influencing and assessing quality. Educational potential and outcomes are measured by a wide range of surveys, studies, tests, and other assessments at the national, regional, state and institutional levels.

Various documents outlining assessment, evaluation, and standards activities in US education at all levels can be reviewed at http://www2.ed.gov/about/offices/list/ous/international/usnei/us/edlite-structure-us.html. The site also offers overviews of associates, bachelor's, and postgraduate degrees.

See also these general USNEI reports for further information:
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/accred-fed.doc Federal Recognition and Approval] - on the nature and limitations of the federal role in recognising accrediting agencies and in approving institutions
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/accred-state.doc State Approval of Schools and Postsecondary Institutions] - on the process of licensing or chartering educational providers by state authorities
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/qualassurance.doc Other Quality Assurance Provisions] - on additional quality assurance activities in the United States.

=== Schools ===
The US Department of Education [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/edlite-evaluation.html does not have the authority] to accredit private or public elementary or secondary schools; nor does it recognise schools-level accrediting bodies.

The US does not use national examinations to determine graduation from school or access to further studies, and there is no national curriculum on which to base such examinations. School curricula are set by local school districts, private schools, and homeschooling parents with reference to state standards and post-secondary requirements.

However, there is considerable commonality across the US education system despite the absence of legally enforced national curricula or examinations. Common evaluation and assessment standards and tools are the result of the pressures of the competitive academic marketplace, the expectations and requirements of employers and state agencies, and the standards required by accrediting agencies and professional and research associations.

For further information, USENEI provides these relevant schools report:

* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/accred-school.doc School-Level Accreditation] - the accreditation process at the primary and secondary education levels and provides links to accrediting agencies recognised by state governments and other authorities
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/edlite-evaluation.html Structure of U.S. Education: Evaluation and Assessment] - provides information on common US grading and credit systems as well as evaluation and standardised tests

=== Post-secondary ===
As in other US educational sectors, Quality Assurance in higher education is not typically overseen at the national level.
[http://www2.ed.gov/about/offices/list/ous/international/usnei/us/edlite-evaluation.html Post-secondary or tertiary curricula] are determined by individual institutions with reference to accreditation requirements, professional requirements, and the expectations of postgraduate programmes and employers.

It is difficult to summarise in brief the uniqueness and complexity of the academic accreditation process in the US.
* There is no single governmental accrediting body for US post-secondary educational institutions. Rather, ED relies on 74 private and state-based accrediting agencies to provide oversight of member institutions.
* These agencies are divided into 16 "regional" accrediting agencies (regarded as the most selective), plus a number of "national," "hybrid" and "programmatic" agencies which may certify lesser-known and/or specialised entities.
* Agencies awarded recognised by the Department of Education are not the only ones permitted to provide university accreditation; they have simply met a certain set of ED criteria. '''Recognition is not a requirement for an accrediting body to operate legally''' - although without it, institutions it certifies '''cannot participate in federal student aid programmes'''.
* Non-accredited institutions are often perceived as lacking in quality and rigor, and may be termed "diploma mills".

Within ED, the [http://www2.ed.gov/admins/finaid/accred/index.html Accreditation and State Liaison] (ASL) has responsibility for the accrediting agency recognition process and for coordinating activities between states and ED that impact institutional participation in the federal financial assistance programmes. A [http://www2.ed.gov/about/bdscomm/list/naciqi.html National Advisory Committee on Institutional Quality and Integrity] provides recommendations to the Secretary of Education regarding the recognition of post-secondary accrediting agencies.

For those seeking further information, USNEI provides these post-secondary reports:
* [http://www2.ed.gov/admins/finaid/accred/accreditation_pg6.html#NationallyRecognized Nationally Recognised Accrediting Agencies] - the U.S. Department of Education's directory of federally recognised accrediting agencies, both regional and national
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/accred-postsec.doc Postsecondary Accreditation] - describes the accreditation process at the tertiary level, and provides links to recognised accrediting agencies which are members of the Council for Higher Education Accreditation (CHEA)
* [http://www.chea.org/Directories/index.asp CHEA Directory of Recognised Accrediting Organisations] - the Council on Higher Education Accreditation's directory of recognised accrediting agencies
* [http://www.aspa-usa.org/ Association of Specialised and Professional Accreditors] (ASPA) - national association of accreditation agencies for regulated professions
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/fraud.doc Diploma Mills and Fraud] - information and links on the problems of unaccredited institutions and bogus accreditors in the US

== Information society ==

''Details about certain legislation, agencies and initiatives have been covered in previous sections.''

After an initial period of sustained leadership in the areas of computer science, internet development and broadband uptake, the US is now widely considered to be stagnating in technology uptake and usage. According to the World Economic Forum (WEF)'s 2011 report, the [http://www.huffingtonpost.com/2011/04/13/world-economic-forum-technology-use-us_n_848566.html US finished fifth] in a survey of the 138 countries that make up 98.8 percent of the world's GDP (ranking 24th in percentage of households with a personal computer). The WEF measured aspects of technology usage including business and regulatory climates for IT development and interest in and use of technology by the government, individuals and businesses.

The US also faces a significant gap in residential broadband use that breaks down along race, income, education levels and other socio-economic factors.

Recent [http://pewinternet.org Pew findings] report that 77% of American adults use the internet ([http://pewinternet.org/Static-Pages/Trend-Data/Whos-Online.aspx Dec 2010]); 83% of Americans own mobile phones, while just 57% own a personal computer ([http://pewinternet.org/Trend-Data/Device-Ownership.aspx May 2011]).

A variety of offices, agencies and non-profits monitor and direct US activity and strategy in the information society.
* The [http://www.fcc.gov/ Federal Communications Commission], an independent US government agency, regulates interstate and international communications by radio, television, wire, satellite and cable. (As noted above, it has unveiled the first US [http://www.reuters.com/article/idUSN2224640220100223 National Broadband Plan] in March 2010, reinforcing the notion that all Americans are entitled to "affordable access to robust and reliable broadband products and services".)
* The Department of Education’s [http://www2.ed.gov/about/offices/list/os/technology/index.html Office of Educational Technology] (OET) supports the use of technology in education. (The March 2010 "National Education Technology Plan" has been discussed above.)
* The [http://www.whitehouse.gov/omb/e-gov/ Office of E-Government & Information Technology] is part of the Office of Management and Budget (OMB).
* Founded in 1969, the [http://www.nascio.org National Association of State Chief Information Officers] (NASCIO) represents state chief information officers and information technology executives and managers from the states, territories, and the District of Columbia. The primary state members are senior officials from state government who have executive-level and statewide responsibility for information technology leadership.
* The [http://www.cio.gov/ Chief Information Officers] (CIO) Council serves as the principal interagency forum for improving practices in the design, modernisation, use, sharing, and performance of Federal Government agency information resources.
* The [http://it.usaspending.gov/ IT Dashboard], launched in June 2009, allows the American people to monitor IT investments across the federal government.

This is not a comprehensive list - and in particular does not identify any state or regional programmes. See http://www.usa.gov/Government/State_Local/Technology.shtml for more related agencies/organisations.

== ICT in education initiatives ==

=== Virtual initiatives in schools ===


Online education in the US has gained considerable traction over the last 15 years - seemingly more so than in any other country. A major report from the International Association for K-12 Online Learning (iNACOL), [http://www.inacol.org/research/docs/iNCL_NationalPrimerv22010-web.pdf A National Primer on K-12 Online Learning] (Second Edition), estimates that over 1.5 million American K-12 students were engaged in online and blended learning for the 2009-2010 school year (out of approximately 55.2 million students enrolled ).This represents roughly 3% of the US K-12 population.

This relatively small figure belies the scope and nature of the programmes now available. Options vary from state to state, school district to school district, and even from school to school. As the Primer notes, whether a student has the option to participate in "supplemental" (i.e. single) courses or full-time online programmes remains a matter of state policy and local laws, "with a few states providing opportunities for most students, a few states providing almost no opportunities, and most states falling somewhere in the middle". Moreover, iNACOL and others acknowledge their ongoing struggle to survey data in this relatively new and rapidly changing arena; there is no single authority to whom any of the schools listed in this survey must report, and relevant data is not always made available to the public.

As of 2010, supplemental or full-time online learning opportunities were available to students in 48 of the 50 US states. 38 states had state virtual schools or state-led online initiatives (with a 39th set to open in 2011); 27 states plus Washington, DC had full-time online schools serving students statewide; and 20 states were providing both supplemental and full-time online learning options statewide (but not as part of a state virtual school). This can be compared to 2001, during which approximately 10 states had state virtual schools and even fewer offered other online education options.
The three main types of US virtual school are summarised in brief below, as outlined in [http://www.ecs.org/html/Document.asp?chouseid=9014 Keeping Pace With Online Learning: An Annual Review of Policy and Practice], Evergreen Education Group (2010). Note that not all schools fit neatly into one of the slots below, but without this kind of rough categorisation it would be exceedingly difficult to approach the vast array of US virtual schools.

Click here for the VISCED [[typology of US virtual schools]].

Click here for the full VISCED list of [[:Category:Virtual_schools_in_the_US|Virtual schools in the US]].

==== US state virtual schools - overview====
* Operate in 38 states
* Are state-led online learning initiatives, with course enrollment ranging from several thousand to 16,000 for 2009-10
* Boast 450,000 "course enrollments" nationwide, i.e. in which one student takes one course
* Often provide local school districts with '''supplemental online courses''', as well as online learning expertise and thought leadership for their own schools
* Have '''students who study online part-time only''' (taking "supplemental" online courses while physically enrolled elsewhere)
* Saw enrollment increase by nearly 40% from 2008-09 to 2009-10, though most gains came from the states of North Carolina and Florida only
* Have virtual school enrollments exceeding 10,000 for 2009-10 in eight different states (Alabama, Florida, Georgia, Idaho, Louisiana, Michigan, North Carolina and South Carolina)
* Are usually funded by legislative appropriation

Click here for the VISCED list of [[:Category:US statewide virtual schools|US statewide virtual schools]] - this includes both "state virtual schools" as described above, and any virtual school for which state residents are eligible.

====US multi-school-district full-time online schools - overview====
* Operate in 27 states (each has at least one)
* '''Have few or no part-time students'''; most have enrollment of a few hundred to several thousand
* Usually attract students from across an entire state, so are found in those states that permit students to enroll across district lines
* Are typically charter schools (i.e. special publicly funded schools operating under their own charters/standards, attended by student choice)
* Are usually affiliated with a private national organisation e.g. Connections Academy, K12 Inc., Advanced Academics, or Insight Schools
* Are often funded via state public education funds that follow the student

Click here for the VISCED list of [[:Category:US_multi-school-district_virtual_schools|US multi-school-district virtual schools]].

Click here for the VISCED list of [[:Category:US_charter_schools|US charter schools]].

====US single school district programmes - overview ====
* Are represented by only 11 well-established programmes nationwide
* Serve only students who reside within a single, local district of residence
* Serve '''mostly supplemental students''' (though some serve full-time students)
* Are often focused on credit recovery or at-risk students
* Make up the fastest growing segment of K-12 online learning

There are additionally a number of virtual schools run by consortia or postsecondary institutions, i.e. some which are not state, multi-district or single district schools.

Click here for the VISCED list of [[:Category:US_single-school-district_virtual_schools|US single-school-district virtual schools]].

====Possible US Exemplars====

* [[Agora Cyber Charter School]]
* [[Alabama ACCESS Distance Learning]] (State Virtual School)
* [[City of Angels Virtual Academy]] (COAVA)
* [[Cook County Sheriff’s Department Virtual High School]]
* [[Electronic Classroom of Tomorrow]]
* [[Florida Virtual School]] (FLVS)
* [[Hope Online Learning Academy]]
* [[Idaho Digital Learning Academy]] (IDLA)
* [[Illinois Virtual High School]]
* [[Jefferson County JCPSeSchool]]
* [[Louisiana Virtual School]] (LVS)
* [[Mesa Distance Learning Program]] (MDLP)
* [[Michigan Virtual School]] (MVS)
* [[Minnesota Virtual High School]] (MVHS)
* [[Mississippi Virtual Public School]]
* [[North Carolina Virtual Public School]] (NCVPS)
* [[Omaha Public Schools eLearning]] (OPS)
* [[Open High School of Utah]] (OHSU)
* [[Pennsylvania Cyber Charter School]]

* [[Primavera Online High School]]
* [[Silver State Charter Schools]]
* [[South Carolina Virtual School Program]] (SCVSP)
* [[Utah Electronic High School]] (EHS)
* [[Virtual High School Global Consortium]] (VHS)
* [[21st Century Cyber Charter School]]

====Towards a Comprehensive List of US Virtual Schools (in progress)====
''All schools identified as "notable" in the early phases of VISCED are included below. The list is representative but not comprehensive, given the nature of the US. Virtual schools for the under-14s are deemed out of scope.''

# [[21st Century Cyber Charter School]] (Pennsylvania)
# [[Academy Online High School]] (Colorado)

# [[ACE Digital Academy]] (Ohio)
# [[ACHIEVEk12]] (Colorado)
# [[Achievement House Cyber Charter School]] (Pennsylvania)
# [[Advanced Academics Online School]] (Oklahoma)
# [[AGVI Academy for Gifted Youth]] (California)
# [[Agave Distance Learning]] (Arizona)
# [[Agora Cyber Charter School]] (Pennsylvania)
# [[Akron Digital Academy]] (Ohio)
# [[Alabama ACCESS Distance Learning]] (State Virtual School)

# [[Alaska Virtual School]]
# [[Alaska's Learning Network]]



# [[Andover eCademy]] (Kansas)
# [[Anoka Hennepin Compass On-Line]] (Minnesota)
# [[Another Choice Virtual Charter School]] (Idaho)
# [[Apex Learning High School]]
# [[Appleton eSchool]] (Wisconsin)
# [[APS Online]] (Colorado)
# [[Arizona Connections Academy]]
# [[Arizona Online Instruction]]
# [[Arizona Virtual Academy]]

# [[Arizona Virtual School]]

# [[Arkansas Virtual High School]]
# [[ASPIRA Bilingual Cyber Cyber School]] (Pennsylvania)
# [[AZ2020 Online Academy]] (Arizona)
# [[Basehor-Linwood Virtual School]] (Kansas)
# [[Beacon Academy of Nevada]]
# [[Bethel Online Academy]] (Washington)
# [[Blue Sky Online Charter School]] (Minnesota)
# [[Blueprint High School]] (Arizona)
# [[Boulder Universal]] (Colorado)
# [[Branson School Online]] (Colorado)
# [[Brigham Young University Independent Study]] (Utah)
# [[Buckeye On-Line School for Success]] (Ohio)
# [[California Pacific Charter Schools]] (California)
# [[California Virtual Academies]]

# [[Canon Online Academy]] (Colorado)
# [[Capistrano Connections Academy]] (CapoCA) (California)
# [[Cardington-Lincoln Local Digital Academy]] (Ohio)
# [[Chesterfield County Public Schools Online]] (Virginia)
# [[Central California Connections Academy]] (California)
# [[Central Pennsylvania Digital Learning Foundation]] (Pennsylvania)
# [[Chester Area Cyber School]] (South Dakota)
# [[Chicago Virtual Charter School]] (Illinois)

# [[Christa McAuliffe Academy]] (Oregon)
# [[Cincinnati Virtual High School]] (Ohio)
# [[City of Angels Virtual Academy]]
# [[CCSD Virtual High School]] (Nevada)
# [[CK Online Academy]] (Washington)
# [[Cobb Virtual Academy]] (Georgia)

# [[Colorado Connections Academy]]
# [[Colorado Distance and Electronic Learning Academy]] (CDELA)
# [[Colorado Online Learning]]
# [[Colorado Cyber]]
# [[Colorado Virtual Academy]]
# [[Columbia Virtual Academy]] (Washington)
# [[Commonwealth Connections Academy]] (Pennsylvania)

# [[Connecticut Virtual Learning Center]]
# [[Continental Academy]] (Florida)
# [[Cook County Sheriff’s Department Virtual High School]]



# [[Delta Academy On Line School]] (Nevada)
# [[Delta Cyber School]] (Alaska)

# [[DoDEA Virtual High School]]
# [[Denver Online High School]] (Colorado) (formerly DPS Online High School)
# [[Dunlap Leadership Academy]] (California)
# [[Duval Virtual Instruction Academy]] (Florida)
# [[eCADEMY]] (New Mexico)

# [[Education Program for Gifted Youth]] Online High School, Stanford University (California)
# [[ELCA Online Learning Academy]] (Georgia)
# [[EdVisions Online High School]] (Minnesota)
# [[EV Online Learning]] (Washington)
# [[Electronic Classroom of Tomorrow]] (Ohio)
# [[Electronic Course Program]] (Texas)
# [[Evanston Virtual High School]] (Wyoming)
# [[Excel High School]] (Minnesota)
# [[Fairbanks B.E.S.T. Program]] (Alaska)
# [[Fairborn Digital Academy]] (Ohio)
# [[Falcon Virtual Academy]] (Colorado)
# [[Findlay Digital Academy]] (Ohio)
# [[Florida Virtual School]]
# [[Francis School]] (New York)
# [[Franklin University PSEOP]] (Ohio)
# [[Freshwater Education District Virtual School Consortium]] (Minnesota)
# [[Georgia Cyber Academy]]

# [[Georgia Virtual School]]
# [[Giant Campus of Washington]] (Washington)
# [[Giant Campus Academy]]
# [[GLBTQ Online High School]] (Minnesota)
# [[GOAL Digital Academy]] (Ohio)
# [[GOAL Academy Online]] (Colorado)
# [[Graham Digital Academy]] (Ohio)
# [[Greater Ohio Virtual School]]
# [[Greenways Academy]]
# [[Gwinnett Online Campus]] (Georgia)
# [[Hamilton County Virtual School]] (Tennessee)
# [[Hawaii DOE E-School]]
# [[Hawaii Technology Academy]]
# [[Hawaii Virtual Learning Network]]
# [[Hawaii Virtual School]]
# [[Hoosier Academies]] (Indiana)
# [[Hope High School Online]] (Arizona)
# [[Hope Online Learning Academy]] (Colorado)
# [[Idaho Connects Online]]
# [[Idaho Digital Learning Academy]]
# [[Idaho Distance Education Academy]]
# [[Idaho Virtual Academy]]
# [[IDEAL-NM]] (New Mexico)
# [[Independent Study High School]] (Nebraska)
# [[Illinois Virtual High School]]
# [[Indiana Connections Academy]]
# [[Insight School of Colorado]]
# [[Insight School of Kansas]]
# [[Insight School of Minnesota]]
# [[Insight School of Washington]]
# [[Insight School of Wisconsin]]
# [[INSPIRE Connections Academy]] (Idaho)


# [[International Virtual Learning Academy]] (California)
# [[Internet Academy]] (IA) (Washington)
# [[Iowa Learning Online]]
# [[Iowa Online AP Academy]]
# [[iQ Academy Arizona]]
# [[iQ Academy Kansas]]
# [[iQ Academy Minnesota]]

# [[iQ Academy Washington]]
# [[iQ Academy Wisconsin]]
# [[iSucceed Virtual High School]] (Idaho)
# [[Jackson Hole Connections Academy]] (Wyoming)
# [[Janesville Virtual Academy]] (Wisconsin)
# [[JEDI Virtual High School]] (Wisconsin)
# [[Jeffco's 21st Century Virtual Academy]] (Colorado)
# [[Jefferson County JCPSeSchool]]
# [[Kansas Connections Academy]]

# [[Kaplan Academy of California]]

# [[Kaplan Academy of Oregon]]
# [[Kaplan Academy of Washington]]
# [[Kaplan University High School]]
# [[Karval Online Education]] (Colorado)
# [[Kenosha eSchool]] (Wisconsin)
# [[Kent Digital Academy]] (Ohio)
# [[Kentucky Virtual Schools]]
# [[Keystone Online School]]
# [[Kiel eSchool]] (Wisconsin)

# [[Lakewood Digital Academy]] (Ohio)
# [[Lancaster Digital Academy]] (Ohio)

# [[Learn at My Pace]] (LAMP) Online High School (Minnesota)



# [[Learning² eSchool of Wichita]] (Kansas)
# [[Louisiana Virtual School]]
# [[Mahoning Unlimited Classroom]] (Ohio)



# [[Maryland Virtual School]]
# [[Massachusetts Online Network for Education]] (MassONE)

# [[Massillon Digital Academy]] (Ohio)
# [[Mercury Online Academy of Arizona]]
# [[Mercury Online Prep]]
# [[Mercury Academy of Southern California]]
# [[Meridian Parent Partnership Program]] (MP3) (Washington)
# [[Mesa Distance Learning Program]]
# [[Miami Dade I-Prep Academy]] (Florida)
# [[Miami-Dade Online Academy]] (Florida)
# [[Michigan Virtual School]]

# [[Midwestern Regional Virtual Charter School]] (Pennsylvania)
# [[Minnesota Online High School]]
# [[Minnesota Transitions Schools Minnesota Connections Academy]]
# [[Minnesota Virtual Academy]]
# [[Minnesota Virtual High School]]
# [[Mississippi Virtual Public School]]
# [[Missouri Virtual Instruction Program]]
# [[Monroe Virtual High School]] (Wisconsin)
# [[Monroe Virtual Middle School]] (Wisconsin)
# [[Montana Digital Academy]]
# [[Monte Vista Online Academy]] (Colorado)
# [[Move Up Program]] (Washington)
# [[MPS Online]] (Minnesota)

# [[National Connections Academy]]

# [[National University Virtual High School]] (California)
# [[Nevada Connections Academy]]
# [[Nevada Virtual Academy]]
# [[New Jersey Virtual School]]
# [[Newark Digital Academy]] (Ohio)

# [[NCSSM Online]] (North Carolina)
# [[North Carolina Virtual Public School]]
# [[North Dakota Center for Distance Education]]
# [[Northeast Wisconsin Online Network]] (Wisconsin)
# [[Northwest Allprep]] (Washington)


# [[Odyssey High School]] (Nevada)
# [[Ohio Connections Academy]]
# [[Ohio Distance And Electronic Learning Academy]]
# [[Ohio Virtual Academy]]



# [[Oklahoma Virtual Academy]]
# [[Oklahoma Virtual Charter Academy]]
# [[Oklahoma Virtual High School]]
# [[Oklahoma Virtual School]]
# [[Olympia Regional Learning Academy iConnect]] (Washington)
# [[Omaha Public Schools eLearning]]
# [[Open High School of Utah]]
# [[Oregon Connections Academy]]
# [[Oregon Virtual Academy]]
# [[Oregon Virtual Education]]

# [[PA Distance Learning Charter School]] (Pennsylvania)
# [[PA Learners Online Regional Cyber Charter School]] (Pennsylvania)
# [[Pacific View Charter School]]
# [[Palmetto State E-cademy]] (South Carolina)
# [[Park City Independent]] (Utah)
# [[Pennsylvania Cyber Charter School]]
# [[Pennsylvania Leadership Charter School]]
# [[Pennsylvania Virtual Charter School]]
# [[Pinnacle Online High School]] (Arizona)

# [[Primavera Online High School]] (Arizona)
# [[Provo eSchool]] (Utah)
# [[Provost Academy South Carolina]]
# [[Provost Academy Colorado]]
# [[Quaker Digital Academy]] (Ohio)
# [[Red Comet]] (Washington)
# [[Richard McKenna Charter High School]] (Idaho)
# [[Riverside Virtual School]] (California)



# [[Scholars Online]] (Washington)

# [[Silver State High School]] (Nevada)
# [[Sioux Falls School District]] (South Dakota)
# [[Slavic Christian Academy]] (Washington)

# [[South Carolina Connections Academy]]
# [[South Carolina Virtual Charter School]]
# [[South Carolina Virtual School Program]]
# [[South Carolina Whitmore School]]
# [[South Dakota Virtual School]]

# [[Southwest Licking Digital Academy]] (Ohio)
# [[Spokane Virtual Learning]] (Washington)
# [[Spring Lake Park Online]] (SLP Online) (Minnesota)
# [[St. Johns Virtual School]] (Florida)

# [[SusQ-Cyber Charter School]] (Pennsylvania)
# [[Texas Connections Academy @ Houston]]
# [[Texas Virtual Academy]]
# [[Texas Virtual School]]
# [[Tempe Union Online Learning]] (TUOL) (Arizona)
# [[The American Academy]]

# [[Treca Digital Academy]]
# [[TRIO Wolf Creek Online High School]] (Minnesota)

# [[University of California College Prep]] (California)
# [[University of Missouri High School]]
# [[University of Oklahoma High School]]
# [[Utah Electronic High School]] (EHS)
# [[Utah Tech High]]
# [[Utah Virtual Academy]]
# [[Vermont Virtual Learning Cooperative]]
# [[Vilas Online]] (Colorado)

# [[Virtual Community School Of Ohio]]
# [[Virtual High School Global Consortium]] (VHS)
# [[Virtual Learning Academy Charter School]] (New Hampshire)
# [[Virtual Virginia]]
# [[VOISE Academy High School]] (Illinois)


# [[Washington Online School Network]]
# [[Washington Virtual Academies]] (WAVA) (Washington)
# [[WOLF School]] (Nevada)
# [[West Central Learning Academy II]] (Ohio)
# [[West Virginia Virtual School]]

# [[Westwood Cyber High]] (Michigan)
# [[WiloStar3D-Epic Academy]] (Oklahoma)
# [[Wisconsin Connections Academy]]
# [[Wisconsin eSchool Network]]
# [[Wisconsin Virtual Academy]]
# [[Wisconsin Virtual Learning]]
# [[Wisconsin Virtual School]]
# [[Wyoming e-academy of Virtual Education]] (WeAVE)
# [[Wyoming Switchboard Network]]
# [[Wyoming Virtual Academy]]

See also the Wikipedia article at http://en.wikipedia.org/wiki/List_of_virtual_schools#United_States.

=== Virtual initiatives in post-secondary education ===


According to the Sloan Consortium's 2010 report on [http://sloanconsortium.org/publications/survey/class_differences Class Differences: Online Education in the United States], approximately 5.6 million students were enrolled in at least one online course in the autumn of 2009. Other findings include:
* Almost two-thirds of for-profit institutions say that online learning is a critical part of their long term strategy
* The 21%growth rate for online enrollments far exceeds the 2% growth in the overall higher education student population
* Nearly one-half of institutions report that the economic downturn has increased demand for face-to-face courses and programmes
* Three-quarters of institutions report that the economic downturn has increased demand for online courses and programmes

There are no university-focused relevant federal initiatives of note. However, in July 2009 president Barrack Obama pledged to devote $12 billion over 10 years to improve programmes, courses, and facilities at US Community Colleges, with "$500 million devoted to freely available online courses". This pledge has evolved over time and this section may later be updated.

Despite the lack of national (federal) motivation, the simple scope and diversity of virtual university activity in the US cannot be underestimated. Most US universities offer at least one hybrid or fully online programme. Many institutions offer a wide range of programmes, at both the undergraduate and postgraduate levels.

Many of the "notables" are operated by for-profit, private companies, although a variety of initiatives originating in "traditional" universities are examined as well. Some major institutions/initiatives include:

* [[Capella University]]
* [[Carnegie Mellon University]]
* [[University of Central Florida]]
* [[Colorado Community Colleges Online]]
* [[DeVry University]]
* [[Laureate Education]] ([[Walden University]])
* [[University of Maryland University College]]
* [[University of Phoenix]]
* [[Penn State World Campus]]
* [[Regis University]]
* [[SUNY Learning Network]]
* [[Strayer University Online]]
* [[UT Telecampus]]
* [[University of the People]] - new, but noteworthy

There are many more. See [http://www.virtualschoolsandcolleges.eu/index.php/Category:United_States the US category] for a full list of those programmes indexed by the Re.ViCa wiki.

== Lessons learnt==

=== General lessons ===

The US is an unusually structured nation of 50 federated states, to which it is not always easy to compare other countries - especially those located in Europe (as they are more likely to see broad-ranging, national initiatives in education). Some of the associated issues are explored below (''text prepared for Re.ViCa'').

Note also that the apparent success of e-learning/online higher education in the [[US]] must be approached with care - quality may vary widely from institution to institution (and programme to programme). See note above on the complexity of US accreditation and quality control mechanisms.

==== Is the relevance of the US or of its states? ====
''Text prepared for Re.ViCa and moved from an earlier section.''

Hovering around 308.6 million as of early 2010, the population of the USA seems enormously large compared with that of most European countries. (For comparison, the population of the [[UK]] is estimated at 62 million, the [[Netherlands]] at 16.6 million, and [[Finland]] at 5.3 million.) Nevertheless, the federal structure of the US and the deregulated nature of its educational systems indicate that it is reasonable to look to the state level when studying e-learning in the US.

This "relevance" depends primarily on comparing US states to discrete European ones - it is extremely difficult to compare and contrast the US and Europe as a whole (in e-learning or otherwise).

The population of the EU is now estimated at over 500 million, about 1.5 times that of the US, and its inhabitants speak over 170 languages (of which 23 are considered "official"). While the US itself has no "official" language, nearly all Americans speak English, and moreover share essentially similar cultural expectations. This (in conjunction with the US's underlying federal governance structure) often results in a velocity of propagation of ideas nationwide which is rarely replicated across the EU.

==== Post-secondary: Do US ideas in e-learning transfer to Europe? ====
''Text prepared for Re.ViCa and moved from an earlier section.''

Many European analysts consider US universities - both large and small, public and private - more successful at developing and implementing substantial e-learning programmes than their European counterparts. Online learning in the US is indeed expanding at a remarkable and enviable pace: the average growth rate for online university enrolments has increased by roughly 13% per annum over the past seven years (compared with 2% for US "brick and mortar" enrolments). Other indicators of success include completion rates, programme sustainability over a number of years, and academic reputation.

Researchers have (understandably) questioned why the success of e-learning in US universities does not transfer more readily to a European context. Is it the economy, the geography, the demographics, or the population density; the nature of the respective educational funding models; or something else entirely? Indeed, these are but a few of the differences that may contribute to the challenge of e-learning transfer. Consider also the vast differences in quality models, academic focus, relevant public policy, language/culture, and technology uptake. In a global culture where online degrees are rapidly acquiring credibility, and students have begun to actively pursue online degrees via overseas institutions, these are critical questions to consider when pondering the future of education in Europe.

It is certain that North American ideas in e-learning form worthy comparators, and in countless cases do see transfer to Europe (and beyond). For example, many of the early course/learning management systems which formulated our earliest understanding of [http://en.wikipedia.org/wiki/History_of_virtual_learning_environments_1990s "online learning" in the mid-1990s] were developed in either America or Canada, e.g. LotusNotes, FirstClass, Blackboard and WebCT. A distinctly American company with American attitudes and products, Blackboard [[learning management systems]] remains in common usage across Europe (despite recent trends towards [[OER]] in the market). Institutions worldwide have sought to mirror the success of the US in exporting learning via the internet.

There is also more general discussion of the "Americanisation of Education" seen in some European countries - which is too broad and controversial a topic to address here.

Whatever the ramifications, the past would suggest that European analysts should indeed examine US e-learning trends in order to better understand (and possibly predict) directions for growth in their own countries.

=== Notable practices ===


The unusually decentralised nature of US education makes it difficult to locate national practices that might be applied more broadly. Note, however, that this decentralisation seems to have stimulated the development of virtual schools within the US in an unprecedented manner. Virtual Schools may be public or private; private organisations may partner with public school systems; and online courses may be partly or purely supplemental (as opposed to full time). There is no shortage of models evolving, and it would seem that the lack of uniformity has proven a rich and fertile ground for development.

Less optimistically, there are many opposed to the dominant role that private, for-profit organisations have come to play in the development of US virtual schools (and in charter schools in particular - see description above). Many of these "academies" have been developed along the lines of a "University of Phoenix" model, and indeed are often owned by large, profit-seeking parent companies. In other words, the unique US educational landscape brings both benefits and challenges. (In this context of post-secondary education, consider the wide range of accrediting agencies, and the longstanding disputes regarding educational quality among for-profit, commercial institutions). It is difficult to judge their applicability in other contexts.

== References ==

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* "Accreditation and Quality Assurance: Other Quality Assurance Provisions." International Affairs Office, US Department of Education, 12/2007, http://www2.ed.gov/about/offices/list/ous/international/usnei/us/qualassurance.doc
* Adelman, C. The Bologna Process for U.S. Eyes: Re-learning Higher Education in the Age of Convergence. Produced with primary support of the Lumina Foundation for Education to the Global Performance Initiative of the Institute for Higher Education Policy, April 2009, http://www.ihep.org/assets/files/EYESFINAL.pdf Retrieved 2010-02-15
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* Brady, P. Is there a Paris match for UK's overseas appeal? 10 August 2007, Times Higher Education, http://www.timeshighereducation.co.uk/story.asp?storyCode=90207&sectioncode=26 Retrieved 2010-02-15
* "Category Archives: P-12 Reform". US Department of Education, http://www.ed.gov/p-12-reform Retrieved 2011-07-28
* Charlier, J.-E., and Croche, S. "The Bologna Process: The Outcome of Competition Between Europe and the United States and a Stimulus to This Competition", European Education, vol. 39, no. 4, Winter 2007–8, pp. 10–26.
* Database of Accredited Postsecondary Institutions and Programs, US Department of Education, http://ope.ed.gov/accreditation/ Retrieved 2010-02-15
* "Education Reform". Wikipedia, http://en.wikipedia.org/wiki/Education_reform Retrieved 2011-07-28
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* "Educational Attainment in the United States: 2008." US Census Bureau. http://www.census.gov/population/www/socdemo/educ-attn.html Retrieved 2010-02-28
* "Demographics of the European Union". Wikipedia, http://en.wikipedia.org/wiki/Demographics_of_the_European_Union Retrieved 2010-02-08
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* "Diploma Mills and Accreditation". US Department of Education web site, http://ed.gov/students/prep/college/diplomamills/accreditation.html
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* "Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies". US Dept. of Education, September 2010, http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf
* "European Union". Wikipedia, http://en.wikipedia.org/wiki/European_Union Retrieved 2010-02-08
* "Fading Stimulus Saved Colleges". Inside Higher Ed, February 11, 2010, http://www.insidehighered.com/news/2010/02/11/sheeo
* "Fast Facts [2007/2008]." US Dept. of Education, National Center for Education Statistics, http://nces.ed.gov/fastfacts/display.asp?id=76
* "General Educational Development". Wikipedia, http://en.wikipedia.org/wiki/General_Educational_Development
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* "History of Learning Environments". Wikipedia, http://en.wikipedia.org/wiki/History_of_virtual_learning_environments_1990s Retrieved 2010-02-15
* "Homeschooling in the United States". Wikipedia, http://en.wikipedia.org/wiki/Homeschooling_in_the_United_States Retrieved 2011-08-17
* "Keeping Pace With Online Learning: An Annual Review of Policy and Practice". Evergreen Education Group, 2010, http://kpk12.com/reports/
* Kittredge, B. "Student Aid and Fiscal Responsibility Act". Blog of the Committee on Education and Labor, July 15, 2009, http://edlabor.house.gov/blog/2009/07/student-aid-and-fiscal-respons.shtml
* Krueger, D, and Kumar, K.B. "US-Europe Differences in Technology-Driven Growth: Quantifying the Role of Education". Journal of Monetary Economics, Elsevier, vol. 51(1), pages 161-190, 2004, http://ideas.repec.org/p/nbr/nberwo/10001.html
* "Learning in the 21st Century: 2010 Trends Update". Project Tomorrow, http://www.tomorrow.org/speakup/learning21Report_2010_Update.html
* Lieven, M., and Martin, G. (2006) "Higher Education in a Global Market: The Case of British Overseas Provision in Israel", Higher Education, 52: 1
* "List of countries by population". Wikipedia, http://en.wikipedia.org/wiki/List_of_countries_by_population Retrieved 2011-07-15
* Osgood, R.K., "Making Liberal Arts Colleges Sustainable", Forbes.com, http://www.forbes.com/2010/02/17/liberal-arts-college-thought-leaders-osgood.html
* "Overview: The Federal Role in Education". United States Department of Education, http://www2.ed.gov/about/overview/fed/role.html Retrieved 2011-07-28
* "Overview: 10 Facts About K-12 Education Funding". US Department of Education, http://www2.ed.gov/about/overview/fed/10facts/index.html Retrieved 2010-02-28
* Patterson, D., Jung, G. and Broadhead, G. (2009) "The UK e-learning market 2009", Learning Light Limited, http://www.learninglight.com/doc/download/16
* "Promising Practices in Online Learning: Blended Learning, The Convergence of Online and Face-to-Face Education". http://www.inacol.org/research/promisingpractices/NACOL_PP-BlendedLearning-lr.pdf
* "The Rise of K-12 Blended Learning". http://www.innosightinstitute.org/media-room/publications/education-publications/the-rise-of-k-12-blended-learning/
* "School: the Story of American Public Education," http://www.pbs.org/kcet/publicschool/roots_in_history/index.html Retrieved 2011-07-28
* Schreurs, B. (ed.) (2010) Reviewing the Virtual Campus Phenomenon: The Rise of Large-scale e-Learning Initiatives Worldwide, EuroPACE, Re.ViCa Project, E.C. Agreement no. 2007-2608/001-001, http://revica.europace.org/Re.ViCa%20Online%20Handbook.pdf Retrieved 2010-02-15
* Stephan, A., ed. "The Americanization of Europe: Culture, Diplomacy, and Anti-Americanism after 1945." New York: Berghahn Books, 2007.
* "Statistics About Non-Public Education in the United States". US Dept. of Education, Office of Non-Public Education. http://www.ed.gov/about/offices/list/oii/nonpublic/statistics.html. Retrieved 2010-02-15
* Tyack, D. and Cuban, L. (1995) Tinkering Toward Utopia: a century of public school reform, Cambridge, MA, Harvard University Press.
* "United States". International Monetary Fund, http://www.imf.org/external/pubs/ft/weo/2009/02/weodata/weorept.aspx?sy=2006&ey=2009&scsm=1&ssd=1&sort=country&ds=.&br=1&c=111&s=NGDPD%2CNGDPDPC%2CPPPGDP%2CPPPPC%2CLP&grp=0&a=&pr.x=64&pr.y=8 Retrieved 2010-02-08
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* "White House makes grants to boost online learning". eSchoolNews, September 26 2011, http://www.ecampusnews.com/technologies/white-house-makes-grants-to-boost-online-learning/

----
> [[Countries]]
 
>> [[Main Page]]

[[Category:United States| ]]
[[Category:North America]]
[[Category:OECD]]
[[Category:G8 countries]]
[[Category:G-20 countries]]

[[Category:Country reports]]
[[Category:Countries with Programmes]]
[[Category:VISCED]]
[[Category:Countries in merged template]]

United States

2011-12-19T02:57:23Z

SaraFrankBristow: /* Towards a Comprehensive List of US Virtual Schools (in progress) */

''(Re.ViCa version by [[Sara Frank Bristow]] and [[Paul Bacsich]].)''

''Put in merged template and updated for VISCED by [[Sara Frank Bristow]].''

''For entities in the United States see [[:Category:United_States]] ''



== Experts situated in the United States ==

* Cathy Cavanaugh, Associate Professor of Educational Technology, School of Teaching and Learning, University of [[Florida]] at Gainesville
* Sara Frank Bristow, Independent Researcher and Sero collaborator; contributor to Re.ViCa
* Susan Patrick, International Association for K-12 Online Learning (iNACOL)
* Russ Poulin, WICHE Cooperative for Educational Technologies; contributor to Re.ViCa




== United States in a nutshell ==
(sourced in part from http://en.wikipedia.org/wiki/United_States and https://www.cia.gov/library/publications/the-world-factbook/geos/us.html)

[[Image:US.gif|right|thumb|300px|Source : http://www.cia.gov]]

The United States ('''United States of America'''; '''US''', '''USA''', or '''America''') is a federal [http://en.wikipedia.org/wiki/Constitutional_republic constitutional republic] comprising 50 states and a federal district. The world's oldest surviving [http://en.wikipedia.org/wiki/Federation federation], the United States is a constitutional republic and representative democracy, in which citizens are subject to three levels of government: federal, state, and local.

The country is situated mostly in central [[North America]] between the [[Pacific Ocean]] and [[Atlantic Ocean]], bordered by [[Canada]] to the north and [[Mexico]] to the south. At 3.79 million square miles (9.83 million km2) and with about 311 million people (July 2011), the United States is the third or fourth largest country by total area ([http://en.wikipedia.org/wiki/List_of_countries_and_outlying_territories_by_total_area depending on definition]), and third largest by land area and by population.

[[Image:US_map_states_wikicommons.png|thumb|left|200px|Wikimedia Commons Map of US states]]

The US comprises 50 discrete states; see [http://en.wikipedia.org/wiki/USA_states the US States Wikipedia article] for a full list. [[Washington D.C.]] (the District of Columbia), a special district which is not part of any US state, serves as the permanent national capital. The US also possesses five major overseas territories, all considered separately in this wiki. According to 2010 estimates, the largest contiguous state, [[California]], has 37 million people; and the next, [[Texas]], has 25 million. The seven states with 10 million people or more are: [[California]], [[Texas]], [[New York]], [[Florida]], [[Illinois]], [[Pennsylvania]] and [[Ohio]]. Ten states have populations of less than 10 but more than 6 million. 33 states have populations under 6 million; of these, 13 have populations ranging from 1 to 3 million.

The list of states with their own Virtual Campus wiki entries resides at [[:Category:States of the United States]]. Regional sub-categories have been created for states with a high incidence of notable e-learning programmes, e.g. [[California]] and [[Colorado]]. Others are added as activity is identified.

== Education in the United States ==

Students are not compelled to study at nationally controlled or public schools in the United States, and from primary through post-secondary level, a broad range of private, for-profit options exist. In 2008, about 74 million people (both citizens and foreign nationals) were enrolled in American schools, colleges and universities.

Education is [http://www2.ed.gov/about/overview/fed/role.html primarily a state and local responsibility] in the US, with most decisions made (and policies established) on that basis. It is states and communities, as well as public and private organisations of various types, that establish schools and colleges, develop curricula, and determine requirements for enrolment and graduation - not the federal (central) government.

The structure of education finance in America reflects this predominant state and local role. Of an estimated $1.13 trillion in government funds being spent nationwide on education at all levels for the school year 2010-2011, a substantial majority comes from state, local, and private sources. This is especially true at the elementary (primary) and secondary levels, where 89% of the funds will come from non-federal sources.

The Federal government contribution to primary and secondary education is only about 11%.

== Schools in the United States ==

Children are required in most US states to attend school from the age of five or six until 16, 17 or 18 - generally bringing them through grade 12, or twelfth grade (the end of High School). This sequence is colloquially referred to as "K-12" education.

In all, 86% of American schoolchildren enroll in the "Public" (publicly funded) school system. About 12% are enrolled in parochial or nonsectarian "Private" (non-publicly funded) schools, and 2% are homeschooled.

[http://en.wikipedia.org/wiki/US_education Public school curricula], funding, teaching, and other policies are set through locally elected school boards with jurisdiction over school districts, which may have many directives from state legislatures. School districts are usually separate from other local jurisdictions, with independent officials and budgets. Educational standards and standardised testing decisions are usually made by state governments, with curricula varying widely from district to district.

Individual states, counties, and school districts have considerable leeway in how they choose to divide their school levels, so it is difficult to accurately describe an "average" child's standard progression through education. However, [http://en.wikipedia.org/wiki/Elementary_school#United_States all states have historically made a distinction] between two main genres of K-12 education and three genres of K-12 school.
* The genres of education are Primary and Secondary; and
* The genres of school are Elementary School, Middle or Junior High School, and High School

Elementary and Secondary school programmes comprise nearly 14,000 school districts and some 56 million students, attending roughly 99,000 public schools and 34,000 private schools. It would impossible to list all US schools here; however, see the Wikipedia [http://en.wikipedia.org/wiki/List_of_schools_in_the_United_States List of Schools in the United States] for links itemised by state and school district.

Homeschooling is legal in all 50 US states, although the topic is at times controversial (as parents are not always considered fit to provide schooling which meets compulsory education standards). Homeschooling standards and requirements also vary widely among US states. Common reasons for adoption of homeschooling strategies include dissatisfaction with the quality of schooling available; dissatisfaction with moral, ethical or religious issues associated with a school; and/or inability of a student to participate due to time, financial or physical restraints (e.g. in the case of child athletes, celebrities and the disabled).

The decision to homeschool a child in the US may be interpreted as a statement of social, religious, political or other dissent.

=== Pre-Primary ===
The terms "Preschool," "Prekindergarten," "Pre-K" or "Nursery School" may all be used to refer to earlier age-group education. There is no compulsory national Pre-Primary education requirement in the US.

=== Elementary (Primary) ===
American children are required to attend six or seven years of Elementary School (generally comprising Kindergarten and grades 1-5 or 1-6). [http://en.wikipedia.org/wiki/Kindergarten Kindergarten] is a transitional year for students around the age of 5 or 6. Not all states make this year compulsory, though many do and offer this as a free educational year. First grade is the more official "first year" of primary school.

=== Middle or Junior High School ===
Middle School is a period of schooling between Elementary and High School, viewed by many as a conceptual bridge between the two. It often shares resources with a larger Secondary School rather than occupy its own facilities. Middle School typically spans grades 6-8, while Junior High School (Junior High) spans grades 7 and 8 only. Middle School/Junior High School students are generally between 11 and 14 years old.

=== High School ===
The majority of American students complete four years of High School (grades 9-12), graduating with a diploma around the age of 18. A small percentage of students opt to withdraw prior to graduation, permitted at either 16 or 17 depending on state of residence. These students may take a series of standardised tests (General Educational Development, or GED) and receive High School equivalency credentials if they perform well.

In 2008, 87% of Americans over the age of 25 had graduated from High School. High School graduates may either enter the workforce or continue education, e.g. at a higher education institution.

== Further and Higher Education ==

The American further and higher education systems, like the primary and secondary education systems, are largely decentralised - that is, unregulated by any national body. With a limited number of exceptions, the federal government does not directly regulate colleges and universities (although it may award them federal grants). It can therefore be difficult to make generalisations about the institutions in these sectors (without focusing on one individual US state at a time), though we have tried our best below.

The term "Polytechnic" is not used as such in the US, though "Community Colleges" may be seen to occupy a similar educational niche - and are not unlike what some in other countries might call "University Colleges."

=== Universities (and "Colleges") in the United States ===
The US higher education system is known to host some of the finest universities in the world. According to the Shanghai Jiao Tong University's [http://www.arwu.org/ Academic Ranking of World Universities], more than 30 of the highest-ranked 45 institutions are in the United States (as measured primarily by awards and research output).

In discussing post-secondary education in the US it is important to bear in mind that the definition of the term "college" does not align neatly with that used in most other countries discussed in this wiki.

* '''Universities''' are, generally speaking, four-year institutions of higher education and research, awarding both undergraduate and postgraduate ("graduate") degrees.
* '''Colleges''' are four-year, undergraduate institutions with an emphasis on taught courses, which may award the same undergraduate degrees as universities. Colleges may be part of a larger research university or may exist independently.

'''Americans do not always distinguish verbally between "college" and "university" – those attending a university would refer to this process as "going to college" while in pursuit of their undergraduate degree.'''

It is difficult to identify the precise number of colleges and universities in the United States - in part because of varying definitions of the terms, and in part because of the diversity of potentially applicable institutions. Moreover, a US university need not be "accredited" in order to operate (see separate note on this topic). With these caveats in mind, a [http://www.utexas.edu/world/univ/alpha/ recent estimate] by the University of Texas at Austin counts 2,043 colleges and universities; the US Department of Education [http://ope.ed.gov/accreditation/ Database of Accredited Postsecondary Institutions and Programs] counts over 8,000 (community and vocational colleges are omitted in the first survey but included in the second); and the Chronicle of Higher Education 2009 [http://chronicle.com/section/Almanac-of-Higher-Education/141/ Almanac of Higher Education] counts 4,811.

Students provide transcripts of their High School grades and their results on a series of privately organised standardised tests when applying to American universities and colleges. Annual tuition fees are charged for higher education in almost all cases, and are often exorbitant compared to those found in other countries. (For the 2007–08 academic year, annual prices for undergraduate tuition, room, and board were estimated to be [http://nces.ed.gov/fastfacts/display.asp?id=76 $11,578 at public institutions and $29,915 at private institutions].) Many students rely on student loans and scholarships from their university, the federal government, or a private lender.

Students may choose to attend public or private institutions to complete their undergraduate degrees. The majority of public universities are operated by individual states and territories, usually as part of a "state university system". Each state supports at least one state university and several support many more. By a wide margin, these "state schools" tend to be the most affordable to residents from within that state.

Those individuals completing undergraduate education at either a university or college may enter the workforce in a professional capacity or continue on to postgraduate ("graduate") study. In 2008, [http://www.census.gov/Press-Release/www/releases/archives/education/013618.html 29% of American adults] 25 and older had a bachelor's degree.



===(Community) Colleges in the United States===
US "Community Colleges" are two-year institutions of higher education (once commonly called "Junior Colleges"). Often state-based and public, most Community Colleges operate under a policy of open admission and may be similar to the Polytechnics or University Colleges found in other countries.

[http://en.wikipedia.org/wiki/Community_colleges_in_the_United_States Many Community Colleges] are operated either by special districts that draw property tax revenue from the local community, as a division of a state university, or as sister institutions within a state-wide higher education system. In recent years, many Community Colleges have added online courses to their catalogues, and in some states have become hotbeds of e-learning activity.

Community Colleges typically offer two-year "associates degrees" and/or trade certifications, as well as services to the local community (e.g. a library or job placement assistance). Some offer courses towards a four-year bachelor's degree and may guarantee admission to a partner university. While most enrollees proceed directly from High School to Community College (and are therefore ages 18-21), Community College is also an attractive venue for older American adults returning to education after a hiatus; professionals seeking further certification in their field (or another); or hobbyists looking for an inexpensive way to further their personal interests.

'''US Community Colleges should not be confused with regular "Colleges"''', as the latter term is used uniquely in the US to refer to four-year teaching institutions which offer bachelor's degrees (see above). There are, however, other two-year institutions which would be referred to as "Community Colleges" even though they are not described as such by name; these have names like "institute of technology", "technical institute" or "technical college" and typically focus on training in technical and vocational skills.

== Education Reform ==

A selection of "hot button" issues targeted in the budget for [http://www2.ed.gov/about/overview/budget/budget12/index.html Fiscal Year 2012] reflect the general tenor of US educational reforms debated in the last five to ten years. These include:

* College access and completion
* Investing in early learning
* Accelerating the use of educational technology
* Supporting English language learners
* Supporting individuals with disabilities
* Strengthening the commitment to Native American, Alaska Native, and Native Hawaiian Education
* Improving productivity and efficiency
* Supporting rural education
* Improving Science, Technology, Engineering, and Mathematics (STEM) Education

Sector specifics are discussed below.

=== Schools ===
Approaches to improving public schooling have been the primary stakeholder concern ever since universal public education began to gain traction in US schools, in the middle of the nineteenth century. The Department of Education's official mission is to "promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access", and [http://en.wikipedia.org/wiki/Education_reform reforms over the last 60 years] have included issues of civil rights, "progressive" education versus "cultural literacy", and the 1990s adoption of Outcome-Based Education (OBE) - at which time a set of standards-based National Education Goals were set by the US Congress. The standards-based reform movement culminated in the controversial No Child Left Behind Act of 2001.

As of August 2011, issues frequently highlighted for potential reform include Repairing the Bush-era "No Child Left Behind" Act; Reauthorisation of the Elementary and Secondary Education Act (ESEA); Addressing teacher cheating scandals in standardised testing; Teacher union reform; Expanding school day or school year; Validity of charter schools (in which public schools operate more like private ones); Validity of school choice, or "school vouchers" (in which parents may select which public school their child attends, or use a voucher to send them to a private one); Improving teacher quality/salary; Improving teacher training; Awarding performance bonuses ("merit pay") to teachers; English-only vs. bilingual education (allowing students to study in their native tongue - typically Spanish); Mainstreaming special education students (allowing special needs individuals to remain in "regular" schools); Content of curriculum standards and textbooks (which intersects with controversial issues like the teaching of [http://en.wikipedia.org/wiki/Creationism creationism] in the classroom); and others.

For more information see the collected pieces on on "P-12" (pre-Kindergarten through twelfth grade) Reform on the ED web site at http://www.ed.gov/p-12-reform; or the useful Wikipedia discussion at http://en.wikipedia.org/wiki/Education_reform.

=== Post-secondary ===

Given the decentralised nature of the US HE system, federal reform might never reflect the kind of sweeping mandates periodically effected in other countries or unions. Nevertheless, certain proposed and actual reforms - largely addressing issues of affordability and access - pressed through or discussed from 2008-2011 are of great interest. Not all are exclusively higher-education specific. Some are detailed here:

* Announcement regarding [http://www.ecampusnews.com/technologies/white-house-makes-grants-to-boost-online-learning/ online courses for Community Colleges] (September 2011). The long-awaited first installation of a $2 billion grant programme targeting Community College students through both industry partnerships and an expansion of free online courses. An initial $500 million in "workforce training programme" grants were scheduled for distribution after a rigorous application process that lasted almost a year. This followed on an announcement by President Obama in July 2009 to devote '''$12 billion over 10 years''' to improve programmes, courses, and facilities at [[US]] Community Colleges, with $500 million devoted to freely available online courses. Portions of this pledge were realised in the Health Care and Education Reconciliation Act of 2010.

* The [http://www.broadband.gov/ National Broadband Plan] (March 2010). Relevant in its potential to transform education in the US, as noted in the report itself. Despite early advances in the arena, for nearly 10 years the United States has lagged behind many other developed countries in the adoption of broadband technology. America's first National Broadband Plan recommends sweeping improvements to US broadband governance, infrastructure, affordability, and deployment, dedicating $15.5 billion to broadband deployment over the next decade.

* The [http://en.wikipedia.org/wiki/Health_Care_and_Education_Reconciliation_Act_of_2010 Health Care and Education Reconciliation Act of 2010] (March 2010). Included the Student Aid and Fiscal Responsibility Act, reforming the process by which American students receive much-needed loans to participate in higher education.

* The [http://www.ed.gov/technology/netp-2010 National Educational Technology Plan 2010]". Outlined "ways in which information and communication technologies can be leveraged to help transform American education". It details [http://www.ed.gov/technology/netp-2010/goals-and-recommendations five specific goals] with recommendations (for states, districts, the federal government, and other stakeholders in the US education system) that address learning, assessment, teaching, infrastructure, and productivity. A wide variety of stakeholders played a role in developing the plan: see http://www.ed.gov/technology/netp-2010/how-plan-developed for details.

* The American Recovery and Reinvestment Act (ARRA) of 2009. Sought [http://www2.ed.gov/about/reports/annual/2009review.html "to get America on track and to return to being number one in the world in high school and college graduation rates, school readiness and overall academic achievement]." This included $98.2 billion in appropriations for the Department of Education, more than 1.5 times the Department’s entire appropriation for the previous year.

* The Student Aid and Fiscal Responsibility Act of 2009. [http://edlabor.house.gov/blog/2009/07/student-aid-and-fiscal-respons.shtml Goals included] "producing the most college graduates by 2020 by making college accessible and transforming the way our student loan programs operate." The bill never became law; link now defunct.

Read more about current issues in the realm of US Higher Education reform at the Teachnology, Inc. web site: http://www.teach-nology.com/highered/reform/

===== The Bologna Process =====
''(This section was included as relevant to Re.ViCa and has not been updated since first posting.)''

The average American academic remains unaware of the Bologna Process and its significance. Yet [http://www.ihep.org/assets/files/EYESFINAL.pdf a recent report] by the US-based Lumina Foundation chides:

:Former Secretary of Education, Margaret Spellings’ Commission on the Future of Higher Education paid no attention whatsoever to Bologna, and neither did the U.S. higher education community… Such purblind stances are unforgivable in a world without borders.

This report's author, [http://www.ihep.org/press-room/news_release-detail.cfm?id=62 Cliff Adelman] ([http://www.ihep.org/ Institute for Higher Education Policy]), is among numerous vocal proponents of US participation in a process similar to that set forth by Bologna. Lumina promotes [http://www.luminafoundation.org/our_work/tuning/Q_and_A-Bologna_and_Tuning.html "Tuning"], explored in papers such as [http://go2.wordpress.com/?id=725X1342&site=gsed.wordpress.com&url=http%3A%2F%2Fwww.ihep.org%2Fassets%2Ffiles%2FTheBolognaClub.pdf The Bologna Club: What U.S. Higher Education Can Learn from a Decade of European Reconstruction] - which set forth the goal that attainment of high-quality undergraduate degrees and credentials in the United States should increase to 60% by 2025.

Adelman's efforts and those of others like him are not widely known. Bologna's spirit of harmonisation, unity and "work towards a common cause" is not often felt across US state borders, and there are few models of cross-border cooperation that scratch the surface of Bologna Process-like goals.

As a separate issue, some European researchers have explored evidence of US hostility towards the Bologna Process itself, in terms of its perceived success in attracting overseas students who might otherwise pursue studies in the US. As an increasing number of "geographically mobile" students choose European universities over American ones, some believe that Bologna is a seen as a threat – yet one that US officials have been unwilling to acknowledge or name. For one example of this research track, see Charlier and Croche's 2008 piece on [http://mesharpe.metapress.com/app/home/contribution.asp?referrer=parent&backto=issue,2,7;journal,9,24;linkingpublicationresults,1:110907,1 The Outcome of Competition Between Europe and the United States].

== Administration and finance ==
(adapted from the US Department of Education web site, http://www2.ed.gov)
[[Image: Ed_gl_org_chart.gif|thumb|right|150px|2011 US Department of Education]]

Established in 1980, the '''[http://www.ed.gov/ US Department of Education]''' ('''ED''', or externally '''USDE''') is the government agency that establishes policy for and administers most federal assistance to '''all sectors of US education.''' ED has 4,200 employees and a $63.7 billion budget; elementary and secondary programmes serve more than 14,000 school districts and 56 million students, who attend some 97,000 schools and 28,000 private schools. Department programmes also provide financial assistance to about 11 million post-secondary students. Many students attend private schools, colleges and universities, paid for with private funds.

It is always important to bear in mind the predominant state and local role in establishing American schools and colleges, developing curricula, and determining enrolment and graduation requirements. '''These tasks are not, for the most part, under the purview of ED''' - in other words, there are few national requirements in these areas. Of an estimated $1.13 trillion being spent nationwide on education at all levels for school year 2010-2011, a substantial majority (89%) come from state, local, and private sources.

'''The US Department of Education (i.e. US federal government) does:'''

* Establish policies relating to federal financial aid for education, and administer/monitor those funds at all levels.
* Collect data, oversee schools research, and disseminate results to [http://en.wikipedia.org/wiki/United_States_Congress the US Congress], educators and the general public.
* Identify major issues, focus national attention on them, and make recommendations for education reform (advising the president and implementing education policies).
* Enforce federal statutes prohibiting discrimination in programmes receiving federal funds, and ensure equal access to education.

'''The US Department of Education (i.e. US federal government) does not:'''

* Establish schools and colleges
* Develop curricula
* Set requirements for enrollment and graduation
* Determine state education standards
* Develop or implement testing to measure whether states are meeting their own education standards

Notably for VISCED and Re.ViCa purposes, the Department of Education's [http://www2.ed.gov/about/offices/list/os/technology/index.html '''Office of Educational Technology] (OET)''' develops national educational technology policy, ensuring that programmes are coordinated and consistent across the federal government. OET released the US's first [http://www.ed.gov/technology/netp-2010 National Educational Technology Plan (NETP)] in March 2010 as described above.

=== Schools ===
The Department of Education's [http://www2.ed.gov/about/offices/list/oese/index.html '''Office of Elementary and Secondary Education'''] (OESE) directs, coordinates, and recommends policies for state and local educational agencies, helps ensure equal access to services (particularly for underprivileged and underrepresented children), and provides financial assistance to a select number of local educational agencies.

OESE offers nearly 200 programmes, addressing a range of issues such as: Hurricane Help for Schools, Academic Improvement and Teacher Quality Programs, School Support and Technology Programs, Student Achievement and School Accountability Programs, and many more. Programmes are administered through numerous offices, e.g. the Office of Indian [Native American] Education and the Office of Migrant Education. (Note that this is only a fragment of a much longer list, and that programmes are not guaranteed funding on an annual basis.)

=== Post-secondary ===
Federal regulation is critical in the area of student financial aid (which provides loans to students for post-secondary tuition).

The '''[http://www2.ed.gov/about/offices/list/ous/index.html Office of the Under Secretary]''' (OUS) oversees policies, programmes, and activities related to post-secondary education, vocational and adult education, and federal student aid.

The '''[http://www2.ed.gov/about/offices/list/ope/index.html Office of Postsecondary Education]''' (OPE) formulates federal post-secondary education policy and administers over 40 programmes to increase access to quality post-secondary education. One of the OPE's primary programmes of relevance is the [http://www2.ed.gov/about/offices/list/ope/fipse/welcome.html Fund for the Improvement of Postsecondary Education] (FIPSE). FIPSE's main activity each year is conducting the [http://www2.ed.gov/programs/fipsecomp/index.html Comprehensive Program], a grant programme intended to support innovative, replicable post-secondary education improvement projects. FIPSE also administers international consortia programmes, co-funded by foreign government partners, such as the [http://www2.ed.gov/programs/fipseec/index.html European Union-United States Atlantis Program] which provides funding for joint or dual undergraduate degrees in a wide range of academic and professional disciplines.

The '''[http://www2.ed.gov/about/offices/list/ovae/index.html Office of Vocational and Adult Education]''' (OVAE) administers and coordinates programmes related to adult education and literacy, career and technical education, and Community Colleges.

The '''[http://www2.ed.gov/about/offices/list/fsa/index.html Office of Federal Student Aid]''' (FSA) provides critical financial assistance to students enrolled in post-secondary educational institutions. Students apply to this agency for aid, and repay loans to it directly; institutions demonstrating inferior quality may become ineligible to educate students receiving federal student loans.

== Quality assurance ==



As described by the Department of Education's [http://www2.ed.gov/about/offices/list/ous/international/usnei/edlite-index.html US Network for Education Information] (USNEI), quality assurance takes several forms in the US system. The approval of institutions and programmes is generally '''undertaken by state agencies and accrediting agencies''', with the latter also responsible for establishing and maintaining academic and administrative standards. Professional and academic disciplinary associations also play a role in influencing and assessing quality. Educational potential and outcomes are measured by a wide range of surveys, studies, tests, and other assessments at the national, regional, state and institutional levels.

Various documents outlining assessment, evaluation, and standards activities in US education at all levels can be reviewed at http://www2.ed.gov/about/offices/list/ous/international/usnei/us/edlite-structure-us.html. The site also offers overviews of associates, bachelor's, and postgraduate degrees.

See also these general USNEI reports for further information:
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/accred-fed.doc Federal Recognition and Approval] - on the nature and limitations of the federal role in recognising accrediting agencies and in approving institutions
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/accred-state.doc State Approval of Schools and Postsecondary Institutions] - on the process of licensing or chartering educational providers by state authorities
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/qualassurance.doc Other Quality Assurance Provisions] - on additional quality assurance activities in the United States.

=== Schools ===
The US Department of Education [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/edlite-evaluation.html does not have the authority] to accredit private or public elementary or secondary schools; nor does it recognise schools-level accrediting bodies.

The US does not use national examinations to determine graduation from school or access to further studies, and there is no national curriculum on which to base such examinations. School curricula are set by local school districts, private schools, and homeschooling parents with reference to state standards and post-secondary requirements.

However, there is considerable commonality across the US education system despite the absence of legally enforced national curricula or examinations. Common evaluation and assessment standards and tools are the result of the pressures of the competitive academic marketplace, the expectations and requirements of employers and state agencies, and the standards required by accrediting agencies and professional and research associations.

For further information, USENEI provides these relevant schools report:

* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/accred-school.doc School-Level Accreditation] - the accreditation process at the primary and secondary education levels and provides links to accrediting agencies recognised by state governments and other authorities
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/edlite-evaluation.html Structure of U.S. Education: Evaluation and Assessment] - provides information on common US grading and credit systems as well as evaluation and standardised tests

=== Post-secondary ===
As in other US educational sectors, Quality Assurance in higher education is not typically overseen at the national level.
[http://www2.ed.gov/about/offices/list/ous/international/usnei/us/edlite-evaluation.html Post-secondary or tertiary curricula] are determined by individual institutions with reference to accreditation requirements, professional requirements, and the expectations of postgraduate programmes and employers.

It is difficult to summarise in brief the uniqueness and complexity of the academic accreditation process in the US.
* There is no single governmental accrediting body for US post-secondary educational institutions. Rather, ED relies on 74 private and state-based accrediting agencies to provide oversight of member institutions.
* These agencies are divided into 16 "regional" accrediting agencies (regarded as the most selective), plus a number of "national," "hybrid" and "programmatic" agencies which may certify lesser-known and/or specialised entities.
* Agencies awarded recognised by the Department of Education are not the only ones permitted to provide university accreditation; they have simply met a certain set of ED criteria. '''Recognition is not a requirement for an accrediting body to operate legally''' - although without it, institutions it certifies '''cannot participate in federal student aid programmes'''.
* Non-accredited institutions are often perceived as lacking in quality and rigor, and may be termed "diploma mills".

Within ED, the [http://www2.ed.gov/admins/finaid/accred/index.html Accreditation and State Liaison] (ASL) has responsibility for the accrediting agency recognition process and for coordinating activities between states and ED that impact institutional participation in the federal financial assistance programmes. A [http://www2.ed.gov/about/bdscomm/list/naciqi.html National Advisory Committee on Institutional Quality and Integrity] provides recommendations to the Secretary of Education regarding the recognition of post-secondary accrediting agencies.

For those seeking further information, USNEI provides these post-secondary reports:
* [http://www2.ed.gov/admins/finaid/accred/accreditation_pg6.html#NationallyRecognized Nationally Recognised Accrediting Agencies] - the U.S. Department of Education's directory of federally recognised accrediting agencies, both regional and national
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/accred-postsec.doc Postsecondary Accreditation] - describes the accreditation process at the tertiary level, and provides links to recognised accrediting agencies which are members of the Council for Higher Education Accreditation (CHEA)
* [http://www.chea.org/Directories/index.asp CHEA Directory of Recognised Accrediting Organisations] - the Council on Higher Education Accreditation's directory of recognised accrediting agencies
* [http://www.aspa-usa.org/ Association of Specialised and Professional Accreditors] (ASPA) - national association of accreditation agencies for regulated professions
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/fraud.doc Diploma Mills and Fraud] - information and links on the problems of unaccredited institutions and bogus accreditors in the US

== Information society ==

''Details about certain legislation, agencies and initiatives have been covered in previous sections.''

After an initial period of sustained leadership in the areas of computer science, internet development and broadband uptake, the US is now widely considered to be stagnating in technology uptake and usage. According to the World Economic Forum (WEF)'s 2011 report, the [http://www.huffingtonpost.com/2011/04/13/world-economic-forum-technology-use-us_n_848566.html US finished fifth] in a survey of the 138 countries that make up 98.8 percent of the world's GDP (ranking 24th in percentage of households with a personal computer). The WEF measured aspects of technology usage including business and regulatory climates for IT development and interest in and use of technology by the government, individuals and businesses.

The US also faces a significant gap in residential broadband use that breaks down along race, income, education levels and other socio-economic factors.

Recent [http://pewinternet.org Pew findings] report that 77% of American adults use the internet ([http://pewinternet.org/Static-Pages/Trend-Data/Whos-Online.aspx Dec 2010]); 83% of Americans own mobile phones, while just 57% own a personal computer ([http://pewinternet.org/Trend-Data/Device-Ownership.aspx May 2011]).

A variety of offices, agencies and non-profits monitor and direct US activity and strategy in the information society.
* The [http://www.fcc.gov/ Federal Communications Commission], an independent US government agency, regulates interstate and international communications by radio, television, wire, satellite and cable. (As noted above, it has unveiled the first US [http://www.reuters.com/article/idUSN2224640220100223 National Broadband Plan] in March 2010, reinforcing the notion that all Americans are entitled to "affordable access to robust and reliable broadband products and services".)
* The Department of Education’s [http://www2.ed.gov/about/offices/list/os/technology/index.html Office of Educational Technology] (OET) supports the use of technology in education. (The March 2010 "National Education Technology Plan" has been discussed above.)
* The [http://www.whitehouse.gov/omb/e-gov/ Office of E-Government & Information Technology] is part of the Office of Management and Budget (OMB).
* Founded in 1969, the [http://www.nascio.org National Association of State Chief Information Officers] (NASCIO) represents state chief information officers and information technology executives and managers from the states, territories, and the District of Columbia. The primary state members are senior officials from state government who have executive-level and statewide responsibility for information technology leadership.
* The [http://www.cio.gov/ Chief Information Officers] (CIO) Council serves as the principal interagency forum for improving practices in the design, modernisation, use, sharing, and performance of Federal Government agency information resources.
* The [http://it.usaspending.gov/ IT Dashboard], launched in June 2009, allows the American people to monitor IT investments across the federal government.

This is not a comprehensive list - and in particular does not identify any state or regional programmes. See http://www.usa.gov/Government/State_Local/Technology.shtml for more related agencies/organisations.

== ICT in education initiatives ==

=== Virtual initiatives in schools ===


Online education in the US has gained considerable traction over the last 15 years - seemingly more so than in any other country. A major report from the International Association for K-12 Online Learning (iNACOL), [http://www.inacol.org/research/docs/iNCL_NationalPrimerv22010-web.pdf A National Primer on K-12 Online Learning] (Second Edition), estimates that over 1.5 million American K-12 students were engaged in online and blended learning for the 2009-2010 school year (out of approximately 55.2 million students enrolled ).This represents roughly 3% of the US K-12 population.

This relatively small figure belies the scope and nature of the programmes now available. Options vary from state to state, school district to school district, and even from school to school. As the Primer notes, whether a student has the option to participate in "supplemental" (i.e. single) courses or full-time online programmes remains a matter of state policy and local laws, "with a few states providing opportunities for most students, a few states providing almost no opportunities, and most states falling somewhere in the middle". Moreover, iNACOL and others acknowledge their ongoing struggle to survey data in this relatively new and rapidly changing arena; there is no single authority to whom any of the schools listed in this survey must report, and relevant data is not always made available to the public.

As of 2010, supplemental or full-time online learning opportunities were available to students in 48 of the 50 US states. 38 states had state virtual schools or state-led online initiatives (with a 39th set to open in 2011); 27 states plus Washington, DC had full-time online schools serving students statewide; and 20 states were providing both supplemental and full-time online learning options statewide (but not as part of a state virtual school). This can be compared to 2001, during which approximately 10 states had state virtual schools and even fewer offered other online education options.
The three main types of US virtual school are summarised in brief below, as outlined in [http://www.ecs.org/html/Document.asp?chouseid=9014 Keeping Pace With Online Learning: An Annual Review of Policy and Practice], Evergreen Education Group (2010). Note that not all schools fit neatly into one of the slots below, but without this kind of rough categorisation it would be exceedingly difficult to approach the vast array of US virtual schools.

Click here for the VISCED [[typology of US virtual schools]].

Click here for the full VISCED list of [[:Category:Virtual_schools_in_the_US|Virtual schools in the US]].

==== US state virtual schools - overview====
* Operate in 38 states
* Are state-led online learning initiatives, with course enrollment ranging from several thousand to 16,000 for 2009-10
* Boast 450,000 "course enrollments" nationwide, i.e. in which one student takes one course
* Often provide local school districts with '''supplemental online courses''', as well as online learning expertise and thought leadership for their own schools
* Have '''students who study online part-time only''' (taking "supplemental" online courses while physically enrolled elsewhere)
* Saw enrollment increase by nearly 40% from 2008-09 to 2009-10, though most gains came from the states of North Carolina and Florida only
* Have virtual school enrollments exceeding 10,000 for 2009-10 in eight different states (Alabama, Florida, Georgia, Idaho, Louisiana, Michigan, North Carolina and South Carolina)
* Are usually funded by legislative appropriation

Click here for the VISCED list of [[:Category:US statewide virtual schools|US statewide virtual schools]] - this includes both "state virtual schools" as described above, and any virtual school for which state residents are eligible.

====US multi-school-district full-time online schools - overview====
* Operate in 27 states (each has at least one)
* '''Have few or no part-time students'''; most have enrollment of a few hundred to several thousand
* Usually attract students from across an entire state, so are found in those states that permit students to enroll across district lines
* Are typically charter schools (i.e. special publicly funded schools operating under their own charters/standards, attended by student choice)
* Are usually affiliated with a private national organisation e.g. Connections Academy, K12 Inc., Advanced Academics, or Insight Schools
* Are often funded via state public education funds that follow the student

Click here for the VISCED list of [[:Category:US_multi-school-district_virtual_schools|US multi-school-district virtual schools]].

Click here for the VISCED list of [[:Category:US_charter_schools|US charter schools]].

====US single school district programmes - overview ====
* Are represented by only 11 well-established programmes nationwide
* Serve only students who reside within a single, local district of residence
* Serve '''mostly supplemental students''' (though some serve full-time students)
* Are often focused on credit recovery or at-risk students
* Make up the fastest growing segment of K-12 online learning

There are additionally a number of virtual schools run by consortia or postsecondary institutions, i.e. some which are not state, multi-district or single district schools.

Click here for the VISCED list of [[:Category:US_single-school-district_virtual_schools|US single-school-district virtual schools]].

====Possible US Exemplars====

* [[Agora Cyber Charter School]]
* [[Alabama ACCESS Distance Learning]] (State Virtual School)
* [[City of Angels Virtual Academy]] (COAVA)
* [[Cook County Sheriff’s Department Virtual High School]]
* [[Electronic Classroom of Tomorrow]]
* [[Florida Virtual School]] (FLVS)
* [[Hope Online Learning Academy]]
* [[Idaho Digital Learning Academy]] (IDLA)
* [[Illinois Virtual High School]]
* [[Jefferson County JCPSeSchool]]
* [[Louisiana Virtual School]] (LVS)
* [[Mesa Distance Learning Program]] (MDLP)
* [[Michigan Virtual School]] (MVS)
* [[Minnesota Virtual High School]] (MVHS)
* [[Mississippi Virtual Public School]]
* [[North Carolina Virtual Public School]] (NCVPS)
* [[Omaha Public Schools eLearning]] (OPS)
* [[Open High School of Utah]] (OHSU)
* [[Pennsylvania Cyber Charter School]]

* [[Primavera Online High School]]
* [[Silver State Charter Schools]]
* [[South Carolina Virtual School Program]] (SCVSP)
* [[Utah Electronic High School]] (EHS)
* [[Virtual High School Global Consortium]] (VHS)
* [[21st Century Cyber Charter School]]

====Towards a Comprehensive List of US Virtual Schools (in progress)====
''All schools identified as "notable" in the early phases of VISCED are included below. The list is representative but not comprehensive, given the nature of the US. Virtual schools for the under-14s are deemed out of scope.''

# [[21st Century Cyber Charter School]] (Pennsylvania)
# [[Advanced Academics Online School]] (Oklahoma)
# [[AGVI Academy for Gifted Youth]] (California)
# [[Academy Online High School]] (Colorado)

# [[ACE Digital Academy]] (Ohio)
# [[ACHIEVEk12]] (Colorado)
# [[Achievement House Cyber Charter School]] (Pennsylvania)
# [[Agave Distance Learning]] (Arizona)
# [[Agora Cyber Charter School]] (Pennsylvania)
# [[Akron Digital Academy]] (Ohio)
# [[Alabama ACCESS Distance Learning]] (State Virtual School)

# [[Alaska Virtual School]]
# [[Alaska's Learning Network]]



# [[Andover eCademy]] (Kansas)
# [[Anoka Hennepin Compass On-Line]] (Minnesota)
# [[Another Choice Virtual Charter School]] (Idaho)
# [[Apex Learning High School]]
# [[Appleton eSchool]] (Wisconsin)
# [[APS Online]] (Colorado)
# [[Arizona Connections Academy]]
# [[Arizona Online Instruction]]
# [[Arizona Virtual Academy]]

# [[Arizona Virtual School]]

# [[Arkansas Virtual High School]]
# [[ASPIRA Bilingual Cyber Cyber School]] (Pennsylvania)
# [[AZ2020 Online Academy]] (Arizona)
# [[Basehor-Linwood Virtual School]] (Kansas)
# [[Beacon Academy of Nevada]]
# [[Bethel Online Academy]] (Washington)
# [[Blue Sky Online Charter School]] (Minnesota)
# [[Blueprint High School]] (Arizona)
# [[Boulder Universal]] (Colorado)
# [[Branson School Online]] (Colorado)
# [[Brigham Young University Independent Study]] (Utah)
# [[Buckeye On-Line School for Success]] (Ohio)
# [[California Pacific Charter Schools]] (California)
# [[California Virtual Academies]]

# [[Canon Online Academy]] (Colorado)
# [[Capistrano Connections Academy]] (CapoCA) (California)
# [[Cardington-Lincoln Local Digital Academy]] (Ohio)
# [[Chesterfield County Public Schools Online]] (Virginia)
# [[Central California Connections Academy]] (California)
# [[Central Pennsylvania Digital Learning Foundation]] (Pennsylvania)
# [[Chester Area Cyber School]] (South Dakota)
# [[Chicago Virtual Charter School]] (Illinois)

# [[Christa McAuliffe Academy]] (Oregon)
# [[Cincinnati Virtual High School]] (Ohio)
# [[City of Angels Virtual Academy]]
# [[CCSD Virtual High School]] (Nevada)
# [[CK Online Academy]] (Washington)
# [[Cobb Virtual Academy]] (Georgia)

# [[Colorado Connections Academy]]
# [[Colorado Distance and Electronic Learning Academy]] (CDELA)
# [[Colorado Online Learning]]
# [[Colorado Cyber]]
# [[Colorado Virtual Academy]]
# [[Columbia Virtual Academy]] (Washington)
# [[Commonwealth Connections Academy]] (Pennsylvania)

# [[Connecticut Virtual Learning Center]]
# [[Continental Academy]] (Florida)
# [[Cook County Sheriff’s Department Virtual High School]]



# [[Delta Academy On Line School]] (Nevada)
# [[Delta Cyber School]] (Alaska)

# [[DoDEA Virtual High School]]
# [[Denver Online High School]] (Colorado) (formerly DPS Online High School)
# [[Dunlap Leadership Academy]] (California)
# [[Duval Virtual Instruction Academy]] (Florida)
# [[eCADEMY]] (New Mexico)

# [[Education Program for Gifted Youth]] Online High School, Stanford University (California)
# [[ELCA Online Learning Academy]] (Georgia)
# [[EdVisions Online High School]] (Minnesota)
# [[EV Online Learning]] (Washington)
# [[Electronic Classroom of Tomorrow]] (Ohio)
# [[Electronic Course Program]] (Texas)
# [[Evanston Virtual High School]] (Wyoming)
# [[Excel High School]] (Minnesota)
# [[Fairbanks B.E.S.T. Program]] (Alaska)
# [[Fairborn Digital Academy]] (Ohio)
# [[Falcon Virtual Academy]] (Colorado)
# [[Findlay Digital Academy]] (Ohio)
# [[Florida Virtual School]]
# [[Francis School]] (New York)
# [[Franklin University PSEOP]] (Ohio)
# [[Freshwater Education District Virtual School Consortium]] (Minnesota)
# [[Georgia Cyber Academy]]

# [[Georgia Virtual School]]
# [[Giant Campus of Washington]] (Washington)
# [[Giant Campus Academy]]
# [[GLBTQ Online High School]] (Minnesota)
# [[GOAL Digital Academy]] (Ohio)
# [[GOAL Academy Online]] (Colorado)
# [[Graham Digital Academy]] (Ohio)
# [[Greater Ohio Virtual School]]
# [[Greenways Academy]]
# [[Gwinnett Online Campus]] (Georgia)
# [[Hamilton County Virtual School]] (Tennessee)
# [[Hawaii DOE E-School]]
# [[Hawaii Technology Academy]]
# [[Hawaii Virtual Learning Network]]
# [[Hawaii Virtual School]]
# [[Hoosier Academies]] (Indiana)
# [[Hope High School Online]] (Arizona)
# [[Hope Online Learning Academy]] (Colorado)
# [[Idaho Connects Online]]
# [[Idaho Digital Learning Academy]]
# [[Idaho Distance Education Academy]]
# [[Idaho Virtual Academy]]
# [[IDEAL-NM]] (New Mexico)
# [[Independent Study High School]] (Nebraska)
# [[Illinois Virtual High School]]
# [[Indiana Connections Academy]]
# [[Insight School of Colorado]]
# [[Insight School of Kansas]]
# [[Insight School of Minnesota]]
# [[Insight School of Washington]]
# [[Insight School of Wisconsin]]
# [[INSPIRE Connections Academy]] (Idaho)


# [[International Virtual Learning Academy]] (California)
# [[Internet Academy]] (IA) (Washington)
# [[Iowa Learning Online]]
# [[Iowa Online AP Academy]]
# [[iQ Academy Arizona]]
# [[iQ Academy Kansas]]
# [[iQ Academy Minnesota]]

# [[iQ Academy Washington]]
# [[iQ Academy Wisconsin]]
# [[iSucceed Virtual High School]] (Idaho)
# [[Jackson Hole Connections Academy]] (Wyoming)
# [[Janesville Virtual Academy]] (Wisconsin)
# [[JEDI Virtual High School]] (Wisconsin)
# [[Jeffco's 21st Century Virtual Academy]] (Colorado)
# [[Jefferson County JCPSeSchool]]
# [[Kansas Connections Academy]]

# [[Kaplan Academy of California]]

# [[Kaplan Academy of Oregon]]
# [[Kaplan Academy of Washington]]
# [[Kaplan University High School]]
# [[Karval Online Education]] (Colorado)
# [[Kenosha eSchool]] (Wisconsin)
# [[Kent Digital Academy]] (Ohio)
# [[Kentucky Virtual Schools]]
# [[Keystone Online School]]
# [[Kiel eSchool]] (Wisconsin)

# [[Lakewood Digital Academy]] (Ohio)
# [[Lancaster Digital Academy]] (Ohio)

# [[Learn at My Pace]] (LAMP) Online High School (Minnesota)



# [[Learning² eSchool of Wichita]] (Kansas)
# [[Louisiana Virtual School]]
# [[Mahoning Unlimited Classroom]] (Ohio)



# [[Maryland Virtual School]]
# [[Massachusetts Online Network for Education]] (MassONE)

# [[Massillon Digital Academy]] (Ohio)
# [[Mercury Online Academy of Arizona]]
# [[Mercury Online Prep]]
# [[Mercury Academy of Southern California]]
# [[Meridian Parent Partnership Program]] (MP3) (Washington)
# [[Mesa Distance Learning Program]]
# [[Miami Dade I-Prep Academy]] (Florida)
# [[Miami-Dade Online Academy]] (Florida)
# [[Michigan Virtual School]]

# [[Midwestern Regional Virtual Charter School]] (Pennsylvania)
# [[Minnesota Online High School]]
# [[Minnesota Transitions Schools Minnesota Connections Academy]]
# [[Minnesota Virtual Academy]]
# [[Minnesota Virtual High School]]
# [[Mississippi Virtual Public School]]
# [[Missouri Virtual Instruction Program]]
# [[Monroe Virtual High School]] (Wisconsin)
# [[Monroe Virtual Middle School]] (Wisconsin)
# [[Montana Digital Academy]]
# [[Monte Vista Online Academy]] (Colorado)
# [[Move Up Program]] (Washington)
# [[MPS Online]] (Minnesota)

# [[National Connections Academy]]

# [[National University Virtual High School]] (California)
# [[Nevada Connections Academy]]
# [[Nevada Virtual Academy]]
# [[New Jersey Virtual School]]
# [[Newark Digital Academy]] (Ohio)

# [[NCSSM Online]] (North Carolina)
# [[North Carolina Virtual Public School]]
# [[North Dakota Center for Distance Education]]
# [[Northeast Wisconsin Online Network]] (Wisconsin)
# [[Northwest Allprep]] (Washington)


# [[Odyssey High School]] (Nevada)
# [[Ohio Connections Academy]]
# [[Ohio Distance And Electronic Learning Academy]]
# [[Ohio Virtual Academy]]



# [[Oklahoma Virtual Academy]]
# [[Oklahoma Virtual Charter Academy]]
# [[Oklahoma Virtual High School]]
# [[Oklahoma Virtual School]]
# [[Olympia Regional Learning Academy iConnect]] (Washington)
# [[Omaha Public Schools eLearning]]
# [[Open High School of Utah]]
# [[Oregon Connections Academy]]
# [[Oregon Virtual Academy]]
# [[Oregon Virtual Education]]

# [[PA Distance Learning Charter School]] (Pennsylvania)
# [[PA Learners Online Regional Cyber Charter School]] (Pennsylvania)
# [[Pacific View Charter School]]
# [[Palmetto State E-cademy]] (South Carolina)
# [[Park City Independent]] (Utah)
# [[Pennsylvania Cyber Charter School]]
# [[Pennsylvania Leadership Charter School]]
# [[Pennsylvania Virtual Charter School]]
# [[Pinnacle Online High School]] (Arizona)

# [[Primavera Online High School]] (Arizona)
# [[Provo eSchool]] (Utah)
# [[Provost Academy South Carolina]]
# [[Provost Academy Colorado]]
# [[Quaker Digital Academy]] (Ohio)
# [[Red Comet]] (Washington)
# [[Richard McKenna Charter High School]] (Idaho)
# [[Riverside Virtual School]] (California)



# [[Scholars Online]] (Washington)

# [[Silver State High School]] (Nevada)
# [[Sioux Falls School District]] (South Dakota)
# [[Slavic Christian Academy]] (Washington)

# [[South Carolina Connections Academy]]
# [[South Carolina Virtual Charter School]]
# [[South Carolina Virtual School Program]]
# [[South Carolina Whitmore School]]
# [[South Dakota Virtual School]]

# [[Southwest Licking Digital Academy]] (Ohio)
# [[Spokane Virtual Learning]] (Washington)
# [[Spring Lake Park Online]] (SLP Online) (Minnesota)
# [[St. Johns Virtual School]] (Florida)

# [[SusQ-Cyber Charter School]] (Pennsylvania)
# [[Texas Connections Academy @ Houston]]
# [[Texas Virtual Academy]]
# [[Texas Virtual School]]
# [[Tempe Union Online Learning]] (TUOL) (Arizona)
# [[The American Academy]]

# [[Treca Digital Academy]]
# [[TRIO Wolf Creek Online High School]] (Minnesota)

# [[University of California College Prep]] (California)
# [[University of Missouri High School]]
# [[University of Oklahoma High School]]
# [[Utah Electronic High School]] (EHS)
# [[Utah Tech High]]
# [[Utah Virtual Academy]]
# [[Vermont Virtual Learning Cooperative]]
# [[Vilas Online]] (Colorado)

# [[Virtual Community School Of Ohio]]
# [[Virtual High School Global Consortium]] (VHS)
# [[Virtual Learning Academy Charter School]] (New Hampshire)
# [[Virtual Virginia]]
# [[VOISE Academy High School]] (Illinois)


# [[Washington Online School Network]]
# [[Washington Virtual Academies]] (WAVA) (Washington)
# [[WOLF School]] (Nevada)
# [[West Central Learning Academy II]] (Ohio)
# [[West Virginia Virtual School]]

# [[Westwood Cyber High]] (Michigan)
# [[WiloStar3D-Epic Academy]] (Oklahoma)
# [[Wisconsin Connections Academy]]
# [[Wisconsin eSchool Network]]
# [[Wisconsin Virtual Academy]]
# [[Wisconsin Virtual Learning]]
# [[Wisconsin Virtual School]]
# [[Wyoming e-academy of Virtual Education]] (WeAVE)
# [[Wyoming Switchboard Network]]
# [[Wyoming Virtual Academy]]

See also the Wikipedia article at http://en.wikipedia.org/wiki/List_of_virtual_schools#United_States.

=== Virtual initiatives in post-secondary education ===


According to the Sloan Consortium's 2010 report on [http://sloanconsortium.org/publications/survey/class_differences Class Differences: Online Education in the United States], approximately 5.6 million students were enrolled in at least one online course in the autumn of 2009. Other findings include:
* Almost two-thirds of for-profit institutions say that online learning is a critical part of their long term strategy
* The 21%growth rate for online enrollments far exceeds the 2% growth in the overall higher education student population
* Nearly one-half of institutions report that the economic downturn has increased demand for face-to-face courses and programmes
* Three-quarters of institutions report that the economic downturn has increased demand for online courses and programmes

There are no university-focused relevant federal initiatives of note. However, in July 2009 president Barrack Obama pledged to devote $12 billion over 10 years to improve programmes, courses, and facilities at US Community Colleges, with "$500 million devoted to freely available online courses". This pledge has evolved over time and this section may later be updated.

Despite the lack of national (federal) motivation, the simple scope and diversity of virtual university activity in the US cannot be underestimated. Most US universities offer at least one hybrid or fully online programme. Many institutions offer a wide range of programmes, at both the undergraduate and postgraduate levels.

Many of the "notables" are operated by for-profit, private companies, although a variety of initiatives originating in "traditional" universities are examined as well. Some major institutions/initiatives include:

* [[Capella University]]
* [[Carnegie Mellon University]]
* [[University of Central Florida]]
* [[Colorado Community Colleges Online]]
* [[DeVry University]]
* [[Laureate Education]] ([[Walden University]])
* [[University of Maryland University College]]
* [[University of Phoenix]]
* [[Penn State World Campus]]
* [[Regis University]]
* [[SUNY Learning Network]]
* [[Strayer University Online]]
* [[UT Telecampus]]
* [[University of the People]] - new, but noteworthy

There are many more. See [http://www.virtualschoolsandcolleges.eu/index.php/Category:United_States the US category] for a full list of those programmes indexed by the Re.ViCa wiki.

== Lessons learnt==

=== General lessons ===

The US is an unusually structured nation of 50 federated states, to which it is not always easy to compare other countries - especially those located in Europe (as they are more likely to see broad-ranging, national initiatives in education). Some of the associated issues are explored below (''text prepared for Re.ViCa'').

Note also that the apparent success of e-learning/online higher education in the [[US]] must be approached with care - quality may vary widely from institution to institution (and programme to programme). See note above on the complexity of US accreditation and quality control mechanisms.

==== Is the relevance of the US or of its states? ====
''Text prepared for Re.ViCa and moved from an earlier section.''

Hovering around 308.6 million as of early 2010, the population of the USA seems enormously large compared with that of most European countries. (For comparison, the population of the [[UK]] is estimated at 62 million, the [[Netherlands]] at 16.6 million, and [[Finland]] at 5.3 million.) Nevertheless, the federal structure of the US and the deregulated nature of its educational systems indicate that it is reasonable to look to the state level when studying e-learning in the US.

This "relevance" depends primarily on comparing US states to discrete European ones - it is extremely difficult to compare and contrast the US and Europe as a whole (in e-learning or otherwise).

The population of the EU is now estimated at over 500 million, about 1.5 times that of the US, and its inhabitants speak over 170 languages (of which 23 are considered "official"). While the US itself has no "official" language, nearly all Americans speak English, and moreover share essentially similar cultural expectations. This (in conjunction with the US's underlying federal governance structure) often results in a velocity of propagation of ideas nationwide which is rarely replicated across the EU.

==== Post-secondary: Do US ideas in e-learning transfer to Europe? ====
''Text prepared for Re.ViCa and moved from an earlier section.''

Many European analysts consider US universities - both large and small, public and private - more successful at developing and implementing substantial e-learning programmes than their European counterparts. Online learning in the US is indeed expanding at a remarkable and enviable pace: the average growth rate for online university enrolments has increased by roughly 13% per annum over the past seven years (compared with 2% for US "brick and mortar" enrolments). Other indicators of success include completion rates, programme sustainability over a number of years, and academic reputation.

Researchers have (understandably) questioned why the success of e-learning in US universities does not transfer more readily to a European context. Is it the economy, the geography, the demographics, or the population density; the nature of the respective educational funding models; or something else entirely? Indeed, these are but a few of the differences that may contribute to the challenge of e-learning transfer. Consider also the vast differences in quality models, academic focus, relevant public policy, language/culture, and technology uptake. In a global culture where online degrees are rapidly acquiring credibility, and students have begun to actively pursue online degrees via overseas institutions, these are critical questions to consider when pondering the future of education in Europe.

It is certain that North American ideas in e-learning form worthy comparators, and in countless cases do see transfer to Europe (and beyond). For example, many of the early course/learning management systems which formulated our earliest understanding of [http://en.wikipedia.org/wiki/History_of_virtual_learning_environments_1990s "online learning" in the mid-1990s] were developed in either America or Canada, e.g. LotusNotes, FirstClass, Blackboard and WebCT. A distinctly American company with American attitudes and products, Blackboard [[learning management systems]] remains in common usage across Europe (despite recent trends towards [[OER]] in the market). Institutions worldwide have sought to mirror the success of the US in exporting learning via the internet.

There is also more general discussion of the "Americanisation of Education" seen in some European countries - which is too broad and controversial a topic to address here.

Whatever the ramifications, the past would suggest that European analysts should indeed examine US e-learning trends in order to better understand (and possibly predict) directions for growth in their own countries.

=== Notable practices ===


The unusually decentralised nature of US education makes it difficult to locate national practices that might be applied more broadly. Note, however, that this decentralisation seems to have stimulated the development of virtual schools within the US in an unprecedented manner. Virtual Schools may be public or private; private organisations may partner with public school systems; and online courses may be partly or purely supplemental (as opposed to full time). There is no shortage of models evolving, and it would seem that the lack of uniformity has proven a rich and fertile ground for development.

Less optimistically, there are many opposed to the dominant role that private, for-profit organisations have come to play in the development of US virtual schools (and in charter schools in particular - see description above). Many of these "academies" have been developed along the lines of a "University of Phoenix" model, and indeed are often owned by large, profit-seeking parent companies. In other words, the unique US educational landscape brings both benefits and challenges. (In this context of post-secondary education, consider the wide range of accrediting agencies, and the longstanding disputes regarding educational quality among for-profit, commercial institutions). It is difficult to judge their applicability in other contexts.

== References ==

* "2009 Year in Review". US Department of Education, January 2010, http://www2.ed.gov/about/reports/annual/2009review.doc
* "Academic Ranking of World Universities". Graduate School of Education, Shanghai Jiao Tong University, http://www.arwu.org/. Retrieved 2010-02-28
* "Accreditation and Quality Assurance: Other Quality Assurance Provisions." International Affairs Office, US Department of Education, 12/2007, http://www2.ed.gov/about/offices/list/ous/international/usnei/us/qualassurance.doc
* Adelman, C. The Bologna Process for U.S. Eyes: Re-learning Higher Education in the Age of Convergence. Produced with primary support of the Lumina Foundation for Education to the Global Performance Initiative of the Institute for Higher Education Policy, April 2009, http://www.ihep.org/assets/files/EYESFINAL.pdf Retrieved 2010-02-15
* "Ages for Compulsory School Attendance..." US Dept. of Education, National Center for Education Statistics, http://nces.ed.gov/programs/digest/d02/dt150.asp. Retrieved 2010-02-15
* Allen, I. E. and Seaman, J. (2008) Staying the Course: Online Education in the United States, 2008 Needham MA: Sloan Consortium
* "The Almanac of Higher Education". The Chronicle of Higher Education LVI (1): 5. August 28, 2009.
* "A National Primer on K-12 Online Learning, Second Edition". iNACOL, http://www.inacol.org/research/docs/iNCL_NationalPrimerv22010-web.pdf
* "As Economy Wavers, Online Enrollments Climb". November 13, 2008, http://www.insidehighered.com/news/2008/11/13/sloan Retrieved 2010-02-15
* Brady, P. Is there a Paris match for UK's overseas appeal? 10 August 2007, Times Higher Education, http://www.timeshighereducation.co.uk/story.asp?storyCode=90207&sectioncode=26 Retrieved 2010-02-15
* "Category Archives: P-12 Reform". US Department of Education, http://www.ed.gov/p-12-reform Retrieved 2011-07-28
* Charlier, J.-E., and Croche, S. "The Bologna Process: The Outcome of Competition Between Europe and the United States and a Stimulus to This Competition", European Education, vol. 39, no. 4, Winter 2007–8, pp. 10–26.
* Database of Accredited Postsecondary Institutions and Programs, US Department of Education, http://ope.ed.gov/accreditation/ Retrieved 2010-02-15
* "Education Reform". Wikipedia, http://en.wikipedia.org/wiki/Education_reform Retrieved 2011-07-28
* "Educational Attainment in the United States: 2003." US Census Bureau. http://www.census.gov/prod/2004pubs/p20-550.pdf. Retrieved 2010-02-28
* "Educational Attainment in the United States: 2008." US Census Bureau. http://www.census.gov/population/www/socdemo/educ-attn.html Retrieved 2010-02-28
* "Demographics of the European Union". Wikipedia, http://en.wikipedia.org/wiki/Demographics_of_the_European_Union Retrieved 2010-02-08
* "Digest of Education Statistics: 2008". US Dept. of Education, National Center for Education Statistics, http://nces.ed.gov/programs/digest/d08/ Retrieved 2010-02-08
* "Diploma Mills and Accreditation". US Department of Education web site, http://ed.gov/students/prep/college/diplomamills/accreditation.html
* "Education in the United States". http://en.wikipedia.org/wiki/Education_in_the_United_States Retrieved 2011-07-28
* "Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies". US Dept. of Education, September 2010, http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf
* "European Union". Wikipedia, http://en.wikipedia.org/wiki/European_Union Retrieved 2010-02-08
* "Fading Stimulus Saved Colleges". Inside Higher Ed, February 11, 2010, http://www.insidehighered.com/news/2010/02/11/sheeo
* "Fast Facts [2007/2008]." US Dept. of Education, National Center for Education Statistics, http://nces.ed.gov/fastfacts/display.asp?id=76
* "General Educational Development". Wikipedia, http://en.wikipedia.org/wiki/General_Educational_Development
* "Higher Education in the United States". http://en.wikipedia.org/wiki/Higher_education_in_the_United_States Retrieved 2011-07-28
* "History of Learning Environments". Wikipedia, http://en.wikipedia.org/wiki/History_of_virtual_learning_environments_1990s Retrieved 2010-02-15
* "Homeschooling in the United States". Wikipedia, http://en.wikipedia.org/wiki/Homeschooling_in_the_United_States Retrieved 2011-08-17
* "Keeping Pace With Online Learning: An Annual Review of Policy and Practice". Evergreen Education Group, 2010, http://kpk12.com/reports/
* Kittredge, B. "Student Aid and Fiscal Responsibility Act". Blog of the Committee on Education and Labor, July 15, 2009, http://edlabor.house.gov/blog/2009/07/student-aid-and-fiscal-respons.shtml
* Krueger, D, and Kumar, K.B. "US-Europe Differences in Technology-Driven Growth: Quantifying the Role of Education". Journal of Monetary Economics, Elsevier, vol. 51(1), pages 161-190, 2004, http://ideas.repec.org/p/nbr/nberwo/10001.html
* "Learning in the 21st Century: 2010 Trends Update". Project Tomorrow, http://www.tomorrow.org/speakup/learning21Report_2010_Update.html
* Lieven, M., and Martin, G. (2006) "Higher Education in a Global Market: The Case of British Overseas Provision in Israel", Higher Education, 52: 1
* "List of countries by population". Wikipedia, http://en.wikipedia.org/wiki/List_of_countries_by_population Retrieved 2011-07-15
* Osgood, R.K., "Making Liberal Arts Colleges Sustainable", Forbes.com, http://www.forbes.com/2010/02/17/liberal-arts-college-thought-leaders-osgood.html
* "Overview: The Federal Role in Education". United States Department of Education, http://www2.ed.gov/about/overview/fed/role.html Retrieved 2011-07-28
* "Overview: 10 Facts About K-12 Education Funding". US Department of Education, http://www2.ed.gov/about/overview/fed/10facts/index.html Retrieved 2010-02-28
* Patterson, D., Jung, G. and Broadhead, G. (2009) "The UK e-learning market 2009", Learning Light Limited, http://www.learninglight.com/doc/download/16
* "Promising Practices in Online Learning: Blended Learning, The Convergence of Online and Face-to-Face Education". http://www.inacol.org/research/promisingpractices/NACOL_PP-BlendedLearning-lr.pdf
* "The Rise of K-12 Blended Learning". http://www.innosightinstitute.org/media-room/publications/education-publications/the-rise-of-k-12-blended-learning/
* "School: the Story of American Public Education," http://www.pbs.org/kcet/publicschool/roots_in_history/index.html Retrieved 2011-07-28
* Schreurs, B. (ed.) (2010) Reviewing the Virtual Campus Phenomenon: The Rise of Large-scale e-Learning Initiatives Worldwide, EuroPACE, Re.ViCa Project, E.C. Agreement no. 2007-2608/001-001, http://revica.europace.org/Re.ViCa%20Online%20Handbook.pdf Retrieved 2010-02-15
* Stephan, A., ed. "The Americanization of Europe: Culture, Diplomacy, and Anti-Americanism after 1945." New York: Berghahn Books, 2007.
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* "White House makes grants to boost online learning". eSchoolNews, September 26 2011, http://www.ecampusnews.com/technologies/white-house-makes-grants-to-boost-online-learning/

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United States

2011-12-19T02:56:44Z

SaraFrankBristow: /* Further and Higher Education */

''(Re.ViCa version by [[Sara Frank Bristow]] and [[Paul Bacsich]].)''

''Put in merged template and updated for VISCED by [[Sara Frank Bristow]].''

''For entities in the United States see [[:Category:United_States]] ''



== Experts situated in the United States ==

* Cathy Cavanaugh, Associate Professor of Educational Technology, School of Teaching and Learning, University of [[Florida]] at Gainesville
* Sara Frank Bristow, Independent Researcher and Sero collaborator; contributor to Re.ViCa
* Susan Patrick, International Association for K-12 Online Learning (iNACOL)
* Russ Poulin, WICHE Cooperative for Educational Technologies; contributor to Re.ViCa




== United States in a nutshell ==
(sourced in part from http://en.wikipedia.org/wiki/United_States and https://www.cia.gov/library/publications/the-world-factbook/geos/us.html)

[[Image:US.gif|right|thumb|300px|Source : http://www.cia.gov]]

The United States ('''United States of America'''; '''US''', '''USA''', or '''America''') is a federal [http://en.wikipedia.org/wiki/Constitutional_republic constitutional republic] comprising 50 states and a federal district. The world's oldest surviving [http://en.wikipedia.org/wiki/Federation federation], the United States is a constitutional republic and representative democracy, in which citizens are subject to three levels of government: federal, state, and local.

The country is situated mostly in central [[North America]] between the [[Pacific Ocean]] and [[Atlantic Ocean]], bordered by [[Canada]] to the north and [[Mexico]] to the south. At 3.79 million square miles (9.83 million km2) and with about 311 million people (July 2011), the United States is the third or fourth largest country by total area ([http://en.wikipedia.org/wiki/List_of_countries_and_outlying_territories_by_total_area depending on definition]), and third largest by land area and by population.

[[Image:US_map_states_wikicommons.png|thumb|left|200px|Wikimedia Commons Map of US states]]

The US comprises 50 discrete states; see [http://en.wikipedia.org/wiki/USA_states the US States Wikipedia article] for a full list. [[Washington D.C.]] (the District of Columbia), a special district which is not part of any US state, serves as the permanent national capital. The US also possesses five major overseas territories, all considered separately in this wiki. According to 2010 estimates, the largest contiguous state, [[California]], has 37 million people; and the next, [[Texas]], has 25 million. The seven states with 10 million people or more are: [[California]], [[Texas]], [[New York]], [[Florida]], [[Illinois]], [[Pennsylvania]] and [[Ohio]]. Ten states have populations of less than 10 but more than 6 million. 33 states have populations under 6 million; of these, 13 have populations ranging from 1 to 3 million.

The list of states with their own Virtual Campus wiki entries resides at [[:Category:States of the United States]]. Regional sub-categories have been created for states with a high incidence of notable e-learning programmes, e.g. [[California]] and [[Colorado]]. Others are added as activity is identified.

== Education in the United States ==

Students are not compelled to study at nationally controlled or public schools in the United States, and from primary through post-secondary level, a broad range of private, for-profit options exist. In 2008, about 74 million people (both citizens and foreign nationals) were enrolled in American schools, colleges and universities.

Education is [http://www2.ed.gov/about/overview/fed/role.html primarily a state and local responsibility] in the US, with most decisions made (and policies established) on that basis. It is states and communities, as well as public and private organisations of various types, that establish schools and colleges, develop curricula, and determine requirements for enrolment and graduation - not the federal (central) government.

The structure of education finance in America reflects this predominant state and local role. Of an estimated $1.13 trillion in government funds being spent nationwide on education at all levels for the school year 2010-2011, a substantial majority comes from state, local, and private sources. This is especially true at the elementary (primary) and secondary levels, where 89% of the funds will come from non-federal sources.

The Federal government contribution to primary and secondary education is only about 11%.

== Schools in the United States ==

Children are required in most US states to attend school from the age of five or six until 16, 17 or 18 - generally bringing them through grade 12, or twelfth grade (the end of High School). This sequence is colloquially referred to as "K-12" education.

In all, 86% of American schoolchildren enroll in the "Public" (publicly funded) school system. About 12% are enrolled in parochial or nonsectarian "Private" (non-publicly funded) schools, and 2% are homeschooled.

[http://en.wikipedia.org/wiki/US_education Public school curricula], funding, teaching, and other policies are set through locally elected school boards with jurisdiction over school districts, which may have many directives from state legislatures. School districts are usually separate from other local jurisdictions, with independent officials and budgets. Educational standards and standardised testing decisions are usually made by state governments, with curricula varying widely from district to district.

Individual states, counties, and school districts have considerable leeway in how they choose to divide their school levels, so it is difficult to accurately describe an "average" child's standard progression through education. However, [http://en.wikipedia.org/wiki/Elementary_school#United_States all states have historically made a distinction] between two main genres of K-12 education and three genres of K-12 school.
* The genres of education are Primary and Secondary; and
* The genres of school are Elementary School, Middle or Junior High School, and High School

Elementary and Secondary school programmes comprise nearly 14,000 school districts and some 56 million students, attending roughly 99,000 public schools and 34,000 private schools. It would impossible to list all US schools here; however, see the Wikipedia [http://en.wikipedia.org/wiki/List_of_schools_in_the_United_States List of Schools in the United States] for links itemised by state and school district.

Homeschooling is legal in all 50 US states, although the topic is at times controversial (as parents are not always considered fit to provide schooling which meets compulsory education standards). Homeschooling standards and requirements also vary widely among US states. Common reasons for adoption of homeschooling strategies include dissatisfaction with the quality of schooling available; dissatisfaction with moral, ethical or religious issues associated with a school; and/or inability of a student to participate due to time, financial or physical restraints (e.g. in the case of child athletes, celebrities and the disabled).

The decision to homeschool a child in the US may be interpreted as a statement of social, religious, political or other dissent.

=== Pre-Primary ===
The terms "Preschool," "Prekindergarten," "Pre-K" or "Nursery School" may all be used to refer to earlier age-group education. There is no compulsory national Pre-Primary education requirement in the US.

=== Elementary (Primary) ===
American children are required to attend six or seven years of Elementary School (generally comprising Kindergarten and grades 1-5 or 1-6). [http://en.wikipedia.org/wiki/Kindergarten Kindergarten] is a transitional year for students around the age of 5 or 6. Not all states make this year compulsory, though many do and offer this as a free educational year. First grade is the more official "first year" of primary school.

=== Middle or Junior High School ===
Middle School is a period of schooling between Elementary and High School, viewed by many as a conceptual bridge between the two. It often shares resources with a larger Secondary School rather than occupy its own facilities. Middle School typically spans grades 6-8, while Junior High School (Junior High) spans grades 7 and 8 only. Middle School/Junior High School students are generally between 11 and 14 years old.

=== High School ===
The majority of American students complete four years of High School (grades 9-12), graduating with a diploma around the age of 18. A small percentage of students opt to withdraw prior to graduation, permitted at either 16 or 17 depending on state of residence. These students may take a series of standardised tests (General Educational Development, or GED) and receive High School equivalency credentials if they perform well.

In 2008, 87% of Americans over the age of 25 had graduated from High School. High School graduates may either enter the workforce or continue education, e.g. at a higher education institution.

== Further and Higher Education ==

The American further and higher education systems, like the primary and secondary education systems, are largely decentralised - that is, unregulated by any national body. With a limited number of exceptions, the federal government does not directly regulate colleges and universities (although it may award them federal grants). It can therefore be difficult to make generalisations about the institutions in these sectors (without focusing on one individual US state at a time), though we have tried our best below.

The term "Polytechnic" is not used as such in the US, though "Community Colleges" may be seen to occupy a similar educational niche - and are not unlike what some in other countries might call "University Colleges."

=== Universities (and "Colleges") in the United States ===
The US higher education system is known to host some of the finest universities in the world. According to the Shanghai Jiao Tong University's [http://www.arwu.org/ Academic Ranking of World Universities], more than 30 of the highest-ranked 45 institutions are in the United States (as measured primarily by awards and research output).

In discussing post-secondary education in the US it is important to bear in mind that the definition of the term "college" does not align neatly with that used in most other countries discussed in this wiki.

* '''Universities''' are, generally speaking, four-year institutions of higher education and research, awarding both undergraduate and postgraduate ("graduate") degrees.
* '''Colleges''' are four-year, undergraduate institutions with an emphasis on taught courses, which may award the same undergraduate degrees as universities. Colleges may be part of a larger research university or may exist independently.

'''Americans do not always distinguish verbally between "college" and "university" – those attending a university would refer to this process as "going to college" while in pursuit of their undergraduate degree.'''

It is difficult to identify the precise number of colleges and universities in the United States - in part because of varying definitions of the terms, and in part because of the diversity of potentially applicable institutions. Moreover, a US university need not be "accredited" in order to operate (see separate note on this topic). With these caveats in mind, a [http://www.utexas.edu/world/univ/alpha/ recent estimate] by the University of Texas at Austin counts 2,043 colleges and universities; the US Department of Education [http://ope.ed.gov/accreditation/ Database of Accredited Postsecondary Institutions and Programs] counts over 8,000 (community and vocational colleges are omitted in the first survey but included in the second); and the Chronicle of Higher Education 2009 [http://chronicle.com/section/Almanac-of-Higher-Education/141/ Almanac of Higher Education] counts 4,811.

Students provide transcripts of their High School grades and their results on a series of privately organised standardised tests when applying to American universities and colleges. Annual tuition fees are charged for higher education in almost all cases, and are often exorbitant compared to those found in other countries. (For the 2007–08 academic year, annual prices for undergraduate tuition, room, and board were estimated to be [http://nces.ed.gov/fastfacts/display.asp?id=76 $11,578 at public institutions and $29,915 at private institutions].) Many students rely on student loans and scholarships from their university, the federal government, or a private lender.

Students may choose to attend public or private institutions to complete their undergraduate degrees. The majority of public universities are operated by individual states and territories, usually as part of a "state university system". Each state supports at least one state university and several support many more. By a wide margin, these "state schools" tend to be the most affordable to residents from within that state.

Those individuals completing undergraduate education at either a university or college may enter the workforce in a professional capacity or continue on to postgraduate ("graduate") study. In 2008, [http://www.census.gov/Press-Release/www/releases/archives/education/013618.html 29% of American adults] 25 and older had a bachelor's degree.



===(Community) Colleges in the United States===
US "Community Colleges" are two-year institutions of higher education (once commonly called "Junior Colleges"). Often state-based and public, most Community Colleges operate under a policy of open admission and may be similar to the Polytechnics or University Colleges found in other countries.

[http://en.wikipedia.org/wiki/Community_colleges_in_the_United_States Many Community Colleges] are operated either by special districts that draw property tax revenue from the local community, as a division of a state university, or as sister institutions within a state-wide higher education system. In recent years, many Community Colleges have added online courses to their catalogues, and in some states have become hotbeds of e-learning activity.

Community Colleges typically offer two-year "associates degrees" and/or trade certifications, as well as services to the local community (e.g. a library or job placement assistance). Some offer courses towards a four-year bachelor's degree and may guarantee admission to a partner university. While most enrollees proceed directly from High School to Community College (and are therefore ages 18-21), Community College is also an attractive venue for older American adults returning to education after a hiatus; professionals seeking further certification in their field (or another); or hobbyists looking for an inexpensive way to further their personal interests.

'''US Community Colleges should not be confused with regular "Colleges"''', as the latter term is used uniquely in the US to refer to four-year teaching institutions which offer bachelor's degrees (see above). There are, however, other two-year institutions which would be referred to as "Community Colleges" even though they are not described as such by name; these have names like "institute of technology", "technical institute" or "technical college" and typically focus on training in technical and vocational skills.

== Education Reform ==

A selection of "hot button" issues targeted in the budget for [http://www2.ed.gov/about/overview/budget/budget12/index.html Fiscal Year 2012] reflect the general tenor of US educational reforms debated in the last five to ten years. These include:

* College access and completion
* Investing in early learning
* Accelerating the use of educational technology
* Supporting English language learners
* Supporting individuals with disabilities
* Strengthening the commitment to Native American, Alaska Native, and Native Hawaiian Education
* Improving productivity and efficiency
* Supporting rural education
* Improving Science, Technology, Engineering, and Mathematics (STEM) Education

Sector specifics are discussed below.

=== Schools ===
Approaches to improving public schooling have been the primary stakeholder concern ever since universal public education began to gain traction in US schools, in the middle of the nineteenth century. The Department of Education's official mission is to "promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access", and [http://en.wikipedia.org/wiki/Education_reform reforms over the last 60 years] have included issues of civil rights, "progressive" education versus "cultural literacy", and the 1990s adoption of Outcome-Based Education (OBE) - at which time a set of standards-based National Education Goals were set by the US Congress. The standards-based reform movement culminated in the controversial No Child Left Behind Act of 2001.

As of August 2011, issues frequently highlighted for potential reform include Repairing the Bush-era "No Child Left Behind" Act; Reauthorisation of the Elementary and Secondary Education Act (ESEA); Addressing teacher cheating scandals in standardised testing; Teacher union reform; Expanding school day or school year; Validity of charter schools (in which public schools operate more like private ones); Validity of school choice, or "school vouchers" (in which parents may select which public school their child attends, or use a voucher to send them to a private one); Improving teacher quality/salary; Improving teacher training; Awarding performance bonuses ("merit pay") to teachers; English-only vs. bilingual education (allowing students to study in their native tongue - typically Spanish); Mainstreaming special education students (allowing special needs individuals to remain in "regular" schools); Content of curriculum standards and textbooks (which intersects with controversial issues like the teaching of [http://en.wikipedia.org/wiki/Creationism creationism] in the classroom); and others.

For more information see the collected pieces on on "P-12" (pre-Kindergarten through twelfth grade) Reform on the ED web site at http://www.ed.gov/p-12-reform; or the useful Wikipedia discussion at http://en.wikipedia.org/wiki/Education_reform.

=== Post-secondary ===

Given the decentralised nature of the US HE system, federal reform might never reflect the kind of sweeping mandates periodically effected in other countries or unions. Nevertheless, certain proposed and actual reforms - largely addressing issues of affordability and access - pressed through or discussed from 2008-2011 are of great interest. Not all are exclusively higher-education specific. Some are detailed here:

* Announcement regarding [http://www.ecampusnews.com/technologies/white-house-makes-grants-to-boost-online-learning/ online courses for Community Colleges] (September 2011). The long-awaited first installation of a $2 billion grant programme targeting Community College students through both industry partnerships and an expansion of free online courses. An initial $500 million in "workforce training programme" grants were scheduled for distribution after a rigorous application process that lasted almost a year. This followed on an announcement by President Obama in July 2009 to devote '''$12 billion over 10 years''' to improve programmes, courses, and facilities at [[US]] Community Colleges, with $500 million devoted to freely available online courses. Portions of this pledge were realised in the Health Care and Education Reconciliation Act of 2010.

* The [http://www.broadband.gov/ National Broadband Plan] (March 2010). Relevant in its potential to transform education in the US, as noted in the report itself. Despite early advances in the arena, for nearly 10 years the United States has lagged behind many other developed countries in the adoption of broadband technology. America's first National Broadband Plan recommends sweeping improvements to US broadband governance, infrastructure, affordability, and deployment, dedicating $15.5 billion to broadband deployment over the next decade.

* The [http://en.wikipedia.org/wiki/Health_Care_and_Education_Reconciliation_Act_of_2010 Health Care and Education Reconciliation Act of 2010] (March 2010). Included the Student Aid and Fiscal Responsibility Act, reforming the process by which American students receive much-needed loans to participate in higher education.

* The [http://www.ed.gov/technology/netp-2010 National Educational Technology Plan 2010]". Outlined "ways in which information and communication technologies can be leveraged to help transform American education". It details [http://www.ed.gov/technology/netp-2010/goals-and-recommendations five specific goals] with recommendations (for states, districts, the federal government, and other stakeholders in the US education system) that address learning, assessment, teaching, infrastructure, and productivity. A wide variety of stakeholders played a role in developing the plan: see http://www.ed.gov/technology/netp-2010/how-plan-developed for details.

* The American Recovery and Reinvestment Act (ARRA) of 2009. Sought [http://www2.ed.gov/about/reports/annual/2009review.html "to get America on track and to return to being number one in the world in high school and college graduation rates, school readiness and overall academic achievement]." This included $98.2 billion in appropriations for the Department of Education, more than 1.5 times the Department’s entire appropriation for the previous year.

* The Student Aid and Fiscal Responsibility Act of 2009. [http://edlabor.house.gov/blog/2009/07/student-aid-and-fiscal-respons.shtml Goals included] "producing the most college graduates by 2020 by making college accessible and transforming the way our student loan programs operate." The bill never became law; link now defunct.

Read more about current issues in the realm of US Higher Education reform at the Teachnology, Inc. web site: http://www.teach-nology.com/highered/reform/

===== The Bologna Process =====
''(This section was included as relevant to Re.ViCa and has not been updated since first posting.)''

The average American academic remains unaware of the Bologna Process and its significance. Yet [http://www.ihep.org/assets/files/EYESFINAL.pdf a recent report] by the US-based Lumina Foundation chides:

:Former Secretary of Education, Margaret Spellings’ Commission on the Future of Higher Education paid no attention whatsoever to Bologna, and neither did the U.S. higher education community… Such purblind stances are unforgivable in a world without borders.

This report's author, [http://www.ihep.org/press-room/news_release-detail.cfm?id=62 Cliff Adelman] ([http://www.ihep.org/ Institute for Higher Education Policy]), is among numerous vocal proponents of US participation in a process similar to that set forth by Bologna. Lumina promotes [http://www.luminafoundation.org/our_work/tuning/Q_and_A-Bologna_and_Tuning.html "Tuning"], explored in papers such as [http://go2.wordpress.com/?id=725X1342&site=gsed.wordpress.com&url=http%3A%2F%2Fwww.ihep.org%2Fassets%2Ffiles%2FTheBolognaClub.pdf The Bologna Club: What U.S. Higher Education Can Learn from a Decade of European Reconstruction] - which set forth the goal that attainment of high-quality undergraduate degrees and credentials in the United States should increase to 60% by 2025.

Adelman's efforts and those of others like him are not widely known. Bologna's spirit of harmonisation, unity and "work towards a common cause" is not often felt across US state borders, and there are few models of cross-border cooperation that scratch the surface of Bologna Process-like goals.

As a separate issue, some European researchers have explored evidence of US hostility towards the Bologna Process itself, in terms of its perceived success in attracting overseas students who might otherwise pursue studies in the US. As an increasing number of "geographically mobile" students choose European universities over American ones, some believe that Bologna is a seen as a threat – yet one that US officials have been unwilling to acknowledge or name. For one example of this research track, see Charlier and Croche's 2008 piece on [http://mesharpe.metapress.com/app/home/contribution.asp?referrer=parent&backto=issue,2,7;journal,9,24;linkingpublicationresults,1:110907,1 The Outcome of Competition Between Europe and the United States].

== Administration and finance ==
(adapted from the US Department of Education web site, http://www2.ed.gov)
[[Image: Ed_gl_org_chart.gif|thumb|right|150px|2011 US Department of Education]]

Established in 1980, the '''[http://www.ed.gov/ US Department of Education]''' ('''ED''', or externally '''USDE''') is the government agency that establishes policy for and administers most federal assistance to '''all sectors of US education.''' ED has 4,200 employees and a $63.7 billion budget; elementary and secondary programmes serve more than 14,000 school districts and 56 million students, who attend some 97,000 schools and 28,000 private schools. Department programmes also provide financial assistance to about 11 million post-secondary students. Many students attend private schools, colleges and universities, paid for with private funds.

It is always important to bear in mind the predominant state and local role in establishing American schools and colleges, developing curricula, and determining enrolment and graduation requirements. '''These tasks are not, for the most part, under the purview of ED''' - in other words, there are few national requirements in these areas. Of an estimated $1.13 trillion being spent nationwide on education at all levels for school year 2010-2011, a substantial majority (89%) come from state, local, and private sources.

'''The US Department of Education (i.e. US federal government) does:'''

* Establish policies relating to federal financial aid for education, and administer/monitor those funds at all levels.
* Collect data, oversee schools research, and disseminate results to [http://en.wikipedia.org/wiki/United_States_Congress the US Congress], educators and the general public.
* Identify major issues, focus national attention on them, and make recommendations for education reform (advising the president and implementing education policies).
* Enforce federal statutes prohibiting discrimination in programmes receiving federal funds, and ensure equal access to education.

'''The US Department of Education (i.e. US federal government) does not:'''

* Establish schools and colleges
* Develop curricula
* Set requirements for enrollment and graduation
* Determine state education standards
* Develop or implement testing to measure whether states are meeting their own education standards

Notably for VISCED and Re.ViCa purposes, the Department of Education's [http://www2.ed.gov/about/offices/list/os/technology/index.html '''Office of Educational Technology] (OET)''' develops national educational technology policy, ensuring that programmes are coordinated and consistent across the federal government. OET released the US's first [http://www.ed.gov/technology/netp-2010 National Educational Technology Plan (NETP)] in March 2010 as described above.

=== Schools ===
The Department of Education's [http://www2.ed.gov/about/offices/list/oese/index.html '''Office of Elementary and Secondary Education'''] (OESE) directs, coordinates, and recommends policies for state and local educational agencies, helps ensure equal access to services (particularly for underprivileged and underrepresented children), and provides financial assistance to a select number of local educational agencies.

OESE offers nearly 200 programmes, addressing a range of issues such as: Hurricane Help for Schools, Academic Improvement and Teacher Quality Programs, School Support and Technology Programs, Student Achievement and School Accountability Programs, and many more. Programmes are administered through numerous offices, e.g. the Office of Indian [Native American] Education and the Office of Migrant Education. (Note that this is only a fragment of a much longer list, and that programmes are not guaranteed funding on an annual basis.)

=== Post-secondary ===
Federal regulation is critical in the area of student financial aid (which provides loans to students for post-secondary tuition).

The '''[http://www2.ed.gov/about/offices/list/ous/index.html Office of the Under Secretary]''' (OUS) oversees policies, programmes, and activities related to post-secondary education, vocational and adult education, and federal student aid.

The '''[http://www2.ed.gov/about/offices/list/ope/index.html Office of Postsecondary Education]''' (OPE) formulates federal post-secondary education policy and administers over 40 programmes to increase access to quality post-secondary education. One of the OPE's primary programmes of relevance is the [http://www2.ed.gov/about/offices/list/ope/fipse/welcome.html Fund for the Improvement of Postsecondary Education] (FIPSE). FIPSE's main activity each year is conducting the [http://www2.ed.gov/programs/fipsecomp/index.html Comprehensive Program], a grant programme intended to support innovative, replicable post-secondary education improvement projects. FIPSE also administers international consortia programmes, co-funded by foreign government partners, such as the [http://www2.ed.gov/programs/fipseec/index.html European Union-United States Atlantis Program] which provides funding for joint or dual undergraduate degrees in a wide range of academic and professional disciplines.

The '''[http://www2.ed.gov/about/offices/list/ovae/index.html Office of Vocational and Adult Education]''' (OVAE) administers and coordinates programmes related to adult education and literacy, career and technical education, and Community Colleges.

The '''[http://www2.ed.gov/about/offices/list/fsa/index.html Office of Federal Student Aid]''' (FSA) provides critical financial assistance to students enrolled in post-secondary educational institutions. Students apply to this agency for aid, and repay loans to it directly; institutions demonstrating inferior quality may become ineligible to educate students receiving federal student loans.

== Quality assurance ==



As described by the Department of Education's [http://www2.ed.gov/about/offices/list/ous/international/usnei/edlite-index.html US Network for Education Information] (USNEI), quality assurance takes several forms in the US system. The approval of institutions and programmes is generally '''undertaken by state agencies and accrediting agencies''', with the latter also responsible for establishing and maintaining academic and administrative standards. Professional and academic disciplinary associations also play a role in influencing and assessing quality. Educational potential and outcomes are measured by a wide range of surveys, studies, tests, and other assessments at the national, regional, state and institutional levels.

Various documents outlining assessment, evaluation, and standards activities in US education at all levels can be reviewed at http://www2.ed.gov/about/offices/list/ous/international/usnei/us/edlite-structure-us.html. The site also offers overviews of associates, bachelor's, and postgraduate degrees.

See also these general USNEI reports for further information:
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/accred-fed.doc Federal Recognition and Approval] - on the nature and limitations of the federal role in recognising accrediting agencies and in approving institutions
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/accred-state.doc State Approval of Schools and Postsecondary Institutions] - on the process of licensing or chartering educational providers by state authorities
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/qualassurance.doc Other Quality Assurance Provisions] - on additional quality assurance activities in the United States.

=== Schools ===
The US Department of Education [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/edlite-evaluation.html does not have the authority] to accredit private or public elementary or secondary schools; nor does it recognise schools-level accrediting bodies.

The US does not use national examinations to determine graduation from school or access to further studies, and there is no national curriculum on which to base such examinations. School curricula are set by local school districts, private schools, and homeschooling parents with reference to state standards and post-secondary requirements.

However, there is considerable commonality across the US education system despite the absence of legally enforced national curricula or examinations. Common evaluation and assessment standards and tools are the result of the pressures of the competitive academic marketplace, the expectations and requirements of employers and state agencies, and the standards required by accrediting agencies and professional and research associations.

For further information, USENEI provides these relevant schools report:

* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/accred-school.doc School-Level Accreditation] - the accreditation process at the primary and secondary education levels and provides links to accrediting agencies recognised by state governments and other authorities
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/edlite-evaluation.html Structure of U.S. Education: Evaluation and Assessment] - provides information on common US grading and credit systems as well as evaluation and standardised tests

=== Post-secondary ===
As in other US educational sectors, Quality Assurance in higher education is not typically overseen at the national level.
[http://www2.ed.gov/about/offices/list/ous/international/usnei/us/edlite-evaluation.html Post-secondary or tertiary curricula] are determined by individual institutions with reference to accreditation requirements, professional requirements, and the expectations of postgraduate programmes and employers.

It is difficult to summarise in brief the uniqueness and complexity of the academic accreditation process in the US.
* There is no single governmental accrediting body for US post-secondary educational institutions. Rather, ED relies on 74 private and state-based accrediting agencies to provide oversight of member institutions.
* These agencies are divided into 16 "regional" accrediting agencies (regarded as the most selective), plus a number of "national," "hybrid" and "programmatic" agencies which may certify lesser-known and/or specialised entities.
* Agencies awarded recognised by the Department of Education are not the only ones permitted to provide university accreditation; they have simply met a certain set of ED criteria. '''Recognition is not a requirement for an accrediting body to operate legally''' - although without it, institutions it certifies '''cannot participate in federal student aid programmes'''.
* Non-accredited institutions are often perceived as lacking in quality and rigor, and may be termed "diploma mills".

Within ED, the [http://www2.ed.gov/admins/finaid/accred/index.html Accreditation and State Liaison] (ASL) has responsibility for the accrediting agency recognition process and for coordinating activities between states and ED that impact institutional participation in the federal financial assistance programmes. A [http://www2.ed.gov/about/bdscomm/list/naciqi.html National Advisory Committee on Institutional Quality and Integrity] provides recommendations to the Secretary of Education regarding the recognition of post-secondary accrediting agencies.

For those seeking further information, USNEI provides these post-secondary reports:
* [http://www2.ed.gov/admins/finaid/accred/accreditation_pg6.html#NationallyRecognized Nationally Recognised Accrediting Agencies] - the U.S. Department of Education's directory of federally recognised accrediting agencies, both regional and national
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/accred-postsec.doc Postsecondary Accreditation] - describes the accreditation process at the tertiary level, and provides links to recognised accrediting agencies which are members of the Council for Higher Education Accreditation (CHEA)
* [http://www.chea.org/Directories/index.asp CHEA Directory of Recognised Accrediting Organisations] - the Council on Higher Education Accreditation's directory of recognised accrediting agencies
* [http://www.aspa-usa.org/ Association of Specialised and Professional Accreditors] (ASPA) - national association of accreditation agencies for regulated professions
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/fraud.doc Diploma Mills and Fraud] - information and links on the problems of unaccredited institutions and bogus accreditors in the US

== Information society ==

''Details about certain legislation, agencies and initiatives have been covered in previous sections.''

After an initial period of sustained leadership in the areas of computer science, internet development and broadband uptake, the US is now widely considered to be stagnating in technology uptake and usage. According to the World Economic Forum (WEF)'s 2011 report, the [http://www.huffingtonpost.com/2011/04/13/world-economic-forum-technology-use-us_n_848566.html US finished fifth] in a survey of the 138 countries that make up 98.8 percent of the world's GDP (ranking 24th in percentage of households with a personal computer). The WEF measured aspects of technology usage including business and regulatory climates for IT development and interest in and use of technology by the government, individuals and businesses.

The US also faces a significant gap in residential broadband use that breaks down along race, income, education levels and other socio-economic factors.

Recent [http://pewinternet.org Pew findings] report that 77% of American adults use the internet ([http://pewinternet.org/Static-Pages/Trend-Data/Whos-Online.aspx Dec 2010]); 83% of Americans own mobile phones, while just 57% own a personal computer ([http://pewinternet.org/Trend-Data/Device-Ownership.aspx May 2011]).

A variety of offices, agencies and non-profits monitor and direct US activity and strategy in the information society.
* The [http://www.fcc.gov/ Federal Communications Commission], an independent US government agency, regulates interstate and international communications by radio, television, wire, satellite and cable. (As noted above, it has unveiled the first US [http://www.reuters.com/article/idUSN2224640220100223 National Broadband Plan] in March 2010, reinforcing the notion that all Americans are entitled to "affordable access to robust and reliable broadband products and services".)
* The Department of Education’s [http://www2.ed.gov/about/offices/list/os/technology/index.html Office of Educational Technology] (OET) supports the use of technology in education. (The March 2010 "National Education Technology Plan" has been discussed above.)
* The [http://www.whitehouse.gov/omb/e-gov/ Office of E-Government & Information Technology] is part of the Office of Management and Budget (OMB).
* Founded in 1969, the [http://www.nascio.org National Association of State Chief Information Officers] (NASCIO) represents state chief information officers and information technology executives and managers from the states, territories, and the District of Columbia. The primary state members are senior officials from state government who have executive-level and statewide responsibility for information technology leadership.
* The [http://www.cio.gov/ Chief Information Officers] (CIO) Council serves as the principal interagency forum for improving practices in the design, modernisation, use, sharing, and performance of Federal Government agency information resources.
* The [http://it.usaspending.gov/ IT Dashboard], launched in June 2009, allows the American people to monitor IT investments across the federal government.

This is not a comprehensive list - and in particular does not identify any state or regional programmes. See http://www.usa.gov/Government/State_Local/Technology.shtml for more related agencies/organisations.

== ICT in education initiatives ==

=== Virtual initiatives in schools ===


Online education in the US has gained considerable traction over the last 15 years - seemingly more so than in any other country. A major report from the International Association for K-12 Online Learning (iNACOL), [http://www.inacol.org/research/docs/iNCL_NationalPrimerv22010-web.pdf A National Primer on K-12 Online Learning] (Second Edition), estimates that over 1.5 million American K-12 students were engaged in online and blended learning for the 2009-2010 school year (out of approximately 55.2 million students enrolled ).This represents roughly 3% of the US K-12 population.

This relatively small figure belies the scope and nature of the programmes now available. Options vary from state to state, school district to school district, and even from school to school. As the Primer notes, whether a student has the option to participate in "supplemental" (i.e. single) courses or full-time online programmes remains a matter of state policy and local laws, "with a few states providing opportunities for most students, a few states providing almost no opportunities, and most states falling somewhere in the middle". Moreover, iNACOL and others acknowledge their ongoing struggle to survey data in this relatively new and rapidly changing arena; there is no single authority to whom any of the schools listed in this survey must report, and relevant data is not always made available to the public.

As of 2010, supplemental or full-time online learning opportunities were available to students in 48 of the 50 US states. 38 states had state virtual schools or state-led online initiatives (with a 39th set to open in 2011); 27 states plus Washington, DC had full-time online schools serving students statewide; and 20 states were providing both supplemental and full-time online learning options statewide (but not as part of a state virtual school). This can be compared to 2001, during which approximately 10 states had state virtual schools and even fewer offered other online education options.
The three main types of US virtual school are summarised in brief below, as outlined in [http://www.ecs.org/html/Document.asp?chouseid=9014 Keeping Pace With Online Learning: An Annual Review of Policy and Practice], Evergreen Education Group (2010). Note that not all schools fit neatly into one of the slots below, but without this kind of rough categorisation it would be exceedingly difficult to approach the vast array of US virtual schools.

Click here for the VISCED [[typology of US virtual schools]].

Click here for the full VISCED list of [[:Category:Virtual_schools_in_the_US|Virtual schools in the US]].

==== US state virtual schools - overview====
* Operate in 38 states
* Are state-led online learning initiatives, with course enrollment ranging from several thousand to 16,000 for 2009-10
* Boast 450,000 "course enrollments" nationwide, i.e. in which one student takes one course
* Often provide local school districts with '''supplemental online courses''', as well as online learning expertise and thought leadership for their own schools
* Have '''students who study online part-time only''' (taking "supplemental" online courses while physically enrolled elsewhere)
* Saw enrollment increase by nearly 40% from 2008-09 to 2009-10, though most gains came from the states of North Carolina and Florida only
* Have virtual school enrollments exceeding 10,000 for 2009-10 in eight different states (Alabama, Florida, Georgia, Idaho, Louisiana, Michigan, North Carolina and South Carolina)
* Are usually funded by legislative appropriation

Click here for the VISCED list of [[:Category:US statewide virtual schools|US statewide virtual schools]] - this includes both "state virtual schools" as described above, and any virtual school for which state residents are eligible.

====US multi-school-district full-time online schools - overview====
* Operate in 27 states (each has at least one)
* '''Have few or no part-time students'''; most have enrollment of a few hundred to several thousand
* Usually attract students from across an entire state, so are found in those states that permit students to enroll across district lines
* Are typically charter schools (i.e. special publicly funded schools operating under their own charters/standards, attended by student choice)
* Are usually affiliated with a private national organisation e.g. Connections Academy, K12 Inc., Advanced Academics, or Insight Schools
* Are often funded via state public education funds that follow the student

Click here for the VISCED list of [[:Category:US_multi-school-district_virtual_schools|US multi-school-district virtual schools]].

Click here for the VISCED list of [[:Category:US_charter_schools|US charter schools]].

====US single school district programmes - overview ====
* Are represented by only 11 well-established programmes nationwide
* Serve only students who reside within a single, local district of residence
* Serve '''mostly supplemental students''' (though some serve full-time students)
* Are often focused on credit recovery or at-risk students
* Make up the fastest growing segment of K-12 online learning

There are additionally a number of virtual schools run by consortia or postsecondary institutions, i.e. some which are not state, multi-district or single district schools.

Click here for the VISCED list of [[:Category:US_single-school-district_virtual_schools|US single-school-district virtual schools]].

====Possible US Exemplars====

* [[Agora Cyber Charter School]]
* [[Alabama ACCESS Distance Learning]] (State Virtual School)
* [[City of Angels Virtual Academy]] (COAVA)
* [[Cook County Sheriff’s Department Virtual High School]]
* [[Electronic Classroom of Tomorrow]]
* [[Florida Virtual School]] (FLVS)
* [[Hope Online Learning Academy]]
* [[Idaho Digital Learning Academy]] (IDLA)
* [[Illinois Virtual High School]]
* [[Jefferson County JCPSeSchool]]
* [[Louisiana Virtual School]] (LVS)
* [[Mesa Distance Learning Program]] (MDLP)
* [[Michigan Virtual School]] (MVS)
* [[Minnesota Virtual High School]] (MVHS)
* [[Mississippi Virtual Public School]]
* [[North Carolina Virtual Public School]] (NCVPS)
* [[Omaha Public Schools eLearning]] (OPS)
* [[Open High School of Utah]] (OHSU)
* [[Pennsylvania Cyber Charter School]]

* [[Primavera Online High School]]
* [[Silver State Charter Schools]]
* [[South Carolina Virtual School Program]] (SCVSP)
* [[Utah Electronic High School]] (EHS)
* [[Virtual High School Global Consortium]] (VHS)
* [[21st Century Cyber Charter School]]

====Towards a Comprehensive List of US Virtual Schools (in progress)====
''All schools identified as "notable" in early phases of VISCED are included below. The list is representative but not comprehensive, given the nature of the US. Virtual schools for the under-14s are deemed out of scope.''

# [[21st Century Cyber Charter School]] (Pennsylvania)
# [[Advanced Academics Online School]] (Oklahoma)
# [[AGVI Academy for Gifted Youth]] (California)
# [[Academy Online High School]] (Colorado)

# [[ACE Digital Academy]] (Ohio)
# [[ACHIEVEk12]] (Colorado)
# [[Achievement House Cyber Charter School]] (Pennsylvania)
# [[Agave Distance Learning]] (Arizona)
# [[Agora Cyber Charter School]] (Pennsylvania)
# [[Akron Digital Academy]] (Ohio)
# [[Alabama ACCESS Distance Learning]] (State Virtual School)

# [[Alaska Virtual School]]
# [[Alaska's Learning Network]]



# [[Andover eCademy]] (Kansas)
# [[Anoka Hennepin Compass On-Line]] (Minnesota)
# [[Another Choice Virtual Charter School]] (Idaho)
# [[Apex Learning High School]]
# [[Appleton eSchool]] (Wisconsin)
# [[APS Online]] (Colorado)
# [[Arizona Connections Academy]]
# [[Arizona Online Instruction]]
# [[Arizona Virtual Academy]]

# [[Arizona Virtual School]]

# [[Arkansas Virtual High School]]
# [[ASPIRA Bilingual Cyber Cyber School]] (Pennsylvania)
# [[AZ2020 Online Academy]] (Arizona)
# [[Basehor-Linwood Virtual School]] (Kansas)
# [[Beacon Academy of Nevada]]
# [[Bethel Online Academy]] (Washington)
# [[Blue Sky Online Charter School]] (Minnesota)
# [[Blueprint High School]] (Arizona)
# [[Boulder Universal]] (Colorado)
# [[Branson School Online]] (Colorado)
# [[Brigham Young University Independent Study]] (Utah)
# [[Buckeye On-Line School for Success]] (Ohio)
# [[California Pacific Charter Schools]] (California)
# [[California Virtual Academies]]

# [[Canon Online Academy]] (Colorado)
# [[Capistrano Connections Academy]] (CapoCA) (California)
# [[Cardington-Lincoln Local Digital Academy]] (Ohio)
# [[Chesterfield County Public Schools Online]] (Virginia)
# [[Central California Connections Academy]] (California)
# [[Central Pennsylvania Digital Learning Foundation]] (Pennsylvania)
# [[Chester Area Cyber School]] (South Dakota)
# [[Chicago Virtual Charter School]] (Illinois)

# [[Christa McAuliffe Academy]] (Oregon)
# [[Cincinnati Virtual High School]] (Ohio)
# [[City of Angels Virtual Academy]]
# [[CCSD Virtual High School]] (Nevada)
# [[CK Online Academy]] (Washington)
# [[Cobb Virtual Academy]] (Georgia)

# [[Colorado Connections Academy]]
# [[Colorado Distance and Electronic Learning Academy]] (CDELA)
# [[Colorado Online Learning]]
# [[Colorado Cyber]]
# [[Colorado Virtual Academy]]
# [[Columbia Virtual Academy]] (Washington)
# [[Commonwealth Connections Academy]] (Pennsylvania)

# [[Connecticut Virtual Learning Center]]
# [[Continental Academy]] (Florida)
# [[Cook County Sheriff’s Department Virtual High School]]



# [[Delta Academy On Line School]] (Nevada)
# [[Delta Cyber School]] (Alaska)

# [[DoDEA Virtual High School]]
# [[Denver Online High School]] (Colorado) (formerly DPS Online High School)
# [[Dunlap Leadership Academy]] (California)
# [[Duval Virtual Instruction Academy]] (Florida)
# [[eCADEMY]] (New Mexico)

# [[Education Program for Gifted Youth]] Online High School, Stanford University (California)
# [[ELCA Online Learning Academy]] (Georgia)
# [[EdVisions Online High School]] (Minnesota)
# [[EV Online Learning]] (Washington)
# [[Electronic Classroom of Tomorrow]] (Ohio)
# [[Electronic Course Program]] (Texas)
# [[Evanston Virtual High School]] (Wyoming)
# [[Excel High School]] (Minnesota)
# [[Fairbanks B.E.S.T. Program]] (Alaska)
# [[Fairborn Digital Academy]] (Ohio)
# [[Falcon Virtual Academy]] (Colorado)
# [[Findlay Digital Academy]] (Ohio)
# [[Florida Virtual School]]
# [[Francis School]] (New York)
# [[Franklin University PSEOP]] (Ohio)
# [[Freshwater Education District Virtual School Consortium]] (Minnesota)
# [[Georgia Cyber Academy]]

# [[Georgia Virtual School]]
# [[Giant Campus of Washington]] (Washington)
# [[Giant Campus Academy]]
# [[GLBTQ Online High School]] (Minnesota)
# [[GOAL Digital Academy]] (Ohio)
# [[GOAL Academy Online]] (Colorado)
# [[Graham Digital Academy]] (Ohio)
# [[Greater Ohio Virtual School]]
# [[Greenways Academy]]
# [[Gwinnett Online Campus]] (Georgia)
# [[Hamilton County Virtual School]] (Tennessee)
# [[Hawaii DOE E-School]]
# [[Hawaii Technology Academy]]
# [[Hawaii Virtual Learning Network]]
# [[Hawaii Virtual School]]
# [[Hoosier Academies]] (Indiana)
# [[Hope High School Online]] (Arizona)
# [[Hope Online Learning Academy]] (Colorado)
# [[Idaho Connects Online]]
# [[Idaho Digital Learning Academy]]
# [[Idaho Distance Education Academy]]
# [[Idaho Virtual Academy]]
# [[IDEAL-NM]] (New Mexico)
# [[Independent Study High School]] (Nebraska)
# [[Illinois Virtual High School]]
# [[Indiana Connections Academy]]
# [[Insight School of Colorado]]
# [[Insight School of Kansas]]
# [[Insight School of Minnesota]]
# [[Insight School of Washington]]
# [[Insight School of Wisconsin]]
# [[INSPIRE Connections Academy]] (Idaho)


# [[International Virtual Learning Academy]] (California)
# [[Internet Academy]] (IA) (Washington)
# [[Iowa Learning Online]]
# [[Iowa Online AP Academy]]
# [[iQ Academy Arizona]]
# [[iQ Academy Kansas]]
# [[iQ Academy Minnesota]]

# [[iQ Academy Washington]]
# [[iQ Academy Wisconsin]]
# [[iSucceed Virtual High School]] (Idaho)
# [[Jackson Hole Connections Academy]] (Wyoming)
# [[Janesville Virtual Academy]] (Wisconsin)
# [[JEDI Virtual High School]] (Wisconsin)
# [[Jeffco's 21st Century Virtual Academy]] (Colorado)
# [[Jefferson County JCPSeSchool]]
# [[Kansas Connections Academy]]

# [[Kaplan Academy of California]]

# [[Kaplan Academy of Oregon]]
# [[Kaplan Academy of Washington]]
# [[Kaplan University High School]]
# [[Karval Online Education]] (Colorado)
# [[Kenosha eSchool]] (Wisconsin)
# [[Kent Digital Academy]] (Ohio)
# [[Kentucky Virtual Schools]]
# [[Keystone Online School]]
# [[Kiel eSchool]] (Wisconsin)

# [[Lakewood Digital Academy]] (Ohio)
# [[Lancaster Digital Academy]] (Ohio)

# [[Learn at My Pace]] (LAMP) Online High School (Minnesota)



# [[Learning² eSchool of Wichita]] (Kansas)
# [[Louisiana Virtual School]]
# [[Mahoning Unlimited Classroom]] (Ohio)



# [[Maryland Virtual School]]
# [[Massachusetts Online Network for Education]] (MassONE)

# [[Massillon Digital Academy]] (Ohio)
# [[Mercury Online Academy of Arizona]]
# [[Mercury Online Prep]]
# [[Mercury Academy of Southern California]]
# [[Meridian Parent Partnership Program]] (MP3) (Washington)
# [[Mesa Distance Learning Program]]
# [[Miami Dade I-Prep Academy]] (Florida)
# [[Miami-Dade Online Academy]] (Florida)
# [[Michigan Virtual School]]

# [[Midwestern Regional Virtual Charter School]] (Pennsylvania)
# [[Minnesota Online High School]]
# [[Minnesota Transitions Schools Minnesota Connections Academy]]
# [[Minnesota Virtual Academy]]
# [[Minnesota Virtual High School]]
# [[Mississippi Virtual Public School]]
# [[Missouri Virtual Instruction Program]]
# [[Monroe Virtual High School]] (Wisconsin)
# [[Monroe Virtual Middle School]] (Wisconsin)
# [[Montana Digital Academy]]
# [[Monte Vista Online Academy]] (Colorado)
# [[Move Up Program]] (Washington)
# [[MPS Online]] (Minnesota)

# [[National Connections Academy]]

# [[National University Virtual High School]] (California)
# [[Nevada Connections Academy]]
# [[Nevada Virtual Academy]]
# [[New Jersey Virtual School]]
# [[Newark Digital Academy]] (Ohio)

# [[NCSSM Online]] (North Carolina)
# [[North Carolina Virtual Public School]]
# [[North Dakota Center for Distance Education]]
# [[Northeast Wisconsin Online Network]] (Wisconsin)
# [[Northwest Allprep]] (Washington)


# [[Odyssey High School]] (Nevada)
# [[Ohio Connections Academy]]
# [[Ohio Distance And Electronic Learning Academy]]
# [[Ohio Virtual Academy]]



# [[Oklahoma Virtual Academy]]
# [[Oklahoma Virtual Charter Academy]]
# [[Oklahoma Virtual High School]]
# [[Oklahoma Virtual School]]
# [[Olympia Regional Learning Academy iConnect]] (Washington)
# [[Omaha Public Schools eLearning]]
# [[Open High School of Utah]]
# [[Oregon Connections Academy]]
# [[Oregon Virtual Academy]]
# [[Oregon Virtual Education]]

# [[PA Distance Learning Charter School]] (Pennsylvania)
# [[PA Learners Online Regional Cyber Charter School]] (Pennsylvania)
# [[Pacific View Charter School]]
# [[Palmetto State E-cademy]] (South Carolina)
# [[Park City Independent]] (Utah)
# [[Pennsylvania Cyber Charter School]]
# [[Pennsylvania Leadership Charter School]]
# [[Pennsylvania Virtual Charter School]]
# [[Pinnacle Online High School]] (Arizona)

# [[Primavera Online High School]] (Arizona)
# [[Provo eSchool]] (Utah)
# [[Provost Academy South Carolina]]
# [[Provost Academy Colorado]]
# [[Quaker Digital Academy]] (Ohio)
# [[Red Comet]] (Washington)
# [[Richard McKenna Charter High School]] (Idaho)
# [[Riverside Virtual School]] (California)



# [[Scholars Online]] (Washington)

# [[Silver State High School]] (Nevada)
# [[Sioux Falls School District]] (South Dakota)
# [[Slavic Christian Academy]] (Washington)

# [[South Carolina Connections Academy]]
# [[South Carolina Virtual Charter School]]
# [[South Carolina Virtual School Program]]
# [[South Carolina Whitmore School]]
# [[South Dakota Virtual School]]

# [[Southwest Licking Digital Academy]] (Ohio)
# [[Spokane Virtual Learning]] (Washington)
# [[Spring Lake Park Online]] (SLP Online) (Minnesota)
# [[St. Johns Virtual School]] (Florida)

# [[SusQ-Cyber Charter School]] (Pennsylvania)
# [[Texas Connections Academy @ Houston]]
# [[Texas Virtual Academy]]
# [[Texas Virtual School]]
# [[Tempe Union Online Learning]] (TUOL) (Arizona)
# [[The American Academy]]

# [[Treca Digital Academy]]
# [[TRIO Wolf Creek Online High School]] (Minnesota)

# [[University of California College Prep]] (California)
# [[University of Missouri High School]]
# [[University of Oklahoma High School]]
# [[Utah Electronic High School]] (EHS)
# [[Utah Tech High]]
# [[Utah Virtual Academy]]
# [[Vermont Virtual Learning Cooperative]]
# [[Vilas Online]] (Colorado)

# [[Virtual Community School Of Ohio]]
# [[Virtual High School Global Consortium]] (VHS)
# [[Virtual Learning Academy Charter School]] (New Hampshire)
# [[Virtual Virginia]]
# [[VOISE Academy High School]] (Illinois)


# [[Washington Online School Network]]
# [[Washington Virtual Academies]] (WAVA) (Washington)
# [[WOLF School]] (Nevada)
# [[West Central Learning Academy II]] (Ohio)
# [[West Virginia Virtual School]]

# [[Westwood Cyber High]] (Michigan)
# [[WiloStar3D-Epic Academy]] (Oklahoma)
# [[Wisconsin Connections Academy]]
# [[Wisconsin eSchool Network]]
# [[Wisconsin Virtual Academy]]
# [[Wisconsin Virtual Learning]]
# [[Wisconsin Virtual School]]
# [[Wyoming e-academy of Virtual Education]] (WeAVE)
# [[Wyoming Switchboard Network]]
# [[Wyoming Virtual Academy]]

See also the Wikipedia article at http://en.wikipedia.org/wiki/List_of_virtual_schools#United_States.

=== Virtual initiatives in post-secondary education ===


According to the Sloan Consortium's 2010 report on [http://sloanconsortium.org/publications/survey/class_differences Class Differences: Online Education in the United States], approximately 5.6 million students were enrolled in at least one online course in the autumn of 2009. Other findings include:
* Almost two-thirds of for-profit institutions say that online learning is a critical part of their long term strategy
* The 21%growth rate for online enrollments far exceeds the 2% growth in the overall higher education student population
* Nearly one-half of institutions report that the economic downturn has increased demand for face-to-face courses and programmes
* Three-quarters of institutions report that the economic downturn has increased demand for online courses and programmes

There are no university-focused relevant federal initiatives of note. However, in July 2009 president Barrack Obama pledged to devote $12 billion over 10 years to improve programmes, courses, and facilities at US Community Colleges, with "$500 million devoted to freely available online courses". This pledge has evolved over time and this section may later be updated.

Despite the lack of national (federal) motivation, the simple scope and diversity of virtual university activity in the US cannot be underestimated. Most US universities offer at least one hybrid or fully online programme. Many institutions offer a wide range of programmes, at both the undergraduate and postgraduate levels.

Many of the "notables" are operated by for-profit, private companies, although a variety of initiatives originating in "traditional" universities are examined as well. Some major institutions/initiatives include:

* [[Capella University]]
* [[Carnegie Mellon University]]
* [[University of Central Florida]]
* [[Colorado Community Colleges Online]]
* [[DeVry University]]
* [[Laureate Education]] ([[Walden University]])
* [[University of Maryland University College]]
* [[University of Phoenix]]
* [[Penn State World Campus]]
* [[Regis University]]
* [[SUNY Learning Network]]
* [[Strayer University Online]]
* [[UT Telecampus]]
* [[University of the People]] - new, but noteworthy

There are many more. See [http://www.virtualschoolsandcolleges.eu/index.php/Category:United_States the US category] for a full list of those programmes indexed by the Re.ViCa wiki.

== Lessons learnt==

=== General lessons ===

The US is an unusually structured nation of 50 federated states, to which it is not always easy to compare other countries - especially those located in Europe (as they are more likely to see broad-ranging, national initiatives in education). Some of the associated issues are explored below (''text prepared for Re.ViCa'').

Note also that the apparent success of e-learning/online higher education in the [[US]] must be approached with care - quality may vary widely from institution to institution (and programme to programme). See note above on the complexity of US accreditation and quality control mechanisms.

==== Is the relevance of the US or of its states? ====
''Text prepared for Re.ViCa and moved from an earlier section.''

Hovering around 308.6 million as of early 2010, the population of the USA seems enormously large compared with that of most European countries. (For comparison, the population of the [[UK]] is estimated at 62 million, the [[Netherlands]] at 16.6 million, and [[Finland]] at 5.3 million.) Nevertheless, the federal structure of the US and the deregulated nature of its educational systems indicate that it is reasonable to look to the state level when studying e-learning in the US.

This "relevance" depends primarily on comparing US states to discrete European ones - it is extremely difficult to compare and contrast the US and Europe as a whole (in e-learning or otherwise).

The population of the EU is now estimated at over 500 million, about 1.5 times that of the US, and its inhabitants speak over 170 languages (of which 23 are considered "official"). While the US itself has no "official" language, nearly all Americans speak English, and moreover share essentially similar cultural expectations. This (in conjunction with the US's underlying federal governance structure) often results in a velocity of propagation of ideas nationwide which is rarely replicated across the EU.

==== Post-secondary: Do US ideas in e-learning transfer to Europe? ====
''Text prepared for Re.ViCa and moved from an earlier section.''

Many European analysts consider US universities - both large and small, public and private - more successful at developing and implementing substantial e-learning programmes than their European counterparts. Online learning in the US is indeed expanding at a remarkable and enviable pace: the average growth rate for online university enrolments has increased by roughly 13% per annum over the past seven years (compared with 2% for US "brick and mortar" enrolments). Other indicators of success include completion rates, programme sustainability over a number of years, and academic reputation.

Researchers have (understandably) questioned why the success of e-learning in US universities does not transfer more readily to a European context. Is it the economy, the geography, the demographics, or the population density; the nature of the respective educational funding models; or something else entirely? Indeed, these are but a few of the differences that may contribute to the challenge of e-learning transfer. Consider also the vast differences in quality models, academic focus, relevant public policy, language/culture, and technology uptake. In a global culture where online degrees are rapidly acquiring credibility, and students have begun to actively pursue online degrees via overseas institutions, these are critical questions to consider when pondering the future of education in Europe.

It is certain that North American ideas in e-learning form worthy comparators, and in countless cases do see transfer to Europe (and beyond). For example, many of the early course/learning management systems which formulated our earliest understanding of [http://en.wikipedia.org/wiki/History_of_virtual_learning_environments_1990s "online learning" in the mid-1990s] were developed in either America or Canada, e.g. LotusNotes, FirstClass, Blackboard and WebCT. A distinctly American company with American attitudes and products, Blackboard [[learning management systems]] remains in common usage across Europe (despite recent trends towards [[OER]] in the market). Institutions worldwide have sought to mirror the success of the US in exporting learning via the internet.

There is also more general discussion of the "Americanisation of Education" seen in some European countries - which is too broad and controversial a topic to address here.

Whatever the ramifications, the past would suggest that European analysts should indeed examine US e-learning trends in order to better understand (and possibly predict) directions for growth in their own countries.

=== Notable practices ===


The unusually decentralised nature of US education makes it difficult to locate national practices that might be applied more broadly. Note, however, that this decentralisation seems to have stimulated the development of virtual schools within the US in an unprecedented manner. Virtual Schools may be public or private; private organisations may partner with public school systems; and online courses may be partly or purely supplemental (as opposed to full time). There is no shortage of models evolving, and it would seem that the lack of uniformity has proven a rich and fertile ground for development.

Less optimistically, there are many opposed to the dominant role that private, for-profit organisations have come to play in the development of US virtual schools (and in charter schools in particular - see description above). Many of these "academies" have been developed along the lines of a "University of Phoenix" model, and indeed are often owned by large, profit-seeking parent companies. In other words, the unique US educational landscape brings both benefits and challenges. (In this context of post-secondary education, consider the wide range of accrediting agencies, and the longstanding disputes regarding educational quality among for-profit, commercial institutions). It is difficult to judge their applicability in other contexts.

== References ==

* "2009 Year in Review". US Department of Education, January 2010, http://www2.ed.gov/about/reports/annual/2009review.doc
* "Academic Ranking of World Universities". Graduate School of Education, Shanghai Jiao Tong University, http://www.arwu.org/. Retrieved 2010-02-28
* "Accreditation and Quality Assurance: Other Quality Assurance Provisions." International Affairs Office, US Department of Education, 12/2007, http://www2.ed.gov/about/offices/list/ous/international/usnei/us/qualassurance.doc
* Adelman, C. The Bologna Process for U.S. Eyes: Re-learning Higher Education in the Age of Convergence. Produced with primary support of the Lumina Foundation for Education to the Global Performance Initiative of the Institute for Higher Education Policy, April 2009, http://www.ihep.org/assets/files/EYESFINAL.pdf Retrieved 2010-02-15
* "Ages for Compulsory School Attendance..." US Dept. of Education, National Center for Education Statistics, http://nces.ed.gov/programs/digest/d02/dt150.asp. Retrieved 2010-02-15
* Allen, I. E. and Seaman, J. (2008) Staying the Course: Online Education in the United States, 2008 Needham MA: Sloan Consortium
* "The Almanac of Higher Education". The Chronicle of Higher Education LVI (1): 5. August 28, 2009.
* "A National Primer on K-12 Online Learning, Second Edition". iNACOL, http://www.inacol.org/research/docs/iNCL_NationalPrimerv22010-web.pdf
* "As Economy Wavers, Online Enrollments Climb". November 13, 2008, http://www.insidehighered.com/news/2008/11/13/sloan Retrieved 2010-02-15
* Brady, P. Is there a Paris match for UK's overseas appeal? 10 August 2007, Times Higher Education, http://www.timeshighereducation.co.uk/story.asp?storyCode=90207&sectioncode=26 Retrieved 2010-02-15
* "Category Archives: P-12 Reform". US Department of Education, http://www.ed.gov/p-12-reform Retrieved 2011-07-28
* Charlier, J.-E., and Croche, S. "The Bologna Process: The Outcome of Competition Between Europe and the United States and a Stimulus to This Competition", European Education, vol. 39, no. 4, Winter 2007–8, pp. 10–26.
* Database of Accredited Postsecondary Institutions and Programs, US Department of Education, http://ope.ed.gov/accreditation/ Retrieved 2010-02-15
* "Education Reform". Wikipedia, http://en.wikipedia.org/wiki/Education_reform Retrieved 2011-07-28
* "Educational Attainment in the United States: 2003." US Census Bureau. http://www.census.gov/prod/2004pubs/p20-550.pdf. Retrieved 2010-02-28
* "Educational Attainment in the United States: 2008." US Census Bureau. http://www.census.gov/population/www/socdemo/educ-attn.html Retrieved 2010-02-28
* "Demographics of the European Union". Wikipedia, http://en.wikipedia.org/wiki/Demographics_of_the_European_Union Retrieved 2010-02-08
* "Digest of Education Statistics: 2008". US Dept. of Education, National Center for Education Statistics, http://nces.ed.gov/programs/digest/d08/ Retrieved 2010-02-08
* "Diploma Mills and Accreditation". US Department of Education web site, http://ed.gov/students/prep/college/diplomamills/accreditation.html
* "Education in the United States". http://en.wikipedia.org/wiki/Education_in_the_United_States Retrieved 2011-07-28
* "Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies". US Dept. of Education, September 2010, http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf
* "European Union". Wikipedia, http://en.wikipedia.org/wiki/European_Union Retrieved 2010-02-08
* "Fading Stimulus Saved Colleges". Inside Higher Ed, February 11, 2010, http://www.insidehighered.com/news/2010/02/11/sheeo
* "Fast Facts [2007/2008]." US Dept. of Education, National Center for Education Statistics, http://nces.ed.gov/fastfacts/display.asp?id=76
* "General Educational Development". Wikipedia, http://en.wikipedia.org/wiki/General_Educational_Development
* "Higher Education in the United States". http://en.wikipedia.org/wiki/Higher_education_in_the_United_States Retrieved 2011-07-28
* "History of Learning Environments". Wikipedia, http://en.wikipedia.org/wiki/History_of_virtual_learning_environments_1990s Retrieved 2010-02-15
* "Homeschooling in the United States". Wikipedia, http://en.wikipedia.org/wiki/Homeschooling_in_the_United_States Retrieved 2011-08-17
* "Keeping Pace With Online Learning: An Annual Review of Policy and Practice". Evergreen Education Group, 2010, http://kpk12.com/reports/
* Kittredge, B. "Student Aid and Fiscal Responsibility Act". Blog of the Committee on Education and Labor, July 15, 2009, http://edlabor.house.gov/blog/2009/07/student-aid-and-fiscal-respons.shtml
* Krueger, D, and Kumar, K.B. "US-Europe Differences in Technology-Driven Growth: Quantifying the Role of Education". Journal of Monetary Economics, Elsevier, vol. 51(1), pages 161-190, 2004, http://ideas.repec.org/p/nbr/nberwo/10001.html
* "Learning in the 21st Century: 2010 Trends Update". Project Tomorrow, http://www.tomorrow.org/speakup/learning21Report_2010_Update.html
* Lieven, M., and Martin, G. (2006) "Higher Education in a Global Market: The Case of British Overseas Provision in Israel", Higher Education, 52: 1
* "List of countries by population". Wikipedia, http://en.wikipedia.org/wiki/List_of_countries_by_population Retrieved 2011-07-15
* Osgood, R.K., "Making Liberal Arts Colleges Sustainable", Forbes.com, http://www.forbes.com/2010/02/17/liberal-arts-college-thought-leaders-osgood.html
* "Overview: The Federal Role in Education". United States Department of Education, http://www2.ed.gov/about/overview/fed/role.html Retrieved 2011-07-28
* "Overview: 10 Facts About K-12 Education Funding". US Department of Education, http://www2.ed.gov/about/overview/fed/10facts/index.html Retrieved 2010-02-28
* Patterson, D., Jung, G. and Broadhead, G. (2009) "The UK e-learning market 2009", Learning Light Limited, http://www.learninglight.com/doc/download/16
* "Promising Practices in Online Learning: Blended Learning, The Convergence of Online and Face-to-Face Education". http://www.inacol.org/research/promisingpractices/NACOL_PP-BlendedLearning-lr.pdf
* "The Rise of K-12 Blended Learning". http://www.innosightinstitute.org/media-room/publications/education-publications/the-rise-of-k-12-blended-learning/
* "School: the Story of American Public Education," http://www.pbs.org/kcet/publicschool/roots_in_history/index.html Retrieved 2011-07-28
* Schreurs, B. (ed.) (2010) Reviewing the Virtual Campus Phenomenon: The Rise of Large-scale e-Learning Initiatives Worldwide, EuroPACE, Re.ViCa Project, E.C. Agreement no. 2007-2608/001-001, http://revica.europace.org/Re.ViCa%20Online%20Handbook.pdf Retrieved 2010-02-15
* Stephan, A., ed. "The Americanization of Europe: Culture, Diplomacy, and Anti-Americanism after 1945." New York: Berghahn Books, 2007.
* "Statistics About Non-Public Education in the United States". US Dept. of Education, Office of Non-Public Education. http://www.ed.gov/about/offices/list/oii/nonpublic/statistics.html. Retrieved 2010-02-15
* Tyack, D. and Cuban, L. (1995) Tinkering Toward Utopia: a century of public school reform, Cambridge, MA, Harvard University Press.
* "United States". International Monetary Fund, http://www.imf.org/external/pubs/ft/weo/2009/02/weodata/weorept.aspx?sy=2006&ey=2009&scsm=1&ssd=1&sort=country&ds=.&br=1&c=111&s=NGDPD%2CNGDPDPC%2CPPPGDP%2CPPPPC%2CLP&grp=0&a=&pr.x=64&pr.y=8 Retrieved 2010-02-08
* "United States". Wikipedia, http://en.wikipedia.org/wiki/Usa Retrieved 2011-07-15
* "United States". CIA World Factbook, https://www.cia.gov/library/publications/the-world-factbook/geos/us.html
* "U.S. state". Wikipedia, http://en.wikipedia.org/wiki/U.S._state Retrieved 2011-07-15
* "US to unveil broadband plan Mar 17, sees barriers". Reuters.com, Feb. 23 2010, http://www.reuters.com/article/idUSN2224640220100223 Retrieved 2010-02-28
* "USA education". Wikipedia, http://en.wikipedia.org/wiki/Usa#Education Retrieved 2011-07-28
* van der Wende, M. (2002) The Role of US Higher Education in the Global e-Learning Market, Center for Higher Education Policy Studies, University of Twente, http://cshe.berkeley.edu/publications/docs/ROP.WendePaper1.02.pdf
* "White House makes grants to boost online learning". eSchoolNews, September 26 2011, http://www.ecampusnews.com/technologies/white-house-makes-grants-to-boost-online-learning/

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United States

2011-12-19T02:56:09Z

SaraFrankBristow: /* Virtual initiatives in schools */

''(Re.ViCa version by [[Sara Frank Bristow]] and [[Paul Bacsich]].)''

''Put in merged template and updated for VISCED by [[Sara Frank Bristow]].''

''For entities in the United States see [[:Category:United_States]] ''



== Experts situated in the United States ==

* Cathy Cavanaugh, Associate Professor of Educational Technology, School of Teaching and Learning, University of [[Florida]] at Gainesville
* Sara Frank Bristow, Independent Researcher and Sero collaborator; contributor to Re.ViCa
* Susan Patrick, International Association for K-12 Online Learning (iNACOL)
* Russ Poulin, WICHE Cooperative for Educational Technologies; contributor to Re.ViCa




== United States in a nutshell ==
(sourced in part from http://en.wikipedia.org/wiki/United_States and https://www.cia.gov/library/publications/the-world-factbook/geos/us.html)

[[Image:US.gif|right|thumb|300px|Source : http://www.cia.gov]]

The United States ('''United States of America'''; '''US''', '''USA''', or '''America''') is a federal [http://en.wikipedia.org/wiki/Constitutional_republic constitutional republic] comprising 50 states and a federal district. The world's oldest surviving [http://en.wikipedia.org/wiki/Federation federation], the United States is a constitutional republic and representative democracy, in which citizens are subject to three levels of government: federal, state, and local.

The country is situated mostly in central [[North America]] between the [[Pacific Ocean]] and [[Atlantic Ocean]], bordered by [[Canada]] to the north and [[Mexico]] to the south. At 3.79 million square miles (9.83 million km2) and with about 311 million people (July 2011), the United States is the third or fourth largest country by total area ([http://en.wikipedia.org/wiki/List_of_countries_and_outlying_territories_by_total_area depending on definition]), and third largest by land area and by population.

[[Image:US_map_states_wikicommons.png|thumb|left|200px|Wikimedia Commons Map of US states]]

The US comprises 50 discrete states; see [http://en.wikipedia.org/wiki/USA_states the US States Wikipedia article] for a full list. [[Washington D.C.]] (the District of Columbia), a special district which is not part of any US state, serves as the permanent national capital. The US also possesses five major overseas territories, all considered separately in this wiki. According to 2010 estimates, the largest contiguous state, [[California]], has 37 million people; and the next, [[Texas]], has 25 million. The seven states with 10 million people or more are: [[California]], [[Texas]], [[New York]], [[Florida]], [[Illinois]], [[Pennsylvania]] and [[Ohio]]. Ten states have populations of less than 10 but more than 6 million. 33 states have populations under 6 million; of these, 13 have populations ranging from 1 to 3 million.

The list of states with their own Virtual Campus wiki entries resides at [[:Category:States of the United States]]. Regional sub-categories have been created for states with a high incidence of notable e-learning programmes, e.g. [[California]] and [[Colorado]]. Others are added as activity is identified.

== Education in the United States ==

Students are not compelled to study at nationally controlled or public schools in the United States, and from primary through post-secondary level, a broad range of private, for-profit options exist. In 2008, about 74 million people (both citizens and foreign nationals) were enrolled in American schools, colleges and universities.

Education is [http://www2.ed.gov/about/overview/fed/role.html primarily a state and local responsibility] in the US, with most decisions made (and policies established) on that basis. It is states and communities, as well as public and private organisations of various types, that establish schools and colleges, develop curricula, and determine requirements for enrolment and graduation - not the federal (central) government.

The structure of education finance in America reflects this predominant state and local role. Of an estimated $1.13 trillion in government funds being spent nationwide on education at all levels for the school year 2010-2011, a substantial majority comes from state, local, and private sources. This is especially true at the elementary (primary) and secondary levels, where 89% of the funds will come from non-federal sources.

The Federal government contribution to primary and secondary education is only about 11%.

== Schools in the United States ==

Children are required in most US states to attend school from the age of five or six until 16, 17 or 18 - generally bringing them through grade 12, or twelfth grade (the end of High School). This sequence is colloquially referred to as "K-12" education.

In all, 86% of American schoolchildren enroll in the "Public" (publicly funded) school system. About 12% are enrolled in parochial or nonsectarian "Private" (non-publicly funded) schools, and 2% are homeschooled.

[http://en.wikipedia.org/wiki/US_education Public school curricula], funding, teaching, and other policies are set through locally elected school boards with jurisdiction over school districts, which may have many directives from state legislatures. School districts are usually separate from other local jurisdictions, with independent officials and budgets. Educational standards and standardised testing decisions are usually made by state governments, with curricula varying widely from district to district.

Individual states, counties, and school districts have considerable leeway in how they choose to divide their school levels, so it is difficult to accurately describe an "average" child's standard progression through education. However, [http://en.wikipedia.org/wiki/Elementary_school#United_States all states have historically made a distinction] between two main genres of K-12 education and three genres of K-12 school.
* The genres of education are Primary and Secondary; and
* The genres of school are Elementary School, Middle or Junior High School, and High School

Elementary and Secondary school programmes comprise nearly 14,000 school districts and some 56 million students, attending roughly 99,000 public schools and 34,000 private schools. It would impossible to list all US schools here; however, see the Wikipedia [http://en.wikipedia.org/wiki/List_of_schools_in_the_United_States List of Schools in the United States] for links itemised by state and school district.

Homeschooling is legal in all 50 US states, although the topic is at times controversial (as parents are not always considered fit to provide schooling which meets compulsory education standards). Homeschooling standards and requirements also vary widely among US states. Common reasons for adoption of homeschooling strategies include dissatisfaction with the quality of schooling available; dissatisfaction with moral, ethical or religious issues associated with a school; and/or inability of a student to participate due to time, financial or physical restraints (e.g. in the case of child athletes, celebrities and the disabled).

The decision to homeschool a child in the US may be interpreted as a statement of social, religious, political or other dissent.

=== Pre-Primary ===
The terms "Preschool," "Prekindergarten," "Pre-K" or "Nursery School" may all be used to refer to earlier age-group education. There is no compulsory national Pre-Primary education requirement in the US.

=== Elementary (Primary) ===
American children are required to attend six or seven years of Elementary School (generally comprising Kindergarten and grades 1-5 or 1-6). [http://en.wikipedia.org/wiki/Kindergarten Kindergarten] is a transitional year for students around the age of 5 or 6. Not all states make this year compulsory, though many do and offer this as a free educational year. First grade is the more official "first year" of primary school.

=== Middle or Junior High School ===
Middle School is a period of schooling between Elementary and High School, viewed by many as a conceptual bridge between the two. It often shares resources with a larger Secondary School rather than occupy its own facilities. Middle School typically spans grades 6-8, while Junior High School (Junior High) spans grades 7 and 8 only. Middle School/Junior High School students are generally between 11 and 14 years old.

=== High School ===
The majority of American students complete four years of High School (grades 9-12), graduating with a diploma around the age of 18. A small percentage of students opt to withdraw prior to graduation, permitted at either 16 or 17 depending on state of residence. These students may take a series of standardised tests (General Educational Development, or GED) and receive High School equivalency credentials if they perform well.

In 2008, 87% of Americans over the age of 25 had graduated from High School. High School graduates may either enter the workforce or continue education, e.g. at a higher education institution.

== Further and Higher Education ==

The American further and higher education systems, like the primary and secondary education systems, are largely decentralised - that is, unregulated by any national body. With a limited number of exceptions, the federal government does not directly regulate colleges and universities (although it may award them federal grants). It can therefore be difficult to make generalisations about the institutions in these sectors (without focussing on one individual US state at a time), though we have tried our best below.

The term "Polytechnic" is not used as such in the US, though "Community Colleges" may be seen to occupy a similar educational niche - and are not unlike what some in other countries might call "University Colleges."

=== Universities (and "Colleges") in the United States ===
The US higher education system is known to host some of the finest universities in the world. According to the Shanghai Jiao Tong University's [http://www.arwu.org/ Academic Ranking of World Universities], more than 30 of the highest-ranked 45 institutions are in the United States (as measured primarily by awards and research output).

In discussing post-secondary education in the US it is important to bear in mind that the definition of the term "college" does not align neatly with that used in most other countries discussed in this wiki.

* '''Universities''' are, generally speaking, four-year institutions of higher education and research, awarding both undergraduate and postgraduate ("graduate") degrees.
* '''Colleges''' are four-year, undergraduate institutions with an emphasis on taught courses, which may award the same undergraduate degrees as universities. Colleges may be part of a larger research university or may exist independently.

'''Americans do not always distinguish verbally between "college" and "university" – those attending a university would refer to this process as "going to college" while in pursuit of their undergraduate degree.'''

It is difficult to identify the precise number of colleges and universities in the United States - in part because of varying definitions of the terms, and in part because of the diversity of potentially applicable institutions. Moreover, a US university need not be "accredited" in order to operate (see separate note on this topic). With these caveats in mind, a [http://www.utexas.edu/world/univ/alpha/ recent estimate] by the University of Texas at Austin counts 2,043 colleges and universities; the US Department of Education [http://ope.ed.gov/accreditation/ Database of Accredited Postsecondary Institutions and Programs] counts over 8,000 (community and vocational colleges are omitted in the first survey but included in the second); and the Chronicle of Higher Education 2009 [http://chronicle.com/section/Almanac-of-Higher-Education/141/ Almanac of Higher Education] counts 4,811.

Students provide transcripts of their High School grades and their results on a series of privately organised standardised tests when applying to American universities and colleges. Annual tuition fees are charged for higher education in almost all cases, and are often exorbitant compared to those found in other countries. (For the 2007–08 academic year, annual prices for undergraduate tuition, room, and board were estimated to be [http://nces.ed.gov/fastfacts/display.asp?id=76 $11,578 at public institutions and $29,915 at private institutions].) Many students rely on student loans and scholarships from their university, the federal government, or a private lender.

Students may choose to attend public or private institutions to complete their undergraduate degrees. The majority of public universities are operated by individual states and territories, usually as part of a "state university system". Each state supports at least one state university and several support many more. By a wide margin, these "state schools" tend to be the most affordable to residents from within that state.

Those individuals completing undergraduate education at either a university or college may enter the workforce in a professional capacity or continue on to postgraduate ("graduate") study. In 2008, [http://www.census.gov/Press-Release/www/releases/archives/education/013618.html 29% of American adults] 25 and older had a bachelor's degree.



===(Community) Colleges in the United States===
US "Community Colleges" are two-year institutions of higher education (once commonly called "Junior Colleges"). Often state-based and public, most Community Colleges operate under a policy of open admission and may be similar to the Polytechnics or University Colleges found in other countries.

[http://en.wikipedia.org/wiki/Community_colleges_in_the_United_States Many Community Colleges] are operated either by special districts that draw property tax revenue from the local community, as a division of a state university, or as sister institutions within a state-wide higher education system. In recent years, many Community Colleges have added online courses to their catalogues, and in some states have become hotbeds of e-learning activity.

Community Colleges typically offer two-year "associates degrees" and/or trade certifications, as well as services to the local community (e.g. a library or job placement assistance). Some offer courses towards a four-year bachelor's degree and may guarantee admission to a partner university. While most enrollees proceed directly from High School to Community College (and are therefore ages 18-21), Community College is also an attractive venue for older American adults returning to education after a hiatus; professionals seeking further certification in their field (or another); or hobbyists looking for an inexpensive way to further their personal interests.

'''US Community Colleges should not be confused with regular "Colleges"''', as the latter term is used uniquely in the US to refer to four-year teaching institutions which offer bachelor's degrees (see above). There are, however, other two-year institutions which would be referred to as "Community Colleges" even though they are not described as such by name; these have names like "institute of technology", "technical institute" or "technical college" and typically focus on training in technical and vocational skills.

== Education Reform ==

A selection of "hot button" issues targeted in the budget for [http://www2.ed.gov/about/overview/budget/budget12/index.html Fiscal Year 2012] reflect the general tenor of US educational reforms debated in the last five to ten years. These include:

* College access and completion
* Investing in early learning
* Accelerating the use of educational technology
* Supporting English language learners
* Supporting individuals with disabilities
* Strengthening the commitment to Native American, Alaska Native, and Native Hawaiian Education
* Improving productivity and efficiency
* Supporting rural education
* Improving Science, Technology, Engineering, and Mathematics (STEM) Education

Sector specifics are discussed below.

=== Schools ===
Approaches to improving public schooling have been the primary stakeholder concern ever since universal public education began to gain traction in US schools, in the middle of the nineteenth century. The Department of Education's official mission is to "promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access", and [http://en.wikipedia.org/wiki/Education_reform reforms over the last 60 years] have included issues of civil rights, "progressive" education versus "cultural literacy", and the 1990s adoption of Outcome-Based Education (OBE) - at which time a set of standards-based National Education Goals were set by the US Congress. The standards-based reform movement culminated in the controversial No Child Left Behind Act of 2001.

As of August 2011, issues frequently highlighted for potential reform include Repairing the Bush-era "No Child Left Behind" Act; Reauthorisation of the Elementary and Secondary Education Act (ESEA); Addressing teacher cheating scandals in standardised testing; Teacher union reform; Expanding school day or school year; Validity of charter schools (in which public schools operate more like private ones); Validity of school choice, or "school vouchers" (in which parents may select which public school their child attends, or use a voucher to send them to a private one); Improving teacher quality/salary; Improving teacher training; Awarding performance bonuses ("merit pay") to teachers; English-only vs. bilingual education (allowing students to study in their native tongue - typically Spanish); Mainstreaming special education students (allowing special needs individuals to remain in "regular" schools); Content of curriculum standards and textbooks (which intersects with controversial issues like the teaching of [http://en.wikipedia.org/wiki/Creationism creationism] in the classroom); and others.

For more information see the collected pieces on on "P-12" (pre-Kindergarten through twelfth grade) Reform on the ED web site at http://www.ed.gov/p-12-reform; or the useful Wikipedia discussion at http://en.wikipedia.org/wiki/Education_reform.

=== Post-secondary ===

Given the decentralised nature of the US HE system, federal reform might never reflect the kind of sweeping mandates periodically effected in other countries or unions. Nevertheless, certain proposed and actual reforms - largely addressing issues of affordability and access - pressed through or discussed from 2008-2011 are of great interest. Not all are exclusively higher-education specific. Some are detailed here:

* Announcement regarding [http://www.ecampusnews.com/technologies/white-house-makes-grants-to-boost-online-learning/ online courses for Community Colleges] (September 2011). The long-awaited first installation of a $2 billion grant programme targeting Community College students through both industry partnerships and an expansion of free online courses. An initial $500 million in "workforce training programme" grants were scheduled for distribution after a rigorous application process that lasted almost a year. This followed on an announcement by President Obama in July 2009 to devote '''$12 billion over 10 years''' to improve programmes, courses, and facilities at [[US]] Community Colleges, with $500 million devoted to freely available online courses. Portions of this pledge were realised in the Health Care and Education Reconciliation Act of 2010.

* The [http://www.broadband.gov/ National Broadband Plan] (March 2010). Relevant in its potential to transform education in the US, as noted in the report itself. Despite early advances in the arena, for nearly 10 years the United States has lagged behind many other developed countries in the adoption of broadband technology. America's first National Broadband Plan recommends sweeping improvements to US broadband governance, infrastructure, affordability, and deployment, dedicating $15.5 billion to broadband deployment over the next decade.

* The [http://en.wikipedia.org/wiki/Health_Care_and_Education_Reconciliation_Act_of_2010 Health Care and Education Reconciliation Act of 2010] (March 2010). Included the Student Aid and Fiscal Responsibility Act, reforming the process by which American students receive much-needed loans to participate in higher education.

* The [http://www.ed.gov/technology/netp-2010 National Educational Technology Plan 2010]". Outlined "ways in which information and communication technologies can be leveraged to help transform American education". It details [http://www.ed.gov/technology/netp-2010/goals-and-recommendations five specific goals] with recommendations (for states, districts, the federal government, and other stakeholders in the US education system) that address learning, assessment, teaching, infrastructure, and productivity. A wide variety of stakeholders played a role in developing the plan: see http://www.ed.gov/technology/netp-2010/how-plan-developed for details.

* The American Recovery and Reinvestment Act (ARRA) of 2009. Sought [http://www2.ed.gov/about/reports/annual/2009review.html "to get America on track and to return to being number one in the world in high school and college graduation rates, school readiness and overall academic achievement]." This included $98.2 billion in appropriations for the Department of Education, more than 1.5 times the Department’s entire appropriation for the previous year.

* The Student Aid and Fiscal Responsibility Act of 2009. [http://edlabor.house.gov/blog/2009/07/student-aid-and-fiscal-respons.shtml Goals included] "producing the most college graduates by 2020 by making college accessible and transforming the way our student loan programs operate." The bill never became law; link now defunct.

Read more about current issues in the realm of US Higher Education reform at the Teachnology, Inc. web site: http://www.teach-nology.com/highered/reform/

===== The Bologna Process =====
''(This section was included as relevant to Re.ViCa and has not been updated since first posting.)''

The average American academic remains unaware of the Bologna Process and its significance. Yet [http://www.ihep.org/assets/files/EYESFINAL.pdf a recent report] by the US-based Lumina Foundation chides:

:Former Secretary of Education, Margaret Spellings’ Commission on the Future of Higher Education paid no attention whatsoever to Bologna, and neither did the U.S. higher education community… Such purblind stances are unforgivable in a world without borders.

This report's author, [http://www.ihep.org/press-room/news_release-detail.cfm?id=62 Cliff Adelman] ([http://www.ihep.org/ Institute for Higher Education Policy]), is among numerous vocal proponents of US participation in a process similar to that set forth by Bologna. Lumina promotes [http://www.luminafoundation.org/our_work/tuning/Q_and_A-Bologna_and_Tuning.html "Tuning"], explored in papers such as [http://go2.wordpress.com/?id=725X1342&site=gsed.wordpress.com&url=http%3A%2F%2Fwww.ihep.org%2Fassets%2Ffiles%2FTheBolognaClub.pdf The Bologna Club: What U.S. Higher Education Can Learn from a Decade of European Reconstruction] - which set forth the goal that attainment of high-quality undergraduate degrees and credentials in the United States should increase to 60% by 2025.

Adelman's efforts and those of others like him are not widely known. Bologna's spirit of harmonisation, unity and "work towards a common cause" is not often felt across US state borders, and there are few models of cross-border cooperation that scratch the surface of Bologna Process-like goals.

As a separate issue, some European researchers have explored evidence of US hostility towards the Bologna Process itself, in terms of its perceived success in attracting overseas students who might otherwise pursue studies in the US. As an increasing number of "geographically mobile" students choose European universities over American ones, some believe that Bologna is a seen as a threat – yet one that US officials have been unwilling to acknowledge or name. For one example of this research track, see Charlier and Croche's 2008 piece on [http://mesharpe.metapress.com/app/home/contribution.asp?referrer=parent&backto=issue,2,7;journal,9,24;linkingpublicationresults,1:110907,1 The Outcome of Competition Between Europe and the United States].

== Administration and finance ==
(adapted from the US Department of Education web site, http://www2.ed.gov)
[[Image: Ed_gl_org_chart.gif|thumb|right|150px|2011 US Department of Education]]

Established in 1980, the '''[http://www.ed.gov/ US Department of Education]''' ('''ED''', or externally '''USDE''') is the government agency that establishes policy for and administers most federal assistance to '''all sectors of US education.''' ED has 4,200 employees and a $63.7 billion budget; elementary and secondary programmes serve more than 14,000 school districts and 56 million students, who attend some 97,000 schools and 28,000 private schools. Department programmes also provide financial assistance to about 11 million post-secondary students. Many students attend private schools, colleges and universities, paid for with private funds.

It is always important to bear in mind the predominant state and local role in establishing American schools and colleges, developing curricula, and determining enrolment and graduation requirements. '''These tasks are not, for the most part, under the purview of ED''' - in other words, there are few national requirements in these areas. Of an estimated $1.13 trillion being spent nationwide on education at all levels for school year 2010-2011, a substantial majority (89%) come from state, local, and private sources.

'''The US Department of Education (i.e. US federal government) does:'''

* Establish policies relating to federal financial aid for education, and administer/monitor those funds at all levels.
* Collect data, oversee schools research, and disseminate results to [http://en.wikipedia.org/wiki/United_States_Congress the US Congress], educators and the general public.
* Identify major issues, focus national attention on them, and make recommendations for education reform (advising the president and implementing education policies).
* Enforce federal statutes prohibiting discrimination in programmes receiving federal funds, and ensure equal access to education.

'''The US Department of Education (i.e. US federal government) does not:'''

* Establish schools and colleges
* Develop curricula
* Set requirements for enrollment and graduation
* Determine state education standards
* Develop or implement testing to measure whether states are meeting their own education standards

Notably for VISCED and Re.ViCa purposes, the Department of Education's [http://www2.ed.gov/about/offices/list/os/technology/index.html '''Office of Educational Technology] (OET)''' develops national educational technology policy, ensuring that programmes are coordinated and consistent across the federal government. OET released the US's first [http://www.ed.gov/technology/netp-2010 National Educational Technology Plan (NETP)] in March 2010 as described above.

=== Schools ===
The Department of Education's [http://www2.ed.gov/about/offices/list/oese/index.html '''Office of Elementary and Secondary Education'''] (OESE) directs, coordinates, and recommends policies for state and local educational agencies, helps ensure equal access to services (particularly for underprivileged and underrepresented children), and provides financial assistance to a select number of local educational agencies.

OESE offers nearly 200 programmes, addressing a range of issues such as: Hurricane Help for Schools, Academic Improvement and Teacher Quality Programs, School Support and Technology Programs, Student Achievement and School Accountability Programs, and many more. Programmes are administered through numerous offices, e.g. the Office of Indian [Native American] Education and the Office of Migrant Education. (Note that this is only a fragment of a much longer list, and that programmes are not guaranteed funding on an annual basis.)

=== Post-secondary ===
Federal regulation is critical in the area of student financial aid (which provides loans to students for post-secondary tuition).

The '''[http://www2.ed.gov/about/offices/list/ous/index.html Office of the Under Secretary]''' (OUS) oversees policies, programmes, and activities related to post-secondary education, vocational and adult education, and federal student aid.

The '''[http://www2.ed.gov/about/offices/list/ope/index.html Office of Postsecondary Education]''' (OPE) formulates federal post-secondary education policy and administers over 40 programmes to increase access to quality post-secondary education. One of the OPE's primary programmes of relevance is the [http://www2.ed.gov/about/offices/list/ope/fipse/welcome.html Fund for the Improvement of Postsecondary Education] (FIPSE). FIPSE's main activity each year is conducting the [http://www2.ed.gov/programs/fipsecomp/index.html Comprehensive Program], a grant programme intended to support innovative, replicable post-secondary education improvement projects. FIPSE also administers international consortia programmes, co-funded by foreign government partners, such as the [http://www2.ed.gov/programs/fipseec/index.html European Union-United States Atlantis Program] which provides funding for joint or dual undergraduate degrees in a wide range of academic and professional disciplines.

The '''[http://www2.ed.gov/about/offices/list/ovae/index.html Office of Vocational and Adult Education]''' (OVAE) administers and coordinates programmes related to adult education and literacy, career and technical education, and Community Colleges.

The '''[http://www2.ed.gov/about/offices/list/fsa/index.html Office of Federal Student Aid]''' (FSA) provides critical financial assistance to students enrolled in post-secondary educational institutions. Students apply to this agency for aid, and repay loans to it directly; institutions demonstrating inferior quality may become ineligible to educate students receiving federal student loans.

== Quality assurance ==



As described by the Department of Education's [http://www2.ed.gov/about/offices/list/ous/international/usnei/edlite-index.html US Network for Education Information] (USNEI), quality assurance takes several forms in the US system. The approval of institutions and programmes is generally '''undertaken by state agencies and accrediting agencies''', with the latter also responsible for establishing and maintaining academic and administrative standards. Professional and academic disciplinary associations also play a role in influencing and assessing quality. Educational potential and outcomes are measured by a wide range of surveys, studies, tests, and other assessments at the national, regional, state and institutional levels.

Various documents outlining assessment, evaluation, and standards activities in US education at all levels can be reviewed at http://www2.ed.gov/about/offices/list/ous/international/usnei/us/edlite-structure-us.html. The site also offers overviews of associates, bachelor's, and postgraduate degrees.

See also these general USNEI reports for further information:
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/accred-fed.doc Federal Recognition and Approval] - on the nature and limitations of the federal role in recognising accrediting agencies and in approving institutions
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/accred-state.doc State Approval of Schools and Postsecondary Institutions] - on the process of licensing or chartering educational providers by state authorities
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/qualassurance.doc Other Quality Assurance Provisions] - on additional quality assurance activities in the United States.

=== Schools ===
The US Department of Education [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/edlite-evaluation.html does not have the authority] to accredit private or public elementary or secondary schools; nor does it recognise schools-level accrediting bodies.

The US does not use national examinations to determine graduation from school or access to further studies, and there is no national curriculum on which to base such examinations. School curricula are set by local school districts, private schools, and homeschooling parents with reference to state standards and post-secondary requirements.

However, there is considerable commonality across the US education system despite the absence of legally enforced national curricula or examinations. Common evaluation and assessment standards and tools are the result of the pressures of the competitive academic marketplace, the expectations and requirements of employers and state agencies, and the standards required by accrediting agencies and professional and research associations.

For further information, USENEI provides these relevant schools report:

* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/accred-school.doc School-Level Accreditation] - the accreditation process at the primary and secondary education levels and provides links to accrediting agencies recognised by state governments and other authorities
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/edlite-evaluation.html Structure of U.S. Education: Evaluation and Assessment] - provides information on common US grading and credit systems as well as evaluation and standardised tests

=== Post-secondary ===
As in other US educational sectors, Quality Assurance in higher education is not typically overseen at the national level.
[http://www2.ed.gov/about/offices/list/ous/international/usnei/us/edlite-evaluation.html Post-secondary or tertiary curricula] are determined by individual institutions with reference to accreditation requirements, professional requirements, and the expectations of postgraduate programmes and employers.

It is difficult to summarise in brief the uniqueness and complexity of the academic accreditation process in the US.
* There is no single governmental accrediting body for US post-secondary educational institutions. Rather, ED relies on 74 private and state-based accrediting agencies to provide oversight of member institutions.
* These agencies are divided into 16 "regional" accrediting agencies (regarded as the most selective), plus a number of "national," "hybrid" and "programmatic" agencies which may certify lesser-known and/or specialised entities.
* Agencies awarded recognised by the Department of Education are not the only ones permitted to provide university accreditation; they have simply met a certain set of ED criteria. '''Recognition is not a requirement for an accrediting body to operate legally''' - although without it, institutions it certifies '''cannot participate in federal student aid programmes'''.
* Non-accredited institutions are often perceived as lacking in quality and rigor, and may be termed "diploma mills".

Within ED, the [http://www2.ed.gov/admins/finaid/accred/index.html Accreditation and State Liaison] (ASL) has responsibility for the accrediting agency recognition process and for coordinating activities between states and ED that impact institutional participation in the federal financial assistance programmes. A [http://www2.ed.gov/about/bdscomm/list/naciqi.html National Advisory Committee on Institutional Quality and Integrity] provides recommendations to the Secretary of Education regarding the recognition of post-secondary accrediting agencies.

For those seeking further information, USNEI provides these post-secondary reports:
* [http://www2.ed.gov/admins/finaid/accred/accreditation_pg6.html#NationallyRecognized Nationally Recognised Accrediting Agencies] - the U.S. Department of Education's directory of federally recognised accrediting agencies, both regional and national
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/accred-postsec.doc Postsecondary Accreditation] - describes the accreditation process at the tertiary level, and provides links to recognised accrediting agencies which are members of the Council for Higher Education Accreditation (CHEA)
* [http://www.chea.org/Directories/index.asp CHEA Directory of Recognised Accrediting Organisations] - the Council on Higher Education Accreditation's directory of recognised accrediting agencies
* [http://www.aspa-usa.org/ Association of Specialised and Professional Accreditors] (ASPA) - national association of accreditation agencies for regulated professions
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/fraud.doc Diploma Mills and Fraud] - information and links on the problems of unaccredited institutions and bogus accreditors in the US

== Information society ==

''Details about certain legislation, agencies and initiatives have been covered in previous sections.''

After an initial period of sustained leadership in the areas of computer science, internet development and broadband uptake, the US is now widely considered to be stagnating in technology uptake and usage. According to the World Economic Forum (WEF)'s 2011 report, the [http://www.huffingtonpost.com/2011/04/13/world-economic-forum-technology-use-us_n_848566.html US finished fifth] in a survey of the 138 countries that make up 98.8 percent of the world's GDP (ranking 24th in percentage of households with a personal computer). The WEF measured aspects of technology usage including business and regulatory climates for IT development and interest in and use of technology by the government, individuals and businesses.

The US also faces a significant gap in residential broadband use that breaks down along race, income, education levels and other socio-economic factors.

Recent [http://pewinternet.org Pew findings] report that 77% of American adults use the internet ([http://pewinternet.org/Static-Pages/Trend-Data/Whos-Online.aspx Dec 2010]); 83% of Americans own mobile phones, while just 57% own a personal computer ([http://pewinternet.org/Trend-Data/Device-Ownership.aspx May 2011]).

A variety of offices, agencies and non-profits monitor and direct US activity and strategy in the information society.
* The [http://www.fcc.gov/ Federal Communications Commission], an independent US government agency, regulates interstate and international communications by radio, television, wire, satellite and cable. (As noted above, it has unveiled the first US [http://www.reuters.com/article/idUSN2224640220100223 National Broadband Plan] in March 2010, reinforcing the notion that all Americans are entitled to "affordable access to robust and reliable broadband products and services".)
* The Department of Education’s [http://www2.ed.gov/about/offices/list/os/technology/index.html Office of Educational Technology] (OET) supports the use of technology in education. (The March 2010 "National Education Technology Plan" has been discussed above.)
* The [http://www.whitehouse.gov/omb/e-gov/ Office of E-Government & Information Technology] is part of the Office of Management and Budget (OMB).
* Founded in 1969, the [http://www.nascio.org National Association of State Chief Information Officers] (NASCIO) represents state chief information officers and information technology executives and managers from the states, territories, and the District of Columbia. The primary state members are senior officials from state government who have executive-level and statewide responsibility for information technology leadership.
* The [http://www.cio.gov/ Chief Information Officers] (CIO) Council serves as the principal interagency forum for improving practices in the design, modernisation, use, sharing, and performance of Federal Government agency information resources.
* The [http://it.usaspending.gov/ IT Dashboard], launched in June 2009, allows the American people to monitor IT investments across the federal government.

This is not a comprehensive list - and in particular does not identify any state or regional programmes. See http://www.usa.gov/Government/State_Local/Technology.shtml for more related agencies/organisations.

== ICT in education initiatives ==

=== Virtual initiatives in schools ===


Online education in the US has gained considerable traction over the last 15 years - seemingly more so than in any other country. A major report from the International Association for K-12 Online Learning (iNACOL), [http://www.inacol.org/research/docs/iNCL_NationalPrimerv22010-web.pdf A National Primer on K-12 Online Learning] (Second Edition), estimates that over 1.5 million American K-12 students were engaged in online and blended learning for the 2009-2010 school year (out of approximately 55.2 million students enrolled ).This represents roughly 3% of the US K-12 population.

This relatively small figure belies the scope and nature of the programmes now available. Options vary from state to state, school district to school district, and even from school to school. As the Primer notes, whether a student has the option to participate in "supplemental" (i.e. single) courses or full-time online programmes remains a matter of state policy and local laws, "with a few states providing opportunities for most students, a few states providing almost no opportunities, and most states falling somewhere in the middle". Moreover, iNACOL and others acknowledge their ongoing struggle to survey data in this relatively new and rapidly changing arena; there is no single authority to whom any of the schools listed in this survey must report, and relevant data is not always made available to the public.

As of 2010, supplemental or full-time online learning opportunities were available to students in 48 of the 50 US states. 38 states had state virtual schools or state-led online initiatives (with a 39th set to open in 2011); 27 states plus Washington, DC had full-time online schools serving students statewide; and 20 states were providing both supplemental and full-time online learning options statewide (but not as part of a state virtual school). This can be compared to 2001, during which approximately 10 states had state virtual schools and even fewer offered other online education options.
The three main types of US virtual school are summarised in brief below, as outlined in [http://www.ecs.org/html/Document.asp?chouseid=9014 Keeping Pace With Online Learning: An Annual Review of Policy and Practice], Evergreen Education Group (2010). Note that not all schools fit neatly into one of the slots below, but without this kind of rough categorisation it would be exceedingly difficult to approach the vast array of US virtual schools.

Click here for the VISCED [[typology of US virtual schools]].

Click here for the full VISCED list of [[:Category:Virtual_schools_in_the_US|Virtual schools in the US]].

==== US state virtual schools - overview====
* Operate in 38 states
* Are state-led online learning initiatives, with course enrollment ranging from several thousand to 16,000 for 2009-10
* Boast 450,000 "course enrollments" nationwide, i.e. in which one student takes one course
* Often provide local school districts with '''supplemental online courses''', as well as online learning expertise and thought leadership for their own schools
* Have '''students who study online part-time only''' (taking "supplemental" online courses while physically enrolled elsewhere)
* Saw enrollment increase by nearly 40% from 2008-09 to 2009-10, though most gains came from the states of North Carolina and Florida only
* Have virtual school enrollments exceeding 10,000 for 2009-10 in eight different states (Alabama, Florida, Georgia, Idaho, Louisiana, Michigan, North Carolina and South Carolina)
* Are usually funded by legislative appropriation

Click here for the VISCED list of [[:Category:US statewide virtual schools|US statewide virtual schools]] - this includes both "state virtual schools" as described above, and any virtual school for which state residents are eligible.

====US multi-school-district full-time online schools - overview====
* Operate in 27 states (each has at least one)
* '''Have few or no part-time students'''; most have enrollment of a few hundred to several thousand
* Usually attract students from across an entire state, so are found in those states that permit students to enroll across district lines
* Are typically charter schools (i.e. special publicly funded schools operating under their own charters/standards, attended by student choice)
* Are usually affiliated with a private national organisation e.g. Connections Academy, K12 Inc., Advanced Academics, or Insight Schools
* Are often funded via state public education funds that follow the student

Click here for the VISCED list of [[:Category:US_multi-school-district_virtual_schools|US multi-school-district virtual schools]].

Click here for the VISCED list of [[:Category:US_charter_schools|US charter schools]].

====US single school district programmes - overview ====
* Are represented by only 11 well-established programmes nationwide
* Serve only students who reside within a single, local district of residence
* Serve '''mostly supplemental students''' (though some serve full-time students)
* Are often focused on credit recovery or at-risk students
* Make up the fastest growing segment of K-12 online learning

There are additionally a number of virtual schools run by consortia or postsecondary institutions, i.e. some which are not state, multi-district or single district schools.

Click here for the VISCED list of [[:Category:US_single-school-district_virtual_schools|US single-school-district virtual schools]].

====Possible US Exemplars====

* [[Agora Cyber Charter School]]
* [[Alabama ACCESS Distance Learning]] (State Virtual School)
* [[City of Angels Virtual Academy]] (COAVA)
* [[Cook County Sheriff’s Department Virtual High School]]
* [[Electronic Classroom of Tomorrow]]
* [[Florida Virtual School]] (FLVS)
* [[Hope Online Learning Academy]]
* [[Idaho Digital Learning Academy]] (IDLA)
* [[Illinois Virtual High School]]
* [[Jefferson County JCPSeSchool]]
* [[Louisiana Virtual School]] (LVS)
* [[Mesa Distance Learning Program]] (MDLP)
* [[Michigan Virtual School]] (MVS)
* [[Minnesota Virtual High School]] (MVHS)
* [[Mississippi Virtual Public School]]
* [[North Carolina Virtual Public School]] (NCVPS)
* [[Omaha Public Schools eLearning]] (OPS)
* [[Open High School of Utah]] (OHSU)
* [[Pennsylvania Cyber Charter School]]

* [[Primavera Online High School]]
* [[Silver State Charter Schools]]
* [[South Carolina Virtual School Program]] (SCVSP)
* [[Utah Electronic High School]] (EHS)
* [[Virtual High School Global Consortium]] (VHS)
* [[21st Century Cyber Charter School]]

====Towards a Comprehensive List of US Virtual Schools (in progress)====
''All schools identified as "notable" in early phases of VISCED are included below. The list is representative but not comprehensive, given the nature of the US. Virtual schools for the under-14s are deemed out of scope.''

# [[21st Century Cyber Charter School]] (Pennsylvania)
# [[Advanced Academics Online School]] (Oklahoma)
# [[AGVI Academy for Gifted Youth]] (California)
# [[Academy Online High School]] (Colorado)

# [[ACE Digital Academy]] (Ohio)
# [[ACHIEVEk12]] (Colorado)
# [[Achievement House Cyber Charter School]] (Pennsylvania)
# [[Agave Distance Learning]] (Arizona)
# [[Agora Cyber Charter School]] (Pennsylvania)
# [[Akron Digital Academy]] (Ohio)
# [[Alabama ACCESS Distance Learning]] (State Virtual School)

# [[Alaska Virtual School]]
# [[Alaska's Learning Network]]



# [[Andover eCademy]] (Kansas)
# [[Anoka Hennepin Compass On-Line]] (Minnesota)
# [[Another Choice Virtual Charter School]] (Idaho)
# [[Apex Learning High School]]
# [[Appleton eSchool]] (Wisconsin)
# [[APS Online]] (Colorado)
# [[Arizona Connections Academy]]
# [[Arizona Online Instruction]]
# [[Arizona Virtual Academy]]

# [[Arizona Virtual School]]

# [[Arkansas Virtual High School]]
# [[ASPIRA Bilingual Cyber Cyber School]] (Pennsylvania)
# [[AZ2020 Online Academy]] (Arizona)
# [[Basehor-Linwood Virtual School]] (Kansas)
# [[Beacon Academy of Nevada]]
# [[Bethel Online Academy]] (Washington)
# [[Blue Sky Online Charter School]] (Minnesota)
# [[Blueprint High School]] (Arizona)
# [[Boulder Universal]] (Colorado)
# [[Branson School Online]] (Colorado)
# [[Brigham Young University Independent Study]] (Utah)
# [[Buckeye On-Line School for Success]] (Ohio)
# [[California Pacific Charter Schools]] (California)
# [[California Virtual Academies]]

# [[Canon Online Academy]] (Colorado)
# [[Capistrano Connections Academy]] (CapoCA) (California)
# [[Cardington-Lincoln Local Digital Academy]] (Ohio)
# [[Chesterfield County Public Schools Online]] (Virginia)
# [[Central California Connections Academy]] (California)
# [[Central Pennsylvania Digital Learning Foundation]] (Pennsylvania)
# [[Chester Area Cyber School]] (South Dakota)
# [[Chicago Virtual Charter School]] (Illinois)

# [[Christa McAuliffe Academy]] (Oregon)
# [[Cincinnati Virtual High School]] (Ohio)
# [[City of Angels Virtual Academy]]
# [[CCSD Virtual High School]] (Nevada)
# [[CK Online Academy]] (Washington)
# [[Cobb Virtual Academy]] (Georgia)

# [[Colorado Connections Academy]]
# [[Colorado Distance and Electronic Learning Academy]] (CDELA)
# [[Colorado Online Learning]]
# [[Colorado Cyber]]
# [[Colorado Virtual Academy]]
# [[Columbia Virtual Academy]] (Washington)
# [[Commonwealth Connections Academy]] (Pennsylvania)

# [[Connecticut Virtual Learning Center]]
# [[Continental Academy]] (Florida)
# [[Cook County Sheriff’s Department Virtual High School]]



# [[Delta Academy On Line School]] (Nevada)
# [[Delta Cyber School]] (Alaska)

# [[DoDEA Virtual High School]]
# [[Denver Online High School]] (Colorado) (formerly DPS Online High School)
# [[Dunlap Leadership Academy]] (California)
# [[Duval Virtual Instruction Academy]] (Florida)
# [[eCADEMY]] (New Mexico)

# [[Education Program for Gifted Youth]] Online High School, Stanford University (California)
# [[ELCA Online Learning Academy]] (Georgia)
# [[EdVisions Online High School]] (Minnesota)
# [[EV Online Learning]] (Washington)
# [[Electronic Classroom of Tomorrow]] (Ohio)
# [[Electronic Course Program]] (Texas)
# [[Evanston Virtual High School]] (Wyoming)
# [[Excel High School]] (Minnesota)
# [[Fairbanks B.E.S.T. Program]] (Alaska)
# [[Fairborn Digital Academy]] (Ohio)
# [[Falcon Virtual Academy]] (Colorado)
# [[Findlay Digital Academy]] (Ohio)
# [[Florida Virtual School]]
# [[Francis School]] (New York)
# [[Franklin University PSEOP]] (Ohio)
# [[Freshwater Education District Virtual School Consortium]] (Minnesota)
# [[Georgia Cyber Academy]]

# [[Georgia Virtual School]]
# [[Giant Campus of Washington]] (Washington)
# [[Giant Campus Academy]]
# [[GLBTQ Online High School]] (Minnesota)
# [[GOAL Digital Academy]] (Ohio)
# [[GOAL Academy Online]] (Colorado)
# [[Graham Digital Academy]] (Ohio)
# [[Greater Ohio Virtual School]]
# [[Greenways Academy]]
# [[Gwinnett Online Campus]] (Georgia)
# [[Hamilton County Virtual School]] (Tennessee)
# [[Hawaii DOE E-School]]
# [[Hawaii Technology Academy]]
# [[Hawaii Virtual Learning Network]]
# [[Hawaii Virtual School]]
# [[Hoosier Academies]] (Indiana)
# [[Hope High School Online]] (Arizona)
# [[Hope Online Learning Academy]] (Colorado)
# [[Idaho Connects Online]]
# [[Idaho Digital Learning Academy]]
# [[Idaho Distance Education Academy]]
# [[Idaho Virtual Academy]]
# [[IDEAL-NM]] (New Mexico)
# [[Independent Study High School]] (Nebraska)
# [[Illinois Virtual High School]]
# [[Indiana Connections Academy]]
# [[Insight School of Colorado]]
# [[Insight School of Kansas]]
# [[Insight School of Minnesota]]
# [[Insight School of Washington]]
# [[Insight School of Wisconsin]]
# [[INSPIRE Connections Academy]] (Idaho)


# [[International Virtual Learning Academy]] (California)
# [[Internet Academy]] (IA) (Washington)
# [[Iowa Learning Online]]
# [[Iowa Online AP Academy]]
# [[iQ Academy Arizona]]
# [[iQ Academy Kansas]]
# [[iQ Academy Minnesota]]

# [[iQ Academy Washington]]
# [[iQ Academy Wisconsin]]
# [[iSucceed Virtual High School]] (Idaho)
# [[Jackson Hole Connections Academy]] (Wyoming)
# [[Janesville Virtual Academy]] (Wisconsin)
# [[JEDI Virtual High School]] (Wisconsin)
# [[Jeffco's 21st Century Virtual Academy]] (Colorado)
# [[Jefferson County JCPSeSchool]]
# [[Kansas Connections Academy]]

# [[Kaplan Academy of California]]

# [[Kaplan Academy of Oregon]]
# [[Kaplan Academy of Washington]]
# [[Kaplan University High School]]
# [[Karval Online Education]] (Colorado)
# [[Kenosha eSchool]] (Wisconsin)
# [[Kent Digital Academy]] (Ohio)
# [[Kentucky Virtual Schools]]
# [[Keystone Online School]]
# [[Kiel eSchool]] (Wisconsin)

# [[Lakewood Digital Academy]] (Ohio)
# [[Lancaster Digital Academy]] (Ohio)

# [[Learn at My Pace]] (LAMP) Online High School (Minnesota)



# [[Learning² eSchool of Wichita]] (Kansas)
# [[Louisiana Virtual School]]
# [[Mahoning Unlimited Classroom]] (Ohio)



# [[Maryland Virtual School]]
# [[Massachusetts Online Network for Education]] (MassONE)

# [[Massillon Digital Academy]] (Ohio)
# [[Mercury Online Academy of Arizona]]
# [[Mercury Online Prep]]
# [[Mercury Academy of Southern California]]
# [[Meridian Parent Partnership Program]] (MP3) (Washington)
# [[Mesa Distance Learning Program]]
# [[Miami Dade I-Prep Academy]] (Florida)
# [[Miami-Dade Online Academy]] (Florida)
# [[Michigan Virtual School]]

# [[Midwestern Regional Virtual Charter School]] (Pennsylvania)
# [[Minnesota Online High School]]
# [[Minnesota Transitions Schools Minnesota Connections Academy]]
# [[Minnesota Virtual Academy]]
# [[Minnesota Virtual High School]]
# [[Mississippi Virtual Public School]]
# [[Missouri Virtual Instruction Program]]
# [[Monroe Virtual High School]] (Wisconsin)
# [[Monroe Virtual Middle School]] (Wisconsin)
# [[Montana Digital Academy]]
# [[Monte Vista Online Academy]] (Colorado)
# [[Move Up Program]] (Washington)
# [[MPS Online]] (Minnesota)

# [[National Connections Academy]]

# [[National University Virtual High School]] (California)
# [[Nevada Connections Academy]]
# [[Nevada Virtual Academy]]
# [[New Jersey Virtual School]]
# [[Newark Digital Academy]] (Ohio)

# [[NCSSM Online]] (North Carolina)
# [[North Carolina Virtual Public School]]
# [[North Dakota Center for Distance Education]]
# [[Northeast Wisconsin Online Network]] (Wisconsin)
# [[Northwest Allprep]] (Washington)


# [[Odyssey High School]] (Nevada)
# [[Ohio Connections Academy]]
# [[Ohio Distance And Electronic Learning Academy]]
# [[Ohio Virtual Academy]]



# [[Oklahoma Virtual Academy]]
# [[Oklahoma Virtual Charter Academy]]
# [[Oklahoma Virtual High School]]
# [[Oklahoma Virtual School]]
# [[Olympia Regional Learning Academy iConnect]] (Washington)
# [[Omaha Public Schools eLearning]]
# [[Open High School of Utah]]
# [[Oregon Connections Academy]]
# [[Oregon Virtual Academy]]
# [[Oregon Virtual Education]]

# [[PA Distance Learning Charter School]] (Pennsylvania)
# [[PA Learners Online Regional Cyber Charter School]] (Pennsylvania)
# [[Pacific View Charter School]]
# [[Palmetto State E-cademy]] (South Carolina)
# [[Park City Independent]] (Utah)
# [[Pennsylvania Cyber Charter School]]
# [[Pennsylvania Leadership Charter School]]
# [[Pennsylvania Virtual Charter School]]
# [[Pinnacle Online High School]] (Arizona)

# [[Primavera Online High School]] (Arizona)
# [[Provo eSchool]] (Utah)
# [[Provost Academy South Carolina]]
# [[Provost Academy Colorado]]
# [[Quaker Digital Academy]] (Ohio)
# [[Red Comet]] (Washington)
# [[Richard McKenna Charter High School]] (Idaho)
# [[Riverside Virtual School]] (California)



# [[Scholars Online]] (Washington)

# [[Silver State High School]] (Nevada)
# [[Sioux Falls School District]] (South Dakota)
# [[Slavic Christian Academy]] (Washington)

# [[South Carolina Connections Academy]]
# [[South Carolina Virtual Charter School]]
# [[South Carolina Virtual School Program]]
# [[South Carolina Whitmore School]]
# [[South Dakota Virtual School]]

# [[Southwest Licking Digital Academy]] (Ohio)
# [[Spokane Virtual Learning]] (Washington)
# [[Spring Lake Park Online]] (SLP Online) (Minnesota)
# [[St. Johns Virtual School]] (Florida)

# [[SusQ-Cyber Charter School]] (Pennsylvania)
# [[Texas Connections Academy @ Houston]]
# [[Texas Virtual Academy]]
# [[Texas Virtual School]]
# [[Tempe Union Online Learning]] (TUOL) (Arizona)
# [[The American Academy]]

# [[Treca Digital Academy]]
# [[TRIO Wolf Creek Online High School]] (Minnesota)

# [[University of California College Prep]] (California)
# [[University of Missouri High School]]
# [[University of Oklahoma High School]]
# [[Utah Electronic High School]] (EHS)
# [[Utah Tech High]]
# [[Utah Virtual Academy]]
# [[Vermont Virtual Learning Cooperative]]
# [[Vilas Online]] (Colorado)

# [[Virtual Community School Of Ohio]]
# [[Virtual High School Global Consortium]] (VHS)
# [[Virtual Learning Academy Charter School]] (New Hampshire)
# [[Virtual Virginia]]
# [[VOISE Academy High School]] (Illinois)


# [[Washington Online School Network]]
# [[Washington Virtual Academies]] (WAVA) (Washington)
# [[WOLF School]] (Nevada)
# [[West Central Learning Academy II]] (Ohio)
# [[West Virginia Virtual School]]

# [[Westwood Cyber High]] (Michigan)
# [[WiloStar3D-Epic Academy]] (Oklahoma)
# [[Wisconsin Connections Academy]]
# [[Wisconsin eSchool Network]]
# [[Wisconsin Virtual Academy]]
# [[Wisconsin Virtual Learning]]
# [[Wisconsin Virtual School]]
# [[Wyoming e-academy of Virtual Education]] (WeAVE)
# [[Wyoming Switchboard Network]]
# [[Wyoming Virtual Academy]]

See also the Wikipedia article at http://en.wikipedia.org/wiki/List_of_virtual_schools#United_States.

=== Virtual initiatives in post-secondary education ===


According to the Sloan Consortium's 2010 report on [http://sloanconsortium.org/publications/survey/class_differences Class Differences: Online Education in the United States], approximately 5.6 million students were enrolled in at least one online course in the autumn of 2009. Other findings include:
* Almost two-thirds of for-profit institutions say that online learning is a critical part of their long term strategy
* The 21%growth rate for online enrollments far exceeds the 2% growth in the overall higher education student population
* Nearly one-half of institutions report that the economic downturn has increased demand for face-to-face courses and programmes
* Three-quarters of institutions report that the economic downturn has increased demand for online courses and programmes

There are no university-focused relevant federal initiatives of note. However, in July 2009 president Barrack Obama pledged to devote $12 billion over 10 years to improve programmes, courses, and facilities at US Community Colleges, with "$500 million devoted to freely available online courses". This pledge has evolved over time and this section may later be updated.

Despite the lack of national (federal) motivation, the simple scope and diversity of virtual university activity in the US cannot be underestimated. Most US universities offer at least one hybrid or fully online programme. Many institutions offer a wide range of programmes, at both the undergraduate and postgraduate levels.

Many of the "notables" are operated by for-profit, private companies, although a variety of initiatives originating in "traditional" universities are examined as well. Some major institutions/initiatives include:

* [[Capella University]]
* [[Carnegie Mellon University]]
* [[University of Central Florida]]
* [[Colorado Community Colleges Online]]
* [[DeVry University]]
* [[Laureate Education]] ([[Walden University]])
* [[University of Maryland University College]]
* [[University of Phoenix]]
* [[Penn State World Campus]]
* [[Regis University]]
* [[SUNY Learning Network]]
* [[Strayer University Online]]
* [[UT Telecampus]]
* [[University of the People]] - new, but noteworthy

There are many more. See [http://www.virtualschoolsandcolleges.eu/index.php/Category:United_States the US category] for a full list of those programmes indexed by the Re.ViCa wiki.

== Lessons learnt==

=== General lessons ===

The US is an unusually structured nation of 50 federated states, to which it is not always easy to compare other countries - especially those located in Europe (as they are more likely to see broad-ranging, national initiatives in education). Some of the associated issues are explored below (''text prepared for Re.ViCa'').

Note also that the apparent success of e-learning/online higher education in the [[US]] must be approached with care - quality may vary widely from institution to institution (and programme to programme). See note above on the complexity of US accreditation and quality control mechanisms.

==== Is the relevance of the US or of its states? ====
''Text prepared for Re.ViCa and moved from an earlier section.''

Hovering around 308.6 million as of early 2010, the population of the USA seems enormously large compared with that of most European countries. (For comparison, the population of the [[UK]] is estimated at 62 million, the [[Netherlands]] at 16.6 million, and [[Finland]] at 5.3 million.) Nevertheless, the federal structure of the US and the deregulated nature of its educational systems indicate that it is reasonable to look to the state level when studying e-learning in the US.

This "relevance" depends primarily on comparing US states to discrete European ones - it is extremely difficult to compare and contrast the US and Europe as a whole (in e-learning or otherwise).

The population of the EU is now estimated at over 500 million, about 1.5 times that of the US, and its inhabitants speak over 170 languages (of which 23 are considered "official"). While the US itself has no "official" language, nearly all Americans speak English, and moreover share essentially similar cultural expectations. This (in conjunction with the US's underlying federal governance structure) often results in a velocity of propagation of ideas nationwide which is rarely replicated across the EU.

==== Post-secondary: Do US ideas in e-learning transfer to Europe? ====
''Text prepared for Re.ViCa and moved from an earlier section.''

Many European analysts consider US universities - both large and small, public and private - more successful at developing and implementing substantial e-learning programmes than their European counterparts. Online learning in the US is indeed expanding at a remarkable and enviable pace: the average growth rate for online university enrolments has increased by roughly 13% per annum over the past seven years (compared with 2% for US "brick and mortar" enrolments). Other indicators of success include completion rates, programme sustainability over a number of years, and academic reputation.

Researchers have (understandably) questioned why the success of e-learning in US universities does not transfer more readily to a European context. Is it the economy, the geography, the demographics, or the population density; the nature of the respective educational funding models; or something else entirely? Indeed, these are but a few of the differences that may contribute to the challenge of e-learning transfer. Consider also the vast differences in quality models, academic focus, relevant public policy, language/culture, and technology uptake. In a global culture where online degrees are rapidly acquiring credibility, and students have begun to actively pursue online degrees via overseas institutions, these are critical questions to consider when pondering the future of education in Europe.

It is certain that North American ideas in e-learning form worthy comparators, and in countless cases do see transfer to Europe (and beyond). For example, many of the early course/learning management systems which formulated our earliest understanding of [http://en.wikipedia.org/wiki/History_of_virtual_learning_environments_1990s "online learning" in the mid-1990s] were developed in either America or Canada, e.g. LotusNotes, FirstClass, Blackboard and WebCT. A distinctly American company with American attitudes and products, Blackboard [[learning management systems]] remains in common usage across Europe (despite recent trends towards [[OER]] in the market). Institutions worldwide have sought to mirror the success of the US in exporting learning via the internet.

There is also more general discussion of the "Americanisation of Education" seen in some European countries - which is too broad and controversial a topic to address here.

Whatever the ramifications, the past would suggest that European analysts should indeed examine US e-learning trends in order to better understand (and possibly predict) directions for growth in their own countries.

=== Notable practices ===


The unusually decentralised nature of US education makes it difficult to locate national practices that might be applied more broadly. Note, however, that this decentralisation seems to have stimulated the development of virtual schools within the US in an unprecedented manner. Virtual Schools may be public or private; private organisations may partner with public school systems; and online courses may be partly or purely supplemental (as opposed to full time). There is no shortage of models evolving, and it would seem that the lack of uniformity has proven a rich and fertile ground for development.

Less optimistically, there are many opposed to the dominant role that private, for-profit organisations have come to play in the development of US virtual schools (and in charter schools in particular - see description above). Many of these "academies" have been developed along the lines of a "University of Phoenix" model, and indeed are often owned by large, profit-seeking parent companies. In other words, the unique US educational landscape brings both benefits and challenges. (In this context of post-secondary education, consider the wide range of accrediting agencies, and the longstanding disputes regarding educational quality among for-profit, commercial institutions). It is difficult to judge their applicability in other contexts.

== References ==

* "2009 Year in Review". US Department of Education, January 2010, http://www2.ed.gov/about/reports/annual/2009review.doc
* "Academic Ranking of World Universities". Graduate School of Education, Shanghai Jiao Tong University, http://www.arwu.org/. Retrieved 2010-02-28
* "Accreditation and Quality Assurance: Other Quality Assurance Provisions." International Affairs Office, US Department of Education, 12/2007, http://www2.ed.gov/about/offices/list/ous/international/usnei/us/qualassurance.doc
* Adelman, C. The Bologna Process for U.S. Eyes: Re-learning Higher Education in the Age of Convergence. Produced with primary support of the Lumina Foundation for Education to the Global Performance Initiative of the Institute for Higher Education Policy, April 2009, http://www.ihep.org/assets/files/EYESFINAL.pdf Retrieved 2010-02-15
* "Ages for Compulsory School Attendance..." US Dept. of Education, National Center for Education Statistics, http://nces.ed.gov/programs/digest/d02/dt150.asp. Retrieved 2010-02-15
* Allen, I. E. and Seaman, J. (2008) Staying the Course: Online Education in the United States, 2008 Needham MA: Sloan Consortium
* "The Almanac of Higher Education". The Chronicle of Higher Education LVI (1): 5. August 28, 2009.
* "A National Primer on K-12 Online Learning, Second Edition". iNACOL, http://www.inacol.org/research/docs/iNCL_NationalPrimerv22010-web.pdf
* "As Economy Wavers, Online Enrollments Climb". November 13, 2008, http://www.insidehighered.com/news/2008/11/13/sloan Retrieved 2010-02-15
* Brady, P. Is there a Paris match for UK's overseas appeal? 10 August 2007, Times Higher Education, http://www.timeshighereducation.co.uk/story.asp?storyCode=90207&sectioncode=26 Retrieved 2010-02-15
* "Category Archives: P-12 Reform". US Department of Education, http://www.ed.gov/p-12-reform Retrieved 2011-07-28
* Charlier, J.-E., and Croche, S. "The Bologna Process: The Outcome of Competition Between Europe and the United States and a Stimulus to This Competition", European Education, vol. 39, no. 4, Winter 2007–8, pp. 10–26.
* Database of Accredited Postsecondary Institutions and Programs, US Department of Education, http://ope.ed.gov/accreditation/ Retrieved 2010-02-15
* "Education Reform". Wikipedia, http://en.wikipedia.org/wiki/Education_reform Retrieved 2011-07-28
* "Educational Attainment in the United States: 2003." US Census Bureau. http://www.census.gov/prod/2004pubs/p20-550.pdf. Retrieved 2010-02-28
* "Educational Attainment in the United States: 2008." US Census Bureau. http://www.census.gov/population/www/socdemo/educ-attn.html Retrieved 2010-02-28
* "Demographics of the European Union". Wikipedia, http://en.wikipedia.org/wiki/Demographics_of_the_European_Union Retrieved 2010-02-08
* "Digest of Education Statistics: 2008". US Dept. of Education, National Center for Education Statistics, http://nces.ed.gov/programs/digest/d08/ Retrieved 2010-02-08
* "Diploma Mills and Accreditation". US Department of Education web site, http://ed.gov/students/prep/college/diplomamills/accreditation.html
* "Education in the United States". http://en.wikipedia.org/wiki/Education_in_the_United_States Retrieved 2011-07-28
* "Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies". US Dept. of Education, September 2010, http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf
* "European Union". Wikipedia, http://en.wikipedia.org/wiki/European_Union Retrieved 2010-02-08
* "Fading Stimulus Saved Colleges". Inside Higher Ed, February 11, 2010, http://www.insidehighered.com/news/2010/02/11/sheeo
* "Fast Facts [2007/2008]." US Dept. of Education, National Center for Education Statistics, http://nces.ed.gov/fastfacts/display.asp?id=76
* "General Educational Development". Wikipedia, http://en.wikipedia.org/wiki/General_Educational_Development
* "Higher Education in the United States". http://en.wikipedia.org/wiki/Higher_education_in_the_United_States Retrieved 2011-07-28
* "History of Learning Environments". Wikipedia, http://en.wikipedia.org/wiki/History_of_virtual_learning_environments_1990s Retrieved 2010-02-15
* "Homeschooling in the United States". Wikipedia, http://en.wikipedia.org/wiki/Homeschooling_in_the_United_States Retrieved 2011-08-17
* "Keeping Pace With Online Learning: An Annual Review of Policy and Practice". Evergreen Education Group, 2010, http://kpk12.com/reports/
* Kittredge, B. "Student Aid and Fiscal Responsibility Act". Blog of the Committee on Education and Labor, July 15, 2009, http://edlabor.house.gov/blog/2009/07/student-aid-and-fiscal-respons.shtml
* Krueger, D, and Kumar, K.B. "US-Europe Differences in Technology-Driven Growth: Quantifying the Role of Education". Journal of Monetary Economics, Elsevier, vol. 51(1), pages 161-190, 2004, http://ideas.repec.org/p/nbr/nberwo/10001.html
* "Learning in the 21st Century: 2010 Trends Update". Project Tomorrow, http://www.tomorrow.org/speakup/learning21Report_2010_Update.html
* Lieven, M., and Martin, G. (2006) "Higher Education in a Global Market: The Case of British Overseas Provision in Israel", Higher Education, 52: 1
* "List of countries by population". Wikipedia, http://en.wikipedia.org/wiki/List_of_countries_by_population Retrieved 2011-07-15
* Osgood, R.K., "Making Liberal Arts Colleges Sustainable", Forbes.com, http://www.forbes.com/2010/02/17/liberal-arts-college-thought-leaders-osgood.html
* "Overview: The Federal Role in Education". United States Department of Education, http://www2.ed.gov/about/overview/fed/role.html Retrieved 2011-07-28
* "Overview: 10 Facts About K-12 Education Funding". US Department of Education, http://www2.ed.gov/about/overview/fed/10facts/index.html Retrieved 2010-02-28
* Patterson, D., Jung, G. and Broadhead, G. (2009) "The UK e-learning market 2009", Learning Light Limited, http://www.learninglight.com/doc/download/16
* "Promising Practices in Online Learning: Blended Learning, The Convergence of Online and Face-to-Face Education". http://www.inacol.org/research/promisingpractices/NACOL_PP-BlendedLearning-lr.pdf
* "The Rise of K-12 Blended Learning". http://www.innosightinstitute.org/media-room/publications/education-publications/the-rise-of-k-12-blended-learning/
* "School: the Story of American Public Education," http://www.pbs.org/kcet/publicschool/roots_in_history/index.html Retrieved 2011-07-28
* Schreurs, B. (ed.) (2010) Reviewing the Virtual Campus Phenomenon: The Rise of Large-scale e-Learning Initiatives Worldwide, EuroPACE, Re.ViCa Project, E.C. Agreement no. 2007-2608/001-001, http://revica.europace.org/Re.ViCa%20Online%20Handbook.pdf Retrieved 2010-02-15
* Stephan, A., ed. "The Americanization of Europe: Culture, Diplomacy, and Anti-Americanism after 1945." New York: Berghahn Books, 2007.
* "Statistics About Non-Public Education in the United States". US Dept. of Education, Office of Non-Public Education. http://www.ed.gov/about/offices/list/oii/nonpublic/statistics.html. Retrieved 2010-02-15
* Tyack, D. and Cuban, L. (1995) Tinkering Toward Utopia: a century of public school reform, Cambridge, MA, Harvard University Press.
* "United States". International Monetary Fund, http://www.imf.org/external/pubs/ft/weo/2009/02/weodata/weorept.aspx?sy=2006&ey=2009&scsm=1&ssd=1&sort=country&ds=.&br=1&c=111&s=NGDPD%2CNGDPDPC%2CPPPGDP%2CPPPPC%2CLP&grp=0&a=&pr.x=64&pr.y=8 Retrieved 2010-02-08
* "United States". Wikipedia, http://en.wikipedia.org/wiki/Usa Retrieved 2011-07-15
* "United States". CIA World Factbook, https://www.cia.gov/library/publications/the-world-factbook/geos/us.html
* "U.S. state". Wikipedia, http://en.wikipedia.org/wiki/U.S._state Retrieved 2011-07-15
* "US to unveil broadband plan Mar 17, sees barriers". Reuters.com, Feb. 23 2010, http://www.reuters.com/article/idUSN2224640220100223 Retrieved 2010-02-28
* "USA education". Wikipedia, http://en.wikipedia.org/wiki/Usa#Education Retrieved 2011-07-28
* van der Wende, M. (2002) The Role of US Higher Education in the Global e-Learning Market, Center for Higher Education Policy Studies, University of Twente, http://cshe.berkeley.edu/publications/docs/ROP.WendePaper1.02.pdf
* "White House makes grants to boost online learning". eSchoolNews, September 26 2011, http://www.ecampusnews.com/technologies/white-house-makes-grants-to-boost-online-learning/

----
> [[Countries]]
 
>> [[Main Page]]

[[Category:United States| ]]
[[Category:North America]]
[[Category:OECD]]
[[Category:G8 countries]]
[[Category:G-20 countries]]

[[Category:Country reports]]
[[Category:Countries with Programmes]]
[[Category:VISCED]]
[[Category:Countries in merged template]]

United States

2011-12-19T02:55:31Z

SaraFrankBristow: /* US single school district programmes - overview */

''(Re.ViCa version by [[Sara Frank Bristow]] and [[Paul Bacsich]].)''

''Put in merged template and updated for VISCED by [[Sara Frank Bristow]].''

''For entities in the United States see [[:Category:United_States]] ''



== Experts situated in the United States ==

* Cathy Cavanaugh, Associate Professor of Educational Technology, School of Teaching and Learning, University of [[Florida]] at Gainesville
* Sara Frank Bristow, Independent Researcher and Sero collaborator; contributor to Re.ViCa
* Susan Patrick, International Association for K-12 Online Learning (iNACOL)
* Russ Poulin, WICHE Cooperative for Educational Technologies; contributor to Re.ViCa




== United States in a nutshell ==
(sourced in part from http://en.wikipedia.org/wiki/United_States and https://www.cia.gov/library/publications/the-world-factbook/geos/us.html)

[[Image:US.gif|right|thumb|300px|Source : http://www.cia.gov]]

The United States ('''United States of America'''; '''US''', '''USA''', or '''America''') is a federal [http://en.wikipedia.org/wiki/Constitutional_republic constitutional republic] comprising 50 states and a federal district. The world's oldest surviving [http://en.wikipedia.org/wiki/Federation federation], the United States is a constitutional republic and representative democracy, in which citizens are subject to three levels of government: federal, state, and local.

The country is situated mostly in central [[North America]] between the [[Pacific Ocean]] and [[Atlantic Ocean]], bordered by [[Canada]] to the north and [[Mexico]] to the south. At 3.79 million square miles (9.83 million km2) and with about 311 million people (July 2011), the United States is the third or fourth largest country by total area ([http://en.wikipedia.org/wiki/List_of_countries_and_outlying_territories_by_total_area depending on definition]), and third largest by land area and by population.

[[Image:US_map_states_wikicommons.png|thumb|left|200px|Wikimedia Commons Map of US states]]

The US comprises 50 discrete states; see [http://en.wikipedia.org/wiki/USA_states the US States Wikipedia article] for a full list. [[Washington D.C.]] (the District of Columbia), a special district which is not part of any US state, serves as the permanent national capital. The US also possesses five major overseas territories, all considered separately in this wiki. According to 2010 estimates, the largest contiguous state, [[California]], has 37 million people; and the next, [[Texas]], has 25 million. The seven states with 10 million people or more are: [[California]], [[Texas]], [[New York]], [[Florida]], [[Illinois]], [[Pennsylvania]] and [[Ohio]]. Ten states have populations of less than 10 but more than 6 million. 33 states have populations under 6 million; of these, 13 have populations ranging from 1 to 3 million.

The list of states with their own Virtual Campus wiki entries resides at [[:Category:States of the United States]]. Regional sub-categories have been created for states with a high incidence of notable e-learning programmes, e.g. [[California]] and [[Colorado]]. Others are added as activity is identified.

== Education in the United States ==

Students are not compelled to study at nationally controlled or public schools in the United States, and from primary through post-secondary level, a broad range of private, for-profit options exist. In 2008, about 74 million people (both citizens and foreign nationals) were enrolled in American schools, colleges and universities.

Education is [http://www2.ed.gov/about/overview/fed/role.html primarily a state and local responsibility] in the US, with most decisions made (and policies established) on that basis. It is states and communities, as well as public and private organisations of various types, that establish schools and colleges, develop curricula, and determine requirements for enrolment and graduation - not the federal (central) government.

The structure of education finance in America reflects this predominant state and local role. Of an estimated $1.13 trillion in government funds being spent nationwide on education at all levels for the school year 2010-2011, a substantial majority comes from state, local, and private sources. This is especially true at the elementary (primary) and secondary levels, where 89% of the funds will come from non-federal sources.

The Federal government contribution to primary and secondary education is only about 11%.

== Schools in the United States ==

Children are required in most US states to attend school from the age of five or six until 16, 17 or 18 - generally bringing them through grade 12, or twelfth grade (the end of High School). This sequence is colloquially referred to as "K-12" education.

In all, 86% of American schoolchildren enroll in the "Public" (publicly funded) school system. About 12% are enrolled in parochial or nonsectarian "Private" (non-publicly funded) schools, and 2% are homeschooled.

[http://en.wikipedia.org/wiki/US_education Public school curricula], funding, teaching, and other policies are set through locally elected school boards with jurisdiction over school districts, which may have many directives from state legislatures. School districts are usually separate from other local jurisdictions, with independent officials and budgets. Educational standards and standardised testing decisions are usually made by state governments, with curricula varying widely from district to district.

Individual states, counties, and school districts have considerable leeway in how they choose to divide their school levels, so it is difficult to accurately describe an "average" child's standard progression through education. However, [http://en.wikipedia.org/wiki/Elementary_school#United_States all states have historically made a distinction] between two main genres of K-12 education and three genres of K-12 school.
* The genres of education are Primary and Secondary; and
* The genres of school are Elementary School, Middle or Junior High School, and High School

Elementary and Secondary school programmes comprise nearly 14,000 school districts and some 56 million students, attending roughly 99,000 public schools and 34,000 private schools. It would impossible to list all US schools here; however, see the Wikipedia [http://en.wikipedia.org/wiki/List_of_schools_in_the_United_States List of Schools in the United States] for links itemised by state and school district.

Homeschooling is legal in all 50 US states, although the topic is at times controversial (as parents are not always considered fit to provide schooling which meets compulsory education standards). Homeschooling standards and requirements also vary widely among US states. Common reasons for adoption of homeschooling strategies include dissatisfaction with the quality of schooling available; dissatisfaction with moral, ethical or religious issues associated with a school; and/or inability of a student to participate due to time, financial or physical restraints (e.g. in the case of child athletes, celebrities and the disabled).

The decision to homeschool a child in the US may be interpreted as a statement of social, religious, political or other dissent.

=== Pre-Primary ===
The terms "Preschool," "Prekindergarten," "Pre-K" or "Nursery School" may all be used to refer to earlier age-group education. There is no compulsory national Pre-Primary education requirement in the US.

=== Elementary (Primary) ===
American children are required to attend six or seven years of Elementary School (generally comprising Kindergarten and grades 1-5 or 1-6). [http://en.wikipedia.org/wiki/Kindergarten Kindergarten] is a transitional year for students around the age of 5 or 6. Not all states make this year compulsory, though many do and offer this as a free educational year. First grade is the more official "first year" of primary school.

=== Middle or Junior High School ===
Middle School is a period of schooling between Elementary and High School, viewed by many as a conceptual bridge between the two. It often shares resources with a larger Secondary School rather than occupy its own facilities. Middle School typically spans grades 6-8, while Junior High School (Junior High) spans grades 7 and 8 only. Middle School/Junior High School students are generally between 11 and 14 years old.

=== High School ===
The majority of American students complete four years of High School (grades 9-12), graduating with a diploma around the age of 18. A small percentage of students opt to withdraw prior to graduation, permitted at either 16 or 17 depending on state of residence. These students may take a series of standardised tests (General Educational Development, or GED) and receive High School equivalency credentials if they perform well.

In 2008, 87% of Americans over the age of 25 had graduated from High School. High School graduates may either enter the workforce or continue education, e.g. at a higher education institution.

== Further and Higher Education ==

The American further and higher education systems, like the primary and secondary education systems, are largely decentralised - that is, unregulated by any national body. With a limited number of exceptions, the federal government does not directly regulate colleges and universities (although it may award them federal grants). It can therefore be difficult to make generalisations about the institutions in these sectors (without focussing on one individual US state at a time), though we have tried our best below.

The term "Polytechnic" is not used as such in the US, though "Community Colleges" may be seen to occupy a similar educational niche - and are not unlike what some in other countries might call "University Colleges."

=== Universities (and "Colleges") in the United States ===
The US higher education system is known to host some of the finest universities in the world. According to the Shanghai Jiao Tong University's [http://www.arwu.org/ Academic Ranking of World Universities], more than 30 of the highest-ranked 45 institutions are in the United States (as measured primarily by awards and research output).

In discussing post-secondary education in the US it is important to bear in mind that the definition of the term "college" does not align neatly with that used in most other countries discussed in this wiki.

* '''Universities''' are, generally speaking, four-year institutions of higher education and research, awarding both undergraduate and postgraduate ("graduate") degrees.
* '''Colleges''' are four-year, undergraduate institutions with an emphasis on taught courses, which may award the same undergraduate degrees as universities. Colleges may be part of a larger research university or may exist independently.

'''Americans do not always distinguish verbally between "college" and "university" – those attending a university would refer to this process as "going to college" while in pursuit of their undergraduate degree.'''

It is difficult to identify the precise number of colleges and universities in the United States - in part because of varying definitions of the terms, and in part because of the diversity of potentially applicable institutions. Moreover, a US university need not be "accredited" in order to operate (see separate note on this topic). With these caveats in mind, a [http://www.utexas.edu/world/univ/alpha/ recent estimate] by the University of Texas at Austin counts 2,043 colleges and universities; the US Department of Education [http://ope.ed.gov/accreditation/ Database of Accredited Postsecondary Institutions and Programs] counts over 8,000 (community and vocational colleges are omitted in the first survey but included in the second); and the Chronicle of Higher Education 2009 [http://chronicle.com/section/Almanac-of-Higher-Education/141/ Almanac of Higher Education] counts 4,811.

Students provide transcripts of their High School grades and their results on a series of privately organised standardised tests when applying to American universities and colleges. Annual tuition fees are charged for higher education in almost all cases, and are often exorbitant compared to those found in other countries. (For the 2007–08 academic year, annual prices for undergraduate tuition, room, and board were estimated to be [http://nces.ed.gov/fastfacts/display.asp?id=76 $11,578 at public institutions and $29,915 at private institutions].) Many students rely on student loans and scholarships from their university, the federal government, or a private lender.

Students may choose to attend public or private institutions to complete their undergraduate degrees. The majority of public universities are operated by individual states and territories, usually as part of a "state university system". Each state supports at least one state university and several support many more. By a wide margin, these "state schools" tend to be the most affordable to residents from within that state.

Those individuals completing undergraduate education at either a university or college may enter the workforce in a professional capacity or continue on to postgraduate ("graduate") study. In 2008, [http://www.census.gov/Press-Release/www/releases/archives/education/013618.html 29% of American adults] 25 and older had a bachelor's degree.



===(Community) Colleges in the United States===
US "Community Colleges" are two-year institutions of higher education (once commonly called "Junior Colleges"). Often state-based and public, most Community Colleges operate under a policy of open admission and may be similar to the Polytechnics or University Colleges found in other countries.

[http://en.wikipedia.org/wiki/Community_colleges_in_the_United_States Many Community Colleges] are operated either by special districts that draw property tax revenue from the local community, as a division of a state university, or as sister institutions within a state-wide higher education system. In recent years, many Community Colleges have added online courses to their catalogues, and in some states have become hotbeds of e-learning activity.

Community Colleges typically offer two-year "associates degrees" and/or trade certifications, as well as services to the local community (e.g. a library or job placement assistance). Some offer courses towards a four-year bachelor's degree and may guarantee admission to a partner university. While most enrollees proceed directly from High School to Community College (and are therefore ages 18-21), Community College is also an attractive venue for older American adults returning to education after a hiatus; professionals seeking further certification in their field (or another); or hobbyists looking for an inexpensive way to further their personal interests.

'''US Community Colleges should not be confused with regular "Colleges"''', as the latter term is used uniquely in the US to refer to four-year teaching institutions which offer bachelor's degrees (see above). There are, however, other two-year institutions which would be referred to as "Community Colleges" even though they are not described as such by name; these have names like "institute of technology", "technical institute" or "technical college" and typically focus on training in technical and vocational skills.

== Education Reform ==

A selection of "hot button" issues targeted in the budget for [http://www2.ed.gov/about/overview/budget/budget12/index.html Fiscal Year 2012] reflect the general tenor of US educational reforms debated in the last five to ten years. These include:

* College access and completion
* Investing in early learning
* Accelerating the use of educational technology
* Supporting English language learners
* Supporting individuals with disabilities
* Strengthening the commitment to Native American, Alaska Native, and Native Hawaiian Education
* Improving productivity and efficiency
* Supporting rural education
* Improving Science, Technology, Engineering, and Mathematics (STEM) Education

Sector specifics are discussed below.

=== Schools ===
Approaches to improving public schooling have been the primary stakeholder concern ever since universal public education began to gain traction in US schools, in the middle of the nineteenth century. The Department of Education's official mission is to "promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access", and [http://en.wikipedia.org/wiki/Education_reform reforms over the last 60 years] have included issues of civil rights, "progressive" education versus "cultural literacy", and the 1990s adoption of Outcome-Based Education (OBE) - at which time a set of standards-based National Education Goals were set by the US Congress. The standards-based reform movement culminated in the controversial No Child Left Behind Act of 2001.

As of August 2011, issues frequently highlighted for potential reform include Repairing the Bush-era "No Child Left Behind" Act; Reauthorisation of the Elementary and Secondary Education Act (ESEA); Addressing teacher cheating scandals in standardised testing; Teacher union reform; Expanding school day or school year; Validity of charter schools (in which public schools operate more like private ones); Validity of school choice, or "school vouchers" (in which parents may select which public school their child attends, or use a voucher to send them to a private one); Improving teacher quality/salary; Improving teacher training; Awarding performance bonuses ("merit pay") to teachers; English-only vs. bilingual education (allowing students to study in their native tongue - typically Spanish); Mainstreaming special education students (allowing special needs individuals to remain in "regular" schools); Content of curriculum standards and textbooks (which intersects with controversial issues like the teaching of [http://en.wikipedia.org/wiki/Creationism creationism] in the classroom); and others.

For more information see the collected pieces on on "P-12" (pre-Kindergarten through twelfth grade) Reform on the ED web site at http://www.ed.gov/p-12-reform; or the useful Wikipedia discussion at http://en.wikipedia.org/wiki/Education_reform.

=== Post-secondary ===

Given the decentralised nature of the US HE system, federal reform might never reflect the kind of sweeping mandates periodically effected in other countries or unions. Nevertheless, certain proposed and actual reforms - largely addressing issues of affordability and access - pressed through or discussed from 2008-2011 are of great interest. Not all are exclusively higher-education specific. Some are detailed here:

* Announcement regarding [http://www.ecampusnews.com/technologies/white-house-makes-grants-to-boost-online-learning/ online courses for Community Colleges] (September 2011). The long-awaited first installation of a $2 billion grant programme targeting Community College students through both industry partnerships and an expansion of free online courses. An initial $500 million in "workforce training programme" grants were scheduled for distribution after a rigorous application process that lasted almost a year. This followed on an announcement by President Obama in July 2009 to devote '''$12 billion over 10 years''' to improve programmes, courses, and facilities at [[US]] Community Colleges, with $500 million devoted to freely available online courses. Portions of this pledge were realised in the Health Care and Education Reconciliation Act of 2010.

* The [http://www.broadband.gov/ National Broadband Plan] (March 2010). Relevant in its potential to transform education in the US, as noted in the report itself. Despite early advances in the arena, for nearly 10 years the United States has lagged behind many other developed countries in the adoption of broadband technology. America's first National Broadband Plan recommends sweeping improvements to US broadband governance, infrastructure, affordability, and deployment, dedicating $15.5 billion to broadband deployment over the next decade.

* The [http://en.wikipedia.org/wiki/Health_Care_and_Education_Reconciliation_Act_of_2010 Health Care and Education Reconciliation Act of 2010] (March 2010). Included the Student Aid and Fiscal Responsibility Act, reforming the process by which American students receive much-needed loans to participate in higher education.

* The [http://www.ed.gov/technology/netp-2010 National Educational Technology Plan 2010]". Outlined "ways in which information and communication technologies can be leveraged to help transform American education". It details [http://www.ed.gov/technology/netp-2010/goals-and-recommendations five specific goals] with recommendations (for states, districts, the federal government, and other stakeholders in the US education system) that address learning, assessment, teaching, infrastructure, and productivity. A wide variety of stakeholders played a role in developing the plan: see http://www.ed.gov/technology/netp-2010/how-plan-developed for details.

* The American Recovery and Reinvestment Act (ARRA) of 2009. Sought [http://www2.ed.gov/about/reports/annual/2009review.html "to get America on track and to return to being number one in the world in high school and college graduation rates, school readiness and overall academic achievement]." This included $98.2 billion in appropriations for the Department of Education, more than 1.5 times the Department’s entire appropriation for the previous year.

* The Student Aid and Fiscal Responsibility Act of 2009. [http://edlabor.house.gov/blog/2009/07/student-aid-and-fiscal-respons.shtml Goals included] "producing the most college graduates by 2020 by making college accessible and transforming the way our student loan programs operate." The bill never became law; link now defunct.

Read more about current issues in the realm of US Higher Education reform at the Teachnology, Inc. web site: http://www.teach-nology.com/highered/reform/

===== The Bologna Process =====
''(This section was included as relevant to Re.ViCa and has not been updated since first posting.)''

The average American academic remains unaware of the Bologna Process and its significance. Yet [http://www.ihep.org/assets/files/EYESFINAL.pdf a recent report] by the US-based Lumina Foundation chides:

:Former Secretary of Education, Margaret Spellings’ Commission on the Future of Higher Education paid no attention whatsoever to Bologna, and neither did the U.S. higher education community… Such purblind stances are unforgivable in a world without borders.

This report's author, [http://www.ihep.org/press-room/news_release-detail.cfm?id=62 Cliff Adelman] ([http://www.ihep.org/ Institute for Higher Education Policy]), is among numerous vocal proponents of US participation in a process similar to that set forth by Bologna. Lumina promotes [http://www.luminafoundation.org/our_work/tuning/Q_and_A-Bologna_and_Tuning.html "Tuning"], explored in papers such as [http://go2.wordpress.com/?id=725X1342&site=gsed.wordpress.com&url=http%3A%2F%2Fwww.ihep.org%2Fassets%2Ffiles%2FTheBolognaClub.pdf The Bologna Club: What U.S. Higher Education Can Learn from a Decade of European Reconstruction] - which set forth the goal that attainment of high-quality undergraduate degrees and credentials in the United States should increase to 60% by 2025.

Adelman's efforts and those of others like him are not widely known. Bologna's spirit of harmonisation, unity and "work towards a common cause" is not often felt across US state borders, and there are few models of cross-border cooperation that scratch the surface of Bologna Process-like goals.

As a separate issue, some European researchers have explored evidence of US hostility towards the Bologna Process itself, in terms of its perceived success in attracting overseas students who might otherwise pursue studies in the US. As an increasing number of "geographically mobile" students choose European universities over American ones, some believe that Bologna is a seen as a threat – yet one that US officials have been unwilling to acknowledge or name. For one example of this research track, see Charlier and Croche's 2008 piece on [http://mesharpe.metapress.com/app/home/contribution.asp?referrer=parent&backto=issue,2,7;journal,9,24;linkingpublicationresults,1:110907,1 The Outcome of Competition Between Europe and the United States].

== Administration and finance ==
(adapted from the US Department of Education web site, http://www2.ed.gov)
[[Image: Ed_gl_org_chart.gif|thumb|right|150px|2011 US Department of Education]]

Established in 1980, the '''[http://www.ed.gov/ US Department of Education]''' ('''ED''', or externally '''USDE''') is the government agency that establishes policy for and administers most federal assistance to '''all sectors of US education.''' ED has 4,200 employees and a $63.7 billion budget; elementary and secondary programmes serve more than 14,000 school districts and 56 million students, who attend some 97,000 schools and 28,000 private schools. Department programmes also provide financial assistance to about 11 million post-secondary students. Many students attend private schools, colleges and universities, paid for with private funds.

It is always important to bear in mind the predominant state and local role in establishing American schools and colleges, developing curricula, and determining enrolment and graduation requirements. '''These tasks are not, for the most part, under the purview of ED''' - in other words, there are few national requirements in these areas. Of an estimated $1.13 trillion being spent nationwide on education at all levels for school year 2010-2011, a substantial majority (89%) come from state, local, and private sources.

'''The US Department of Education (i.e. US federal government) does:'''

* Establish policies relating to federal financial aid for education, and administer/monitor those funds at all levels.
* Collect data, oversee schools research, and disseminate results to [http://en.wikipedia.org/wiki/United_States_Congress the US Congress], educators and the general public.
* Identify major issues, focus national attention on them, and make recommendations for education reform (advising the president and implementing education policies).
* Enforce federal statutes prohibiting discrimination in programmes receiving federal funds, and ensure equal access to education.

'''The US Department of Education (i.e. US federal government) does not:'''

* Establish schools and colleges
* Develop curricula
* Set requirements for enrollment and graduation
* Determine state education standards
* Develop or implement testing to measure whether states are meeting their own education standards

Notably for VISCED and Re.ViCa purposes, the Department of Education's [http://www2.ed.gov/about/offices/list/os/technology/index.html '''Office of Educational Technology] (OET)''' develops national educational technology policy, ensuring that programmes are coordinated and consistent across the federal government. OET released the US's first [http://www.ed.gov/technology/netp-2010 National Educational Technology Plan (NETP)] in March 2010 as described above.

=== Schools ===
The Department of Education's [http://www2.ed.gov/about/offices/list/oese/index.html '''Office of Elementary and Secondary Education'''] (OESE) directs, coordinates, and recommends policies for state and local educational agencies, helps ensure equal access to services (particularly for underprivileged and underrepresented children), and provides financial assistance to a select number of local educational agencies.

OESE offers nearly 200 programmes, addressing a range of issues such as: Hurricane Help for Schools, Academic Improvement and Teacher Quality Programs, School Support and Technology Programs, Student Achievement and School Accountability Programs, and many more. Programmes are administered through numerous offices, e.g. the Office of Indian [Native American] Education and the Office of Migrant Education. (Note that this is only a fragment of a much longer list, and that programmes are not guaranteed funding on an annual basis.)

=== Post-secondary ===
Federal regulation is critical in the area of student financial aid (which provides loans to students for post-secondary tuition).

The '''[http://www2.ed.gov/about/offices/list/ous/index.html Office of the Under Secretary]''' (OUS) oversees policies, programmes, and activities related to post-secondary education, vocational and adult education, and federal student aid.

The '''[http://www2.ed.gov/about/offices/list/ope/index.html Office of Postsecondary Education]''' (OPE) formulates federal post-secondary education policy and administers over 40 programmes to increase access to quality post-secondary education. One of the OPE's primary programmes of relevance is the [http://www2.ed.gov/about/offices/list/ope/fipse/welcome.html Fund for the Improvement of Postsecondary Education] (FIPSE). FIPSE's main activity each year is conducting the [http://www2.ed.gov/programs/fipsecomp/index.html Comprehensive Program], a grant programme intended to support innovative, replicable post-secondary education improvement projects. FIPSE also administers international consortia programmes, co-funded by foreign government partners, such as the [http://www2.ed.gov/programs/fipseec/index.html European Union-United States Atlantis Program] which provides funding for joint or dual undergraduate degrees in a wide range of academic and professional disciplines.

The '''[http://www2.ed.gov/about/offices/list/ovae/index.html Office of Vocational and Adult Education]''' (OVAE) administers and coordinates programmes related to adult education and literacy, career and technical education, and Community Colleges.

The '''[http://www2.ed.gov/about/offices/list/fsa/index.html Office of Federal Student Aid]''' (FSA) provides critical financial assistance to students enrolled in post-secondary educational institutions. Students apply to this agency for aid, and repay loans to it directly; institutions demonstrating inferior quality may become ineligible to educate students receiving federal student loans.

== Quality assurance ==



As described by the Department of Education's [http://www2.ed.gov/about/offices/list/ous/international/usnei/edlite-index.html US Network for Education Information] (USNEI), quality assurance takes several forms in the US system. The approval of institutions and programmes is generally '''undertaken by state agencies and accrediting agencies''', with the latter also responsible for establishing and maintaining academic and administrative standards. Professional and academic disciplinary associations also play a role in influencing and assessing quality. Educational potential and outcomes are measured by a wide range of surveys, studies, tests, and other assessments at the national, regional, state and institutional levels.

Various documents outlining assessment, evaluation, and standards activities in US education at all levels can be reviewed at http://www2.ed.gov/about/offices/list/ous/international/usnei/us/edlite-structure-us.html. The site also offers overviews of associates, bachelor's, and postgraduate degrees.

See also these general USNEI reports for further information:
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/accred-fed.doc Federal Recognition and Approval] - on the nature and limitations of the federal role in recognising accrediting agencies and in approving institutions
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/accred-state.doc State Approval of Schools and Postsecondary Institutions] - on the process of licensing or chartering educational providers by state authorities
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/qualassurance.doc Other Quality Assurance Provisions] - on additional quality assurance activities in the United States.

=== Schools ===
The US Department of Education [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/edlite-evaluation.html does not have the authority] to accredit private or public elementary or secondary schools; nor does it recognise schools-level accrediting bodies.

The US does not use national examinations to determine graduation from school or access to further studies, and there is no national curriculum on which to base such examinations. School curricula are set by local school districts, private schools, and homeschooling parents with reference to state standards and post-secondary requirements.

However, there is considerable commonality across the US education system despite the absence of legally enforced national curricula or examinations. Common evaluation and assessment standards and tools are the result of the pressures of the competitive academic marketplace, the expectations and requirements of employers and state agencies, and the standards required by accrediting agencies and professional and research associations.

For further information, USENEI provides these relevant schools report:

* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/accred-school.doc School-Level Accreditation] - the accreditation process at the primary and secondary education levels and provides links to accrediting agencies recognised by state governments and other authorities
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/edlite-evaluation.html Structure of U.S. Education: Evaluation and Assessment] - provides information on common US grading and credit systems as well as evaluation and standardised tests

=== Post-secondary ===
As in other US educational sectors, Quality Assurance in higher education is not typically overseen at the national level.
[http://www2.ed.gov/about/offices/list/ous/international/usnei/us/edlite-evaluation.html Post-secondary or tertiary curricula] are determined by individual institutions with reference to accreditation requirements, professional requirements, and the expectations of postgraduate programmes and employers.

It is difficult to summarise in brief the uniqueness and complexity of the academic accreditation process in the US.
* There is no single governmental accrediting body for US post-secondary educational institutions. Rather, ED relies on 74 private and state-based accrediting agencies to provide oversight of member institutions.
* These agencies are divided into 16 "regional" accrediting agencies (regarded as the most selective), plus a number of "national," "hybrid" and "programmatic" agencies which may certify lesser-known and/or specialised entities.
* Agencies awarded recognised by the Department of Education are not the only ones permitted to provide university accreditation; they have simply met a certain set of ED criteria. '''Recognition is not a requirement for an accrediting body to operate legally''' - although without it, institutions it certifies '''cannot participate in federal student aid programmes'''.
* Non-accredited institutions are often perceived as lacking in quality and rigor, and may be termed "diploma mills".

Within ED, the [http://www2.ed.gov/admins/finaid/accred/index.html Accreditation and State Liaison] (ASL) has responsibility for the accrediting agency recognition process and for coordinating activities between states and ED that impact institutional participation in the federal financial assistance programmes. A [http://www2.ed.gov/about/bdscomm/list/naciqi.html National Advisory Committee on Institutional Quality and Integrity] provides recommendations to the Secretary of Education regarding the recognition of post-secondary accrediting agencies.

For those seeking further information, USNEI provides these post-secondary reports:
* [http://www2.ed.gov/admins/finaid/accred/accreditation_pg6.html#NationallyRecognized Nationally Recognised Accrediting Agencies] - the U.S. Department of Education's directory of federally recognised accrediting agencies, both regional and national
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/accred-postsec.doc Postsecondary Accreditation] - describes the accreditation process at the tertiary level, and provides links to recognised accrediting agencies which are members of the Council for Higher Education Accreditation (CHEA)
* [http://www.chea.org/Directories/index.asp CHEA Directory of Recognised Accrediting Organisations] - the Council on Higher Education Accreditation's directory of recognised accrediting agencies
* [http://www.aspa-usa.org/ Association of Specialised and Professional Accreditors] (ASPA) - national association of accreditation agencies for regulated professions
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/fraud.doc Diploma Mills and Fraud] - information and links on the problems of unaccredited institutions and bogus accreditors in the US

== Information society ==

''Details about certain legislation, agencies and initiatives have been covered in previous sections.''

After an initial period of sustained leadership in the areas of computer science, internet development and broadband uptake, the US is now widely considered to be stagnating in technology uptake and usage. According to the World Economic Forum (WEF)'s 2011 report, the [http://www.huffingtonpost.com/2011/04/13/world-economic-forum-technology-use-us_n_848566.html US finished fifth] in a survey of the 138 countries that make up 98.8 percent of the world's GDP (ranking 24th in percentage of households with a personal computer). The WEF measured aspects of technology usage including business and regulatory climates for IT development and interest in and use of technology by the government, individuals and businesses.

The US also faces a significant gap in residential broadband use that breaks down along race, income, education levels and other socio-economic factors.

Recent [http://pewinternet.org Pew findings] report that 77% of American adults use the internet ([http://pewinternet.org/Static-Pages/Trend-Data/Whos-Online.aspx Dec 2010]); 83% of Americans own mobile phones, while just 57% own a personal computer ([http://pewinternet.org/Trend-Data/Device-Ownership.aspx May 2011]).

A variety of offices, agencies and non-profits monitor and direct US activity and strategy in the information society.
* The [http://www.fcc.gov/ Federal Communications Commission], an independent US government agency, regulates interstate and international communications by radio, television, wire, satellite and cable. (As noted above, it has unveiled the first US [http://www.reuters.com/article/idUSN2224640220100223 National Broadband Plan] in March 2010, reinforcing the notion that all Americans are entitled to "affordable access to robust and reliable broadband products and services".)
* The Department of Education’s [http://www2.ed.gov/about/offices/list/os/technology/index.html Office of Educational Technology] (OET) supports the use of technology in education. (The March 2010 "National Education Technology Plan" has been discussed above.)
* The [http://www.whitehouse.gov/omb/e-gov/ Office of E-Government & Information Technology] is part of the Office of Management and Budget (OMB).
* Founded in 1969, the [http://www.nascio.org National Association of State Chief Information Officers] (NASCIO) represents state chief information officers and information technology executives and managers from the states, territories, and the District of Columbia. The primary state members are senior officials from state government who have executive-level and statewide responsibility for information technology leadership.
* The [http://www.cio.gov/ Chief Information Officers] (CIO) Council serves as the principal interagency forum for improving practices in the design, modernisation, use, sharing, and performance of Federal Government agency information resources.
* The [http://it.usaspending.gov/ IT Dashboard], launched in June 2009, allows the American people to monitor IT investments across the federal government.

This is not a comprehensive list - and in particular does not identify any state or regional programmes. See http://www.usa.gov/Government/State_Local/Technology.shtml for more related agencies/organisations.

== ICT in education initiatives ==

=== Virtual initiatives in schools ===


Online education in the US has gained considerable traction over the last 15 years - seemingly more so than in any other country. A major report from the International Association for K-12 Online Learning (iNACOL), [http://www.inacol.org/research/docs/iNCL_NationalPrimerv22010-web.pdf A National Primer on K-12 Online Learning] (Second Edition), estimates that over 1.5 million American K-12 students were engaged in online and blended learning for the 2009-2010 school year (out of approximately 55.2 million students enrolled ).This represents roughly 3% of the US K-12 population.

This relatively small figure belies the scope and nature of the programmes now available. Options vary from state to state, school district to school district, and even from school to school. As the Primer notes, whether a student has the option to participate in "supplemental" (i.e. single) courses or full-time online programmes remains a matter of state policy and local laws, "with a few states providing opportunities for most students, a few states providing almost no opportunities, and most states falling somewhere in the middle". Moreover, iNACOL and others acknowledge their ongoing struggle to survey data in this relatively new and rapidly changing arena; there is no single authority to whom any of the schools listed in this survey must report, and relevant data is not always made available to the public.

As of 2010, supplemental or full-time online learning opportunities were available to students in 48 of the 50 US states. 38 states had state virtual schools or state-led online initiatives (with a 39th set to open in 2011); 27 states plus Washington, DC had full-time online schools serving students statewide; and 20 states were providing both supplemental and full-time online learning options statewide (but not as part of a state virtual school). This can be compared to 2001, during which approximately 10 states had state virtual schools and even fewer offered other online education options.
The three main types of US virtual school are summarised in brief below, as outlined in [http://www.ecs.org/html/Document.asp?chouseid=9014 Keeping Pace With Online Learning: An Annual Review of Policy and Practice], Evergreen Education Group (2010). Note that not all schools fit neatly into one of the slots below, but without this kind of rough categorisation it would be exceedingly difficult to approach the vast array of US virtual schools.

Click here for the VISCED [[typology of US virtual schools]].

==== US state virtual schools - overview====
* Operate in 38 states
* Are state-led online learning initiatives, with course enrollment ranging from several thousand to 16,000 for 2009-10
* Boast 450,000 "course enrollments" nationwide, i.e. in which one student takes one course
* Often provide local school districts with '''supplemental online courses''', as well as online learning expertise and thought leadership for their own schools
* Have '''students who study online part-time only''' (taking "supplemental" online courses while physically enrolled elsewhere)
* Saw enrollment increase by nearly 40% from 2008-09 to 2009-10, though most gains came from the states of North Carolina and Florida only
* Have virtual school enrollments exceeding 10,000 for 2009-10 in eight different states (Alabama, Florida, Georgia, Idaho, Louisiana, Michigan, North Carolina and South Carolina)
* Are usually funded by legislative appropriation

Click here for the VISCED list of [[:Category:US statewide virtual schools|US statewide virtual schools]] - this includes both "state virtual schools" as described above, and any virtual school for which state residents are eligible.

====US multi-school-district full-time online schools - overview====
* Operate in 27 states (each has at least one)
* '''Have few or no part-time students'''; most have enrollment of a few hundred to several thousand
* Usually attract students from across an entire state, so are found in those states that permit students to enroll across district lines
* Are typically charter schools (i.e. special publicly funded schools operating under their own charters/standards, attended by student choice)
* Are usually affiliated with a private national organisation e.g. Connections Academy, K12 Inc., Advanced Academics, or Insight Schools
* Are often funded via state public education funds that follow the student

Click here for the VISCED list of [[:Category:US_multi-school-district_virtual_schools|US multi-school-district virtual schools]].

Click here for the VISCED list of [[:Category:US_charter_schools|US charter schools]].

====US single school district programmes - overview ====
* Are represented by only 11 well-established programmes nationwide
* Serve only students who reside within a single, local district of residence
* Serve '''mostly supplemental students''' (though some serve full-time students)
* Are often focused on credit recovery or at-risk students
* Make up the fastest growing segment of K-12 online learning

There are additionally a number of virtual schools run by consortia or postsecondary institutions, i.e. some which are not state, multi-district or single district schools.

Click here for the VISCED list of [[:Category:US_single-school-district_virtual_schools|US single-school-district virtual schools]].

====Possible US Exemplars====

* [[Agora Cyber Charter School]]
* [[Alabama ACCESS Distance Learning]] (State Virtual School)
* [[City of Angels Virtual Academy]] (COAVA)
* [[Cook County Sheriff’s Department Virtual High School]]
* [[Electronic Classroom of Tomorrow]]
* [[Florida Virtual School]] (FLVS)
* [[Hope Online Learning Academy]]
* [[Idaho Digital Learning Academy]] (IDLA)
* [[Illinois Virtual High School]]
* [[Jefferson County JCPSeSchool]]
* [[Louisiana Virtual School]] (LVS)
* [[Mesa Distance Learning Program]] (MDLP)
* [[Michigan Virtual School]] (MVS)
* [[Minnesota Virtual High School]] (MVHS)
* [[Mississippi Virtual Public School]]
* [[North Carolina Virtual Public School]] (NCVPS)
* [[Omaha Public Schools eLearning]] (OPS)
* [[Open High School of Utah]] (OHSU)
* [[Pennsylvania Cyber Charter School]]

* [[Primavera Online High School]]
* [[Silver State Charter Schools]]
* [[South Carolina Virtual School Program]] (SCVSP)
* [[Utah Electronic High School]] (EHS)
* [[Virtual High School Global Consortium]] (VHS)
* [[21st Century Cyber Charter School]]

====Towards a Comprehensive List of US Virtual Schools (in progress)====
''All schools identified as "notable" in early phases of VISCED are included below. The list is representative but not comprehensive, given the nature of the US. Virtual schools for the under-14s are deemed out of scope.''

# [[21st Century Cyber Charter School]] (Pennsylvania)
# [[Advanced Academics Online School]] (Oklahoma)
# [[AGVI Academy for Gifted Youth]] (California)
# [[Academy Online High School]] (Colorado)

# [[ACE Digital Academy]] (Ohio)
# [[ACHIEVEk12]] (Colorado)
# [[Achievement House Cyber Charter School]] (Pennsylvania)
# [[Agave Distance Learning]] (Arizona)
# [[Agora Cyber Charter School]] (Pennsylvania)
# [[Akron Digital Academy]] (Ohio)
# [[Alabama ACCESS Distance Learning]] (State Virtual School)

# [[Alaska Virtual School]]
# [[Alaska's Learning Network]]



# [[Andover eCademy]] (Kansas)
# [[Anoka Hennepin Compass On-Line]] (Minnesota)
# [[Another Choice Virtual Charter School]] (Idaho)
# [[Apex Learning High School]]
# [[Appleton eSchool]] (Wisconsin)
# [[APS Online]] (Colorado)
# [[Arizona Connections Academy]]
# [[Arizona Online Instruction]]
# [[Arizona Virtual Academy]]

# [[Arizona Virtual School]]

# [[Arkansas Virtual High School]]
# [[ASPIRA Bilingual Cyber Cyber School]] (Pennsylvania)
# [[AZ2020 Online Academy]] (Arizona)
# [[Basehor-Linwood Virtual School]] (Kansas)
# [[Beacon Academy of Nevada]]
# [[Bethel Online Academy]] (Washington)
# [[Blue Sky Online Charter School]] (Minnesota)
# [[Blueprint High School]] (Arizona)
# [[Boulder Universal]] (Colorado)
# [[Branson School Online]] (Colorado)
# [[Brigham Young University Independent Study]] (Utah)
# [[Buckeye On-Line School for Success]] (Ohio)
# [[California Pacific Charter Schools]] (California)
# [[California Virtual Academies]]

# [[Canon Online Academy]] (Colorado)
# [[Capistrano Connections Academy]] (CapoCA) (California)
# [[Cardington-Lincoln Local Digital Academy]] (Ohio)
# [[Chesterfield County Public Schools Online]] (Virginia)
# [[Central California Connections Academy]] (California)
# [[Central Pennsylvania Digital Learning Foundation]] (Pennsylvania)
# [[Chester Area Cyber School]] (South Dakota)
# [[Chicago Virtual Charter School]] (Illinois)

# [[Christa McAuliffe Academy]] (Oregon)
# [[Cincinnati Virtual High School]] (Ohio)
# [[City of Angels Virtual Academy]]
# [[CCSD Virtual High School]] (Nevada)
# [[CK Online Academy]] (Washington)
# [[Cobb Virtual Academy]] (Georgia)

# [[Colorado Connections Academy]]
# [[Colorado Distance and Electronic Learning Academy]] (CDELA)
# [[Colorado Online Learning]]
# [[Colorado Cyber]]
# [[Colorado Virtual Academy]]
# [[Columbia Virtual Academy]] (Washington)
# [[Commonwealth Connections Academy]] (Pennsylvania)

# [[Connecticut Virtual Learning Center]]
# [[Continental Academy]] (Florida)
# [[Cook County Sheriff’s Department Virtual High School]]



# [[Delta Academy On Line School]] (Nevada)
# [[Delta Cyber School]] (Alaska)

# [[DoDEA Virtual High School]]
# [[Denver Online High School]] (Colorado) (formerly DPS Online High School)
# [[Dunlap Leadership Academy]] (California)
# [[Duval Virtual Instruction Academy]] (Florida)
# [[eCADEMY]] (New Mexico)

# [[Education Program for Gifted Youth]] Online High School, Stanford University (California)
# [[ELCA Online Learning Academy]] (Georgia)
# [[EdVisions Online High School]] (Minnesota)
# [[EV Online Learning]] (Washington)
# [[Electronic Classroom of Tomorrow]] (Ohio)
# [[Electronic Course Program]] (Texas)
# [[Evanston Virtual High School]] (Wyoming)
# [[Excel High School]] (Minnesota)
# [[Fairbanks B.E.S.T. Program]] (Alaska)
# [[Fairborn Digital Academy]] (Ohio)
# [[Falcon Virtual Academy]] (Colorado)
# [[Findlay Digital Academy]] (Ohio)
# [[Florida Virtual School]]
# [[Francis School]] (New York)
# [[Franklin University PSEOP]] (Ohio)
# [[Freshwater Education District Virtual School Consortium]] (Minnesota)
# [[Georgia Cyber Academy]]

# [[Georgia Virtual School]]
# [[Giant Campus of Washington]] (Washington)
# [[Giant Campus Academy]]
# [[GLBTQ Online High School]] (Minnesota)
# [[GOAL Digital Academy]] (Ohio)
# [[GOAL Academy Online]] (Colorado)
# [[Graham Digital Academy]] (Ohio)
# [[Greater Ohio Virtual School]]
# [[Greenways Academy]]
# [[Gwinnett Online Campus]] (Georgia)
# [[Hamilton County Virtual School]] (Tennessee)
# [[Hawaii DOE E-School]]
# [[Hawaii Technology Academy]]
# [[Hawaii Virtual Learning Network]]
# [[Hawaii Virtual School]]
# [[Hoosier Academies]] (Indiana)
# [[Hope High School Online]] (Arizona)
# [[Hope Online Learning Academy]] (Colorado)
# [[Idaho Connects Online]]
# [[Idaho Digital Learning Academy]]
# [[Idaho Distance Education Academy]]
# [[Idaho Virtual Academy]]
# [[IDEAL-NM]] (New Mexico)
# [[Independent Study High School]] (Nebraska)
# [[Illinois Virtual High School]]
# [[Indiana Connections Academy]]
# [[Insight School of Colorado]]
# [[Insight School of Kansas]]
# [[Insight School of Minnesota]]
# [[Insight School of Washington]]
# [[Insight School of Wisconsin]]
# [[INSPIRE Connections Academy]] (Idaho)


# [[International Virtual Learning Academy]] (California)
# [[Internet Academy]] (IA) (Washington)
# [[Iowa Learning Online]]
# [[Iowa Online AP Academy]]
# [[iQ Academy Arizona]]
# [[iQ Academy Kansas]]
# [[iQ Academy Minnesota]]

# [[iQ Academy Washington]]
# [[iQ Academy Wisconsin]]
# [[iSucceed Virtual High School]] (Idaho)
# [[Jackson Hole Connections Academy]] (Wyoming)
# [[Janesville Virtual Academy]] (Wisconsin)
# [[JEDI Virtual High School]] (Wisconsin)
# [[Jeffco's 21st Century Virtual Academy]] (Colorado)
# [[Jefferson County JCPSeSchool]]
# [[Kansas Connections Academy]]

# [[Kaplan Academy of California]]

# [[Kaplan Academy of Oregon]]
# [[Kaplan Academy of Washington]]
# [[Kaplan University High School]]
# [[Karval Online Education]] (Colorado)
# [[Kenosha eSchool]] (Wisconsin)
# [[Kent Digital Academy]] (Ohio)
# [[Kentucky Virtual Schools]]
# [[Keystone Online School]]
# [[Kiel eSchool]] (Wisconsin)

# [[Lakewood Digital Academy]] (Ohio)
# [[Lancaster Digital Academy]] (Ohio)

# [[Learn at My Pace]] (LAMP) Online High School (Minnesota)



# [[Learning² eSchool of Wichita]] (Kansas)
# [[Louisiana Virtual School]]
# [[Mahoning Unlimited Classroom]] (Ohio)



# [[Maryland Virtual School]]
# [[Massachusetts Online Network for Education]] (MassONE)

# [[Massillon Digital Academy]] (Ohio)
# [[Mercury Online Academy of Arizona]]
# [[Mercury Online Prep]]
# [[Mercury Academy of Southern California]]
# [[Meridian Parent Partnership Program]] (MP3) (Washington)
# [[Mesa Distance Learning Program]]
# [[Miami Dade I-Prep Academy]] (Florida)
# [[Miami-Dade Online Academy]] (Florida)
# [[Michigan Virtual School]]

# [[Midwestern Regional Virtual Charter School]] (Pennsylvania)
# [[Minnesota Online High School]]
# [[Minnesota Transitions Schools Minnesota Connections Academy]]
# [[Minnesota Virtual Academy]]
# [[Minnesota Virtual High School]]
# [[Mississippi Virtual Public School]]
# [[Missouri Virtual Instruction Program]]
# [[Monroe Virtual High School]] (Wisconsin)
# [[Monroe Virtual Middle School]] (Wisconsin)
# [[Montana Digital Academy]]
# [[Monte Vista Online Academy]] (Colorado)
# [[Move Up Program]] (Washington)
# [[MPS Online]] (Minnesota)

# [[National Connections Academy]]

# [[National University Virtual High School]] (California)
# [[Nevada Connections Academy]]
# [[Nevada Virtual Academy]]
# [[New Jersey Virtual School]]
# [[Newark Digital Academy]] (Ohio)

# [[NCSSM Online]] (North Carolina)
# [[North Carolina Virtual Public School]]
# [[North Dakota Center for Distance Education]]
# [[Northeast Wisconsin Online Network]] (Wisconsin)
# [[Northwest Allprep]] (Washington)


# [[Odyssey High School]] (Nevada)
# [[Ohio Connections Academy]]
# [[Ohio Distance And Electronic Learning Academy]]
# [[Ohio Virtual Academy]]



# [[Oklahoma Virtual Academy]]
# [[Oklahoma Virtual Charter Academy]]
# [[Oklahoma Virtual High School]]
# [[Oklahoma Virtual School]]
# [[Olympia Regional Learning Academy iConnect]] (Washington)
# [[Omaha Public Schools eLearning]]
# [[Open High School of Utah]]
# [[Oregon Connections Academy]]
# [[Oregon Virtual Academy]]
# [[Oregon Virtual Education]]

# [[PA Distance Learning Charter School]] (Pennsylvania)
# [[PA Learners Online Regional Cyber Charter School]] (Pennsylvania)
# [[Pacific View Charter School]]
# [[Palmetto State E-cademy]] (South Carolina)
# [[Park City Independent]] (Utah)
# [[Pennsylvania Cyber Charter School]]
# [[Pennsylvania Leadership Charter School]]
# [[Pennsylvania Virtual Charter School]]
# [[Pinnacle Online High School]] (Arizona)

# [[Primavera Online High School]] (Arizona)
# [[Provo eSchool]] (Utah)
# [[Provost Academy South Carolina]]
# [[Provost Academy Colorado]]
# [[Quaker Digital Academy]] (Ohio)
# [[Red Comet]] (Washington)
# [[Richard McKenna Charter High School]] (Idaho)
# [[Riverside Virtual School]] (California)



# [[Scholars Online]] (Washington)

# [[Silver State High School]] (Nevada)
# [[Sioux Falls School District]] (South Dakota)
# [[Slavic Christian Academy]] (Washington)

# [[South Carolina Connections Academy]]
# [[South Carolina Virtual Charter School]]
# [[South Carolina Virtual School Program]]
# [[South Carolina Whitmore School]]
# [[South Dakota Virtual School]]

# [[Southwest Licking Digital Academy]] (Ohio)
# [[Spokane Virtual Learning]] (Washington)
# [[Spring Lake Park Online]] (SLP Online) (Minnesota)
# [[St. Johns Virtual School]] (Florida)

# [[SusQ-Cyber Charter School]] (Pennsylvania)
# [[Texas Connections Academy @ Houston]]
# [[Texas Virtual Academy]]
# [[Texas Virtual School]]
# [[Tempe Union Online Learning]] (TUOL) (Arizona)
# [[The American Academy]]

# [[Treca Digital Academy]]
# [[TRIO Wolf Creek Online High School]] (Minnesota)

# [[University of California College Prep]] (California)
# [[University of Missouri High School]]
# [[University of Oklahoma High School]]
# [[Utah Electronic High School]] (EHS)
# [[Utah Tech High]]
# [[Utah Virtual Academy]]
# [[Vermont Virtual Learning Cooperative]]
# [[Vilas Online]] (Colorado)

# [[Virtual Community School Of Ohio]]
# [[Virtual High School Global Consortium]] (VHS)
# [[Virtual Learning Academy Charter School]] (New Hampshire)
# [[Virtual Virginia]]
# [[VOISE Academy High School]] (Illinois)


# [[Washington Online School Network]]
# [[Washington Virtual Academies]] (WAVA) (Washington)
# [[WOLF School]] (Nevada)
# [[West Central Learning Academy II]] (Ohio)
# [[West Virginia Virtual School]]

# [[Westwood Cyber High]] (Michigan)
# [[WiloStar3D-Epic Academy]] (Oklahoma)
# [[Wisconsin Connections Academy]]
# [[Wisconsin eSchool Network]]
# [[Wisconsin Virtual Academy]]
# [[Wisconsin Virtual Learning]]
# [[Wisconsin Virtual School]]
# [[Wyoming e-academy of Virtual Education]] (WeAVE)
# [[Wyoming Switchboard Network]]
# [[Wyoming Virtual Academy]]

See also the Wikipedia article at http://en.wikipedia.org/wiki/List_of_virtual_schools#United_States.

=== Virtual initiatives in post-secondary education ===


According to the Sloan Consortium's 2010 report on [http://sloanconsortium.org/publications/survey/class_differences Class Differences: Online Education in the United States], approximately 5.6 million students were enrolled in at least one online course in the autumn of 2009. Other findings include:
* Almost two-thirds of for-profit institutions say that online learning is a critical part of their long term strategy
* The 21%growth rate for online enrollments far exceeds the 2% growth in the overall higher education student population
* Nearly one-half of institutions report that the economic downturn has increased demand for face-to-face courses and programmes
* Three-quarters of institutions report that the economic downturn has increased demand for online courses and programmes

There are no university-focused relevant federal initiatives of note. However, in July 2009 president Barrack Obama pledged to devote $12 billion over 10 years to improve programmes, courses, and facilities at US Community Colleges, with "$500 million devoted to freely available online courses". This pledge has evolved over time and this section may later be updated.

Despite the lack of national (federal) motivation, the simple scope and diversity of virtual university activity in the US cannot be underestimated. Most US universities offer at least one hybrid or fully online programme. Many institutions offer a wide range of programmes, at both the undergraduate and postgraduate levels.

Many of the "notables" are operated by for-profit, private companies, although a variety of initiatives originating in "traditional" universities are examined as well. Some major institutions/initiatives include:

* [[Capella University]]
* [[Carnegie Mellon University]]
* [[University of Central Florida]]
* [[Colorado Community Colleges Online]]
* [[DeVry University]]
* [[Laureate Education]] ([[Walden University]])
* [[University of Maryland University College]]
* [[University of Phoenix]]
* [[Penn State World Campus]]
* [[Regis University]]
* [[SUNY Learning Network]]
* [[Strayer University Online]]
* [[UT Telecampus]]
* [[University of the People]] - new, but noteworthy

There are many more. See [http://www.virtualschoolsandcolleges.eu/index.php/Category:United_States the US category] for a full list of those programmes indexed by the Re.ViCa wiki.

== Lessons learnt==

=== General lessons ===

The US is an unusually structured nation of 50 federated states, to which it is not always easy to compare other countries - especially those located in Europe (as they are more likely to see broad-ranging, national initiatives in education). Some of the associated issues are explored below (''text prepared for Re.ViCa'').

Note also that the apparent success of e-learning/online higher education in the [[US]] must be approached with care - quality may vary widely from institution to institution (and programme to programme). See note above on the complexity of US accreditation and quality control mechanisms.

==== Is the relevance of the US or of its states? ====
''Text prepared for Re.ViCa and moved from an earlier section.''

Hovering around 308.6 million as of early 2010, the population of the USA seems enormously large compared with that of most European countries. (For comparison, the population of the [[UK]] is estimated at 62 million, the [[Netherlands]] at 16.6 million, and [[Finland]] at 5.3 million.) Nevertheless, the federal structure of the US and the deregulated nature of its educational systems indicate that it is reasonable to look to the state level when studying e-learning in the US.

This "relevance" depends primarily on comparing US states to discrete European ones - it is extremely difficult to compare and contrast the US and Europe as a whole (in e-learning or otherwise).

The population of the EU is now estimated at over 500 million, about 1.5 times that of the US, and its inhabitants speak over 170 languages (of which 23 are considered "official"). While the US itself has no "official" language, nearly all Americans speak English, and moreover share essentially similar cultural expectations. This (in conjunction with the US's underlying federal governance structure) often results in a velocity of propagation of ideas nationwide which is rarely replicated across the EU.

==== Post-secondary: Do US ideas in e-learning transfer to Europe? ====
''Text prepared for Re.ViCa and moved from an earlier section.''

Many European analysts consider US universities - both large and small, public and private - more successful at developing and implementing substantial e-learning programmes than their European counterparts. Online learning in the US is indeed expanding at a remarkable and enviable pace: the average growth rate for online university enrolments has increased by roughly 13% per annum over the past seven years (compared with 2% for US "brick and mortar" enrolments). Other indicators of success include completion rates, programme sustainability over a number of years, and academic reputation.

Researchers have (understandably) questioned why the success of e-learning in US universities does not transfer more readily to a European context. Is it the economy, the geography, the demographics, or the population density; the nature of the respective educational funding models; or something else entirely? Indeed, these are but a few of the differences that may contribute to the challenge of e-learning transfer. Consider also the vast differences in quality models, academic focus, relevant public policy, language/culture, and technology uptake. In a global culture where online degrees are rapidly acquiring credibility, and students have begun to actively pursue online degrees via overseas institutions, these are critical questions to consider when pondering the future of education in Europe.

It is certain that North American ideas in e-learning form worthy comparators, and in countless cases do see transfer to Europe (and beyond). For example, many of the early course/learning management systems which formulated our earliest understanding of [http://en.wikipedia.org/wiki/History_of_virtual_learning_environments_1990s "online learning" in the mid-1990s] were developed in either America or Canada, e.g. LotusNotes, FirstClass, Blackboard and WebCT. A distinctly American company with American attitudes and products, Blackboard [[learning management systems]] remains in common usage across Europe (despite recent trends towards [[OER]] in the market). Institutions worldwide have sought to mirror the success of the US in exporting learning via the internet.

There is also more general discussion of the "Americanisation of Education" seen in some European countries - which is too broad and controversial a topic to address here.

Whatever the ramifications, the past would suggest that European analysts should indeed examine US e-learning trends in order to better understand (and possibly predict) directions for growth in their own countries.

=== Notable practices ===


The unusually decentralised nature of US education makes it difficult to locate national practices that might be applied more broadly. Note, however, that this decentralisation seems to have stimulated the development of virtual schools within the US in an unprecedented manner. Virtual Schools may be public or private; private organisations may partner with public school systems; and online courses may be partly or purely supplemental (as opposed to full time). There is no shortage of models evolving, and it would seem that the lack of uniformity has proven a rich and fertile ground for development.

Less optimistically, there are many opposed to the dominant role that private, for-profit organisations have come to play in the development of US virtual schools (and in charter schools in particular - see description above). Many of these "academies" have been developed along the lines of a "University of Phoenix" model, and indeed are often owned by large, profit-seeking parent companies. In other words, the unique US educational landscape brings both benefits and challenges. (In this context of post-secondary education, consider the wide range of accrediting agencies, and the longstanding disputes regarding educational quality among for-profit, commercial institutions). It is difficult to judge their applicability in other contexts.

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* Schreurs, B. (ed.) (2010) Reviewing the Virtual Campus Phenomenon: The Rise of Large-scale e-Learning Initiatives Worldwide, EuroPACE, Re.ViCa Project, E.C. Agreement no. 2007-2608/001-001, http://revica.europace.org/Re.ViCa%20Online%20Handbook.pdf Retrieved 2010-02-15
* Stephan, A., ed. "The Americanization of Europe: Culture, Diplomacy, and Anti-Americanism after 1945." New York: Berghahn Books, 2007.
* "Statistics About Non-Public Education in the United States". US Dept. of Education, Office of Non-Public Education. http://www.ed.gov/about/offices/list/oii/nonpublic/statistics.html. Retrieved 2010-02-15
* Tyack, D. and Cuban, L. (1995) Tinkering Toward Utopia: a century of public school reform, Cambridge, MA, Harvard University Press.
* "United States". International Monetary Fund, http://www.imf.org/external/pubs/ft/weo/2009/02/weodata/weorept.aspx?sy=2006&ey=2009&scsm=1&ssd=1&sort=country&ds=.&br=1&c=111&s=NGDPD%2CNGDPDPC%2CPPPGDP%2CPPPPC%2CLP&grp=0&a=&pr.x=64&pr.y=8 Retrieved 2010-02-08
* "United States". Wikipedia, http://en.wikipedia.org/wiki/Usa Retrieved 2011-07-15
* "United States". CIA World Factbook, https://www.cia.gov/library/publications/the-world-factbook/geos/us.html
* "U.S. state". Wikipedia, http://en.wikipedia.org/wiki/U.S._state Retrieved 2011-07-15
* "US to unveil broadband plan Mar 17, sees barriers". Reuters.com, Feb. 23 2010, http://www.reuters.com/article/idUSN2224640220100223 Retrieved 2010-02-28
* "USA education". Wikipedia, http://en.wikipedia.org/wiki/Usa#Education Retrieved 2011-07-28
* van der Wende, M. (2002) The Role of US Higher Education in the Global e-Learning Market, Center for Higher Education Policy Studies, University of Twente, http://cshe.berkeley.edu/publications/docs/ROP.WendePaper1.02.pdf
* "White House makes grants to boost online learning". eSchoolNews, September 26 2011, http://www.ecampusnews.com/technologies/white-house-makes-grants-to-boost-online-learning/

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United States

2011-12-19T02:54:53Z

SaraFrankBristow: /* US single school district programmes - overview */

''(Re.ViCa version by [[Sara Frank Bristow]] and [[Paul Bacsich]].)''

''Put in merged template and updated for VISCED by [[Sara Frank Bristow]].''

''For entities in the United States see [[:Category:United_States]] ''



== Experts situated in the United States ==

* Cathy Cavanaugh, Associate Professor of Educational Technology, School of Teaching and Learning, University of [[Florida]] at Gainesville
* Sara Frank Bristow, Independent Researcher and Sero collaborator; contributor to Re.ViCa
* Susan Patrick, International Association for K-12 Online Learning (iNACOL)
* Russ Poulin, WICHE Cooperative for Educational Technologies; contributor to Re.ViCa




== United States in a nutshell ==
(sourced in part from http://en.wikipedia.org/wiki/United_States and https://www.cia.gov/library/publications/the-world-factbook/geos/us.html)

[[Image:US.gif|right|thumb|300px|Source : http://www.cia.gov]]

The United States ('''United States of America'''; '''US''', '''USA''', or '''America''') is a federal [http://en.wikipedia.org/wiki/Constitutional_republic constitutional republic] comprising 50 states and a federal district. The world's oldest surviving [http://en.wikipedia.org/wiki/Federation federation], the United States is a constitutional republic and representative democracy, in which citizens are subject to three levels of government: federal, state, and local.

The country is situated mostly in central [[North America]] between the [[Pacific Ocean]] and [[Atlantic Ocean]], bordered by [[Canada]] to the north and [[Mexico]] to the south. At 3.79 million square miles (9.83 million km2) and with about 311 million people (July 2011), the United States is the third or fourth largest country by total area ([http://en.wikipedia.org/wiki/List_of_countries_and_outlying_territories_by_total_area depending on definition]), and third largest by land area and by population.

[[Image:US_map_states_wikicommons.png|thumb|left|200px|Wikimedia Commons Map of US states]]

The US comprises 50 discrete states; see [http://en.wikipedia.org/wiki/USA_states the US States Wikipedia article] for a full list. [[Washington D.C.]] (the District of Columbia), a special district which is not part of any US state, serves as the permanent national capital. The US also possesses five major overseas territories, all considered separately in this wiki. According to 2010 estimates, the largest contiguous state, [[California]], has 37 million people; and the next, [[Texas]], has 25 million. The seven states with 10 million people or more are: [[California]], [[Texas]], [[New York]], [[Florida]], [[Illinois]], [[Pennsylvania]] and [[Ohio]]. Ten states have populations of less than 10 but more than 6 million. 33 states have populations under 6 million; of these, 13 have populations ranging from 1 to 3 million.

The list of states with their own Virtual Campus wiki entries resides at [[:Category:States of the United States]]. Regional sub-categories have been created for states with a high incidence of notable e-learning programmes, e.g. [[California]] and [[Colorado]]. Others are added as activity is identified.

== Education in the United States ==

Students are not compelled to study at nationally controlled or public schools in the United States, and from primary through post-secondary level, a broad range of private, for-profit options exist. In 2008, about 74 million people (both citizens and foreign nationals) were enrolled in American schools, colleges and universities.

Education is [http://www2.ed.gov/about/overview/fed/role.html primarily a state and local responsibility] in the US, with most decisions made (and policies established) on that basis. It is states and communities, as well as public and private organisations of various types, that establish schools and colleges, develop curricula, and determine requirements for enrolment and graduation - not the federal (central) government.

The structure of education finance in America reflects this predominant state and local role. Of an estimated $1.13 trillion in government funds being spent nationwide on education at all levels for the school year 2010-2011, a substantial majority comes from state, local, and private sources. This is especially true at the elementary (primary) and secondary levels, where 89% of the funds will come from non-federal sources.

The Federal government contribution to primary and secondary education is only about 11%.

== Schools in the United States ==

Children are required in most US states to attend school from the age of five or six until 16, 17 or 18 - generally bringing them through grade 12, or twelfth grade (the end of High School). This sequence is colloquially referred to as "K-12" education.

In all, 86% of American schoolchildren enroll in the "Public" (publicly funded) school system. About 12% are enrolled in parochial or nonsectarian "Private" (non-publicly funded) schools, and 2% are homeschooled.

[http://en.wikipedia.org/wiki/US_education Public school curricula], funding, teaching, and other policies are set through locally elected school boards with jurisdiction over school districts, which may have many directives from state legislatures. School districts are usually separate from other local jurisdictions, with independent officials and budgets. Educational standards and standardised testing decisions are usually made by state governments, with curricula varying widely from district to district.

Individual states, counties, and school districts have considerable leeway in how they choose to divide their school levels, so it is difficult to accurately describe an "average" child's standard progression through education. However, [http://en.wikipedia.org/wiki/Elementary_school#United_States all states have historically made a distinction] between two main genres of K-12 education and three genres of K-12 school.
* The genres of education are Primary and Secondary; and
* The genres of school are Elementary School, Middle or Junior High School, and High School

Elementary and Secondary school programmes comprise nearly 14,000 school districts and some 56 million students, attending roughly 99,000 public schools and 34,000 private schools. It would impossible to list all US schools here; however, see the Wikipedia [http://en.wikipedia.org/wiki/List_of_schools_in_the_United_States List of Schools in the United States] for links itemised by state and school district.

Homeschooling is legal in all 50 US states, although the topic is at times controversial (as parents are not always considered fit to provide schooling which meets compulsory education standards). Homeschooling standards and requirements also vary widely among US states. Common reasons for adoption of homeschooling strategies include dissatisfaction with the quality of schooling available; dissatisfaction with moral, ethical or religious issues associated with a school; and/or inability of a student to participate due to time, financial or physical restraints (e.g. in the case of child athletes, celebrities and the disabled).

The decision to homeschool a child in the US may be interpreted as a statement of social, religious, political or other dissent.

=== Pre-Primary ===
The terms "Preschool," "Prekindergarten," "Pre-K" or "Nursery School" may all be used to refer to earlier age-group education. There is no compulsory national Pre-Primary education requirement in the US.

=== Elementary (Primary) ===
American children are required to attend six or seven years of Elementary School (generally comprising Kindergarten and grades 1-5 or 1-6). [http://en.wikipedia.org/wiki/Kindergarten Kindergarten] is a transitional year for students around the age of 5 or 6. Not all states make this year compulsory, though many do and offer this as a free educational year. First grade is the more official "first year" of primary school.

=== Middle or Junior High School ===
Middle School is a period of schooling between Elementary and High School, viewed by many as a conceptual bridge between the two. It often shares resources with a larger Secondary School rather than occupy its own facilities. Middle School typically spans grades 6-8, while Junior High School (Junior High) spans grades 7 and 8 only. Middle School/Junior High School students are generally between 11 and 14 years old.

=== High School ===
The majority of American students complete four years of High School (grades 9-12), graduating with a diploma around the age of 18. A small percentage of students opt to withdraw prior to graduation, permitted at either 16 or 17 depending on state of residence. These students may take a series of standardised tests (General Educational Development, or GED) and receive High School equivalency credentials if they perform well.

In 2008, 87% of Americans over the age of 25 had graduated from High School. High School graduates may either enter the workforce or continue education, e.g. at a higher education institution.

== Further and Higher Education ==

The American further and higher education systems, like the primary and secondary education systems, are largely decentralised - that is, unregulated by any national body. With a limited number of exceptions, the federal government does not directly regulate colleges and universities (although it may award them federal grants). It can therefore be difficult to make generalisations about the institutions in these sectors (without focussing on one individual US state at a time), though we have tried our best below.

The term "Polytechnic" is not used as such in the US, though "Community Colleges" may be seen to occupy a similar educational niche - and are not unlike what some in other countries might call "University Colleges."

=== Universities (and "Colleges") in the United States ===
The US higher education system is known to host some of the finest universities in the world. According to the Shanghai Jiao Tong University's [http://www.arwu.org/ Academic Ranking of World Universities], more than 30 of the highest-ranked 45 institutions are in the United States (as measured primarily by awards and research output).

In discussing post-secondary education in the US it is important to bear in mind that the definition of the term "college" does not align neatly with that used in most other countries discussed in this wiki.

* '''Universities''' are, generally speaking, four-year institutions of higher education and research, awarding both undergraduate and postgraduate ("graduate") degrees.
* '''Colleges''' are four-year, undergraduate institutions with an emphasis on taught courses, which may award the same undergraduate degrees as universities. Colleges may be part of a larger research university or may exist independently.

'''Americans do not always distinguish verbally between "college" and "university" – those attending a university would refer to this process as "going to college" while in pursuit of their undergraduate degree.'''

It is difficult to identify the precise number of colleges and universities in the United States - in part because of varying definitions of the terms, and in part because of the diversity of potentially applicable institutions. Moreover, a US university need not be "accredited" in order to operate (see separate note on this topic). With these caveats in mind, a [http://www.utexas.edu/world/univ/alpha/ recent estimate] by the University of Texas at Austin counts 2,043 colleges and universities; the US Department of Education [http://ope.ed.gov/accreditation/ Database of Accredited Postsecondary Institutions and Programs] counts over 8,000 (community and vocational colleges are omitted in the first survey but included in the second); and the Chronicle of Higher Education 2009 [http://chronicle.com/section/Almanac-of-Higher-Education/141/ Almanac of Higher Education] counts 4,811.

Students provide transcripts of their High School grades and their results on a series of privately organised standardised tests when applying to American universities and colleges. Annual tuition fees are charged for higher education in almost all cases, and are often exorbitant compared to those found in other countries. (For the 2007–08 academic year, annual prices for undergraduate tuition, room, and board were estimated to be [http://nces.ed.gov/fastfacts/display.asp?id=76 $11,578 at public institutions and $29,915 at private institutions].) Many students rely on student loans and scholarships from their university, the federal government, or a private lender.

Students may choose to attend public or private institutions to complete their undergraduate degrees. The majority of public universities are operated by individual states and territories, usually as part of a "state university system". Each state supports at least one state university and several support many more. By a wide margin, these "state schools" tend to be the most affordable to residents from within that state.

Those individuals completing undergraduate education at either a university or college may enter the workforce in a professional capacity or continue on to postgraduate ("graduate") study. In 2008, [http://www.census.gov/Press-Release/www/releases/archives/education/013618.html 29% of American adults] 25 and older had a bachelor's degree.



===(Community) Colleges in the United States===
US "Community Colleges" are two-year institutions of higher education (once commonly called "Junior Colleges"). Often state-based and public, most Community Colleges operate under a policy of open admission and may be similar to the Polytechnics or University Colleges found in other countries.

[http://en.wikipedia.org/wiki/Community_colleges_in_the_United_States Many Community Colleges] are operated either by special districts that draw property tax revenue from the local community, as a division of a state university, or as sister institutions within a state-wide higher education system. In recent years, many Community Colleges have added online courses to their catalogues, and in some states have become hotbeds of e-learning activity.

Community Colleges typically offer two-year "associates degrees" and/or trade certifications, as well as services to the local community (e.g. a library or job placement assistance). Some offer courses towards a four-year bachelor's degree and may guarantee admission to a partner university. While most enrollees proceed directly from High School to Community College (and are therefore ages 18-21), Community College is also an attractive venue for older American adults returning to education after a hiatus; professionals seeking further certification in their field (or another); or hobbyists looking for an inexpensive way to further their personal interests.

'''US Community Colleges should not be confused with regular "Colleges"''', as the latter term is used uniquely in the US to refer to four-year teaching institutions which offer bachelor's degrees (see above). There are, however, other two-year institutions which would be referred to as "Community Colleges" even though they are not described as such by name; these have names like "institute of technology", "technical institute" or "technical college" and typically focus on training in technical and vocational skills.

== Education Reform ==

A selection of "hot button" issues targeted in the budget for [http://www2.ed.gov/about/overview/budget/budget12/index.html Fiscal Year 2012] reflect the general tenor of US educational reforms debated in the last five to ten years. These include:

* College access and completion
* Investing in early learning
* Accelerating the use of educational technology
* Supporting English language learners
* Supporting individuals with disabilities
* Strengthening the commitment to Native American, Alaska Native, and Native Hawaiian Education
* Improving productivity and efficiency
* Supporting rural education
* Improving Science, Technology, Engineering, and Mathematics (STEM) Education

Sector specifics are discussed below.

=== Schools ===
Approaches to improving public schooling have been the primary stakeholder concern ever since universal public education began to gain traction in US schools, in the middle of the nineteenth century. The Department of Education's official mission is to "promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access", and [http://en.wikipedia.org/wiki/Education_reform reforms over the last 60 years] have included issues of civil rights, "progressive" education versus "cultural literacy", and the 1990s adoption of Outcome-Based Education (OBE) - at which time a set of standards-based National Education Goals were set by the US Congress. The standards-based reform movement culminated in the controversial No Child Left Behind Act of 2001.

As of August 2011, issues frequently highlighted for potential reform include Repairing the Bush-era "No Child Left Behind" Act; Reauthorisation of the Elementary and Secondary Education Act (ESEA); Addressing teacher cheating scandals in standardised testing; Teacher union reform; Expanding school day or school year; Validity of charter schools (in which public schools operate more like private ones); Validity of school choice, or "school vouchers" (in which parents may select which public school their child attends, or use a voucher to send them to a private one); Improving teacher quality/salary; Improving teacher training; Awarding performance bonuses ("merit pay") to teachers; English-only vs. bilingual education (allowing students to study in their native tongue - typically Spanish); Mainstreaming special education students (allowing special needs individuals to remain in "regular" schools); Content of curriculum standards and textbooks (which intersects with controversial issues like the teaching of [http://en.wikipedia.org/wiki/Creationism creationism] in the classroom); and others.

For more information see the collected pieces on on "P-12" (pre-Kindergarten through twelfth grade) Reform on the ED web site at http://www.ed.gov/p-12-reform; or the useful Wikipedia discussion at http://en.wikipedia.org/wiki/Education_reform.

=== Post-secondary ===

Given the decentralised nature of the US HE system, federal reform might never reflect the kind of sweeping mandates periodically effected in other countries or unions. Nevertheless, certain proposed and actual reforms - largely addressing issues of affordability and access - pressed through or discussed from 2008-2011 are of great interest. Not all are exclusively higher-education specific. Some are detailed here:

* Announcement regarding [http://www.ecampusnews.com/technologies/white-house-makes-grants-to-boost-online-learning/ online courses for Community Colleges] (September 2011). The long-awaited first installation of a $2 billion grant programme targeting Community College students through both industry partnerships and an expansion of free online courses. An initial $500 million in "workforce training programme" grants were scheduled for distribution after a rigorous application process that lasted almost a year. This followed on an announcement by President Obama in July 2009 to devote '''$12 billion over 10 years''' to improve programmes, courses, and facilities at [[US]] Community Colleges, with $500 million devoted to freely available online courses. Portions of this pledge were realised in the Health Care and Education Reconciliation Act of 2010.

* The [http://www.broadband.gov/ National Broadband Plan] (March 2010). Relevant in its potential to transform education in the US, as noted in the report itself. Despite early advances in the arena, for nearly 10 years the United States has lagged behind many other developed countries in the adoption of broadband technology. America's first National Broadband Plan recommends sweeping improvements to US broadband governance, infrastructure, affordability, and deployment, dedicating $15.5 billion to broadband deployment over the next decade.

* The [http://en.wikipedia.org/wiki/Health_Care_and_Education_Reconciliation_Act_of_2010 Health Care and Education Reconciliation Act of 2010] (March 2010). Included the Student Aid and Fiscal Responsibility Act, reforming the process by which American students receive much-needed loans to participate in higher education.

* The [http://www.ed.gov/technology/netp-2010 National Educational Technology Plan 2010]". Outlined "ways in which information and communication technologies can be leveraged to help transform American education". It details [http://www.ed.gov/technology/netp-2010/goals-and-recommendations five specific goals] with recommendations (for states, districts, the federal government, and other stakeholders in the US education system) that address learning, assessment, teaching, infrastructure, and productivity. A wide variety of stakeholders played a role in developing the plan: see http://www.ed.gov/technology/netp-2010/how-plan-developed for details.

* The American Recovery and Reinvestment Act (ARRA) of 2009. Sought [http://www2.ed.gov/about/reports/annual/2009review.html "to get America on track and to return to being number one in the world in high school and college graduation rates, school readiness and overall academic achievement]." This included $98.2 billion in appropriations for the Department of Education, more than 1.5 times the Department’s entire appropriation for the previous year.

* The Student Aid and Fiscal Responsibility Act of 2009. [http://edlabor.house.gov/blog/2009/07/student-aid-and-fiscal-respons.shtml Goals included] "producing the most college graduates by 2020 by making college accessible and transforming the way our student loan programs operate." The bill never became law; link now defunct.

Read more about current issues in the realm of US Higher Education reform at the Teachnology, Inc. web site: http://www.teach-nology.com/highered/reform/

===== The Bologna Process =====
''(This section was included as relevant to Re.ViCa and has not been updated since first posting.)''

The average American academic remains unaware of the Bologna Process and its significance. Yet [http://www.ihep.org/assets/files/EYESFINAL.pdf a recent report] by the US-based Lumina Foundation chides:

:Former Secretary of Education, Margaret Spellings’ Commission on the Future of Higher Education paid no attention whatsoever to Bologna, and neither did the U.S. higher education community… Such purblind stances are unforgivable in a world without borders.

This report's author, [http://www.ihep.org/press-room/news_release-detail.cfm?id=62 Cliff Adelman] ([http://www.ihep.org/ Institute for Higher Education Policy]), is among numerous vocal proponents of US participation in a process similar to that set forth by Bologna. Lumina promotes [http://www.luminafoundation.org/our_work/tuning/Q_and_A-Bologna_and_Tuning.html "Tuning"], explored in papers such as [http://go2.wordpress.com/?id=725X1342&site=gsed.wordpress.com&url=http%3A%2F%2Fwww.ihep.org%2Fassets%2Ffiles%2FTheBolognaClub.pdf The Bologna Club: What U.S. Higher Education Can Learn from a Decade of European Reconstruction] - which set forth the goal that attainment of high-quality undergraduate degrees and credentials in the United States should increase to 60% by 2025.

Adelman's efforts and those of others like him are not widely known. Bologna's spirit of harmonisation, unity and "work towards a common cause" is not often felt across US state borders, and there are few models of cross-border cooperation that scratch the surface of Bologna Process-like goals.

As a separate issue, some European researchers have explored evidence of US hostility towards the Bologna Process itself, in terms of its perceived success in attracting overseas students who might otherwise pursue studies in the US. As an increasing number of "geographically mobile" students choose European universities over American ones, some believe that Bologna is a seen as a threat – yet one that US officials have been unwilling to acknowledge or name. For one example of this research track, see Charlier and Croche's 2008 piece on [http://mesharpe.metapress.com/app/home/contribution.asp?referrer=parent&backto=issue,2,7;journal,9,24;linkingpublicationresults,1:110907,1 The Outcome of Competition Between Europe and the United States].

== Administration and finance ==
(adapted from the US Department of Education web site, http://www2.ed.gov)
[[Image: Ed_gl_org_chart.gif|thumb|right|150px|2011 US Department of Education]]

Established in 1980, the '''[http://www.ed.gov/ US Department of Education]''' ('''ED''', or externally '''USDE''') is the government agency that establishes policy for and administers most federal assistance to '''all sectors of US education.''' ED has 4,200 employees and a $63.7 billion budget; elementary and secondary programmes serve more than 14,000 school districts and 56 million students, who attend some 97,000 schools and 28,000 private schools. Department programmes also provide financial assistance to about 11 million post-secondary students. Many students attend private schools, colleges and universities, paid for with private funds.

It is always important to bear in mind the predominant state and local role in establishing American schools and colleges, developing curricula, and determining enrolment and graduation requirements. '''These tasks are not, for the most part, under the purview of ED''' - in other words, there are few national requirements in these areas. Of an estimated $1.13 trillion being spent nationwide on education at all levels for school year 2010-2011, a substantial majority (89%) come from state, local, and private sources.

'''The US Department of Education (i.e. US federal government) does:'''

* Establish policies relating to federal financial aid for education, and administer/monitor those funds at all levels.
* Collect data, oversee schools research, and disseminate results to [http://en.wikipedia.org/wiki/United_States_Congress the US Congress], educators and the general public.
* Identify major issues, focus national attention on them, and make recommendations for education reform (advising the president and implementing education policies).
* Enforce federal statutes prohibiting discrimination in programmes receiving federal funds, and ensure equal access to education.

'''The US Department of Education (i.e. US federal government) does not:'''

* Establish schools and colleges
* Develop curricula
* Set requirements for enrollment and graduation
* Determine state education standards
* Develop or implement testing to measure whether states are meeting their own education standards

Notably for VISCED and Re.ViCa purposes, the Department of Education's [http://www2.ed.gov/about/offices/list/os/technology/index.html '''Office of Educational Technology] (OET)''' develops national educational technology policy, ensuring that programmes are coordinated and consistent across the federal government. OET released the US's first [http://www.ed.gov/technology/netp-2010 National Educational Technology Plan (NETP)] in March 2010 as described above.

=== Schools ===
The Department of Education's [http://www2.ed.gov/about/offices/list/oese/index.html '''Office of Elementary and Secondary Education'''] (OESE) directs, coordinates, and recommends policies for state and local educational agencies, helps ensure equal access to services (particularly for underprivileged and underrepresented children), and provides financial assistance to a select number of local educational agencies.

OESE offers nearly 200 programmes, addressing a range of issues such as: Hurricane Help for Schools, Academic Improvement and Teacher Quality Programs, School Support and Technology Programs, Student Achievement and School Accountability Programs, and many more. Programmes are administered through numerous offices, e.g. the Office of Indian [Native American] Education and the Office of Migrant Education. (Note that this is only a fragment of a much longer list, and that programmes are not guaranteed funding on an annual basis.)

=== Post-secondary ===
Federal regulation is critical in the area of student financial aid (which provides loans to students for post-secondary tuition).

The '''[http://www2.ed.gov/about/offices/list/ous/index.html Office of the Under Secretary]''' (OUS) oversees policies, programmes, and activities related to post-secondary education, vocational and adult education, and federal student aid.

The '''[http://www2.ed.gov/about/offices/list/ope/index.html Office of Postsecondary Education]''' (OPE) formulates federal post-secondary education policy and administers over 40 programmes to increase access to quality post-secondary education. One of the OPE's primary programmes of relevance is the [http://www2.ed.gov/about/offices/list/ope/fipse/welcome.html Fund for the Improvement of Postsecondary Education] (FIPSE). FIPSE's main activity each year is conducting the [http://www2.ed.gov/programs/fipsecomp/index.html Comprehensive Program], a grant programme intended to support innovative, replicable post-secondary education improvement projects. FIPSE also administers international consortia programmes, co-funded by foreign government partners, such as the [http://www2.ed.gov/programs/fipseec/index.html European Union-United States Atlantis Program] which provides funding for joint or dual undergraduate degrees in a wide range of academic and professional disciplines.

The '''[http://www2.ed.gov/about/offices/list/ovae/index.html Office of Vocational and Adult Education]''' (OVAE) administers and coordinates programmes related to adult education and literacy, career and technical education, and Community Colleges.

The '''[http://www2.ed.gov/about/offices/list/fsa/index.html Office of Federal Student Aid]''' (FSA) provides critical financial assistance to students enrolled in post-secondary educational institutions. Students apply to this agency for aid, and repay loans to it directly; institutions demonstrating inferior quality may become ineligible to educate students receiving federal student loans.

== Quality assurance ==



As described by the Department of Education's [http://www2.ed.gov/about/offices/list/ous/international/usnei/edlite-index.html US Network for Education Information] (USNEI), quality assurance takes several forms in the US system. The approval of institutions and programmes is generally '''undertaken by state agencies and accrediting agencies''', with the latter also responsible for establishing and maintaining academic and administrative standards. Professional and academic disciplinary associations also play a role in influencing and assessing quality. Educational potential and outcomes are measured by a wide range of surveys, studies, tests, and other assessments at the national, regional, state and institutional levels.

Various documents outlining assessment, evaluation, and standards activities in US education at all levels can be reviewed at http://www2.ed.gov/about/offices/list/ous/international/usnei/us/edlite-structure-us.html. The site also offers overviews of associates, bachelor's, and postgraduate degrees.

See also these general USNEI reports for further information:
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/accred-fed.doc Federal Recognition and Approval] - on the nature and limitations of the federal role in recognising accrediting agencies and in approving institutions
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/accred-state.doc State Approval of Schools and Postsecondary Institutions] - on the process of licensing or chartering educational providers by state authorities
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/qualassurance.doc Other Quality Assurance Provisions] - on additional quality assurance activities in the United States.

=== Schools ===
The US Department of Education [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/edlite-evaluation.html does not have the authority] to accredit private or public elementary or secondary schools; nor does it recognise schools-level accrediting bodies.

The US does not use national examinations to determine graduation from school or access to further studies, and there is no national curriculum on which to base such examinations. School curricula are set by local school districts, private schools, and homeschooling parents with reference to state standards and post-secondary requirements.

However, there is considerable commonality across the US education system despite the absence of legally enforced national curricula or examinations. Common evaluation and assessment standards and tools are the result of the pressures of the competitive academic marketplace, the expectations and requirements of employers and state agencies, and the standards required by accrediting agencies and professional and research associations.

For further information, USENEI provides these relevant schools report:

* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/accred-school.doc School-Level Accreditation] - the accreditation process at the primary and secondary education levels and provides links to accrediting agencies recognised by state governments and other authorities
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/edlite-evaluation.html Structure of U.S. Education: Evaluation and Assessment] - provides information on common US grading and credit systems as well as evaluation and standardised tests

=== Post-secondary ===
As in other US educational sectors, Quality Assurance in higher education is not typically overseen at the national level.
[http://www2.ed.gov/about/offices/list/ous/international/usnei/us/edlite-evaluation.html Post-secondary or tertiary curricula] are determined by individual institutions with reference to accreditation requirements, professional requirements, and the expectations of postgraduate programmes and employers.

It is difficult to summarise in brief the uniqueness and complexity of the academic accreditation process in the US.
* There is no single governmental accrediting body for US post-secondary educational institutions. Rather, ED relies on 74 private and state-based accrediting agencies to provide oversight of member institutions.
* These agencies are divided into 16 "regional" accrediting agencies (regarded as the most selective), plus a number of "national," "hybrid" and "programmatic" agencies which may certify lesser-known and/or specialised entities.
* Agencies awarded recognised by the Department of Education are not the only ones permitted to provide university accreditation; they have simply met a certain set of ED criteria. '''Recognition is not a requirement for an accrediting body to operate legally''' - although without it, institutions it certifies '''cannot participate in federal student aid programmes'''.
* Non-accredited institutions are often perceived as lacking in quality and rigor, and may be termed "diploma mills".

Within ED, the [http://www2.ed.gov/admins/finaid/accred/index.html Accreditation and State Liaison] (ASL) has responsibility for the accrediting agency recognition process and for coordinating activities between states and ED that impact institutional participation in the federal financial assistance programmes. A [http://www2.ed.gov/about/bdscomm/list/naciqi.html National Advisory Committee on Institutional Quality and Integrity] provides recommendations to the Secretary of Education regarding the recognition of post-secondary accrediting agencies.

For those seeking further information, USNEI provides these post-secondary reports:
* [http://www2.ed.gov/admins/finaid/accred/accreditation_pg6.html#NationallyRecognized Nationally Recognised Accrediting Agencies] - the U.S. Department of Education's directory of federally recognised accrediting agencies, both regional and national
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/accred-postsec.doc Postsecondary Accreditation] - describes the accreditation process at the tertiary level, and provides links to recognised accrediting agencies which are members of the Council for Higher Education Accreditation (CHEA)
* [http://www.chea.org/Directories/index.asp CHEA Directory of Recognised Accrediting Organisations] - the Council on Higher Education Accreditation's directory of recognised accrediting agencies
* [http://www.aspa-usa.org/ Association of Specialised and Professional Accreditors] (ASPA) - national association of accreditation agencies for regulated professions
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/fraud.doc Diploma Mills and Fraud] - information and links on the problems of unaccredited institutions and bogus accreditors in the US

== Information society ==

''Details about certain legislation, agencies and initiatives have been covered in previous sections.''

After an initial period of sustained leadership in the areas of computer science, internet development and broadband uptake, the US is now widely considered to be stagnating in technology uptake and usage. According to the World Economic Forum (WEF)'s 2011 report, the [http://www.huffingtonpost.com/2011/04/13/world-economic-forum-technology-use-us_n_848566.html US finished fifth] in a survey of the 138 countries that make up 98.8 percent of the world's GDP (ranking 24th in percentage of households with a personal computer). The WEF measured aspects of technology usage including business and regulatory climates for IT development and interest in and use of technology by the government, individuals and businesses.

The US also faces a significant gap in residential broadband use that breaks down along race, income, education levels and other socio-economic factors.

Recent [http://pewinternet.org Pew findings] report that 77% of American adults use the internet ([http://pewinternet.org/Static-Pages/Trend-Data/Whos-Online.aspx Dec 2010]); 83% of Americans own mobile phones, while just 57% own a personal computer ([http://pewinternet.org/Trend-Data/Device-Ownership.aspx May 2011]).

A variety of offices, agencies and non-profits monitor and direct US activity and strategy in the information society.
* The [http://www.fcc.gov/ Federal Communications Commission], an independent US government agency, regulates interstate and international communications by radio, television, wire, satellite and cable. (As noted above, it has unveiled the first US [http://www.reuters.com/article/idUSN2224640220100223 National Broadband Plan] in March 2010, reinforcing the notion that all Americans are entitled to "affordable access to robust and reliable broadband products and services".)
* The Department of Education’s [http://www2.ed.gov/about/offices/list/os/technology/index.html Office of Educational Technology] (OET) supports the use of technology in education. (The March 2010 "National Education Technology Plan" has been discussed above.)
* The [http://www.whitehouse.gov/omb/e-gov/ Office of E-Government & Information Technology] is part of the Office of Management and Budget (OMB).
* Founded in 1969, the [http://www.nascio.org National Association of State Chief Information Officers] (NASCIO) represents state chief information officers and information technology executives and managers from the states, territories, and the District of Columbia. The primary state members are senior officials from state government who have executive-level and statewide responsibility for information technology leadership.
* The [http://www.cio.gov/ Chief Information Officers] (CIO) Council serves as the principal interagency forum for improving practices in the design, modernisation, use, sharing, and performance of Federal Government agency information resources.
* The [http://it.usaspending.gov/ IT Dashboard], launched in June 2009, allows the American people to monitor IT investments across the federal government.

This is not a comprehensive list - and in particular does not identify any state or regional programmes. See http://www.usa.gov/Government/State_Local/Technology.shtml for more related agencies/organisations.

== ICT in education initiatives ==

=== Virtual initiatives in schools ===


Online education in the US has gained considerable traction over the last 15 years - seemingly more so than in any other country. A major report from the International Association for K-12 Online Learning (iNACOL), [http://www.inacol.org/research/docs/iNCL_NationalPrimerv22010-web.pdf A National Primer on K-12 Online Learning] (Second Edition), estimates that over 1.5 million American K-12 students were engaged in online and blended learning for the 2009-2010 school year (out of approximately 55.2 million students enrolled ).This represents roughly 3% of the US K-12 population.

This relatively small figure belies the scope and nature of the programmes now available. Options vary from state to state, school district to school district, and even from school to school. As the Primer notes, whether a student has the option to participate in "supplemental" (i.e. single) courses or full-time online programmes remains a matter of state policy and local laws, "with a few states providing opportunities for most students, a few states providing almost no opportunities, and most states falling somewhere in the middle". Moreover, iNACOL and others acknowledge their ongoing struggle to survey data in this relatively new and rapidly changing arena; there is no single authority to whom any of the schools listed in this survey must report, and relevant data is not always made available to the public.

As of 2010, supplemental or full-time online learning opportunities were available to students in 48 of the 50 US states. 38 states had state virtual schools or state-led online initiatives (with a 39th set to open in 2011); 27 states plus Washington, DC had full-time online schools serving students statewide; and 20 states were providing both supplemental and full-time online learning options statewide (but not as part of a state virtual school). This can be compared to 2001, during which approximately 10 states had state virtual schools and even fewer offered other online education options.
The three main types of US virtual school are summarised in brief below, as outlined in [http://www.ecs.org/html/Document.asp?chouseid=9014 Keeping Pace With Online Learning: An Annual Review of Policy and Practice], Evergreen Education Group (2010). Note that not all schools fit neatly into one of the slots below, but without this kind of rough categorisation it would be exceedingly difficult to approach the vast array of US virtual schools.

Click here for the VISCED [[typology of US virtual schools]].

==== US state virtual schools - overview====
* Operate in 38 states
* Are state-led online learning initiatives, with course enrollment ranging from several thousand to 16,000 for 2009-10
* Boast 450,000 "course enrollments" nationwide, i.e. in which one student takes one course
* Often provide local school districts with '''supplemental online courses''', as well as online learning expertise and thought leadership for their own schools
* Have '''students who study online part-time only''' (taking "supplemental" online courses while physically enrolled elsewhere)
* Saw enrollment increase by nearly 40% from 2008-09 to 2009-10, though most gains came from the states of North Carolina and Florida only
* Have virtual school enrollments exceeding 10,000 for 2009-10 in eight different states (Alabama, Florida, Georgia, Idaho, Louisiana, Michigan, North Carolina and South Carolina)
* Are usually funded by legislative appropriation

Click here for the VISCED list of [[:Category:US statewide virtual schools|US statewide virtual schools]] - this includes both "state virtual schools" as described above, and any virtual school for which state residents are eligible.

====US multi-school-district full-time online schools - overview====
* Operate in 27 states (each has at least one)
* '''Have few or no part-time students'''; most have enrollment of a few hundred to several thousand
* Usually attract students from across an entire state, so are found in those states that permit students to enroll across district lines
* Are typically charter schools (i.e. special publicly funded schools operating under their own charters/standards, attended by student choice)
* Are usually affiliated with a private national organisation e.g. Connections Academy, K12 Inc., Advanced Academics, or Insight Schools
* Are often funded via state public education funds that follow the student

Click here for the VISCED list of [[:Category:US_multi-school-district_virtual_schools|US multi-school-district virtual schools]].

Click here for the VISCED list of [[:Category:US_charter_schools|US charter schools]].

====US single school district programmes - overview ====
* Are represented by only 11 well-established programmes nationwide
* Serve only students who reside within a single, local district of residence
* Serve '''mostly supplemental students''' (though some serve full-time students)
* Are often focused on credit recovery or at-risk students
* Make up the fastest growing segment of K-12 online learning

There are additionally a number of virtual schools run by consortia or postsecondary institutions, i.e. some which are not state, multi-district or single district schools.

Click here for the VISCED list of [[:Category:US_single-school-district_virtual_schools|US single-school-district virtual schools]].

Click here for the full VISCED list of [[:Category:Virtual_schools_in_the_US|Virtual schools in the US]].

====Possible US Exemplars====

* [[Agora Cyber Charter School]]
* [[Alabama ACCESS Distance Learning]] (State Virtual School)
* [[City of Angels Virtual Academy]] (COAVA)
* [[Cook County Sheriff’s Department Virtual High School]]
* [[Electronic Classroom of Tomorrow]]
* [[Florida Virtual School]] (FLVS)
* [[Hope Online Learning Academy]]
* [[Idaho Digital Learning Academy]] (IDLA)
* [[Illinois Virtual High School]]
* [[Jefferson County JCPSeSchool]]
* [[Louisiana Virtual School]] (LVS)
* [[Mesa Distance Learning Program]] (MDLP)
* [[Michigan Virtual School]] (MVS)
* [[Minnesota Virtual High School]] (MVHS)
* [[Mississippi Virtual Public School]]
* [[North Carolina Virtual Public School]] (NCVPS)
* [[Omaha Public Schools eLearning]] (OPS)
* [[Open High School of Utah]] (OHSU)
* [[Pennsylvania Cyber Charter School]]

* [[Primavera Online High School]]
* [[Silver State Charter Schools]]
* [[South Carolina Virtual School Program]] (SCVSP)
* [[Utah Electronic High School]] (EHS)
* [[Virtual High School Global Consortium]] (VHS)
* [[21st Century Cyber Charter School]]

====Towards a Comprehensive List of US Virtual Schools (in progress)====
''All schools identified as "notable" in early phases of VISCED are included below. The list is representative but not comprehensive, given the nature of the US. Virtual schools for the under-14s are deemed out of scope.''

# [[21st Century Cyber Charter School]] (Pennsylvania)
# [[Advanced Academics Online School]] (Oklahoma)
# [[AGVI Academy for Gifted Youth]] (California)
# [[Academy Online High School]] (Colorado)

# [[ACE Digital Academy]] (Ohio)
# [[ACHIEVEk12]] (Colorado)
# [[Achievement House Cyber Charter School]] (Pennsylvania)
# [[Agave Distance Learning]] (Arizona)
# [[Agora Cyber Charter School]] (Pennsylvania)
# [[Akron Digital Academy]] (Ohio)
# [[Alabama ACCESS Distance Learning]] (State Virtual School)

# [[Alaska Virtual School]]
# [[Alaska's Learning Network]]



# [[Andover eCademy]] (Kansas)
# [[Anoka Hennepin Compass On-Line]] (Minnesota)
# [[Another Choice Virtual Charter School]] (Idaho)
# [[Apex Learning High School]]
# [[Appleton eSchool]] (Wisconsin)
# [[APS Online]] (Colorado)
# [[Arizona Connections Academy]]
# [[Arizona Online Instruction]]
# [[Arizona Virtual Academy]]

# [[Arizona Virtual School]]

# [[Arkansas Virtual High School]]
# [[ASPIRA Bilingual Cyber Cyber School]] (Pennsylvania)
# [[AZ2020 Online Academy]] (Arizona)
# [[Basehor-Linwood Virtual School]] (Kansas)
# [[Beacon Academy of Nevada]]
# [[Bethel Online Academy]] (Washington)
# [[Blue Sky Online Charter School]] (Minnesota)
# [[Blueprint High School]] (Arizona)
# [[Boulder Universal]] (Colorado)
# [[Branson School Online]] (Colorado)
# [[Brigham Young University Independent Study]] (Utah)
# [[Buckeye On-Line School for Success]] (Ohio)
# [[California Pacific Charter Schools]] (California)
# [[California Virtual Academies]]

# [[Canon Online Academy]] (Colorado)
# [[Capistrano Connections Academy]] (CapoCA) (California)
# [[Cardington-Lincoln Local Digital Academy]] (Ohio)
# [[Chesterfield County Public Schools Online]] (Virginia)
# [[Central California Connections Academy]] (California)
# [[Central Pennsylvania Digital Learning Foundation]] (Pennsylvania)
# [[Chester Area Cyber School]] (South Dakota)
# [[Chicago Virtual Charter School]] (Illinois)

# [[Christa McAuliffe Academy]] (Oregon)
# [[Cincinnati Virtual High School]] (Ohio)
# [[City of Angels Virtual Academy]]
# [[CCSD Virtual High School]] (Nevada)
# [[CK Online Academy]] (Washington)
# [[Cobb Virtual Academy]] (Georgia)

# [[Colorado Connections Academy]]
# [[Colorado Distance and Electronic Learning Academy]] (CDELA)
# [[Colorado Online Learning]]
# [[Colorado Cyber]]
# [[Colorado Virtual Academy]]
# [[Columbia Virtual Academy]] (Washington)
# [[Commonwealth Connections Academy]] (Pennsylvania)

# [[Connecticut Virtual Learning Center]]
# [[Continental Academy]] (Florida)
# [[Cook County Sheriff’s Department Virtual High School]]



# [[Delta Academy On Line School]] (Nevada)
# [[Delta Cyber School]] (Alaska)

# [[DoDEA Virtual High School]]
# [[Denver Online High School]] (Colorado) (formerly DPS Online High School)
# [[Dunlap Leadership Academy]] (California)
# [[Duval Virtual Instruction Academy]] (Florida)
# [[eCADEMY]] (New Mexico)

# [[Education Program for Gifted Youth]] Online High School, Stanford University (California)
# [[ELCA Online Learning Academy]] (Georgia)
# [[EdVisions Online High School]] (Minnesota)
# [[EV Online Learning]] (Washington)
# [[Electronic Classroom of Tomorrow]] (Ohio)
# [[Electronic Course Program]] (Texas)
# [[Evanston Virtual High School]] (Wyoming)
# [[Excel High School]] (Minnesota)
# [[Fairbanks B.E.S.T. Program]] (Alaska)
# [[Fairborn Digital Academy]] (Ohio)
# [[Falcon Virtual Academy]] (Colorado)
# [[Findlay Digital Academy]] (Ohio)
# [[Florida Virtual School]]
# [[Francis School]] (New York)
# [[Franklin University PSEOP]] (Ohio)
# [[Freshwater Education District Virtual School Consortium]] (Minnesota)
# [[Georgia Cyber Academy]]

# [[Georgia Virtual School]]
# [[Giant Campus of Washington]] (Washington)
# [[Giant Campus Academy]]
# [[GLBTQ Online High School]] (Minnesota)
# [[GOAL Digital Academy]] (Ohio)
# [[GOAL Academy Online]] (Colorado)
# [[Graham Digital Academy]] (Ohio)
# [[Greater Ohio Virtual School]]
# [[Greenways Academy]]
# [[Gwinnett Online Campus]] (Georgia)
# [[Hamilton County Virtual School]] (Tennessee)
# [[Hawaii DOE E-School]]
# [[Hawaii Technology Academy]]
# [[Hawaii Virtual Learning Network]]
# [[Hawaii Virtual School]]
# [[Hoosier Academies]] (Indiana)
# [[Hope High School Online]] (Arizona)
# [[Hope Online Learning Academy]] (Colorado)
# [[Idaho Connects Online]]
# [[Idaho Digital Learning Academy]]
# [[Idaho Distance Education Academy]]
# [[Idaho Virtual Academy]]
# [[IDEAL-NM]] (New Mexico)
# [[Independent Study High School]] (Nebraska)
# [[Illinois Virtual High School]]
# [[Indiana Connections Academy]]
# [[Insight School of Colorado]]
# [[Insight School of Kansas]]
# [[Insight School of Minnesota]]
# [[Insight School of Washington]]
# [[Insight School of Wisconsin]]
# [[INSPIRE Connections Academy]] (Idaho)


# [[International Virtual Learning Academy]] (California)
# [[Internet Academy]] (IA) (Washington)
# [[Iowa Learning Online]]
# [[Iowa Online AP Academy]]
# [[iQ Academy Arizona]]
# [[iQ Academy Kansas]]
# [[iQ Academy Minnesota]]

# [[iQ Academy Washington]]
# [[iQ Academy Wisconsin]]
# [[iSucceed Virtual High School]] (Idaho)
# [[Jackson Hole Connections Academy]] (Wyoming)
# [[Janesville Virtual Academy]] (Wisconsin)
# [[JEDI Virtual High School]] (Wisconsin)
# [[Jeffco's 21st Century Virtual Academy]] (Colorado)
# [[Jefferson County JCPSeSchool]]
# [[Kansas Connections Academy]]

# [[Kaplan Academy of California]]

# [[Kaplan Academy of Oregon]]
# [[Kaplan Academy of Washington]]
# [[Kaplan University High School]]
# [[Karval Online Education]] (Colorado)
# [[Kenosha eSchool]] (Wisconsin)
# [[Kent Digital Academy]] (Ohio)
# [[Kentucky Virtual Schools]]
# [[Keystone Online School]]
# [[Kiel eSchool]] (Wisconsin)

# [[Lakewood Digital Academy]] (Ohio)
# [[Lancaster Digital Academy]] (Ohio)

# [[Learn at My Pace]] (LAMP) Online High School (Minnesota)



# [[Learning² eSchool of Wichita]] (Kansas)
# [[Louisiana Virtual School]]
# [[Mahoning Unlimited Classroom]] (Ohio)



# [[Maryland Virtual School]]
# [[Massachusetts Online Network for Education]] (MassONE)

# [[Massillon Digital Academy]] (Ohio)
# [[Mercury Online Academy of Arizona]]
# [[Mercury Online Prep]]
# [[Mercury Academy of Southern California]]
# [[Meridian Parent Partnership Program]] (MP3) (Washington)
# [[Mesa Distance Learning Program]]
# [[Miami Dade I-Prep Academy]] (Florida)
# [[Miami-Dade Online Academy]] (Florida)
# [[Michigan Virtual School]]

# [[Midwestern Regional Virtual Charter School]] (Pennsylvania)
# [[Minnesota Online High School]]
# [[Minnesota Transitions Schools Minnesota Connections Academy]]
# [[Minnesota Virtual Academy]]
# [[Minnesota Virtual High School]]
# [[Mississippi Virtual Public School]]
# [[Missouri Virtual Instruction Program]]
# [[Monroe Virtual High School]] (Wisconsin)
# [[Monroe Virtual Middle School]] (Wisconsin)
# [[Montana Digital Academy]]
# [[Monte Vista Online Academy]] (Colorado)
# [[Move Up Program]] (Washington)
# [[MPS Online]] (Minnesota)

# [[National Connections Academy]]

# [[National University Virtual High School]] (California)
# [[Nevada Connections Academy]]
# [[Nevada Virtual Academy]]
# [[New Jersey Virtual School]]
# [[Newark Digital Academy]] (Ohio)

# [[NCSSM Online]] (North Carolina)
# [[North Carolina Virtual Public School]]
# [[North Dakota Center for Distance Education]]
# [[Northeast Wisconsin Online Network]] (Wisconsin)
# [[Northwest Allprep]] (Washington)


# [[Odyssey High School]] (Nevada)
# [[Ohio Connections Academy]]
# [[Ohio Distance And Electronic Learning Academy]]
# [[Ohio Virtual Academy]]



# [[Oklahoma Virtual Academy]]
# [[Oklahoma Virtual Charter Academy]]
# [[Oklahoma Virtual High School]]
# [[Oklahoma Virtual School]]
# [[Olympia Regional Learning Academy iConnect]] (Washington)
# [[Omaha Public Schools eLearning]]
# [[Open High School of Utah]]
# [[Oregon Connections Academy]]
# [[Oregon Virtual Academy]]
# [[Oregon Virtual Education]]

# [[PA Distance Learning Charter School]] (Pennsylvania)
# [[PA Learners Online Regional Cyber Charter School]] (Pennsylvania)
# [[Pacific View Charter School]]
# [[Palmetto State E-cademy]] (South Carolina)
# [[Park City Independent]] (Utah)
# [[Pennsylvania Cyber Charter School]]
# [[Pennsylvania Leadership Charter School]]
# [[Pennsylvania Virtual Charter School]]
# [[Pinnacle Online High School]] (Arizona)

# [[Primavera Online High School]] (Arizona)
# [[Provo eSchool]] (Utah)
# [[Provost Academy South Carolina]]
# [[Provost Academy Colorado]]
# [[Quaker Digital Academy]] (Ohio)
# [[Red Comet]] (Washington)
# [[Richard McKenna Charter High School]] (Idaho)
# [[Riverside Virtual School]] (California)



# [[Scholars Online]] (Washington)

# [[Silver State High School]] (Nevada)
# [[Sioux Falls School District]] (South Dakota)
# [[Slavic Christian Academy]] (Washington)

# [[South Carolina Connections Academy]]
# [[South Carolina Virtual Charter School]]
# [[South Carolina Virtual School Program]]
# [[South Carolina Whitmore School]]
# [[South Dakota Virtual School]]

# [[Southwest Licking Digital Academy]] (Ohio)
# [[Spokane Virtual Learning]] (Washington)
# [[Spring Lake Park Online]] (SLP Online) (Minnesota)
# [[St. Johns Virtual School]] (Florida)

# [[SusQ-Cyber Charter School]] (Pennsylvania)
# [[Texas Connections Academy @ Houston]]
# [[Texas Virtual Academy]]
# [[Texas Virtual School]]
# [[Tempe Union Online Learning]] (TUOL) (Arizona)
# [[The American Academy]]

# [[Treca Digital Academy]]
# [[TRIO Wolf Creek Online High School]] (Minnesota)

# [[University of California College Prep]] (California)
# [[University of Missouri High School]]
# [[University of Oklahoma High School]]
# [[Utah Electronic High School]] (EHS)
# [[Utah Tech High]]
# [[Utah Virtual Academy]]
# [[Vermont Virtual Learning Cooperative]]
# [[Vilas Online]] (Colorado)

# [[Virtual Community School Of Ohio]]
# [[Virtual High School Global Consortium]] (VHS)
# [[Virtual Learning Academy Charter School]] (New Hampshire)
# [[Virtual Virginia]]
# [[VOISE Academy High School]] (Illinois)


# [[Washington Online School Network]]
# [[Washington Virtual Academies]] (WAVA) (Washington)
# [[WOLF School]] (Nevada)
# [[West Central Learning Academy II]] (Ohio)
# [[West Virginia Virtual School]]

# [[Westwood Cyber High]] (Michigan)
# [[WiloStar3D-Epic Academy]] (Oklahoma)
# [[Wisconsin Connections Academy]]
# [[Wisconsin eSchool Network]]
# [[Wisconsin Virtual Academy]]
# [[Wisconsin Virtual Learning]]
# [[Wisconsin Virtual School]]
# [[Wyoming e-academy of Virtual Education]] (WeAVE)
# [[Wyoming Switchboard Network]]
# [[Wyoming Virtual Academy]]

See also the Wikipedia article at http://en.wikipedia.org/wiki/List_of_virtual_schools#United_States.

=== Virtual initiatives in post-secondary education ===


According to the Sloan Consortium's 2010 report on [http://sloanconsortium.org/publications/survey/class_differences Class Differences: Online Education in the United States], approximately 5.6 million students were enrolled in at least one online course in the autumn of 2009. Other findings include:
* Almost two-thirds of for-profit institutions say that online learning is a critical part of their long term strategy
* The 21%growth rate for online enrollments far exceeds the 2% growth in the overall higher education student population
* Nearly one-half of institutions report that the economic downturn has increased demand for face-to-face courses and programmes
* Three-quarters of institutions report that the economic downturn has increased demand for online courses and programmes

There are no university-focused relevant federal initiatives of note. However, in July 2009 president Barrack Obama pledged to devote $12 billion over 10 years to improve programmes, courses, and facilities at US Community Colleges, with "$500 million devoted to freely available online courses". This pledge has evolved over time and this section may later be updated.

Despite the lack of national (federal) motivation, the simple scope and diversity of virtual university activity in the US cannot be underestimated. Most US universities offer at least one hybrid or fully online programme. Many institutions offer a wide range of programmes, at both the undergraduate and postgraduate levels.

Many of the "notables" are operated by for-profit, private companies, although a variety of initiatives originating in "traditional" universities are examined as well. Some major institutions/initiatives include:

* [[Capella University]]
* [[Carnegie Mellon University]]
* [[University of Central Florida]]
* [[Colorado Community Colleges Online]]
* [[DeVry University]]
* [[Laureate Education]] ([[Walden University]])
* [[University of Maryland University College]]
* [[University of Phoenix]]
* [[Penn State World Campus]]
* [[Regis University]]
* [[SUNY Learning Network]]
* [[Strayer University Online]]
* [[UT Telecampus]]
* [[University of the People]] - new, but noteworthy

There are many more. See [http://www.virtualschoolsandcolleges.eu/index.php/Category:United_States the US category] for a full list of those programmes indexed by the Re.ViCa wiki.

== Lessons learnt==

=== General lessons ===

The US is an unusually structured nation of 50 federated states, to which it is not always easy to compare other countries - especially those located in Europe (as they are more likely to see broad-ranging, national initiatives in education). Some of the associated issues are explored below (''text prepared for Re.ViCa'').

Note also that the apparent success of e-learning/online higher education in the [[US]] must be approached with care - quality may vary widely from institution to institution (and programme to programme). See note above on the complexity of US accreditation and quality control mechanisms.

==== Is the relevance of the US or of its states? ====
''Text prepared for Re.ViCa and moved from an earlier section.''

Hovering around 308.6 million as of early 2010, the population of the USA seems enormously large compared with that of most European countries. (For comparison, the population of the [[UK]] is estimated at 62 million, the [[Netherlands]] at 16.6 million, and [[Finland]] at 5.3 million.) Nevertheless, the federal structure of the US and the deregulated nature of its educational systems indicate that it is reasonable to look to the state level when studying e-learning in the US.

This "relevance" depends primarily on comparing US states to discrete European ones - it is extremely difficult to compare and contrast the US and Europe as a whole (in e-learning or otherwise).

The population of the EU is now estimated at over 500 million, about 1.5 times that of the US, and its inhabitants speak over 170 languages (of which 23 are considered "official"). While the US itself has no "official" language, nearly all Americans speak English, and moreover share essentially similar cultural expectations. This (in conjunction with the US's underlying federal governance structure) often results in a velocity of propagation of ideas nationwide which is rarely replicated across the EU.

==== Post-secondary: Do US ideas in e-learning transfer to Europe? ====
''Text prepared for Re.ViCa and moved from an earlier section.''

Many European analysts consider US universities - both large and small, public and private - more successful at developing and implementing substantial e-learning programmes than their European counterparts. Online learning in the US is indeed expanding at a remarkable and enviable pace: the average growth rate for online university enrolments has increased by roughly 13% per annum over the past seven years (compared with 2% for US "brick and mortar" enrolments). Other indicators of success include completion rates, programme sustainability over a number of years, and academic reputation.

Researchers have (understandably) questioned why the success of e-learning in US universities does not transfer more readily to a European context. Is it the economy, the geography, the demographics, or the population density; the nature of the respective educational funding models; or something else entirely? Indeed, these are but a few of the differences that may contribute to the challenge of e-learning transfer. Consider also the vast differences in quality models, academic focus, relevant public policy, language/culture, and technology uptake. In a global culture where online degrees are rapidly acquiring credibility, and students have begun to actively pursue online degrees via overseas institutions, these are critical questions to consider when pondering the future of education in Europe.

It is certain that North American ideas in e-learning form worthy comparators, and in countless cases do see transfer to Europe (and beyond). For example, many of the early course/learning management systems which formulated our earliest understanding of [http://en.wikipedia.org/wiki/History_of_virtual_learning_environments_1990s "online learning" in the mid-1990s] were developed in either America or Canada, e.g. LotusNotes, FirstClass, Blackboard and WebCT. A distinctly American company with American attitudes and products, Blackboard [[learning management systems]] remains in common usage across Europe (despite recent trends towards [[OER]] in the market). Institutions worldwide have sought to mirror the success of the US in exporting learning via the internet.

There is also more general discussion of the "Americanisation of Education" seen in some European countries - which is too broad and controversial a topic to address here.

Whatever the ramifications, the past would suggest that European analysts should indeed examine US e-learning trends in order to better understand (and possibly predict) directions for growth in their own countries.

=== Notable practices ===


The unusually decentralised nature of US education makes it difficult to locate national practices that might be applied more broadly. Note, however, that this decentralisation seems to have stimulated the development of virtual schools within the US in an unprecedented manner. Virtual Schools may be public or private; private organisations may partner with public school systems; and online courses may be partly or purely supplemental (as opposed to full time). There is no shortage of models evolving, and it would seem that the lack of uniformity has proven a rich and fertile ground for development.

Less optimistically, there are many opposed to the dominant role that private, for-profit organisations have come to play in the development of US virtual schools (and in charter schools in particular - see description above). Many of these "academies" have been developed along the lines of a "University of Phoenix" model, and indeed are often owned by large, profit-seeking parent companies. In other words, the unique US educational landscape brings both benefits and challenges. (In this context of post-secondary education, consider the wide range of accrediting agencies, and the longstanding disputes regarding educational quality among for-profit, commercial institutions). It is difficult to judge their applicability in other contexts.

== References ==

* "2009 Year in Review". US Department of Education, January 2010, http://www2.ed.gov/about/reports/annual/2009review.doc
* "Academic Ranking of World Universities". Graduate School of Education, Shanghai Jiao Tong University, http://www.arwu.org/. Retrieved 2010-02-28
* "Accreditation and Quality Assurance: Other Quality Assurance Provisions." International Affairs Office, US Department of Education, 12/2007, http://www2.ed.gov/about/offices/list/ous/international/usnei/us/qualassurance.doc
* Adelman, C. The Bologna Process for U.S. Eyes: Re-learning Higher Education in the Age of Convergence. Produced with primary support of the Lumina Foundation for Education to the Global Performance Initiative of the Institute for Higher Education Policy, April 2009, http://www.ihep.org/assets/files/EYESFINAL.pdf Retrieved 2010-02-15
* "Ages for Compulsory School Attendance..." US Dept. of Education, National Center for Education Statistics, http://nces.ed.gov/programs/digest/d02/dt150.asp. Retrieved 2010-02-15
* Allen, I. E. and Seaman, J. (2008) Staying the Course: Online Education in the United States, 2008 Needham MA: Sloan Consortium
* "The Almanac of Higher Education". The Chronicle of Higher Education LVI (1): 5. August 28, 2009.
* "A National Primer on K-12 Online Learning, Second Edition". iNACOL, http://www.inacol.org/research/docs/iNCL_NationalPrimerv22010-web.pdf
* "As Economy Wavers, Online Enrollments Climb". November 13, 2008, http://www.insidehighered.com/news/2008/11/13/sloan Retrieved 2010-02-15
* Brady, P. Is there a Paris match for UK's overseas appeal? 10 August 2007, Times Higher Education, http://www.timeshighereducation.co.uk/story.asp?storyCode=90207&sectioncode=26 Retrieved 2010-02-15
* "Category Archives: P-12 Reform". US Department of Education, http://www.ed.gov/p-12-reform Retrieved 2011-07-28
* Charlier, J.-E., and Croche, S. "The Bologna Process: The Outcome of Competition Between Europe and the United States and a Stimulus to This Competition", European Education, vol. 39, no. 4, Winter 2007–8, pp. 10–26.
* Database of Accredited Postsecondary Institutions and Programs, US Department of Education, http://ope.ed.gov/accreditation/ Retrieved 2010-02-15
* "Education Reform". Wikipedia, http://en.wikipedia.org/wiki/Education_reform Retrieved 2011-07-28
* "Educational Attainment in the United States: 2003." US Census Bureau. http://www.census.gov/prod/2004pubs/p20-550.pdf. Retrieved 2010-02-28
* "Educational Attainment in the United States: 2008." US Census Bureau. http://www.census.gov/population/www/socdemo/educ-attn.html Retrieved 2010-02-28
* "Demographics of the European Union". Wikipedia, http://en.wikipedia.org/wiki/Demographics_of_the_European_Union Retrieved 2010-02-08
* "Digest of Education Statistics: 2008". US Dept. of Education, National Center for Education Statistics, http://nces.ed.gov/programs/digest/d08/ Retrieved 2010-02-08
* "Diploma Mills and Accreditation". US Department of Education web site, http://ed.gov/students/prep/college/diplomamills/accreditation.html
* "Education in the United States". http://en.wikipedia.org/wiki/Education_in_the_United_States Retrieved 2011-07-28
* "Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies". US Dept. of Education, September 2010, http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf
* "European Union". Wikipedia, http://en.wikipedia.org/wiki/European_Union Retrieved 2010-02-08
* "Fading Stimulus Saved Colleges". Inside Higher Ed, February 11, 2010, http://www.insidehighered.com/news/2010/02/11/sheeo
* "Fast Facts [2007/2008]." US Dept. of Education, National Center for Education Statistics, http://nces.ed.gov/fastfacts/display.asp?id=76
* "General Educational Development". Wikipedia, http://en.wikipedia.org/wiki/General_Educational_Development
* "Higher Education in the United States". http://en.wikipedia.org/wiki/Higher_education_in_the_United_States Retrieved 2011-07-28
* "History of Learning Environments". Wikipedia, http://en.wikipedia.org/wiki/History_of_virtual_learning_environments_1990s Retrieved 2010-02-15
* "Homeschooling in the United States". Wikipedia, http://en.wikipedia.org/wiki/Homeschooling_in_the_United_States Retrieved 2011-08-17
* "Keeping Pace With Online Learning: An Annual Review of Policy and Practice". Evergreen Education Group, 2010, http://kpk12.com/reports/
* Kittredge, B. "Student Aid and Fiscal Responsibility Act". Blog of the Committee on Education and Labor, July 15, 2009, http://edlabor.house.gov/blog/2009/07/student-aid-and-fiscal-respons.shtml
* Krueger, D, and Kumar, K.B. "US-Europe Differences in Technology-Driven Growth: Quantifying the Role of Education". Journal of Monetary Economics, Elsevier, vol. 51(1), pages 161-190, 2004, http://ideas.repec.org/p/nbr/nberwo/10001.html
* "Learning in the 21st Century: 2010 Trends Update". Project Tomorrow, http://www.tomorrow.org/speakup/learning21Report_2010_Update.html
* Lieven, M., and Martin, G. (2006) "Higher Education in a Global Market: The Case of British Overseas Provision in Israel", Higher Education, 52: 1
* "List of countries by population". Wikipedia, http://en.wikipedia.org/wiki/List_of_countries_by_population Retrieved 2011-07-15
* Osgood, R.K., "Making Liberal Arts Colleges Sustainable", Forbes.com, http://www.forbes.com/2010/02/17/liberal-arts-college-thought-leaders-osgood.html
* "Overview: The Federal Role in Education". United States Department of Education, http://www2.ed.gov/about/overview/fed/role.html Retrieved 2011-07-28
* "Overview: 10 Facts About K-12 Education Funding". US Department of Education, http://www2.ed.gov/about/overview/fed/10facts/index.html Retrieved 2010-02-28
* Patterson, D., Jung, G. and Broadhead, G. (2009) "The UK e-learning market 2009", Learning Light Limited, http://www.learninglight.com/doc/download/16
* "Promising Practices in Online Learning: Blended Learning, The Convergence of Online and Face-to-Face Education". http://www.inacol.org/research/promisingpractices/NACOL_PP-BlendedLearning-lr.pdf
* "The Rise of K-12 Blended Learning". http://www.innosightinstitute.org/media-room/publications/education-publications/the-rise-of-k-12-blended-learning/
* "School: the Story of American Public Education," http://www.pbs.org/kcet/publicschool/roots_in_history/index.html Retrieved 2011-07-28
* Schreurs, B. (ed.) (2010) Reviewing the Virtual Campus Phenomenon: The Rise of Large-scale e-Learning Initiatives Worldwide, EuroPACE, Re.ViCa Project, E.C. Agreement no. 2007-2608/001-001, http://revica.europace.org/Re.ViCa%20Online%20Handbook.pdf Retrieved 2010-02-15
* Stephan, A., ed. "The Americanization of Europe: Culture, Diplomacy, and Anti-Americanism after 1945." New York: Berghahn Books, 2007.
* "Statistics About Non-Public Education in the United States". US Dept. of Education, Office of Non-Public Education. http://www.ed.gov/about/offices/list/oii/nonpublic/statistics.html. Retrieved 2010-02-15
* Tyack, D. and Cuban, L. (1995) Tinkering Toward Utopia: a century of public school reform, Cambridge, MA, Harvard University Press.
* "United States". International Monetary Fund, http://www.imf.org/external/pubs/ft/weo/2009/02/weodata/weorept.aspx?sy=2006&ey=2009&scsm=1&ssd=1&sort=country&ds=.&br=1&c=111&s=NGDPD%2CNGDPDPC%2CPPPGDP%2CPPPPC%2CLP&grp=0&a=&pr.x=64&pr.y=8 Retrieved 2010-02-08
* "United States". Wikipedia, http://en.wikipedia.org/wiki/Usa Retrieved 2011-07-15
* "United States". CIA World Factbook, https://www.cia.gov/library/publications/the-world-factbook/geos/us.html
* "U.S. state". Wikipedia, http://en.wikipedia.org/wiki/U.S._state Retrieved 2011-07-15
* "US to unveil broadband plan Mar 17, sees barriers". Reuters.com, Feb. 23 2010, http://www.reuters.com/article/idUSN2224640220100223 Retrieved 2010-02-28
* "USA education". Wikipedia, http://en.wikipedia.org/wiki/Usa#Education Retrieved 2011-07-28
* van der Wende, M. (2002) The Role of US Higher Education in the Global e-Learning Market, Center for Higher Education Policy Studies, University of Twente, http://cshe.berkeley.edu/publications/docs/ROP.WendePaper1.02.pdf
* "White House makes grants to boost online learning". eSchoolNews, September 26 2011, http://www.ecampusnews.com/technologies/white-house-makes-grants-to-boost-online-learning/

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United States

2011-12-19T02:54:40Z

SaraFrankBristow: /* US single school district programmes - overview */

''(Re.ViCa version by [[Sara Frank Bristow]] and [[Paul Bacsich]].)''

''Put in merged template and updated for VISCED by [[Sara Frank Bristow]].''

''For entities in the United States see [[:Category:United_States]] ''



== Experts situated in the United States ==

* Cathy Cavanaugh, Associate Professor of Educational Technology, School of Teaching and Learning, University of [[Florida]] at Gainesville
* Sara Frank Bristow, Independent Researcher and Sero collaborator; contributor to Re.ViCa
* Susan Patrick, International Association for K-12 Online Learning (iNACOL)
* Russ Poulin, WICHE Cooperative for Educational Technologies; contributor to Re.ViCa




== United States in a nutshell ==
(sourced in part from http://en.wikipedia.org/wiki/United_States and https://www.cia.gov/library/publications/the-world-factbook/geos/us.html)

[[Image:US.gif|right|thumb|300px|Source : http://www.cia.gov]]

The United States ('''United States of America'''; '''US''', '''USA''', or '''America''') is a federal [http://en.wikipedia.org/wiki/Constitutional_republic constitutional republic] comprising 50 states and a federal district. The world's oldest surviving [http://en.wikipedia.org/wiki/Federation federation], the United States is a constitutional republic and representative democracy, in which citizens are subject to three levels of government: federal, state, and local.

The country is situated mostly in central [[North America]] between the [[Pacific Ocean]] and [[Atlantic Ocean]], bordered by [[Canada]] to the north and [[Mexico]] to the south. At 3.79 million square miles (9.83 million km2) and with about 311 million people (July 2011), the United States is the third or fourth largest country by total area ([http://en.wikipedia.org/wiki/List_of_countries_and_outlying_territories_by_total_area depending on definition]), and third largest by land area and by population.

[[Image:US_map_states_wikicommons.png|thumb|left|200px|Wikimedia Commons Map of US states]]

The US comprises 50 discrete states; see [http://en.wikipedia.org/wiki/USA_states the US States Wikipedia article] for a full list. [[Washington D.C.]] (the District of Columbia), a special district which is not part of any US state, serves as the permanent national capital. The US also possesses five major overseas territories, all considered separately in this wiki. According to 2010 estimates, the largest contiguous state, [[California]], has 37 million people; and the next, [[Texas]], has 25 million. The seven states with 10 million people or more are: [[California]], [[Texas]], [[New York]], [[Florida]], [[Illinois]], [[Pennsylvania]] and [[Ohio]]. Ten states have populations of less than 10 but more than 6 million. 33 states have populations under 6 million; of these, 13 have populations ranging from 1 to 3 million.

The list of states with their own Virtual Campus wiki entries resides at [[:Category:States of the United States]]. Regional sub-categories have been created for states with a high incidence of notable e-learning programmes, e.g. [[California]] and [[Colorado]]. Others are added as activity is identified.

== Education in the United States ==

Students are not compelled to study at nationally controlled or public schools in the United States, and from primary through post-secondary level, a broad range of private, for-profit options exist. In 2008, about 74 million people (both citizens and foreign nationals) were enrolled in American schools, colleges and universities.

Education is [http://www2.ed.gov/about/overview/fed/role.html primarily a state and local responsibility] in the US, with most decisions made (and policies established) on that basis. It is states and communities, as well as public and private organisations of various types, that establish schools and colleges, develop curricula, and determine requirements for enrolment and graduation - not the federal (central) government.

The structure of education finance in America reflects this predominant state and local role. Of an estimated $1.13 trillion in government funds being spent nationwide on education at all levels for the school year 2010-2011, a substantial majority comes from state, local, and private sources. This is especially true at the elementary (primary) and secondary levels, where 89% of the funds will come from non-federal sources.

The Federal government contribution to primary and secondary education is only about 11%.

== Schools in the United States ==

Children are required in most US states to attend school from the age of five or six until 16, 17 or 18 - generally bringing them through grade 12, or twelfth grade (the end of High School). This sequence is colloquially referred to as "K-12" education.

In all, 86% of American schoolchildren enroll in the "Public" (publicly funded) school system. About 12% are enrolled in parochial or nonsectarian "Private" (non-publicly funded) schools, and 2% are homeschooled.

[http://en.wikipedia.org/wiki/US_education Public school curricula], funding, teaching, and other policies are set through locally elected school boards with jurisdiction over school districts, which may have many directives from state legislatures. School districts are usually separate from other local jurisdictions, with independent officials and budgets. Educational standards and standardised testing decisions are usually made by state governments, with curricula varying widely from district to district.

Individual states, counties, and school districts have considerable leeway in how they choose to divide their school levels, so it is difficult to accurately describe an "average" child's standard progression through education. However, [http://en.wikipedia.org/wiki/Elementary_school#United_States all states have historically made a distinction] between two main genres of K-12 education and three genres of K-12 school.
* The genres of education are Primary and Secondary; and
* The genres of school are Elementary School, Middle or Junior High School, and High School

Elementary and Secondary school programmes comprise nearly 14,000 school districts and some 56 million students, attending roughly 99,000 public schools and 34,000 private schools. It would impossible to list all US schools here; however, see the Wikipedia [http://en.wikipedia.org/wiki/List_of_schools_in_the_United_States List of Schools in the United States] for links itemised by state and school district.

Homeschooling is legal in all 50 US states, although the topic is at times controversial (as parents are not always considered fit to provide schooling which meets compulsory education standards). Homeschooling standards and requirements also vary widely among US states. Common reasons for adoption of homeschooling strategies include dissatisfaction with the quality of schooling available; dissatisfaction with moral, ethical or religious issues associated with a school; and/or inability of a student to participate due to time, financial or physical restraints (e.g. in the case of child athletes, celebrities and the disabled).

The decision to homeschool a child in the US may be interpreted as a statement of social, religious, political or other dissent.

=== Pre-Primary ===
The terms "Preschool," "Prekindergarten," "Pre-K" or "Nursery School" may all be used to refer to earlier age-group education. There is no compulsory national Pre-Primary education requirement in the US.

=== Elementary (Primary) ===
American children are required to attend six or seven years of Elementary School (generally comprising Kindergarten and grades 1-5 or 1-6). [http://en.wikipedia.org/wiki/Kindergarten Kindergarten] is a transitional year for students around the age of 5 or 6. Not all states make this year compulsory, though many do and offer this as a free educational year. First grade is the more official "first year" of primary school.

=== Middle or Junior High School ===
Middle School is a period of schooling between Elementary and High School, viewed by many as a conceptual bridge between the two. It often shares resources with a larger Secondary School rather than occupy its own facilities. Middle School typically spans grades 6-8, while Junior High School (Junior High) spans grades 7 and 8 only. Middle School/Junior High School students are generally between 11 and 14 years old.

=== High School ===
The majority of American students complete four years of High School (grades 9-12), graduating with a diploma around the age of 18. A small percentage of students opt to withdraw prior to graduation, permitted at either 16 or 17 depending on state of residence. These students may take a series of standardised tests (General Educational Development, or GED) and receive High School equivalency credentials if they perform well.

In 2008, 87% of Americans over the age of 25 had graduated from High School. High School graduates may either enter the workforce or continue education, e.g. at a higher education institution.

== Further and Higher Education ==

The American further and higher education systems, like the primary and secondary education systems, are largely decentralised - that is, unregulated by any national body. With a limited number of exceptions, the federal government does not directly regulate colleges and universities (although it may award them federal grants). It can therefore be difficult to make generalisations about the institutions in these sectors (without focussing on one individual US state at a time), though we have tried our best below.

The term "Polytechnic" is not used as such in the US, though "Community Colleges" may be seen to occupy a similar educational niche - and are not unlike what some in other countries might call "University Colleges."

=== Universities (and "Colleges") in the United States ===
The US higher education system is known to host some of the finest universities in the world. According to the Shanghai Jiao Tong University's [http://www.arwu.org/ Academic Ranking of World Universities], more than 30 of the highest-ranked 45 institutions are in the United States (as measured primarily by awards and research output).

In discussing post-secondary education in the US it is important to bear in mind that the definition of the term "college" does not align neatly with that used in most other countries discussed in this wiki.

* '''Universities''' are, generally speaking, four-year institutions of higher education and research, awarding both undergraduate and postgraduate ("graduate") degrees.
* '''Colleges''' are four-year, undergraduate institutions with an emphasis on taught courses, which may award the same undergraduate degrees as universities. Colleges may be part of a larger research university or may exist independently.

'''Americans do not always distinguish verbally between "college" and "university" – those attending a university would refer to this process as "going to college" while in pursuit of their undergraduate degree.'''

It is difficult to identify the precise number of colleges and universities in the United States - in part because of varying definitions of the terms, and in part because of the diversity of potentially applicable institutions. Moreover, a US university need not be "accredited" in order to operate (see separate note on this topic). With these caveats in mind, a [http://www.utexas.edu/world/univ/alpha/ recent estimate] by the University of Texas at Austin counts 2,043 colleges and universities; the US Department of Education [http://ope.ed.gov/accreditation/ Database of Accredited Postsecondary Institutions and Programs] counts over 8,000 (community and vocational colleges are omitted in the first survey but included in the second); and the Chronicle of Higher Education 2009 [http://chronicle.com/section/Almanac-of-Higher-Education/141/ Almanac of Higher Education] counts 4,811.

Students provide transcripts of their High School grades and their results on a series of privately organised standardised tests when applying to American universities and colleges. Annual tuition fees are charged for higher education in almost all cases, and are often exorbitant compared to those found in other countries. (For the 2007–08 academic year, annual prices for undergraduate tuition, room, and board were estimated to be [http://nces.ed.gov/fastfacts/display.asp?id=76 $11,578 at public institutions and $29,915 at private institutions].) Many students rely on student loans and scholarships from their university, the federal government, or a private lender.

Students may choose to attend public or private institutions to complete their undergraduate degrees. The majority of public universities are operated by individual states and territories, usually as part of a "state university system". Each state supports at least one state university and several support many more. By a wide margin, these "state schools" tend to be the most affordable to residents from within that state.

Those individuals completing undergraduate education at either a university or college may enter the workforce in a professional capacity or continue on to postgraduate ("graduate") study. In 2008, [http://www.census.gov/Press-Release/www/releases/archives/education/013618.html 29% of American adults] 25 and older had a bachelor's degree.



===(Community) Colleges in the United States===
US "Community Colleges" are two-year institutions of higher education (once commonly called "Junior Colleges"). Often state-based and public, most Community Colleges operate under a policy of open admission and may be similar to the Polytechnics or University Colleges found in other countries.

[http://en.wikipedia.org/wiki/Community_colleges_in_the_United_States Many Community Colleges] are operated either by special districts that draw property tax revenue from the local community, as a division of a state university, or as sister institutions within a state-wide higher education system. In recent years, many Community Colleges have added online courses to their catalogues, and in some states have become hotbeds of e-learning activity.

Community Colleges typically offer two-year "associates degrees" and/or trade certifications, as well as services to the local community (e.g. a library or job placement assistance). Some offer courses towards a four-year bachelor's degree and may guarantee admission to a partner university. While most enrollees proceed directly from High School to Community College (and are therefore ages 18-21), Community College is also an attractive venue for older American adults returning to education after a hiatus; professionals seeking further certification in their field (or another); or hobbyists looking for an inexpensive way to further their personal interests.

'''US Community Colleges should not be confused with regular "Colleges"''', as the latter term is used uniquely in the US to refer to four-year teaching institutions which offer bachelor's degrees (see above). There are, however, other two-year institutions which would be referred to as "Community Colleges" even though they are not described as such by name; these have names like "institute of technology", "technical institute" or "technical college" and typically focus on training in technical and vocational skills.

== Education Reform ==

A selection of "hot button" issues targeted in the budget for [http://www2.ed.gov/about/overview/budget/budget12/index.html Fiscal Year 2012] reflect the general tenor of US educational reforms debated in the last five to ten years. These include:

* College access and completion
* Investing in early learning
* Accelerating the use of educational technology
* Supporting English language learners
* Supporting individuals with disabilities
* Strengthening the commitment to Native American, Alaska Native, and Native Hawaiian Education
* Improving productivity and efficiency
* Supporting rural education
* Improving Science, Technology, Engineering, and Mathematics (STEM) Education

Sector specifics are discussed below.

=== Schools ===
Approaches to improving public schooling have been the primary stakeholder concern ever since universal public education began to gain traction in US schools, in the middle of the nineteenth century. The Department of Education's official mission is to "promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access", and [http://en.wikipedia.org/wiki/Education_reform reforms over the last 60 years] have included issues of civil rights, "progressive" education versus "cultural literacy", and the 1990s adoption of Outcome-Based Education (OBE) - at which time a set of standards-based National Education Goals were set by the US Congress. The standards-based reform movement culminated in the controversial No Child Left Behind Act of 2001.

As of August 2011, issues frequently highlighted for potential reform include Repairing the Bush-era "No Child Left Behind" Act; Reauthorisation of the Elementary and Secondary Education Act (ESEA); Addressing teacher cheating scandals in standardised testing; Teacher union reform; Expanding school day or school year; Validity of charter schools (in which public schools operate more like private ones); Validity of school choice, or "school vouchers" (in which parents may select which public school their child attends, or use a voucher to send them to a private one); Improving teacher quality/salary; Improving teacher training; Awarding performance bonuses ("merit pay") to teachers; English-only vs. bilingual education (allowing students to study in their native tongue - typically Spanish); Mainstreaming special education students (allowing special needs individuals to remain in "regular" schools); Content of curriculum standards and textbooks (which intersects with controversial issues like the teaching of [http://en.wikipedia.org/wiki/Creationism creationism] in the classroom); and others.

For more information see the collected pieces on on "P-12" (pre-Kindergarten through twelfth grade) Reform on the ED web site at http://www.ed.gov/p-12-reform; or the useful Wikipedia discussion at http://en.wikipedia.org/wiki/Education_reform.

=== Post-secondary ===

Given the decentralised nature of the US HE system, federal reform might never reflect the kind of sweeping mandates periodically effected in other countries or unions. Nevertheless, certain proposed and actual reforms - largely addressing issues of affordability and access - pressed through or discussed from 2008-2011 are of great interest. Not all are exclusively higher-education specific. Some are detailed here:

* Announcement regarding [http://www.ecampusnews.com/technologies/white-house-makes-grants-to-boost-online-learning/ online courses for Community Colleges] (September 2011). The long-awaited first installation of a $2 billion grant programme targeting Community College students through both industry partnerships and an expansion of free online courses. An initial $500 million in "workforce training programme" grants were scheduled for distribution after a rigorous application process that lasted almost a year. This followed on an announcement by President Obama in July 2009 to devote '''$12 billion over 10 years''' to improve programmes, courses, and facilities at [[US]] Community Colleges, with $500 million devoted to freely available online courses. Portions of this pledge were realised in the Health Care and Education Reconciliation Act of 2010.

* The [http://www.broadband.gov/ National Broadband Plan] (March 2010). Relevant in its potential to transform education in the US, as noted in the report itself. Despite early advances in the arena, for nearly 10 years the United States has lagged behind many other developed countries in the adoption of broadband technology. America's first National Broadband Plan recommends sweeping improvements to US broadband governance, infrastructure, affordability, and deployment, dedicating $15.5 billion to broadband deployment over the next decade.

* The [http://en.wikipedia.org/wiki/Health_Care_and_Education_Reconciliation_Act_of_2010 Health Care and Education Reconciliation Act of 2010] (March 2010). Included the Student Aid and Fiscal Responsibility Act, reforming the process by which American students receive much-needed loans to participate in higher education.

* The [http://www.ed.gov/technology/netp-2010 National Educational Technology Plan 2010]". Outlined "ways in which information and communication technologies can be leveraged to help transform American education". It details [http://www.ed.gov/technology/netp-2010/goals-and-recommendations five specific goals] with recommendations (for states, districts, the federal government, and other stakeholders in the US education system) that address learning, assessment, teaching, infrastructure, and productivity. A wide variety of stakeholders played a role in developing the plan: see http://www.ed.gov/technology/netp-2010/how-plan-developed for details.

* The American Recovery and Reinvestment Act (ARRA) of 2009. Sought [http://www2.ed.gov/about/reports/annual/2009review.html "to get America on track and to return to being number one in the world in high school and college graduation rates, school readiness and overall academic achievement]." This included $98.2 billion in appropriations for the Department of Education, more than 1.5 times the Department’s entire appropriation for the previous year.

* The Student Aid and Fiscal Responsibility Act of 2009. [http://edlabor.house.gov/blog/2009/07/student-aid-and-fiscal-respons.shtml Goals included] "producing the most college graduates by 2020 by making college accessible and transforming the way our student loan programs operate." The bill never became law; link now defunct.

Read more about current issues in the realm of US Higher Education reform at the Teachnology, Inc. web site: http://www.teach-nology.com/highered/reform/

===== The Bologna Process =====
''(This section was included as relevant to Re.ViCa and has not been updated since first posting.)''

The average American academic remains unaware of the Bologna Process and its significance. Yet [http://www.ihep.org/assets/files/EYESFINAL.pdf a recent report] by the US-based Lumina Foundation chides:

:Former Secretary of Education, Margaret Spellings’ Commission on the Future of Higher Education paid no attention whatsoever to Bologna, and neither did the U.S. higher education community… Such purblind stances are unforgivable in a world without borders.

This report's author, [http://www.ihep.org/press-room/news_release-detail.cfm?id=62 Cliff Adelman] ([http://www.ihep.org/ Institute for Higher Education Policy]), is among numerous vocal proponents of US participation in a process similar to that set forth by Bologna. Lumina promotes [http://www.luminafoundation.org/our_work/tuning/Q_and_A-Bologna_and_Tuning.html "Tuning"], explored in papers such as [http://go2.wordpress.com/?id=725X1342&site=gsed.wordpress.com&url=http%3A%2F%2Fwww.ihep.org%2Fassets%2Ffiles%2FTheBolognaClub.pdf The Bologna Club: What U.S. Higher Education Can Learn from a Decade of European Reconstruction] - which set forth the goal that attainment of high-quality undergraduate degrees and credentials in the United States should increase to 60% by 2025.

Adelman's efforts and those of others like him are not widely known. Bologna's spirit of harmonisation, unity and "work towards a common cause" is not often felt across US state borders, and there are few models of cross-border cooperation that scratch the surface of Bologna Process-like goals.

As a separate issue, some European researchers have explored evidence of US hostility towards the Bologna Process itself, in terms of its perceived success in attracting overseas students who might otherwise pursue studies in the US. As an increasing number of "geographically mobile" students choose European universities over American ones, some believe that Bologna is a seen as a threat – yet one that US officials have been unwilling to acknowledge or name. For one example of this research track, see Charlier and Croche's 2008 piece on [http://mesharpe.metapress.com/app/home/contribution.asp?referrer=parent&backto=issue,2,7;journal,9,24;linkingpublicationresults,1:110907,1 The Outcome of Competition Between Europe and the United States].

== Administration and finance ==
(adapted from the US Department of Education web site, http://www2.ed.gov)
[[Image: Ed_gl_org_chart.gif|thumb|right|150px|2011 US Department of Education]]

Established in 1980, the '''[http://www.ed.gov/ US Department of Education]''' ('''ED''', or externally '''USDE''') is the government agency that establishes policy for and administers most federal assistance to '''all sectors of US education.''' ED has 4,200 employees and a $63.7 billion budget; elementary and secondary programmes serve more than 14,000 school districts and 56 million students, who attend some 97,000 schools and 28,000 private schools. Department programmes also provide financial assistance to about 11 million post-secondary students. Many students attend private schools, colleges and universities, paid for with private funds.

It is always important to bear in mind the predominant state and local role in establishing American schools and colleges, developing curricula, and determining enrolment and graduation requirements. '''These tasks are not, for the most part, under the purview of ED''' - in other words, there are few national requirements in these areas. Of an estimated $1.13 trillion being spent nationwide on education at all levels for school year 2010-2011, a substantial majority (89%) come from state, local, and private sources.

'''The US Department of Education (i.e. US federal government) does:'''

* Establish policies relating to federal financial aid for education, and administer/monitor those funds at all levels.
* Collect data, oversee schools research, and disseminate results to [http://en.wikipedia.org/wiki/United_States_Congress the US Congress], educators and the general public.
* Identify major issues, focus national attention on them, and make recommendations for education reform (advising the president and implementing education policies).
* Enforce federal statutes prohibiting discrimination in programmes receiving federal funds, and ensure equal access to education.

'''The US Department of Education (i.e. US federal government) does not:'''

* Establish schools and colleges
* Develop curricula
* Set requirements for enrollment and graduation
* Determine state education standards
* Develop or implement testing to measure whether states are meeting their own education standards

Notably for VISCED and Re.ViCa purposes, the Department of Education's [http://www2.ed.gov/about/offices/list/os/technology/index.html '''Office of Educational Technology] (OET)''' develops national educational technology policy, ensuring that programmes are coordinated and consistent across the federal government. OET released the US's first [http://www.ed.gov/technology/netp-2010 National Educational Technology Plan (NETP)] in March 2010 as described above.

=== Schools ===
The Department of Education's [http://www2.ed.gov/about/offices/list/oese/index.html '''Office of Elementary and Secondary Education'''] (OESE) directs, coordinates, and recommends policies for state and local educational agencies, helps ensure equal access to services (particularly for underprivileged and underrepresented children), and provides financial assistance to a select number of local educational agencies.

OESE offers nearly 200 programmes, addressing a range of issues such as: Hurricane Help for Schools, Academic Improvement and Teacher Quality Programs, School Support and Technology Programs, Student Achievement and School Accountability Programs, and many more. Programmes are administered through numerous offices, e.g. the Office of Indian [Native American] Education and the Office of Migrant Education. (Note that this is only a fragment of a much longer list, and that programmes are not guaranteed funding on an annual basis.)

=== Post-secondary ===
Federal regulation is critical in the area of student financial aid (which provides loans to students for post-secondary tuition).

The '''[http://www2.ed.gov/about/offices/list/ous/index.html Office of the Under Secretary]''' (OUS) oversees policies, programmes, and activities related to post-secondary education, vocational and adult education, and federal student aid.

The '''[http://www2.ed.gov/about/offices/list/ope/index.html Office of Postsecondary Education]''' (OPE) formulates federal post-secondary education policy and administers over 40 programmes to increase access to quality post-secondary education. One of the OPE's primary programmes of relevance is the [http://www2.ed.gov/about/offices/list/ope/fipse/welcome.html Fund for the Improvement of Postsecondary Education] (FIPSE). FIPSE's main activity each year is conducting the [http://www2.ed.gov/programs/fipsecomp/index.html Comprehensive Program], a grant programme intended to support innovative, replicable post-secondary education improvement projects. FIPSE also administers international consortia programmes, co-funded by foreign government partners, such as the [http://www2.ed.gov/programs/fipseec/index.html European Union-United States Atlantis Program] which provides funding for joint or dual undergraduate degrees in a wide range of academic and professional disciplines.

The '''[http://www2.ed.gov/about/offices/list/ovae/index.html Office of Vocational and Adult Education]''' (OVAE) administers and coordinates programmes related to adult education and literacy, career and technical education, and Community Colleges.

The '''[http://www2.ed.gov/about/offices/list/fsa/index.html Office of Federal Student Aid]''' (FSA) provides critical financial assistance to students enrolled in post-secondary educational institutions. Students apply to this agency for aid, and repay loans to it directly; institutions demonstrating inferior quality may become ineligible to educate students receiving federal student loans.

== Quality assurance ==



As described by the Department of Education's [http://www2.ed.gov/about/offices/list/ous/international/usnei/edlite-index.html US Network for Education Information] (USNEI), quality assurance takes several forms in the US system. The approval of institutions and programmes is generally '''undertaken by state agencies and accrediting agencies''', with the latter also responsible for establishing and maintaining academic and administrative standards. Professional and academic disciplinary associations also play a role in influencing and assessing quality. Educational potential and outcomes are measured by a wide range of surveys, studies, tests, and other assessments at the national, regional, state and institutional levels.

Various documents outlining assessment, evaluation, and standards activities in US education at all levels can be reviewed at http://www2.ed.gov/about/offices/list/ous/international/usnei/us/edlite-structure-us.html. The site also offers overviews of associates, bachelor's, and postgraduate degrees.

See also these general USNEI reports for further information:
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/accred-fed.doc Federal Recognition and Approval] - on the nature and limitations of the federal role in recognising accrediting agencies and in approving institutions
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/accred-state.doc State Approval of Schools and Postsecondary Institutions] - on the process of licensing or chartering educational providers by state authorities
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/qualassurance.doc Other Quality Assurance Provisions] - on additional quality assurance activities in the United States.

=== Schools ===
The US Department of Education [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/edlite-evaluation.html does not have the authority] to accredit private or public elementary or secondary schools; nor does it recognise schools-level accrediting bodies.

The US does not use national examinations to determine graduation from school or access to further studies, and there is no national curriculum on which to base such examinations. School curricula are set by local school districts, private schools, and homeschooling parents with reference to state standards and post-secondary requirements.

However, there is considerable commonality across the US education system despite the absence of legally enforced national curricula or examinations. Common evaluation and assessment standards and tools are the result of the pressures of the competitive academic marketplace, the expectations and requirements of employers and state agencies, and the standards required by accrediting agencies and professional and research associations.

For further information, USENEI provides these relevant schools report:

* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/accred-school.doc School-Level Accreditation] - the accreditation process at the primary and secondary education levels and provides links to accrediting agencies recognised by state governments and other authorities
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/edlite-evaluation.html Structure of U.S. Education: Evaluation and Assessment] - provides information on common US grading and credit systems as well as evaluation and standardised tests

=== Post-secondary ===
As in other US educational sectors, Quality Assurance in higher education is not typically overseen at the national level.
[http://www2.ed.gov/about/offices/list/ous/international/usnei/us/edlite-evaluation.html Post-secondary or tertiary curricula] are determined by individual institutions with reference to accreditation requirements, professional requirements, and the expectations of postgraduate programmes and employers.

It is difficult to summarise in brief the uniqueness and complexity of the academic accreditation process in the US.
* There is no single governmental accrediting body for US post-secondary educational institutions. Rather, ED relies on 74 private and state-based accrediting agencies to provide oversight of member institutions.
* These agencies are divided into 16 "regional" accrediting agencies (regarded as the most selective), plus a number of "national," "hybrid" and "programmatic" agencies which may certify lesser-known and/or specialised entities.
* Agencies awarded recognised by the Department of Education are not the only ones permitted to provide university accreditation; they have simply met a certain set of ED criteria. '''Recognition is not a requirement for an accrediting body to operate legally''' - although without it, institutions it certifies '''cannot participate in federal student aid programmes'''.
* Non-accredited institutions are often perceived as lacking in quality and rigor, and may be termed "diploma mills".

Within ED, the [http://www2.ed.gov/admins/finaid/accred/index.html Accreditation and State Liaison] (ASL) has responsibility for the accrediting agency recognition process and for coordinating activities between states and ED that impact institutional participation in the federal financial assistance programmes. A [http://www2.ed.gov/about/bdscomm/list/naciqi.html National Advisory Committee on Institutional Quality and Integrity] provides recommendations to the Secretary of Education regarding the recognition of post-secondary accrediting agencies.

For those seeking further information, USNEI provides these post-secondary reports:
* [http://www2.ed.gov/admins/finaid/accred/accreditation_pg6.html#NationallyRecognized Nationally Recognised Accrediting Agencies] - the U.S. Department of Education's directory of federally recognised accrediting agencies, both regional and national
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/accred-postsec.doc Postsecondary Accreditation] - describes the accreditation process at the tertiary level, and provides links to recognised accrediting agencies which are members of the Council for Higher Education Accreditation (CHEA)
* [http://www.chea.org/Directories/index.asp CHEA Directory of Recognised Accrediting Organisations] - the Council on Higher Education Accreditation's directory of recognised accrediting agencies
* [http://www.aspa-usa.org/ Association of Specialised and Professional Accreditors] (ASPA) - national association of accreditation agencies for regulated professions
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/fraud.doc Diploma Mills and Fraud] - information and links on the problems of unaccredited institutions and bogus accreditors in the US

== Information society ==

''Details about certain legislation, agencies and initiatives have been covered in previous sections.''

After an initial period of sustained leadership in the areas of computer science, internet development and broadband uptake, the US is now widely considered to be stagnating in technology uptake and usage. According to the World Economic Forum (WEF)'s 2011 report, the [http://www.huffingtonpost.com/2011/04/13/world-economic-forum-technology-use-us_n_848566.html US finished fifth] in a survey of the 138 countries that make up 98.8 percent of the world's GDP (ranking 24th in percentage of households with a personal computer). The WEF measured aspects of technology usage including business and regulatory climates for IT development and interest in and use of technology by the government, individuals and businesses.

The US also faces a significant gap in residential broadband use that breaks down along race, income, education levels and other socio-economic factors.

Recent [http://pewinternet.org Pew findings] report that 77% of American adults use the internet ([http://pewinternet.org/Static-Pages/Trend-Data/Whos-Online.aspx Dec 2010]); 83% of Americans own mobile phones, while just 57% own a personal computer ([http://pewinternet.org/Trend-Data/Device-Ownership.aspx May 2011]).

A variety of offices, agencies and non-profits monitor and direct US activity and strategy in the information society.
* The [http://www.fcc.gov/ Federal Communications Commission], an independent US government agency, regulates interstate and international communications by radio, television, wire, satellite and cable. (As noted above, it has unveiled the first US [http://www.reuters.com/article/idUSN2224640220100223 National Broadband Plan] in March 2010, reinforcing the notion that all Americans are entitled to "affordable access to robust and reliable broadband products and services".)
* The Department of Education’s [http://www2.ed.gov/about/offices/list/os/technology/index.html Office of Educational Technology] (OET) supports the use of technology in education. (The March 2010 "National Education Technology Plan" has been discussed above.)
* The [http://www.whitehouse.gov/omb/e-gov/ Office of E-Government & Information Technology] is part of the Office of Management and Budget (OMB).
* Founded in 1969, the [http://www.nascio.org National Association of State Chief Information Officers] (NASCIO) represents state chief information officers and information technology executives and managers from the states, territories, and the District of Columbia. The primary state members are senior officials from state government who have executive-level and statewide responsibility for information technology leadership.
* The [http://www.cio.gov/ Chief Information Officers] (CIO) Council serves as the principal interagency forum for improving practices in the design, modernisation, use, sharing, and performance of Federal Government agency information resources.
* The [http://it.usaspending.gov/ IT Dashboard], launched in June 2009, allows the American people to monitor IT investments across the federal government.

This is not a comprehensive list - and in particular does not identify any state or regional programmes. See http://www.usa.gov/Government/State_Local/Technology.shtml for more related agencies/organisations.

== ICT in education initiatives ==

=== Virtual initiatives in schools ===


Online education in the US has gained considerable traction over the last 15 years - seemingly more so than in any other country. A major report from the International Association for K-12 Online Learning (iNACOL), [http://www.inacol.org/research/docs/iNCL_NationalPrimerv22010-web.pdf A National Primer on K-12 Online Learning] (Second Edition), estimates that over 1.5 million American K-12 students were engaged in online and blended learning for the 2009-2010 school year (out of approximately 55.2 million students enrolled ).This represents roughly 3% of the US K-12 population.

This relatively small figure belies the scope and nature of the programmes now available. Options vary from state to state, school district to school district, and even from school to school. As the Primer notes, whether a student has the option to participate in "supplemental" (i.e. single) courses or full-time online programmes remains a matter of state policy and local laws, "with a few states providing opportunities for most students, a few states providing almost no opportunities, and most states falling somewhere in the middle". Moreover, iNACOL and others acknowledge their ongoing struggle to survey data in this relatively new and rapidly changing arena; there is no single authority to whom any of the schools listed in this survey must report, and relevant data is not always made available to the public.

As of 2010, supplemental or full-time online learning opportunities were available to students in 48 of the 50 US states. 38 states had state virtual schools or state-led online initiatives (with a 39th set to open in 2011); 27 states plus Washington, DC had full-time online schools serving students statewide; and 20 states were providing both supplemental and full-time online learning options statewide (but not as part of a state virtual school). This can be compared to 2001, during which approximately 10 states had state virtual schools and even fewer offered other online education options.
The three main types of US virtual school are summarised in brief below, as outlined in [http://www.ecs.org/html/Document.asp?chouseid=9014 Keeping Pace With Online Learning: An Annual Review of Policy and Practice], Evergreen Education Group (2010). Note that not all schools fit neatly into one of the slots below, but without this kind of rough categorisation it would be exceedingly difficult to approach the vast array of US virtual schools.

Click here for the VISCED [[typology of US virtual schools]].

==== US state virtual schools - overview====
* Operate in 38 states
* Are state-led online learning initiatives, with course enrollment ranging from several thousand to 16,000 for 2009-10
* Boast 450,000 "course enrollments" nationwide, i.e. in which one student takes one course
* Often provide local school districts with '''supplemental online courses''', as well as online learning expertise and thought leadership for their own schools
* Have '''students who study online part-time only''' (taking "supplemental" online courses while physically enrolled elsewhere)
* Saw enrollment increase by nearly 40% from 2008-09 to 2009-10, though most gains came from the states of North Carolina and Florida only
* Have virtual school enrollments exceeding 10,000 for 2009-10 in eight different states (Alabama, Florida, Georgia, Idaho, Louisiana, Michigan, North Carolina and South Carolina)
* Are usually funded by legislative appropriation

Click here for the VISCED list of [[:Category:US statewide virtual schools|US statewide virtual schools]] - this includes both "state virtual schools" as described above, and any virtual school for which state residents are eligible.

====US multi-school-district full-time online schools - overview====
* Operate in 27 states (each has at least one)
* '''Have few or no part-time students'''; most have enrollment of a few hundred to several thousand
* Usually attract students from across an entire state, so are found in those states that permit students to enroll across district lines
* Are typically charter schools (i.e. special publicly funded schools operating under their own charters/standards, attended by student choice)
* Are usually affiliated with a private national organisation e.g. Connections Academy, K12 Inc., Advanced Academics, or Insight Schools
* Are often funded via state public education funds that follow the student

Click here for the VISCED list of [[:Category:US_multi-school-district_virtual_schools|US multi-school-district virtual schools]].

Click here for the VISCED list of [[:Category:US_charter_schools|US charter schools]].

====US single school district programmes - overview ====
* Are represented by only 11 well-established programmes nationwide
* Serve only students who reside within a single, local district of residence
* Serve '''mostly supplemental students''' (though some serve full-time students)
* Are often focused on credit recovery or at-risk students
* Make up the fastest growing segment of K-12 online learning

There are additionally a number of virtual schools run by consortia or postsecondary institutions, i.e. some which are not state, multi-district or single district schools.

Click here for the VISCED list of [[:Category:US_single-school-district_virtual_schools|US single-school-district virtual schools]].

Click here for the full VISCED list of [[:Category:Virtual_schools_in_the_US|Virtual_schools in the US]].

====Possible US Exemplars====

* [[Agora Cyber Charter School]]
* [[Alabama ACCESS Distance Learning]] (State Virtual School)
* [[City of Angels Virtual Academy]] (COAVA)
* [[Cook County Sheriff’s Department Virtual High School]]
* [[Electronic Classroom of Tomorrow]]
* [[Florida Virtual School]] (FLVS)
* [[Hope Online Learning Academy]]
* [[Idaho Digital Learning Academy]] (IDLA)
* [[Illinois Virtual High School]]
* [[Jefferson County JCPSeSchool]]
* [[Louisiana Virtual School]] (LVS)
* [[Mesa Distance Learning Program]] (MDLP)
* [[Michigan Virtual School]] (MVS)
* [[Minnesota Virtual High School]] (MVHS)
* [[Mississippi Virtual Public School]]
* [[North Carolina Virtual Public School]] (NCVPS)
* [[Omaha Public Schools eLearning]] (OPS)
* [[Open High School of Utah]] (OHSU)
* [[Pennsylvania Cyber Charter School]]

* [[Primavera Online High School]]
* [[Silver State Charter Schools]]
* [[South Carolina Virtual School Program]] (SCVSP)
* [[Utah Electronic High School]] (EHS)
* [[Virtual High School Global Consortium]] (VHS)
* [[21st Century Cyber Charter School]]

====Towards a Comprehensive List of US Virtual Schools (in progress)====
''All schools identified as "notable" in early phases of VISCED are included below. The list is representative but not comprehensive, given the nature of the US. Virtual schools for the under-14s are deemed out of scope.''

# [[21st Century Cyber Charter School]] (Pennsylvania)
# [[Advanced Academics Online School]] (Oklahoma)
# [[AGVI Academy for Gifted Youth]] (California)
# [[Academy Online High School]] (Colorado)

# [[ACE Digital Academy]] (Ohio)
# [[ACHIEVEk12]] (Colorado)
# [[Achievement House Cyber Charter School]] (Pennsylvania)
# [[Agave Distance Learning]] (Arizona)
# [[Agora Cyber Charter School]] (Pennsylvania)
# [[Akron Digital Academy]] (Ohio)
# [[Alabama ACCESS Distance Learning]] (State Virtual School)

# [[Alaska Virtual School]]
# [[Alaska's Learning Network]]



# [[Andover eCademy]] (Kansas)
# [[Anoka Hennepin Compass On-Line]] (Minnesota)
# [[Another Choice Virtual Charter School]] (Idaho)
# [[Apex Learning High School]]
# [[Appleton eSchool]] (Wisconsin)
# [[APS Online]] (Colorado)
# [[Arizona Connections Academy]]
# [[Arizona Online Instruction]]
# [[Arizona Virtual Academy]]

# [[Arizona Virtual School]]

# [[Arkansas Virtual High School]]
# [[ASPIRA Bilingual Cyber Cyber School]] (Pennsylvania)
# [[AZ2020 Online Academy]] (Arizona)
# [[Basehor-Linwood Virtual School]] (Kansas)
# [[Beacon Academy of Nevada]]
# [[Bethel Online Academy]] (Washington)
# [[Blue Sky Online Charter School]] (Minnesota)
# [[Blueprint High School]] (Arizona)
# [[Boulder Universal]] (Colorado)
# [[Branson School Online]] (Colorado)
# [[Brigham Young University Independent Study]] (Utah)
# [[Buckeye On-Line School for Success]] (Ohio)
# [[California Pacific Charter Schools]] (California)
# [[California Virtual Academies]]

# [[Canon Online Academy]] (Colorado)
# [[Capistrano Connections Academy]] (CapoCA) (California)
# [[Cardington-Lincoln Local Digital Academy]] (Ohio)
# [[Chesterfield County Public Schools Online]] (Virginia)
# [[Central California Connections Academy]] (California)
# [[Central Pennsylvania Digital Learning Foundation]] (Pennsylvania)
# [[Chester Area Cyber School]] (South Dakota)
# [[Chicago Virtual Charter School]] (Illinois)

# [[Christa McAuliffe Academy]] (Oregon)
# [[Cincinnati Virtual High School]] (Ohio)
# [[City of Angels Virtual Academy]]
# [[CCSD Virtual High School]] (Nevada)
# [[CK Online Academy]] (Washington)
# [[Cobb Virtual Academy]] (Georgia)

# [[Colorado Connections Academy]]
# [[Colorado Distance and Electronic Learning Academy]] (CDELA)
# [[Colorado Online Learning]]
# [[Colorado Cyber]]
# [[Colorado Virtual Academy]]
# [[Columbia Virtual Academy]] (Washington)
# [[Commonwealth Connections Academy]] (Pennsylvania)

# [[Connecticut Virtual Learning Center]]
# [[Continental Academy]] (Florida)
# [[Cook County Sheriff’s Department Virtual High School]]



# [[Delta Academy On Line School]] (Nevada)
# [[Delta Cyber School]] (Alaska)

# [[DoDEA Virtual High School]]
# [[Denver Online High School]] (Colorado) (formerly DPS Online High School)
# [[Dunlap Leadership Academy]] (California)
# [[Duval Virtual Instruction Academy]] (Florida)
# [[eCADEMY]] (New Mexico)

# [[Education Program for Gifted Youth]] Online High School, Stanford University (California)
# [[ELCA Online Learning Academy]] (Georgia)
# [[EdVisions Online High School]] (Minnesota)
# [[EV Online Learning]] (Washington)
# [[Electronic Classroom of Tomorrow]] (Ohio)
# [[Electronic Course Program]] (Texas)
# [[Evanston Virtual High School]] (Wyoming)
# [[Excel High School]] (Minnesota)
# [[Fairbanks B.E.S.T. Program]] (Alaska)
# [[Fairborn Digital Academy]] (Ohio)
# [[Falcon Virtual Academy]] (Colorado)
# [[Findlay Digital Academy]] (Ohio)
# [[Florida Virtual School]]
# [[Francis School]] (New York)
# [[Franklin University PSEOP]] (Ohio)
# [[Freshwater Education District Virtual School Consortium]] (Minnesota)
# [[Georgia Cyber Academy]]

# [[Georgia Virtual School]]
# [[Giant Campus of Washington]] (Washington)
# [[Giant Campus Academy]]
# [[GLBTQ Online High School]] (Minnesota)
# [[GOAL Digital Academy]] (Ohio)
# [[GOAL Academy Online]] (Colorado)
# [[Graham Digital Academy]] (Ohio)
# [[Greater Ohio Virtual School]]
# [[Greenways Academy]]
# [[Gwinnett Online Campus]] (Georgia)
# [[Hamilton County Virtual School]] (Tennessee)
# [[Hawaii DOE E-School]]
# [[Hawaii Technology Academy]]
# [[Hawaii Virtual Learning Network]]
# [[Hawaii Virtual School]]
# [[Hoosier Academies]] (Indiana)
# [[Hope High School Online]] (Arizona)
# [[Hope Online Learning Academy]] (Colorado)
# [[Idaho Connects Online]]
# [[Idaho Digital Learning Academy]]
# [[Idaho Distance Education Academy]]
# [[Idaho Virtual Academy]]
# [[IDEAL-NM]] (New Mexico)
# [[Independent Study High School]] (Nebraska)
# [[Illinois Virtual High School]]
# [[Indiana Connections Academy]]
# [[Insight School of Colorado]]
# [[Insight School of Kansas]]
# [[Insight School of Minnesota]]
# [[Insight School of Washington]]
# [[Insight School of Wisconsin]]
# [[INSPIRE Connections Academy]] (Idaho)


# [[International Virtual Learning Academy]] (California)
# [[Internet Academy]] (IA) (Washington)
# [[Iowa Learning Online]]
# [[Iowa Online AP Academy]]
# [[iQ Academy Arizona]]
# [[iQ Academy Kansas]]
# [[iQ Academy Minnesota]]

# [[iQ Academy Washington]]
# [[iQ Academy Wisconsin]]
# [[iSucceed Virtual High School]] (Idaho)
# [[Jackson Hole Connections Academy]] (Wyoming)
# [[Janesville Virtual Academy]] (Wisconsin)
# [[JEDI Virtual High School]] (Wisconsin)
# [[Jeffco's 21st Century Virtual Academy]] (Colorado)
# [[Jefferson County JCPSeSchool]]
# [[Kansas Connections Academy]]

# [[Kaplan Academy of California]]

# [[Kaplan Academy of Oregon]]
# [[Kaplan Academy of Washington]]
# [[Kaplan University High School]]
# [[Karval Online Education]] (Colorado)
# [[Kenosha eSchool]] (Wisconsin)
# [[Kent Digital Academy]] (Ohio)
# [[Kentucky Virtual Schools]]
# [[Keystone Online School]]
# [[Kiel eSchool]] (Wisconsin)

# [[Lakewood Digital Academy]] (Ohio)
# [[Lancaster Digital Academy]] (Ohio)

# [[Learn at My Pace]] (LAMP) Online High School (Minnesota)



# [[Learning² eSchool of Wichita]] (Kansas)
# [[Louisiana Virtual School]]
# [[Mahoning Unlimited Classroom]] (Ohio)



# [[Maryland Virtual School]]
# [[Massachusetts Online Network for Education]] (MassONE)

# [[Massillon Digital Academy]] (Ohio)
# [[Mercury Online Academy of Arizona]]
# [[Mercury Online Prep]]
# [[Mercury Academy of Southern California]]
# [[Meridian Parent Partnership Program]] (MP3) (Washington)
# [[Mesa Distance Learning Program]]
# [[Miami Dade I-Prep Academy]] (Florida)
# [[Miami-Dade Online Academy]] (Florida)
# [[Michigan Virtual School]]

# [[Midwestern Regional Virtual Charter School]] (Pennsylvania)
# [[Minnesota Online High School]]
# [[Minnesota Transitions Schools Minnesota Connections Academy]]
# [[Minnesota Virtual Academy]]
# [[Minnesota Virtual High School]]
# [[Mississippi Virtual Public School]]
# [[Missouri Virtual Instruction Program]]
# [[Monroe Virtual High School]] (Wisconsin)
# [[Monroe Virtual Middle School]] (Wisconsin)
# [[Montana Digital Academy]]
# [[Monte Vista Online Academy]] (Colorado)
# [[Move Up Program]] (Washington)
# [[MPS Online]] (Minnesota)

# [[National Connections Academy]]

# [[National University Virtual High School]] (California)
# [[Nevada Connections Academy]]
# [[Nevada Virtual Academy]]
# [[New Jersey Virtual School]]
# [[Newark Digital Academy]] (Ohio)

# [[NCSSM Online]] (North Carolina)
# [[North Carolina Virtual Public School]]
# [[North Dakota Center for Distance Education]]
# [[Northeast Wisconsin Online Network]] (Wisconsin)
# [[Northwest Allprep]] (Washington)


# [[Odyssey High School]] (Nevada)
# [[Ohio Connections Academy]]
# [[Ohio Distance And Electronic Learning Academy]]
# [[Ohio Virtual Academy]]



# [[Oklahoma Virtual Academy]]
# [[Oklahoma Virtual Charter Academy]]
# [[Oklahoma Virtual High School]]
# [[Oklahoma Virtual School]]
# [[Olympia Regional Learning Academy iConnect]] (Washington)
# [[Omaha Public Schools eLearning]]
# [[Open High School of Utah]]
# [[Oregon Connections Academy]]
# [[Oregon Virtual Academy]]
# [[Oregon Virtual Education]]

# [[PA Distance Learning Charter School]] (Pennsylvania)
# [[PA Learners Online Regional Cyber Charter School]] (Pennsylvania)
# [[Pacific View Charter School]]
# [[Palmetto State E-cademy]] (South Carolina)
# [[Park City Independent]] (Utah)
# [[Pennsylvania Cyber Charter School]]
# [[Pennsylvania Leadership Charter School]]
# [[Pennsylvania Virtual Charter School]]
# [[Pinnacle Online High School]] (Arizona)

# [[Primavera Online High School]] (Arizona)
# [[Provo eSchool]] (Utah)
# [[Provost Academy South Carolina]]
# [[Provost Academy Colorado]]
# [[Quaker Digital Academy]] (Ohio)
# [[Red Comet]] (Washington)
# [[Richard McKenna Charter High School]] (Idaho)
# [[Riverside Virtual School]] (California)



# [[Scholars Online]] (Washington)

# [[Silver State High School]] (Nevada)
# [[Sioux Falls School District]] (South Dakota)
# [[Slavic Christian Academy]] (Washington)

# [[South Carolina Connections Academy]]
# [[South Carolina Virtual Charter School]]
# [[South Carolina Virtual School Program]]
# [[South Carolina Whitmore School]]
# [[South Dakota Virtual School]]

# [[Southwest Licking Digital Academy]] (Ohio)
# [[Spokane Virtual Learning]] (Washington)
# [[Spring Lake Park Online]] (SLP Online) (Minnesota)
# [[St. Johns Virtual School]] (Florida)

# [[SusQ-Cyber Charter School]] (Pennsylvania)
# [[Texas Connections Academy @ Houston]]
# [[Texas Virtual Academy]]
# [[Texas Virtual School]]
# [[Tempe Union Online Learning]] (TUOL) (Arizona)
# [[The American Academy]]

# [[Treca Digital Academy]]
# [[TRIO Wolf Creek Online High School]] (Minnesota)

# [[University of California College Prep]] (California)
# [[University of Missouri High School]]
# [[University of Oklahoma High School]]
# [[Utah Electronic High School]] (EHS)
# [[Utah Tech High]]
# [[Utah Virtual Academy]]
# [[Vermont Virtual Learning Cooperative]]
# [[Vilas Online]] (Colorado)

# [[Virtual Community School Of Ohio]]
# [[Virtual High School Global Consortium]] (VHS)
# [[Virtual Learning Academy Charter School]] (New Hampshire)
# [[Virtual Virginia]]
# [[VOISE Academy High School]] (Illinois)


# [[Washington Online School Network]]
# [[Washington Virtual Academies]] (WAVA) (Washington)
# [[WOLF School]] (Nevada)
# [[West Central Learning Academy II]] (Ohio)
# [[West Virginia Virtual School]]

# [[Westwood Cyber High]] (Michigan)
# [[WiloStar3D-Epic Academy]] (Oklahoma)
# [[Wisconsin Connections Academy]]
# [[Wisconsin eSchool Network]]
# [[Wisconsin Virtual Academy]]
# [[Wisconsin Virtual Learning]]
# [[Wisconsin Virtual School]]
# [[Wyoming e-academy of Virtual Education]] (WeAVE)
# [[Wyoming Switchboard Network]]
# [[Wyoming Virtual Academy]]

See also the Wikipedia article at http://en.wikipedia.org/wiki/List_of_virtual_schools#United_States.

=== Virtual initiatives in post-secondary education ===


According to the Sloan Consortium's 2010 report on [http://sloanconsortium.org/publications/survey/class_differences Class Differences: Online Education in the United States], approximately 5.6 million students were enrolled in at least one online course in the autumn of 2009. Other findings include:
* Almost two-thirds of for-profit institutions say that online learning is a critical part of their long term strategy
* The 21%growth rate for online enrollments far exceeds the 2% growth in the overall higher education student population
* Nearly one-half of institutions report that the economic downturn has increased demand for face-to-face courses and programmes
* Three-quarters of institutions report that the economic downturn has increased demand for online courses and programmes

There are no university-focused relevant federal initiatives of note. However, in July 2009 president Barrack Obama pledged to devote $12 billion over 10 years to improve programmes, courses, and facilities at US Community Colleges, with "$500 million devoted to freely available online courses". This pledge has evolved over time and this section may later be updated.

Despite the lack of national (federal) motivation, the simple scope and diversity of virtual university activity in the US cannot be underestimated. Most US universities offer at least one hybrid or fully online programme. Many institutions offer a wide range of programmes, at both the undergraduate and postgraduate levels.

Many of the "notables" are operated by for-profit, private companies, although a variety of initiatives originating in "traditional" universities are examined as well. Some major institutions/initiatives include:

* [[Capella University]]
* [[Carnegie Mellon University]]
* [[University of Central Florida]]
* [[Colorado Community Colleges Online]]
* [[DeVry University]]
* [[Laureate Education]] ([[Walden University]])
* [[University of Maryland University College]]
* [[University of Phoenix]]
* [[Penn State World Campus]]
* [[Regis University]]
* [[SUNY Learning Network]]
* [[Strayer University Online]]
* [[UT Telecampus]]
* [[University of the People]] - new, but noteworthy

There are many more. See [http://www.virtualschoolsandcolleges.eu/index.php/Category:United_States the US category] for a full list of those programmes indexed by the Re.ViCa wiki.

== Lessons learnt==

=== General lessons ===

The US is an unusually structured nation of 50 federated states, to which it is not always easy to compare other countries - especially those located in Europe (as they are more likely to see broad-ranging, national initiatives in education). Some of the associated issues are explored below (''text prepared for Re.ViCa'').

Note also that the apparent success of e-learning/online higher education in the [[US]] must be approached with care - quality may vary widely from institution to institution (and programme to programme). See note above on the complexity of US accreditation and quality control mechanisms.

==== Is the relevance of the US or of its states? ====
''Text prepared for Re.ViCa and moved from an earlier section.''

Hovering around 308.6 million as of early 2010, the population of the USA seems enormously large compared with that of most European countries. (For comparison, the population of the [[UK]] is estimated at 62 million, the [[Netherlands]] at 16.6 million, and [[Finland]] at 5.3 million.) Nevertheless, the federal structure of the US and the deregulated nature of its educational systems indicate that it is reasonable to look to the state level when studying e-learning in the US.

This "relevance" depends primarily on comparing US states to discrete European ones - it is extremely difficult to compare and contrast the US and Europe as a whole (in e-learning or otherwise).

The population of the EU is now estimated at over 500 million, about 1.5 times that of the US, and its inhabitants speak over 170 languages (of which 23 are considered "official"). While the US itself has no "official" language, nearly all Americans speak English, and moreover share essentially similar cultural expectations. This (in conjunction with the US's underlying federal governance structure) often results in a velocity of propagation of ideas nationwide which is rarely replicated across the EU.

==== Post-secondary: Do US ideas in e-learning transfer to Europe? ====
''Text prepared for Re.ViCa and moved from an earlier section.''

Many European analysts consider US universities - both large and small, public and private - more successful at developing and implementing substantial e-learning programmes than their European counterparts. Online learning in the US is indeed expanding at a remarkable and enviable pace: the average growth rate for online university enrolments has increased by roughly 13% per annum over the past seven years (compared with 2% for US "brick and mortar" enrolments). Other indicators of success include completion rates, programme sustainability over a number of years, and academic reputation.

Researchers have (understandably) questioned why the success of e-learning in US universities does not transfer more readily to a European context. Is it the economy, the geography, the demographics, or the population density; the nature of the respective educational funding models; or something else entirely? Indeed, these are but a few of the differences that may contribute to the challenge of e-learning transfer. Consider also the vast differences in quality models, academic focus, relevant public policy, language/culture, and technology uptake. In a global culture where online degrees are rapidly acquiring credibility, and students have begun to actively pursue online degrees via overseas institutions, these are critical questions to consider when pondering the future of education in Europe.

It is certain that North American ideas in e-learning form worthy comparators, and in countless cases do see transfer to Europe (and beyond). For example, many of the early course/learning management systems which formulated our earliest understanding of [http://en.wikipedia.org/wiki/History_of_virtual_learning_environments_1990s "online learning" in the mid-1990s] were developed in either America or Canada, e.g. LotusNotes, FirstClass, Blackboard and WebCT. A distinctly American company with American attitudes and products, Blackboard [[learning management systems]] remains in common usage across Europe (despite recent trends towards [[OER]] in the market). Institutions worldwide have sought to mirror the success of the US in exporting learning via the internet.

There is also more general discussion of the "Americanisation of Education" seen in some European countries - which is too broad and controversial a topic to address here.

Whatever the ramifications, the past would suggest that European analysts should indeed examine US e-learning trends in order to better understand (and possibly predict) directions for growth in their own countries.

=== Notable practices ===


The unusually decentralised nature of US education makes it difficult to locate national practices that might be applied more broadly. Note, however, that this decentralisation seems to have stimulated the development of virtual schools within the US in an unprecedented manner. Virtual Schools may be public or private; private organisations may partner with public school systems; and online courses may be partly or purely supplemental (as opposed to full time). There is no shortage of models evolving, and it would seem that the lack of uniformity has proven a rich and fertile ground for development.

Less optimistically, there are many opposed to the dominant role that private, for-profit organisations have come to play in the development of US virtual schools (and in charter schools in particular - see description above). Many of these "academies" have been developed along the lines of a "University of Phoenix" model, and indeed are often owned by large, profit-seeking parent companies. In other words, the unique US educational landscape brings both benefits and challenges. (In this context of post-secondary education, consider the wide range of accrediting agencies, and the longstanding disputes regarding educational quality among for-profit, commercial institutions). It is difficult to judge their applicability in other contexts.

== References ==

* "2009 Year in Review". US Department of Education, January 2010, http://www2.ed.gov/about/reports/annual/2009review.doc
* "Academic Ranking of World Universities". Graduate School of Education, Shanghai Jiao Tong University, http://www.arwu.org/. Retrieved 2010-02-28
* "Accreditation and Quality Assurance: Other Quality Assurance Provisions." International Affairs Office, US Department of Education, 12/2007, http://www2.ed.gov/about/offices/list/ous/international/usnei/us/qualassurance.doc
* Adelman, C. The Bologna Process for U.S. Eyes: Re-learning Higher Education in the Age of Convergence. Produced with primary support of the Lumina Foundation for Education to the Global Performance Initiative of the Institute for Higher Education Policy, April 2009, http://www.ihep.org/assets/files/EYESFINAL.pdf Retrieved 2010-02-15
* "Ages for Compulsory School Attendance..." US Dept. of Education, National Center for Education Statistics, http://nces.ed.gov/programs/digest/d02/dt150.asp. Retrieved 2010-02-15
* Allen, I. E. and Seaman, J. (2008) Staying the Course: Online Education in the United States, 2008 Needham MA: Sloan Consortium
* "The Almanac of Higher Education". The Chronicle of Higher Education LVI (1): 5. August 28, 2009.
* "A National Primer on K-12 Online Learning, Second Edition". iNACOL, http://www.inacol.org/research/docs/iNCL_NationalPrimerv22010-web.pdf
* "As Economy Wavers, Online Enrollments Climb". November 13, 2008, http://www.insidehighered.com/news/2008/11/13/sloan Retrieved 2010-02-15
* Brady, P. Is there a Paris match for UK's overseas appeal? 10 August 2007, Times Higher Education, http://www.timeshighereducation.co.uk/story.asp?storyCode=90207&sectioncode=26 Retrieved 2010-02-15
* "Category Archives: P-12 Reform". US Department of Education, http://www.ed.gov/p-12-reform Retrieved 2011-07-28
* Charlier, J.-E., and Croche, S. "The Bologna Process: The Outcome of Competition Between Europe and the United States and a Stimulus to This Competition", European Education, vol. 39, no. 4, Winter 2007–8, pp. 10–26.
* Database of Accredited Postsecondary Institutions and Programs, US Department of Education, http://ope.ed.gov/accreditation/ Retrieved 2010-02-15
* "Education Reform". Wikipedia, http://en.wikipedia.org/wiki/Education_reform Retrieved 2011-07-28
* "Educational Attainment in the United States: 2003." US Census Bureau. http://www.census.gov/prod/2004pubs/p20-550.pdf. Retrieved 2010-02-28
* "Educational Attainment in the United States: 2008." US Census Bureau. http://www.census.gov/population/www/socdemo/educ-attn.html Retrieved 2010-02-28
* "Demographics of the European Union". Wikipedia, http://en.wikipedia.org/wiki/Demographics_of_the_European_Union Retrieved 2010-02-08
* "Digest of Education Statistics: 2008". US Dept. of Education, National Center for Education Statistics, http://nces.ed.gov/programs/digest/d08/ Retrieved 2010-02-08
* "Diploma Mills and Accreditation". US Department of Education web site, http://ed.gov/students/prep/college/diplomamills/accreditation.html
* "Education in the United States". http://en.wikipedia.org/wiki/Education_in_the_United_States Retrieved 2011-07-28
* "Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies". US Dept. of Education, September 2010, http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf
* "European Union". Wikipedia, http://en.wikipedia.org/wiki/European_Union Retrieved 2010-02-08
* "Fading Stimulus Saved Colleges". Inside Higher Ed, February 11, 2010, http://www.insidehighered.com/news/2010/02/11/sheeo
* "Fast Facts [2007/2008]." US Dept. of Education, National Center for Education Statistics, http://nces.ed.gov/fastfacts/display.asp?id=76
* "General Educational Development". Wikipedia, http://en.wikipedia.org/wiki/General_Educational_Development
* "Higher Education in the United States". http://en.wikipedia.org/wiki/Higher_education_in_the_United_States Retrieved 2011-07-28
* "History of Learning Environments". Wikipedia, http://en.wikipedia.org/wiki/History_of_virtual_learning_environments_1990s Retrieved 2010-02-15
* "Homeschooling in the United States". Wikipedia, http://en.wikipedia.org/wiki/Homeschooling_in_the_United_States Retrieved 2011-08-17
* "Keeping Pace With Online Learning: An Annual Review of Policy and Practice". Evergreen Education Group, 2010, http://kpk12.com/reports/
* Kittredge, B. "Student Aid and Fiscal Responsibility Act". Blog of the Committee on Education and Labor, July 15, 2009, http://edlabor.house.gov/blog/2009/07/student-aid-and-fiscal-respons.shtml
* Krueger, D, and Kumar, K.B. "US-Europe Differences in Technology-Driven Growth: Quantifying the Role of Education". Journal of Monetary Economics, Elsevier, vol. 51(1), pages 161-190, 2004, http://ideas.repec.org/p/nbr/nberwo/10001.html
* "Learning in the 21st Century: 2010 Trends Update". Project Tomorrow, http://www.tomorrow.org/speakup/learning21Report_2010_Update.html
* Lieven, M., and Martin, G. (2006) "Higher Education in a Global Market: The Case of British Overseas Provision in Israel", Higher Education, 52: 1
* "List of countries by population". Wikipedia, http://en.wikipedia.org/wiki/List_of_countries_by_population Retrieved 2011-07-15
* Osgood, R.K., "Making Liberal Arts Colleges Sustainable", Forbes.com, http://www.forbes.com/2010/02/17/liberal-arts-college-thought-leaders-osgood.html
* "Overview: The Federal Role in Education". United States Department of Education, http://www2.ed.gov/about/overview/fed/role.html Retrieved 2011-07-28
* "Overview: 10 Facts About K-12 Education Funding". US Department of Education, http://www2.ed.gov/about/overview/fed/10facts/index.html Retrieved 2010-02-28
* Patterson, D., Jung, G. and Broadhead, G. (2009) "The UK e-learning market 2009", Learning Light Limited, http://www.learninglight.com/doc/download/16
* "Promising Practices in Online Learning: Blended Learning, The Convergence of Online and Face-to-Face Education". http://www.inacol.org/research/promisingpractices/NACOL_PP-BlendedLearning-lr.pdf
* "The Rise of K-12 Blended Learning". http://www.innosightinstitute.org/media-room/publications/education-publications/the-rise-of-k-12-blended-learning/
* "School: the Story of American Public Education," http://www.pbs.org/kcet/publicschool/roots_in_history/index.html Retrieved 2011-07-28
* Schreurs, B. (ed.) (2010) Reviewing the Virtual Campus Phenomenon: The Rise of Large-scale e-Learning Initiatives Worldwide, EuroPACE, Re.ViCa Project, E.C. Agreement no. 2007-2608/001-001, http://revica.europace.org/Re.ViCa%20Online%20Handbook.pdf Retrieved 2010-02-15
* Stephan, A., ed. "The Americanization of Europe: Culture, Diplomacy, and Anti-Americanism after 1945." New York: Berghahn Books, 2007.
* "Statistics About Non-Public Education in the United States". US Dept. of Education, Office of Non-Public Education. http://www.ed.gov/about/offices/list/oii/nonpublic/statistics.html. Retrieved 2010-02-15
* Tyack, D. and Cuban, L. (1995) Tinkering Toward Utopia: a century of public school reform, Cambridge, MA, Harvard University Press.
* "United States". International Monetary Fund, http://www.imf.org/external/pubs/ft/weo/2009/02/weodata/weorept.aspx?sy=2006&ey=2009&scsm=1&ssd=1&sort=country&ds=.&br=1&c=111&s=NGDPD%2CNGDPDPC%2CPPPGDP%2CPPPPC%2CLP&grp=0&a=&pr.x=64&pr.y=8 Retrieved 2010-02-08
* "United States". Wikipedia, http://en.wikipedia.org/wiki/Usa Retrieved 2011-07-15
* "United States". CIA World Factbook, https://www.cia.gov/library/publications/the-world-factbook/geos/us.html
* "U.S. state". Wikipedia, http://en.wikipedia.org/wiki/U.S._state Retrieved 2011-07-15
* "US to unveil broadband plan Mar 17, sees barriers". Reuters.com, Feb. 23 2010, http://www.reuters.com/article/idUSN2224640220100223 Retrieved 2010-02-28
* "USA education". Wikipedia, http://en.wikipedia.org/wiki/Usa#Education Retrieved 2011-07-28
* van der Wende, M. (2002) The Role of US Higher Education in the Global e-Learning Market, Center for Higher Education Policy Studies, University of Twente, http://cshe.berkeley.edu/publications/docs/ROP.WendePaper1.02.pdf
* "White House makes grants to boost online learning". eSchoolNews, September 26 2011, http://www.ecampusnews.com/technologies/white-house-makes-grants-to-boost-online-learning/

----
> [[Countries]]
 
>> [[Main Page]]

[[Category:United States| ]]
[[Category:North America]]
[[Category:OECD]]
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[[Category:Country reports]]
[[Category:Countries with Programmes]]
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[[Category:Countries in merged template]]

United States

2011-12-19T02:54:22Z

SaraFrankBristow: /* US single school district programmes - overview */

''(Re.ViCa version by [[Sara Frank Bristow]] and [[Paul Bacsich]].)''

''Put in merged template and updated for VISCED by [[Sara Frank Bristow]].''

''For entities in the United States see [[:Category:United_States]] ''



== Experts situated in the United States ==

* Cathy Cavanaugh, Associate Professor of Educational Technology, School of Teaching and Learning, University of [[Florida]] at Gainesville
* Sara Frank Bristow, Independent Researcher and Sero collaborator; contributor to Re.ViCa
* Susan Patrick, International Association for K-12 Online Learning (iNACOL)
* Russ Poulin, WICHE Cooperative for Educational Technologies; contributor to Re.ViCa




== United States in a nutshell ==
(sourced in part from http://en.wikipedia.org/wiki/United_States and https://www.cia.gov/library/publications/the-world-factbook/geos/us.html)

[[Image:US.gif|right|thumb|300px|Source : http://www.cia.gov]]

The United States ('''United States of America'''; '''US''', '''USA''', or '''America''') is a federal [http://en.wikipedia.org/wiki/Constitutional_republic constitutional republic] comprising 50 states and a federal district. The world's oldest surviving [http://en.wikipedia.org/wiki/Federation federation], the United States is a constitutional republic and representative democracy, in which citizens are subject to three levels of government: federal, state, and local.

The country is situated mostly in central [[North America]] between the [[Pacific Ocean]] and [[Atlantic Ocean]], bordered by [[Canada]] to the north and [[Mexico]] to the south. At 3.79 million square miles (9.83 million km2) and with about 311 million people (July 2011), the United States is the third or fourth largest country by total area ([http://en.wikipedia.org/wiki/List_of_countries_and_outlying_territories_by_total_area depending on definition]), and third largest by land area and by population.

[[Image:US_map_states_wikicommons.png|thumb|left|200px|Wikimedia Commons Map of US states]]

The US comprises 50 discrete states; see [http://en.wikipedia.org/wiki/USA_states the US States Wikipedia article] for a full list. [[Washington D.C.]] (the District of Columbia), a special district which is not part of any US state, serves as the permanent national capital. The US also possesses five major overseas territories, all considered separately in this wiki. According to 2010 estimates, the largest contiguous state, [[California]], has 37 million people; and the next, [[Texas]], has 25 million. The seven states with 10 million people or more are: [[California]], [[Texas]], [[New York]], [[Florida]], [[Illinois]], [[Pennsylvania]] and [[Ohio]]. Ten states have populations of less than 10 but more than 6 million. 33 states have populations under 6 million; of these, 13 have populations ranging from 1 to 3 million.

The list of states with their own Virtual Campus wiki entries resides at [[:Category:States of the United States]]. Regional sub-categories have been created for states with a high incidence of notable e-learning programmes, e.g. [[California]] and [[Colorado]]. Others are added as activity is identified.

== Education in the United States ==

Students are not compelled to study at nationally controlled or public schools in the United States, and from primary through post-secondary level, a broad range of private, for-profit options exist. In 2008, about 74 million people (both citizens and foreign nationals) were enrolled in American schools, colleges and universities.

Education is [http://www2.ed.gov/about/overview/fed/role.html primarily a state and local responsibility] in the US, with most decisions made (and policies established) on that basis. It is states and communities, as well as public and private organisations of various types, that establish schools and colleges, develop curricula, and determine requirements for enrolment and graduation - not the federal (central) government.

The structure of education finance in America reflects this predominant state and local role. Of an estimated $1.13 trillion in government funds being spent nationwide on education at all levels for the school year 2010-2011, a substantial majority comes from state, local, and private sources. This is especially true at the elementary (primary) and secondary levels, where 89% of the funds will come from non-federal sources.

The Federal government contribution to primary and secondary education is only about 11%.

== Schools in the United States ==

Children are required in most US states to attend school from the age of five or six until 16, 17 or 18 - generally bringing them through grade 12, or twelfth grade (the end of High School). This sequence is colloquially referred to as "K-12" education.

In all, 86% of American schoolchildren enroll in the "Public" (publicly funded) school system. About 12% are enrolled in parochial or nonsectarian "Private" (non-publicly funded) schools, and 2% are homeschooled.

[http://en.wikipedia.org/wiki/US_education Public school curricula], funding, teaching, and other policies are set through locally elected school boards with jurisdiction over school districts, which may have many directives from state legislatures. School districts are usually separate from other local jurisdictions, with independent officials and budgets. Educational standards and standardised testing decisions are usually made by state governments, with curricula varying widely from district to district.

Individual states, counties, and school districts have considerable leeway in how they choose to divide their school levels, so it is difficult to accurately describe an "average" child's standard progression through education. However, [http://en.wikipedia.org/wiki/Elementary_school#United_States all states have historically made a distinction] between two main genres of K-12 education and three genres of K-12 school.
* The genres of education are Primary and Secondary; and
* The genres of school are Elementary School, Middle or Junior High School, and High School

Elementary and Secondary school programmes comprise nearly 14,000 school districts and some 56 million students, attending roughly 99,000 public schools and 34,000 private schools. It would impossible to list all US schools here; however, see the Wikipedia [http://en.wikipedia.org/wiki/List_of_schools_in_the_United_States List of Schools in the United States] for links itemised by state and school district.

Homeschooling is legal in all 50 US states, although the topic is at times controversial (as parents are not always considered fit to provide schooling which meets compulsory education standards). Homeschooling standards and requirements also vary widely among US states. Common reasons for adoption of homeschooling strategies include dissatisfaction with the quality of schooling available; dissatisfaction with moral, ethical or religious issues associated with a school; and/or inability of a student to participate due to time, financial or physical restraints (e.g. in the case of child athletes, celebrities and the disabled).

The decision to homeschool a child in the US may be interpreted as a statement of social, religious, political or other dissent.

=== Pre-Primary ===
The terms "Preschool," "Prekindergarten," "Pre-K" or "Nursery School" may all be used to refer to earlier age-group education. There is no compulsory national Pre-Primary education requirement in the US.

=== Elementary (Primary) ===
American children are required to attend six or seven years of Elementary School (generally comprising Kindergarten and grades 1-5 or 1-6). [http://en.wikipedia.org/wiki/Kindergarten Kindergarten] is a transitional year for students around the age of 5 or 6. Not all states make this year compulsory, though many do and offer this as a free educational year. First grade is the more official "first year" of primary school.

=== Middle or Junior High School ===
Middle School is a period of schooling between Elementary and High School, viewed by many as a conceptual bridge between the two. It often shares resources with a larger Secondary School rather than occupy its own facilities. Middle School typically spans grades 6-8, while Junior High School (Junior High) spans grades 7 and 8 only. Middle School/Junior High School students are generally between 11 and 14 years old.

=== High School ===
The majority of American students complete four years of High School (grades 9-12), graduating with a diploma around the age of 18. A small percentage of students opt to withdraw prior to graduation, permitted at either 16 or 17 depending on state of residence. These students may take a series of standardised tests (General Educational Development, or GED) and receive High School equivalency credentials if they perform well.

In 2008, 87% of Americans over the age of 25 had graduated from High School. High School graduates may either enter the workforce or continue education, e.g. at a higher education institution.

== Further and Higher Education ==

The American further and higher education systems, like the primary and secondary education systems, are largely decentralised - that is, unregulated by any national body. With a limited number of exceptions, the federal government does not directly regulate colleges and universities (although it may award them federal grants). It can therefore be difficult to make generalisations about the institutions in these sectors (without focussing on one individual US state at a time), though we have tried our best below.

The term "Polytechnic" is not used as such in the US, though "Community Colleges" may be seen to occupy a similar educational niche - and are not unlike what some in other countries might call "University Colleges."

=== Universities (and "Colleges") in the United States ===
The US higher education system is known to host some of the finest universities in the world. According to the Shanghai Jiao Tong University's [http://www.arwu.org/ Academic Ranking of World Universities], more than 30 of the highest-ranked 45 institutions are in the United States (as measured primarily by awards and research output).

In discussing post-secondary education in the US it is important to bear in mind that the definition of the term "college" does not align neatly with that used in most other countries discussed in this wiki.

* '''Universities''' are, generally speaking, four-year institutions of higher education and research, awarding both undergraduate and postgraduate ("graduate") degrees.
* '''Colleges''' are four-year, undergraduate institutions with an emphasis on taught courses, which may award the same undergraduate degrees as universities. Colleges may be part of a larger research university or may exist independently.

'''Americans do not always distinguish verbally between "college" and "university" – those attending a university would refer to this process as "going to college" while in pursuit of their undergraduate degree.'''

It is difficult to identify the precise number of colleges and universities in the United States - in part because of varying definitions of the terms, and in part because of the diversity of potentially applicable institutions. Moreover, a US university need not be "accredited" in order to operate (see separate note on this topic). With these caveats in mind, a [http://www.utexas.edu/world/univ/alpha/ recent estimate] by the University of Texas at Austin counts 2,043 colleges and universities; the US Department of Education [http://ope.ed.gov/accreditation/ Database of Accredited Postsecondary Institutions and Programs] counts over 8,000 (community and vocational colleges are omitted in the first survey but included in the second); and the Chronicle of Higher Education 2009 [http://chronicle.com/section/Almanac-of-Higher-Education/141/ Almanac of Higher Education] counts 4,811.

Students provide transcripts of their High School grades and their results on a series of privately organised standardised tests when applying to American universities and colleges. Annual tuition fees are charged for higher education in almost all cases, and are often exorbitant compared to those found in other countries. (For the 2007–08 academic year, annual prices for undergraduate tuition, room, and board were estimated to be [http://nces.ed.gov/fastfacts/display.asp?id=76 $11,578 at public institutions and $29,915 at private institutions].) Many students rely on student loans and scholarships from their university, the federal government, or a private lender.

Students may choose to attend public or private institutions to complete their undergraduate degrees. The majority of public universities are operated by individual states and territories, usually as part of a "state university system". Each state supports at least one state university and several support many more. By a wide margin, these "state schools" tend to be the most affordable to residents from within that state.

Those individuals completing undergraduate education at either a university or college may enter the workforce in a professional capacity or continue on to postgraduate ("graduate") study. In 2008, [http://www.census.gov/Press-Release/www/releases/archives/education/013618.html 29% of American adults] 25 and older had a bachelor's degree.



===(Community) Colleges in the United States===
US "Community Colleges" are two-year institutions of higher education (once commonly called "Junior Colleges"). Often state-based and public, most Community Colleges operate under a policy of open admission and may be similar to the Polytechnics or University Colleges found in other countries.

[http://en.wikipedia.org/wiki/Community_colleges_in_the_United_States Many Community Colleges] are operated either by special districts that draw property tax revenue from the local community, as a division of a state university, or as sister institutions within a state-wide higher education system. In recent years, many Community Colleges have added online courses to their catalogues, and in some states have become hotbeds of e-learning activity.

Community Colleges typically offer two-year "associates degrees" and/or trade certifications, as well as services to the local community (e.g. a library or job placement assistance). Some offer courses towards a four-year bachelor's degree and may guarantee admission to a partner university. While most enrollees proceed directly from High School to Community College (and are therefore ages 18-21), Community College is also an attractive venue for older American adults returning to education after a hiatus; professionals seeking further certification in their field (or another); or hobbyists looking for an inexpensive way to further their personal interests.

'''US Community Colleges should not be confused with regular "Colleges"''', as the latter term is used uniquely in the US to refer to four-year teaching institutions which offer bachelor's degrees (see above). There are, however, other two-year institutions which would be referred to as "Community Colleges" even though they are not described as such by name; these have names like "institute of technology", "technical institute" or "technical college" and typically focus on training in technical and vocational skills.

== Education Reform ==

A selection of "hot button" issues targeted in the budget for [http://www2.ed.gov/about/overview/budget/budget12/index.html Fiscal Year 2012] reflect the general tenor of US educational reforms debated in the last five to ten years. These include:

* College access and completion
* Investing in early learning
* Accelerating the use of educational technology
* Supporting English language learners
* Supporting individuals with disabilities
* Strengthening the commitment to Native American, Alaska Native, and Native Hawaiian Education
* Improving productivity and efficiency
* Supporting rural education
* Improving Science, Technology, Engineering, and Mathematics (STEM) Education

Sector specifics are discussed below.

=== Schools ===
Approaches to improving public schooling have been the primary stakeholder concern ever since universal public education began to gain traction in US schools, in the middle of the nineteenth century. The Department of Education's official mission is to "promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access", and [http://en.wikipedia.org/wiki/Education_reform reforms over the last 60 years] have included issues of civil rights, "progressive" education versus "cultural literacy", and the 1990s adoption of Outcome-Based Education (OBE) - at which time a set of standards-based National Education Goals were set by the US Congress. The standards-based reform movement culminated in the controversial No Child Left Behind Act of 2001.

As of August 2011, issues frequently highlighted for potential reform include Repairing the Bush-era "No Child Left Behind" Act; Reauthorisation of the Elementary and Secondary Education Act (ESEA); Addressing teacher cheating scandals in standardised testing; Teacher union reform; Expanding school day or school year; Validity of charter schools (in which public schools operate more like private ones); Validity of school choice, or "school vouchers" (in which parents may select which public school their child attends, or use a voucher to send them to a private one); Improving teacher quality/salary; Improving teacher training; Awarding performance bonuses ("merit pay") to teachers; English-only vs. bilingual education (allowing students to study in their native tongue - typically Spanish); Mainstreaming special education students (allowing special needs individuals to remain in "regular" schools); Content of curriculum standards and textbooks (which intersects with controversial issues like the teaching of [http://en.wikipedia.org/wiki/Creationism creationism] in the classroom); and others.

For more information see the collected pieces on on "P-12" (pre-Kindergarten through twelfth grade) Reform on the ED web site at http://www.ed.gov/p-12-reform; or the useful Wikipedia discussion at http://en.wikipedia.org/wiki/Education_reform.

=== Post-secondary ===

Given the decentralised nature of the US HE system, federal reform might never reflect the kind of sweeping mandates periodically effected in other countries or unions. Nevertheless, certain proposed and actual reforms - largely addressing issues of affordability and access - pressed through or discussed from 2008-2011 are of great interest. Not all are exclusively higher-education specific. Some are detailed here:

* Announcement regarding [http://www.ecampusnews.com/technologies/white-house-makes-grants-to-boost-online-learning/ online courses for Community Colleges] (September 2011). The long-awaited first installation of a $2 billion grant programme targeting Community College students through both industry partnerships and an expansion of free online courses. An initial $500 million in "workforce training programme" grants were scheduled for distribution after a rigorous application process that lasted almost a year. This followed on an announcement by President Obama in July 2009 to devote '''$12 billion over 10 years''' to improve programmes, courses, and facilities at [[US]] Community Colleges, with $500 million devoted to freely available online courses. Portions of this pledge were realised in the Health Care and Education Reconciliation Act of 2010.

* The [http://www.broadband.gov/ National Broadband Plan] (March 2010). Relevant in its potential to transform education in the US, as noted in the report itself. Despite early advances in the arena, for nearly 10 years the United States has lagged behind many other developed countries in the adoption of broadband technology. America's first National Broadband Plan recommends sweeping improvements to US broadband governance, infrastructure, affordability, and deployment, dedicating $15.5 billion to broadband deployment over the next decade.

* The [http://en.wikipedia.org/wiki/Health_Care_and_Education_Reconciliation_Act_of_2010 Health Care and Education Reconciliation Act of 2010] (March 2010). Included the Student Aid and Fiscal Responsibility Act, reforming the process by which American students receive much-needed loans to participate in higher education.

* The [http://www.ed.gov/technology/netp-2010 National Educational Technology Plan 2010]". Outlined "ways in which information and communication technologies can be leveraged to help transform American education". It details [http://www.ed.gov/technology/netp-2010/goals-and-recommendations five specific goals] with recommendations (for states, districts, the federal government, and other stakeholders in the US education system) that address learning, assessment, teaching, infrastructure, and productivity. A wide variety of stakeholders played a role in developing the plan: see http://www.ed.gov/technology/netp-2010/how-plan-developed for details.

* The American Recovery and Reinvestment Act (ARRA) of 2009. Sought [http://www2.ed.gov/about/reports/annual/2009review.html "to get America on track and to return to being number one in the world in high school and college graduation rates, school readiness and overall academic achievement]." This included $98.2 billion in appropriations for the Department of Education, more than 1.5 times the Department’s entire appropriation for the previous year.

* The Student Aid and Fiscal Responsibility Act of 2009. [http://edlabor.house.gov/blog/2009/07/student-aid-and-fiscal-respons.shtml Goals included] "producing the most college graduates by 2020 by making college accessible and transforming the way our student loan programs operate." The bill never became law; link now defunct.

Read more about current issues in the realm of US Higher Education reform at the Teachnology, Inc. web site: http://www.teach-nology.com/highered/reform/

===== The Bologna Process =====
''(This section was included as relevant to Re.ViCa and has not been updated since first posting.)''

The average American academic remains unaware of the Bologna Process and its significance. Yet [http://www.ihep.org/assets/files/EYESFINAL.pdf a recent report] by the US-based Lumina Foundation chides:

:Former Secretary of Education, Margaret Spellings’ Commission on the Future of Higher Education paid no attention whatsoever to Bologna, and neither did the U.S. higher education community… Such purblind stances are unforgivable in a world without borders.

This report's author, [http://www.ihep.org/press-room/news_release-detail.cfm?id=62 Cliff Adelman] ([http://www.ihep.org/ Institute for Higher Education Policy]), is among numerous vocal proponents of US participation in a process similar to that set forth by Bologna. Lumina promotes [http://www.luminafoundation.org/our_work/tuning/Q_and_A-Bologna_and_Tuning.html "Tuning"], explored in papers such as [http://go2.wordpress.com/?id=725X1342&site=gsed.wordpress.com&url=http%3A%2F%2Fwww.ihep.org%2Fassets%2Ffiles%2FTheBolognaClub.pdf The Bologna Club: What U.S. Higher Education Can Learn from a Decade of European Reconstruction] - which set forth the goal that attainment of high-quality undergraduate degrees and credentials in the United States should increase to 60% by 2025.

Adelman's efforts and those of others like him are not widely known. Bologna's spirit of harmonisation, unity and "work towards a common cause" is not often felt across US state borders, and there are few models of cross-border cooperation that scratch the surface of Bologna Process-like goals.

As a separate issue, some European researchers have explored evidence of US hostility towards the Bologna Process itself, in terms of its perceived success in attracting overseas students who might otherwise pursue studies in the US. As an increasing number of "geographically mobile" students choose European universities over American ones, some believe that Bologna is a seen as a threat – yet one that US officials have been unwilling to acknowledge or name. For one example of this research track, see Charlier and Croche's 2008 piece on [http://mesharpe.metapress.com/app/home/contribution.asp?referrer=parent&backto=issue,2,7;journal,9,24;linkingpublicationresults,1:110907,1 The Outcome of Competition Between Europe and the United States].

== Administration and finance ==
(adapted from the US Department of Education web site, http://www2.ed.gov)
[[Image: Ed_gl_org_chart.gif|thumb|right|150px|2011 US Department of Education]]

Established in 1980, the '''[http://www.ed.gov/ US Department of Education]''' ('''ED''', or externally '''USDE''') is the government agency that establishes policy for and administers most federal assistance to '''all sectors of US education.''' ED has 4,200 employees and a $63.7 billion budget; elementary and secondary programmes serve more than 14,000 school districts and 56 million students, who attend some 97,000 schools and 28,000 private schools. Department programmes also provide financial assistance to about 11 million post-secondary students. Many students attend private schools, colleges and universities, paid for with private funds.

It is always important to bear in mind the predominant state and local role in establishing American schools and colleges, developing curricula, and determining enrolment and graduation requirements. '''These tasks are not, for the most part, under the purview of ED''' - in other words, there are few national requirements in these areas. Of an estimated $1.13 trillion being spent nationwide on education at all levels for school year 2010-2011, a substantial majority (89%) come from state, local, and private sources.

'''The US Department of Education (i.e. US federal government) does:'''

* Establish policies relating to federal financial aid for education, and administer/monitor those funds at all levels.
* Collect data, oversee schools research, and disseminate results to [http://en.wikipedia.org/wiki/United_States_Congress the US Congress], educators and the general public.
* Identify major issues, focus national attention on them, and make recommendations for education reform (advising the president and implementing education policies).
* Enforce federal statutes prohibiting discrimination in programmes receiving federal funds, and ensure equal access to education.

'''The US Department of Education (i.e. US federal government) does not:'''

* Establish schools and colleges
* Develop curricula
* Set requirements for enrollment and graduation
* Determine state education standards
* Develop or implement testing to measure whether states are meeting their own education standards

Notably for VISCED and Re.ViCa purposes, the Department of Education's [http://www2.ed.gov/about/offices/list/os/technology/index.html '''Office of Educational Technology] (OET)''' develops national educational technology policy, ensuring that programmes are coordinated and consistent across the federal government. OET released the US's first [http://www.ed.gov/technology/netp-2010 National Educational Technology Plan (NETP)] in March 2010 as described above.

=== Schools ===
The Department of Education's [http://www2.ed.gov/about/offices/list/oese/index.html '''Office of Elementary and Secondary Education'''] (OESE) directs, coordinates, and recommends policies for state and local educational agencies, helps ensure equal access to services (particularly for underprivileged and underrepresented children), and provides financial assistance to a select number of local educational agencies.

OESE offers nearly 200 programmes, addressing a range of issues such as: Hurricane Help for Schools, Academic Improvement and Teacher Quality Programs, School Support and Technology Programs, Student Achievement and School Accountability Programs, and many more. Programmes are administered through numerous offices, e.g. the Office of Indian [Native American] Education and the Office of Migrant Education. (Note that this is only a fragment of a much longer list, and that programmes are not guaranteed funding on an annual basis.)

=== Post-secondary ===
Federal regulation is critical in the area of student financial aid (which provides loans to students for post-secondary tuition).

The '''[http://www2.ed.gov/about/offices/list/ous/index.html Office of the Under Secretary]''' (OUS) oversees policies, programmes, and activities related to post-secondary education, vocational and adult education, and federal student aid.

The '''[http://www2.ed.gov/about/offices/list/ope/index.html Office of Postsecondary Education]''' (OPE) formulates federal post-secondary education policy and administers over 40 programmes to increase access to quality post-secondary education. One of the OPE's primary programmes of relevance is the [http://www2.ed.gov/about/offices/list/ope/fipse/welcome.html Fund for the Improvement of Postsecondary Education] (FIPSE). FIPSE's main activity each year is conducting the [http://www2.ed.gov/programs/fipsecomp/index.html Comprehensive Program], a grant programme intended to support innovative, replicable post-secondary education improvement projects. FIPSE also administers international consortia programmes, co-funded by foreign government partners, such as the [http://www2.ed.gov/programs/fipseec/index.html European Union-United States Atlantis Program] which provides funding for joint or dual undergraduate degrees in a wide range of academic and professional disciplines.

The '''[http://www2.ed.gov/about/offices/list/ovae/index.html Office of Vocational and Adult Education]''' (OVAE) administers and coordinates programmes related to adult education and literacy, career and technical education, and Community Colleges.

The '''[http://www2.ed.gov/about/offices/list/fsa/index.html Office of Federal Student Aid]''' (FSA) provides critical financial assistance to students enrolled in post-secondary educational institutions. Students apply to this agency for aid, and repay loans to it directly; institutions demonstrating inferior quality may become ineligible to educate students receiving federal student loans.

== Quality assurance ==



As described by the Department of Education's [http://www2.ed.gov/about/offices/list/ous/international/usnei/edlite-index.html US Network for Education Information] (USNEI), quality assurance takes several forms in the US system. The approval of institutions and programmes is generally '''undertaken by state agencies and accrediting agencies''', with the latter also responsible for establishing and maintaining academic and administrative standards. Professional and academic disciplinary associations also play a role in influencing and assessing quality. Educational potential and outcomes are measured by a wide range of surveys, studies, tests, and other assessments at the national, regional, state and institutional levels.

Various documents outlining assessment, evaluation, and standards activities in US education at all levels can be reviewed at http://www2.ed.gov/about/offices/list/ous/international/usnei/us/edlite-structure-us.html. The site also offers overviews of associates, bachelor's, and postgraduate degrees.

See also these general USNEI reports for further information:
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/accred-fed.doc Federal Recognition and Approval] - on the nature and limitations of the federal role in recognising accrediting agencies and in approving institutions
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/accred-state.doc State Approval of Schools and Postsecondary Institutions] - on the process of licensing or chartering educational providers by state authorities
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/qualassurance.doc Other Quality Assurance Provisions] - on additional quality assurance activities in the United States.

=== Schools ===
The US Department of Education [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/edlite-evaluation.html does not have the authority] to accredit private or public elementary or secondary schools; nor does it recognise schools-level accrediting bodies.

The US does not use national examinations to determine graduation from school or access to further studies, and there is no national curriculum on which to base such examinations. School curricula are set by local school districts, private schools, and homeschooling parents with reference to state standards and post-secondary requirements.

However, there is considerable commonality across the US education system despite the absence of legally enforced national curricula or examinations. Common evaluation and assessment standards and tools are the result of the pressures of the competitive academic marketplace, the expectations and requirements of employers and state agencies, and the standards required by accrediting agencies and professional and research associations.

For further information, USENEI provides these relevant schools report:

* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/accred-school.doc School-Level Accreditation] - the accreditation process at the primary and secondary education levels and provides links to accrediting agencies recognised by state governments and other authorities
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/edlite-evaluation.html Structure of U.S. Education: Evaluation and Assessment] - provides information on common US grading and credit systems as well as evaluation and standardised tests

=== Post-secondary ===
As in other US educational sectors, Quality Assurance in higher education is not typically overseen at the national level.
[http://www2.ed.gov/about/offices/list/ous/international/usnei/us/edlite-evaluation.html Post-secondary or tertiary curricula] are determined by individual institutions with reference to accreditation requirements, professional requirements, and the expectations of postgraduate programmes and employers.

It is difficult to summarise in brief the uniqueness and complexity of the academic accreditation process in the US.
* There is no single governmental accrediting body for US post-secondary educational institutions. Rather, ED relies on 74 private and state-based accrediting agencies to provide oversight of member institutions.
* These agencies are divided into 16 "regional" accrediting agencies (regarded as the most selective), plus a number of "national," "hybrid" and "programmatic" agencies which may certify lesser-known and/or specialised entities.
* Agencies awarded recognised by the Department of Education are not the only ones permitted to provide university accreditation; they have simply met a certain set of ED criteria. '''Recognition is not a requirement for an accrediting body to operate legally''' - although without it, institutions it certifies '''cannot participate in federal student aid programmes'''.
* Non-accredited institutions are often perceived as lacking in quality and rigor, and may be termed "diploma mills".

Within ED, the [http://www2.ed.gov/admins/finaid/accred/index.html Accreditation and State Liaison] (ASL) has responsibility for the accrediting agency recognition process and for coordinating activities between states and ED that impact institutional participation in the federal financial assistance programmes. A [http://www2.ed.gov/about/bdscomm/list/naciqi.html National Advisory Committee on Institutional Quality and Integrity] provides recommendations to the Secretary of Education regarding the recognition of post-secondary accrediting agencies.

For those seeking further information, USNEI provides these post-secondary reports:
* [http://www2.ed.gov/admins/finaid/accred/accreditation_pg6.html#NationallyRecognized Nationally Recognised Accrediting Agencies] - the U.S. Department of Education's directory of federally recognised accrediting agencies, both regional and national
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/accred-postsec.doc Postsecondary Accreditation] - describes the accreditation process at the tertiary level, and provides links to recognised accrediting agencies which are members of the Council for Higher Education Accreditation (CHEA)
* [http://www.chea.org/Directories/index.asp CHEA Directory of Recognised Accrediting Organisations] - the Council on Higher Education Accreditation's directory of recognised accrediting agencies
* [http://www.aspa-usa.org/ Association of Specialised and Professional Accreditors] (ASPA) - national association of accreditation agencies for regulated professions
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/fraud.doc Diploma Mills and Fraud] - information and links on the problems of unaccredited institutions and bogus accreditors in the US

== Information society ==

''Details about certain legislation, agencies and initiatives have been covered in previous sections.''

After an initial period of sustained leadership in the areas of computer science, internet development and broadband uptake, the US is now widely considered to be stagnating in technology uptake and usage. According to the World Economic Forum (WEF)'s 2011 report, the [http://www.huffingtonpost.com/2011/04/13/world-economic-forum-technology-use-us_n_848566.html US finished fifth] in a survey of the 138 countries that make up 98.8 percent of the world's GDP (ranking 24th in percentage of households with a personal computer). The WEF measured aspects of technology usage including business and regulatory climates for IT development and interest in and use of technology by the government, individuals and businesses.

The US also faces a significant gap in residential broadband use that breaks down along race, income, education levels and other socio-economic factors.

Recent [http://pewinternet.org Pew findings] report that 77% of American adults use the internet ([http://pewinternet.org/Static-Pages/Trend-Data/Whos-Online.aspx Dec 2010]); 83% of Americans own mobile phones, while just 57% own a personal computer ([http://pewinternet.org/Trend-Data/Device-Ownership.aspx May 2011]).

A variety of offices, agencies and non-profits monitor and direct US activity and strategy in the information society.
* The [http://www.fcc.gov/ Federal Communications Commission], an independent US government agency, regulates interstate and international communications by radio, television, wire, satellite and cable. (As noted above, it has unveiled the first US [http://www.reuters.com/article/idUSN2224640220100223 National Broadband Plan] in March 2010, reinforcing the notion that all Americans are entitled to "affordable access to robust and reliable broadband products and services".)
* The Department of Education’s [http://www2.ed.gov/about/offices/list/os/technology/index.html Office of Educational Technology] (OET) supports the use of technology in education. (The March 2010 "National Education Technology Plan" has been discussed above.)
* The [http://www.whitehouse.gov/omb/e-gov/ Office of E-Government & Information Technology] is part of the Office of Management and Budget (OMB).
* Founded in 1969, the [http://www.nascio.org National Association of State Chief Information Officers] (NASCIO) represents state chief information officers and information technology executives and managers from the states, territories, and the District of Columbia. The primary state members are senior officials from state government who have executive-level and statewide responsibility for information technology leadership.
* The [http://www.cio.gov/ Chief Information Officers] (CIO) Council serves as the principal interagency forum for improving practices in the design, modernisation, use, sharing, and performance of Federal Government agency information resources.
* The [http://it.usaspending.gov/ IT Dashboard], launched in June 2009, allows the American people to monitor IT investments across the federal government.

This is not a comprehensive list - and in particular does not identify any state or regional programmes. See http://www.usa.gov/Government/State_Local/Technology.shtml for more related agencies/organisations.

== ICT in education initiatives ==

=== Virtual initiatives in schools ===


Online education in the US has gained considerable traction over the last 15 years - seemingly more so than in any other country. A major report from the International Association for K-12 Online Learning (iNACOL), [http://www.inacol.org/research/docs/iNCL_NationalPrimerv22010-web.pdf A National Primer on K-12 Online Learning] (Second Edition), estimates that over 1.5 million American K-12 students were engaged in online and blended learning for the 2009-2010 school year (out of approximately 55.2 million students enrolled ).This represents roughly 3% of the US K-12 population.

This relatively small figure belies the scope and nature of the programmes now available. Options vary from state to state, school district to school district, and even from school to school. As the Primer notes, whether a student has the option to participate in "supplemental" (i.e. single) courses or full-time online programmes remains a matter of state policy and local laws, "with a few states providing opportunities for most students, a few states providing almost no opportunities, and most states falling somewhere in the middle". Moreover, iNACOL and others acknowledge their ongoing struggle to survey data in this relatively new and rapidly changing arena; there is no single authority to whom any of the schools listed in this survey must report, and relevant data is not always made available to the public.

As of 2010, supplemental or full-time online learning opportunities were available to students in 48 of the 50 US states. 38 states had state virtual schools or state-led online initiatives (with a 39th set to open in 2011); 27 states plus Washington, DC had full-time online schools serving students statewide; and 20 states were providing both supplemental and full-time online learning options statewide (but not as part of a state virtual school). This can be compared to 2001, during which approximately 10 states had state virtual schools and even fewer offered other online education options.
The three main types of US virtual school are summarised in brief below, as outlined in [http://www.ecs.org/html/Document.asp?chouseid=9014 Keeping Pace With Online Learning: An Annual Review of Policy and Practice], Evergreen Education Group (2010). Note that not all schools fit neatly into one of the slots below, but without this kind of rough categorisation it would be exceedingly difficult to approach the vast array of US virtual schools.

Click here for the VISCED [[typology of US virtual schools]].

==== US state virtual schools - overview====
* Operate in 38 states
* Are state-led online learning initiatives, with course enrollment ranging from several thousand to 16,000 for 2009-10
* Boast 450,000 "course enrollments" nationwide, i.e. in which one student takes one course
* Often provide local school districts with '''supplemental online courses''', as well as online learning expertise and thought leadership for their own schools
* Have '''students who study online part-time only''' (taking "supplemental" online courses while physically enrolled elsewhere)
* Saw enrollment increase by nearly 40% from 2008-09 to 2009-10, though most gains came from the states of North Carolina and Florida only
* Have virtual school enrollments exceeding 10,000 for 2009-10 in eight different states (Alabama, Florida, Georgia, Idaho, Louisiana, Michigan, North Carolina and South Carolina)
* Are usually funded by legislative appropriation

Click here for the VISCED list of [[:Category:US statewide virtual schools|US statewide virtual schools]] - this includes both "state virtual schools" as described above, and any virtual school for which state residents are eligible.

====US multi-school-district full-time online schools - overview====
* Operate in 27 states (each has at least one)
* '''Have few or no part-time students'''; most have enrollment of a few hundred to several thousand
* Usually attract students from across an entire state, so are found in those states that permit students to enroll across district lines
* Are typically charter schools (i.e. special publicly funded schools operating under their own charters/standards, attended by student choice)
* Are usually affiliated with a private national organisation e.g. Connections Academy, K12 Inc., Advanced Academics, or Insight Schools
* Are often funded via state public education funds that follow the student

Click here for the VISCED list of [[:Category:US_multi-school-district_virtual_schools|US multi-school-district virtual schools]].

Click here for the VISCED list of [[:Category:US_charter_schools|US charter schools]].

====US single school district programmes - overview ====
* Are represented by only 11 well-established programmes nationwide
* Serve only students who reside within a single, local district of residence
* Serve '''mostly supplemental students''' (though some serve full-time students)
* Are often focused on credit recovery or at-risk students
* Make up the fastest growing segment of K-12 online learning

There are additionally a number of virtual schools run by consortia or postsecondary institutions, i.e. some which are not state, multi-district or single district schools.

Click here for the VISCED list of [[:Category:US_single-school-district_virtual_schools|US single-school-district virtual schools]].

Click here for the full VISCED list of [[:Category:Virtual_schools_in_the_US|Virtual_schools_in_the_US]].

====Possible US Exemplars====

* [[Agora Cyber Charter School]]
* [[Alabama ACCESS Distance Learning]] (State Virtual School)
* [[City of Angels Virtual Academy]] (COAVA)
* [[Cook County Sheriff’s Department Virtual High School]]
* [[Electronic Classroom of Tomorrow]]
* [[Florida Virtual School]] (FLVS)
* [[Hope Online Learning Academy]]
* [[Idaho Digital Learning Academy]] (IDLA)
* [[Illinois Virtual High School]]
* [[Jefferson County JCPSeSchool]]
* [[Louisiana Virtual School]] (LVS)
* [[Mesa Distance Learning Program]] (MDLP)
* [[Michigan Virtual School]] (MVS)
* [[Minnesota Virtual High School]] (MVHS)
* [[Mississippi Virtual Public School]]
* [[North Carolina Virtual Public School]] (NCVPS)
* [[Omaha Public Schools eLearning]] (OPS)
* [[Open High School of Utah]] (OHSU)
* [[Pennsylvania Cyber Charter School]]

* [[Primavera Online High School]]
* [[Silver State Charter Schools]]
* [[South Carolina Virtual School Program]] (SCVSP)
* [[Utah Electronic High School]] (EHS)
* [[Virtual High School Global Consortium]] (VHS)
* [[21st Century Cyber Charter School]]

====Towards a Comprehensive List of US Virtual Schools (in progress)====
''All schools identified as "notable" in early phases of VISCED are included below. The list is representative but not comprehensive, given the nature of the US. Virtual schools for the under-14s are deemed out of scope.''

# [[21st Century Cyber Charter School]] (Pennsylvania)
# [[Advanced Academics Online School]] (Oklahoma)
# [[AGVI Academy for Gifted Youth]] (California)
# [[Academy Online High School]] (Colorado)

# [[ACE Digital Academy]] (Ohio)
# [[ACHIEVEk12]] (Colorado)
# [[Achievement House Cyber Charter School]] (Pennsylvania)
# [[Agave Distance Learning]] (Arizona)
# [[Agora Cyber Charter School]] (Pennsylvania)
# [[Akron Digital Academy]] (Ohio)
# [[Alabama ACCESS Distance Learning]] (State Virtual School)

# [[Alaska Virtual School]]
# [[Alaska's Learning Network]]



# [[Andover eCademy]] (Kansas)
# [[Anoka Hennepin Compass On-Line]] (Minnesota)
# [[Another Choice Virtual Charter School]] (Idaho)
# [[Apex Learning High School]]
# [[Appleton eSchool]] (Wisconsin)
# [[APS Online]] (Colorado)
# [[Arizona Connections Academy]]
# [[Arizona Online Instruction]]
# [[Arizona Virtual Academy]]

# [[Arizona Virtual School]]

# [[Arkansas Virtual High School]]
# [[ASPIRA Bilingual Cyber Cyber School]] (Pennsylvania)
# [[AZ2020 Online Academy]] (Arizona)
# [[Basehor-Linwood Virtual School]] (Kansas)
# [[Beacon Academy of Nevada]]
# [[Bethel Online Academy]] (Washington)
# [[Blue Sky Online Charter School]] (Minnesota)
# [[Blueprint High School]] (Arizona)
# [[Boulder Universal]] (Colorado)
# [[Branson School Online]] (Colorado)
# [[Brigham Young University Independent Study]] (Utah)
# [[Buckeye On-Line School for Success]] (Ohio)
# [[California Pacific Charter Schools]] (California)
# [[California Virtual Academies]]

# [[Canon Online Academy]] (Colorado)
# [[Capistrano Connections Academy]] (CapoCA) (California)
# [[Cardington-Lincoln Local Digital Academy]] (Ohio)
# [[Chesterfield County Public Schools Online]] (Virginia)
# [[Central California Connections Academy]] (California)
# [[Central Pennsylvania Digital Learning Foundation]] (Pennsylvania)
# [[Chester Area Cyber School]] (South Dakota)
# [[Chicago Virtual Charter School]] (Illinois)

# [[Christa McAuliffe Academy]] (Oregon)
# [[Cincinnati Virtual High School]] (Ohio)
# [[City of Angels Virtual Academy]]
# [[CCSD Virtual High School]] (Nevada)
# [[CK Online Academy]] (Washington)
# [[Cobb Virtual Academy]] (Georgia)

# [[Colorado Connections Academy]]
# [[Colorado Distance and Electronic Learning Academy]] (CDELA)
# [[Colorado Online Learning]]
# [[Colorado Cyber]]
# [[Colorado Virtual Academy]]
# [[Columbia Virtual Academy]] (Washington)
# [[Commonwealth Connections Academy]] (Pennsylvania)

# [[Connecticut Virtual Learning Center]]
# [[Continental Academy]] (Florida)
# [[Cook County Sheriff’s Department Virtual High School]]



# [[Delta Academy On Line School]] (Nevada)
# [[Delta Cyber School]] (Alaska)

# [[DoDEA Virtual High School]]
# [[Denver Online High School]] (Colorado) (formerly DPS Online High School)
# [[Dunlap Leadership Academy]] (California)
# [[Duval Virtual Instruction Academy]] (Florida)
# [[eCADEMY]] (New Mexico)

# [[Education Program for Gifted Youth]] Online High School, Stanford University (California)
# [[ELCA Online Learning Academy]] (Georgia)
# [[EdVisions Online High School]] (Minnesota)
# [[EV Online Learning]] (Washington)
# [[Electronic Classroom of Tomorrow]] (Ohio)
# [[Electronic Course Program]] (Texas)
# [[Evanston Virtual High School]] (Wyoming)
# [[Excel High School]] (Minnesota)
# [[Fairbanks B.E.S.T. Program]] (Alaska)
# [[Fairborn Digital Academy]] (Ohio)
# [[Falcon Virtual Academy]] (Colorado)
# [[Findlay Digital Academy]] (Ohio)
# [[Florida Virtual School]]
# [[Francis School]] (New York)
# [[Franklin University PSEOP]] (Ohio)
# [[Freshwater Education District Virtual School Consortium]] (Minnesota)
# [[Georgia Cyber Academy]]

# [[Georgia Virtual School]]
# [[Giant Campus of Washington]] (Washington)
# [[Giant Campus Academy]]
# [[GLBTQ Online High School]] (Minnesota)
# [[GOAL Digital Academy]] (Ohio)
# [[GOAL Academy Online]] (Colorado)
# [[Graham Digital Academy]] (Ohio)
# [[Greater Ohio Virtual School]]
# [[Greenways Academy]]
# [[Gwinnett Online Campus]] (Georgia)
# [[Hamilton County Virtual School]] (Tennessee)
# [[Hawaii DOE E-School]]
# [[Hawaii Technology Academy]]
# [[Hawaii Virtual Learning Network]]
# [[Hawaii Virtual School]]
# [[Hoosier Academies]] (Indiana)
# [[Hope High School Online]] (Arizona)
# [[Hope Online Learning Academy]] (Colorado)
# [[Idaho Connects Online]]
# [[Idaho Digital Learning Academy]]
# [[Idaho Distance Education Academy]]
# [[Idaho Virtual Academy]]
# [[IDEAL-NM]] (New Mexico)
# [[Independent Study High School]] (Nebraska)
# [[Illinois Virtual High School]]
# [[Indiana Connections Academy]]
# [[Insight School of Colorado]]
# [[Insight School of Kansas]]
# [[Insight School of Minnesota]]
# [[Insight School of Washington]]
# [[Insight School of Wisconsin]]
# [[INSPIRE Connections Academy]] (Idaho)


# [[International Virtual Learning Academy]] (California)
# [[Internet Academy]] (IA) (Washington)
# [[Iowa Learning Online]]
# [[Iowa Online AP Academy]]
# [[iQ Academy Arizona]]
# [[iQ Academy Kansas]]
# [[iQ Academy Minnesota]]

# [[iQ Academy Washington]]
# [[iQ Academy Wisconsin]]
# [[iSucceed Virtual High School]] (Idaho)
# [[Jackson Hole Connections Academy]] (Wyoming)
# [[Janesville Virtual Academy]] (Wisconsin)
# [[JEDI Virtual High School]] (Wisconsin)
# [[Jeffco's 21st Century Virtual Academy]] (Colorado)
# [[Jefferson County JCPSeSchool]]
# [[Kansas Connections Academy]]

# [[Kaplan Academy of California]]

# [[Kaplan Academy of Oregon]]
# [[Kaplan Academy of Washington]]
# [[Kaplan University High School]]
# [[Karval Online Education]] (Colorado)
# [[Kenosha eSchool]] (Wisconsin)
# [[Kent Digital Academy]] (Ohio)
# [[Kentucky Virtual Schools]]
# [[Keystone Online School]]
# [[Kiel eSchool]] (Wisconsin)

# [[Lakewood Digital Academy]] (Ohio)
# [[Lancaster Digital Academy]] (Ohio)

# [[Learn at My Pace]] (LAMP) Online High School (Minnesota)



# [[Learning² eSchool of Wichita]] (Kansas)
# [[Louisiana Virtual School]]
# [[Mahoning Unlimited Classroom]] (Ohio)



# [[Maryland Virtual School]]
# [[Massachusetts Online Network for Education]] (MassONE)

# [[Massillon Digital Academy]] (Ohio)
# [[Mercury Online Academy of Arizona]]
# [[Mercury Online Prep]]
# [[Mercury Academy of Southern California]]
# [[Meridian Parent Partnership Program]] (MP3) (Washington)
# [[Mesa Distance Learning Program]]
# [[Miami Dade I-Prep Academy]] (Florida)
# [[Miami-Dade Online Academy]] (Florida)
# [[Michigan Virtual School]]

# [[Midwestern Regional Virtual Charter School]] (Pennsylvania)
# [[Minnesota Online High School]]
# [[Minnesota Transitions Schools Minnesota Connections Academy]]
# [[Minnesota Virtual Academy]]
# [[Minnesota Virtual High School]]
# [[Mississippi Virtual Public School]]
# [[Missouri Virtual Instruction Program]]
# [[Monroe Virtual High School]] (Wisconsin)
# [[Monroe Virtual Middle School]] (Wisconsin)
# [[Montana Digital Academy]]
# [[Monte Vista Online Academy]] (Colorado)
# [[Move Up Program]] (Washington)
# [[MPS Online]] (Minnesota)

# [[National Connections Academy]]

# [[National University Virtual High School]] (California)
# [[Nevada Connections Academy]]
# [[Nevada Virtual Academy]]
# [[New Jersey Virtual School]]
# [[Newark Digital Academy]] (Ohio)

# [[NCSSM Online]] (North Carolina)
# [[North Carolina Virtual Public School]]
# [[North Dakota Center for Distance Education]]
# [[Northeast Wisconsin Online Network]] (Wisconsin)
# [[Northwest Allprep]] (Washington)


# [[Odyssey High School]] (Nevada)
# [[Ohio Connections Academy]]
# [[Ohio Distance And Electronic Learning Academy]]
# [[Ohio Virtual Academy]]



# [[Oklahoma Virtual Academy]]
# [[Oklahoma Virtual Charter Academy]]
# [[Oklahoma Virtual High School]]
# [[Oklahoma Virtual School]]
# [[Olympia Regional Learning Academy iConnect]] (Washington)
# [[Omaha Public Schools eLearning]]
# [[Open High School of Utah]]
# [[Oregon Connections Academy]]
# [[Oregon Virtual Academy]]
# [[Oregon Virtual Education]]

# [[PA Distance Learning Charter School]] (Pennsylvania)
# [[PA Learners Online Regional Cyber Charter School]] (Pennsylvania)
# [[Pacific View Charter School]]
# [[Palmetto State E-cademy]] (South Carolina)
# [[Park City Independent]] (Utah)
# [[Pennsylvania Cyber Charter School]]
# [[Pennsylvania Leadership Charter School]]
# [[Pennsylvania Virtual Charter School]]
# [[Pinnacle Online High School]] (Arizona)

# [[Primavera Online High School]] (Arizona)
# [[Provo eSchool]] (Utah)
# [[Provost Academy South Carolina]]
# [[Provost Academy Colorado]]
# [[Quaker Digital Academy]] (Ohio)
# [[Red Comet]] (Washington)
# [[Richard McKenna Charter High School]] (Idaho)
# [[Riverside Virtual School]] (California)



# [[Scholars Online]] (Washington)

# [[Silver State High School]] (Nevada)
# [[Sioux Falls School District]] (South Dakota)
# [[Slavic Christian Academy]] (Washington)

# [[South Carolina Connections Academy]]
# [[South Carolina Virtual Charter School]]
# [[South Carolina Virtual School Program]]
# [[South Carolina Whitmore School]]
# [[South Dakota Virtual School]]

# [[Southwest Licking Digital Academy]] (Ohio)
# [[Spokane Virtual Learning]] (Washington)
# [[Spring Lake Park Online]] (SLP Online) (Minnesota)
# [[St. Johns Virtual School]] (Florida)

# [[SusQ-Cyber Charter School]] (Pennsylvania)
# [[Texas Connections Academy @ Houston]]
# [[Texas Virtual Academy]]
# [[Texas Virtual School]]
# [[Tempe Union Online Learning]] (TUOL) (Arizona)
# [[The American Academy]]

# [[Treca Digital Academy]]
# [[TRIO Wolf Creek Online High School]] (Minnesota)

# [[University of California College Prep]] (California)
# [[University of Missouri High School]]
# [[University of Oklahoma High School]]
# [[Utah Electronic High School]] (EHS)
# [[Utah Tech High]]
# [[Utah Virtual Academy]]
# [[Vermont Virtual Learning Cooperative]]
# [[Vilas Online]] (Colorado)

# [[Virtual Community School Of Ohio]]
# [[Virtual High School Global Consortium]] (VHS)
# [[Virtual Learning Academy Charter School]] (New Hampshire)
# [[Virtual Virginia]]
# [[VOISE Academy High School]] (Illinois)


# [[Washington Online School Network]]
# [[Washington Virtual Academies]] (WAVA) (Washington)
# [[WOLF School]] (Nevada)
# [[West Central Learning Academy II]] (Ohio)
# [[West Virginia Virtual School]]

# [[Westwood Cyber High]] (Michigan)
# [[WiloStar3D-Epic Academy]] (Oklahoma)
# [[Wisconsin Connections Academy]]
# [[Wisconsin eSchool Network]]
# [[Wisconsin Virtual Academy]]
# [[Wisconsin Virtual Learning]]
# [[Wisconsin Virtual School]]
# [[Wyoming e-academy of Virtual Education]] (WeAVE)
# [[Wyoming Switchboard Network]]
# [[Wyoming Virtual Academy]]

See also the Wikipedia article at http://en.wikipedia.org/wiki/List_of_virtual_schools#United_States.

=== Virtual initiatives in post-secondary education ===


According to the Sloan Consortium's 2010 report on [http://sloanconsortium.org/publications/survey/class_differences Class Differences: Online Education in the United States], approximately 5.6 million students were enrolled in at least one online course in the autumn of 2009. Other findings include:
* Almost two-thirds of for-profit institutions say that online learning is a critical part of their long term strategy
* The 21%growth rate for online enrollments far exceeds the 2% growth in the overall higher education student population
* Nearly one-half of institutions report that the economic downturn has increased demand for face-to-face courses and programmes
* Three-quarters of institutions report that the economic downturn has increased demand for online courses and programmes

There are no university-focused relevant federal initiatives of note. However, in July 2009 president Barrack Obama pledged to devote $12 billion over 10 years to improve programmes, courses, and facilities at US Community Colleges, with "$500 million devoted to freely available online courses". This pledge has evolved over time and this section may later be updated.

Despite the lack of national (federal) motivation, the simple scope and diversity of virtual university activity in the US cannot be underestimated. Most US universities offer at least one hybrid or fully online programme. Many institutions offer a wide range of programmes, at both the undergraduate and postgraduate levels.

Many of the "notables" are operated by for-profit, private companies, although a variety of initiatives originating in "traditional" universities are examined as well. Some major institutions/initiatives include:

* [[Capella University]]
* [[Carnegie Mellon University]]
* [[University of Central Florida]]
* [[Colorado Community Colleges Online]]
* [[DeVry University]]
* [[Laureate Education]] ([[Walden University]])
* [[University of Maryland University College]]
* [[University of Phoenix]]
* [[Penn State World Campus]]
* [[Regis University]]
* [[SUNY Learning Network]]
* [[Strayer University Online]]
* [[UT Telecampus]]
* [[University of the People]] - new, but noteworthy

There are many more. See [http://www.virtualschoolsandcolleges.eu/index.php/Category:United_States the US category] for a full list of those programmes indexed by the Re.ViCa wiki.

== Lessons learnt==

=== General lessons ===

The US is an unusually structured nation of 50 federated states, to which it is not always easy to compare other countries - especially those located in Europe (as they are more likely to see broad-ranging, national initiatives in education). Some of the associated issues are explored below (''text prepared for Re.ViCa'').

Note also that the apparent success of e-learning/online higher education in the [[US]] must be approached with care - quality may vary widely from institution to institution (and programme to programme). See note above on the complexity of US accreditation and quality control mechanisms.

==== Is the relevance of the US or of its states? ====
''Text prepared for Re.ViCa and moved from an earlier section.''

Hovering around 308.6 million as of early 2010, the population of the USA seems enormously large compared with that of most European countries. (For comparison, the population of the [[UK]] is estimated at 62 million, the [[Netherlands]] at 16.6 million, and [[Finland]] at 5.3 million.) Nevertheless, the federal structure of the US and the deregulated nature of its educational systems indicate that it is reasonable to look to the state level when studying e-learning in the US.

This "relevance" depends primarily on comparing US states to discrete European ones - it is extremely difficult to compare and contrast the US and Europe as a whole (in e-learning or otherwise).

The population of the EU is now estimated at over 500 million, about 1.5 times that of the US, and its inhabitants speak over 170 languages (of which 23 are considered "official"). While the US itself has no "official" language, nearly all Americans speak English, and moreover share essentially similar cultural expectations. This (in conjunction with the US's underlying federal governance structure) often results in a velocity of propagation of ideas nationwide which is rarely replicated across the EU.

==== Post-secondary: Do US ideas in e-learning transfer to Europe? ====
''Text prepared for Re.ViCa and moved from an earlier section.''

Many European analysts consider US universities - both large and small, public and private - more successful at developing and implementing substantial e-learning programmes than their European counterparts. Online learning in the US is indeed expanding at a remarkable and enviable pace: the average growth rate for online university enrolments has increased by roughly 13% per annum over the past seven years (compared with 2% for US "brick and mortar" enrolments). Other indicators of success include completion rates, programme sustainability over a number of years, and academic reputation.

Researchers have (understandably) questioned why the success of e-learning in US universities does not transfer more readily to a European context. Is it the economy, the geography, the demographics, or the population density; the nature of the respective educational funding models; or something else entirely? Indeed, these are but a few of the differences that may contribute to the challenge of e-learning transfer. Consider also the vast differences in quality models, academic focus, relevant public policy, language/culture, and technology uptake. In a global culture where online degrees are rapidly acquiring credibility, and students have begun to actively pursue online degrees via overseas institutions, these are critical questions to consider when pondering the future of education in Europe.

It is certain that North American ideas in e-learning form worthy comparators, and in countless cases do see transfer to Europe (and beyond). For example, many of the early course/learning management systems which formulated our earliest understanding of [http://en.wikipedia.org/wiki/History_of_virtual_learning_environments_1990s "online learning" in the mid-1990s] were developed in either America or Canada, e.g. LotusNotes, FirstClass, Blackboard and WebCT. A distinctly American company with American attitudes and products, Blackboard [[learning management systems]] remains in common usage across Europe (despite recent trends towards [[OER]] in the market). Institutions worldwide have sought to mirror the success of the US in exporting learning via the internet.

There is also more general discussion of the "Americanisation of Education" seen in some European countries - which is too broad and controversial a topic to address here.

Whatever the ramifications, the past would suggest that European analysts should indeed examine US e-learning trends in order to better understand (and possibly predict) directions for growth in their own countries.

=== Notable practices ===


The unusually decentralised nature of US education makes it difficult to locate national practices that might be applied more broadly. Note, however, that this decentralisation seems to have stimulated the development of virtual schools within the US in an unprecedented manner. Virtual Schools may be public or private; private organisations may partner with public school systems; and online courses may be partly or purely supplemental (as opposed to full time). There is no shortage of models evolving, and it would seem that the lack of uniformity has proven a rich and fertile ground for development.

Less optimistically, there are many opposed to the dominant role that private, for-profit organisations have come to play in the development of US virtual schools (and in charter schools in particular - see description above). Many of these "academies" have been developed along the lines of a "University of Phoenix" model, and indeed are often owned by large, profit-seeking parent companies. In other words, the unique US educational landscape brings both benefits and challenges. (In this context of post-secondary education, consider the wide range of accrediting agencies, and the longstanding disputes regarding educational quality among for-profit, commercial institutions). It is difficult to judge their applicability in other contexts.

== References ==

* "2009 Year in Review". US Department of Education, January 2010, http://www2.ed.gov/about/reports/annual/2009review.doc
* "Academic Ranking of World Universities". Graduate School of Education, Shanghai Jiao Tong University, http://www.arwu.org/. Retrieved 2010-02-28
* "Accreditation and Quality Assurance: Other Quality Assurance Provisions." International Affairs Office, US Department of Education, 12/2007, http://www2.ed.gov/about/offices/list/ous/international/usnei/us/qualassurance.doc
* Adelman, C. The Bologna Process for U.S. Eyes: Re-learning Higher Education in the Age of Convergence. Produced with primary support of the Lumina Foundation for Education to the Global Performance Initiative of the Institute for Higher Education Policy, April 2009, http://www.ihep.org/assets/files/EYESFINAL.pdf Retrieved 2010-02-15
* "Ages for Compulsory School Attendance..." US Dept. of Education, National Center for Education Statistics, http://nces.ed.gov/programs/digest/d02/dt150.asp. Retrieved 2010-02-15
* Allen, I. E. and Seaman, J. (2008) Staying the Course: Online Education in the United States, 2008 Needham MA: Sloan Consortium
* "The Almanac of Higher Education". The Chronicle of Higher Education LVI (1): 5. August 28, 2009.
* "A National Primer on K-12 Online Learning, Second Edition". iNACOL, http://www.inacol.org/research/docs/iNCL_NationalPrimerv22010-web.pdf
* "As Economy Wavers, Online Enrollments Climb". November 13, 2008, http://www.insidehighered.com/news/2008/11/13/sloan Retrieved 2010-02-15
* Brady, P. Is there a Paris match for UK's overseas appeal? 10 August 2007, Times Higher Education, http://www.timeshighereducation.co.uk/story.asp?storyCode=90207&sectioncode=26 Retrieved 2010-02-15
* "Category Archives: P-12 Reform". US Department of Education, http://www.ed.gov/p-12-reform Retrieved 2011-07-28
* Charlier, J.-E., and Croche, S. "The Bologna Process: The Outcome of Competition Between Europe and the United States and a Stimulus to This Competition", European Education, vol. 39, no. 4, Winter 2007–8, pp. 10–26.
* Database of Accredited Postsecondary Institutions and Programs, US Department of Education, http://ope.ed.gov/accreditation/ Retrieved 2010-02-15
* "Education Reform". Wikipedia, http://en.wikipedia.org/wiki/Education_reform Retrieved 2011-07-28
* "Educational Attainment in the United States: 2003." US Census Bureau. http://www.census.gov/prod/2004pubs/p20-550.pdf. Retrieved 2010-02-28
* "Educational Attainment in the United States: 2008." US Census Bureau. http://www.census.gov/population/www/socdemo/educ-attn.html Retrieved 2010-02-28
* "Demographics of the European Union". Wikipedia, http://en.wikipedia.org/wiki/Demographics_of_the_European_Union Retrieved 2010-02-08
* "Digest of Education Statistics: 2008". US Dept. of Education, National Center for Education Statistics, http://nces.ed.gov/programs/digest/d08/ Retrieved 2010-02-08
* "Diploma Mills and Accreditation". US Department of Education web site, http://ed.gov/students/prep/college/diplomamills/accreditation.html
* "Education in the United States". http://en.wikipedia.org/wiki/Education_in_the_United_States Retrieved 2011-07-28
* "Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies". US Dept. of Education, September 2010, http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf
* "European Union". Wikipedia, http://en.wikipedia.org/wiki/European_Union Retrieved 2010-02-08
* "Fading Stimulus Saved Colleges". Inside Higher Ed, February 11, 2010, http://www.insidehighered.com/news/2010/02/11/sheeo
* "Fast Facts [2007/2008]." US Dept. of Education, National Center for Education Statistics, http://nces.ed.gov/fastfacts/display.asp?id=76
* "General Educational Development". Wikipedia, http://en.wikipedia.org/wiki/General_Educational_Development
* "Higher Education in the United States". http://en.wikipedia.org/wiki/Higher_education_in_the_United_States Retrieved 2011-07-28
* "History of Learning Environments". Wikipedia, http://en.wikipedia.org/wiki/History_of_virtual_learning_environments_1990s Retrieved 2010-02-15
* "Homeschooling in the United States". Wikipedia, http://en.wikipedia.org/wiki/Homeschooling_in_the_United_States Retrieved 2011-08-17
* "Keeping Pace With Online Learning: An Annual Review of Policy and Practice". Evergreen Education Group, 2010, http://kpk12.com/reports/
* Kittredge, B. "Student Aid and Fiscal Responsibility Act". Blog of the Committee on Education and Labor, July 15, 2009, http://edlabor.house.gov/blog/2009/07/student-aid-and-fiscal-respons.shtml
* Krueger, D, and Kumar, K.B. "US-Europe Differences in Technology-Driven Growth: Quantifying the Role of Education". Journal of Monetary Economics, Elsevier, vol. 51(1), pages 161-190, 2004, http://ideas.repec.org/p/nbr/nberwo/10001.html
* "Learning in the 21st Century: 2010 Trends Update". Project Tomorrow, http://www.tomorrow.org/speakup/learning21Report_2010_Update.html
* Lieven, M., and Martin, G. (2006) "Higher Education in a Global Market: The Case of British Overseas Provision in Israel", Higher Education, 52: 1
* "List of countries by population". Wikipedia, http://en.wikipedia.org/wiki/List_of_countries_by_population Retrieved 2011-07-15
* Osgood, R.K., "Making Liberal Arts Colleges Sustainable", Forbes.com, http://www.forbes.com/2010/02/17/liberal-arts-college-thought-leaders-osgood.html
* "Overview: The Federal Role in Education". United States Department of Education, http://www2.ed.gov/about/overview/fed/role.html Retrieved 2011-07-28
* "Overview: 10 Facts About K-12 Education Funding". US Department of Education, http://www2.ed.gov/about/overview/fed/10facts/index.html Retrieved 2010-02-28
* Patterson, D., Jung, G. and Broadhead, G. (2009) "The UK e-learning market 2009", Learning Light Limited, http://www.learninglight.com/doc/download/16
* "Promising Practices in Online Learning: Blended Learning, The Convergence of Online and Face-to-Face Education". http://www.inacol.org/research/promisingpractices/NACOL_PP-BlendedLearning-lr.pdf
* "The Rise of K-12 Blended Learning". http://www.innosightinstitute.org/media-room/publications/education-publications/the-rise-of-k-12-blended-learning/
* "School: the Story of American Public Education," http://www.pbs.org/kcet/publicschool/roots_in_history/index.html Retrieved 2011-07-28
* Schreurs, B. (ed.) (2010) Reviewing the Virtual Campus Phenomenon: The Rise of Large-scale e-Learning Initiatives Worldwide, EuroPACE, Re.ViCa Project, E.C. Agreement no. 2007-2608/001-001, http://revica.europace.org/Re.ViCa%20Online%20Handbook.pdf Retrieved 2010-02-15
* Stephan, A., ed. "The Americanization of Europe: Culture, Diplomacy, and Anti-Americanism after 1945." New York: Berghahn Books, 2007.
* "Statistics About Non-Public Education in the United States". US Dept. of Education, Office of Non-Public Education. http://www.ed.gov/about/offices/list/oii/nonpublic/statistics.html. Retrieved 2010-02-15
* Tyack, D. and Cuban, L. (1995) Tinkering Toward Utopia: a century of public school reform, Cambridge, MA, Harvard University Press.
* "United States". International Monetary Fund, http://www.imf.org/external/pubs/ft/weo/2009/02/weodata/weorept.aspx?sy=2006&ey=2009&scsm=1&ssd=1&sort=country&ds=.&br=1&c=111&s=NGDPD%2CNGDPDPC%2CPPPGDP%2CPPPPC%2CLP&grp=0&a=&pr.x=64&pr.y=8 Retrieved 2010-02-08
* "United States". Wikipedia, http://en.wikipedia.org/wiki/Usa Retrieved 2011-07-15
* "United States". CIA World Factbook, https://www.cia.gov/library/publications/the-world-factbook/geos/us.html
* "U.S. state". Wikipedia, http://en.wikipedia.org/wiki/U.S._state Retrieved 2011-07-15
* "US to unveil broadband plan Mar 17, sees barriers". Reuters.com, Feb. 23 2010, http://www.reuters.com/article/idUSN2224640220100223 Retrieved 2010-02-28
* "USA education". Wikipedia, http://en.wikipedia.org/wiki/Usa#Education Retrieved 2011-07-28
* van der Wende, M. (2002) The Role of US Higher Education in the Global e-Learning Market, Center for Higher Education Policy Studies, University of Twente, http://cshe.berkeley.edu/publications/docs/ROP.WendePaper1.02.pdf
* "White House makes grants to boost online learning". eSchoolNews, September 26 2011, http://www.ecampusnews.com/technologies/white-house-makes-grants-to-boost-online-learning/

----
> [[Countries]]
 
>> [[Main Page]]

[[Category:United States| ]]
[[Category:North America]]
[[Category:OECD]]
[[Category:G8 countries]]
[[Category:G-20 countries]]

[[Category:Country reports]]
[[Category:Countries with Programmes]]
[[Category:VISCED]]
[[Category:Countries in merged template]]

United States

2011-12-19T02:54:06Z

SaraFrankBristow: /* US single school district programmes - overview */

''(Re.ViCa version by [[Sara Frank Bristow]] and [[Paul Bacsich]].)''

''Put in merged template and updated for VISCED by [[Sara Frank Bristow]].''

''For entities in the United States see [[:Category:United_States]] ''



== Experts situated in the United States ==

* Cathy Cavanaugh, Associate Professor of Educational Technology, School of Teaching and Learning, University of [[Florida]] at Gainesville
* Sara Frank Bristow, Independent Researcher and Sero collaborator; contributor to Re.ViCa
* Susan Patrick, International Association for K-12 Online Learning (iNACOL)
* Russ Poulin, WICHE Cooperative for Educational Technologies; contributor to Re.ViCa




== United States in a nutshell ==
(sourced in part from http://en.wikipedia.org/wiki/United_States and https://www.cia.gov/library/publications/the-world-factbook/geos/us.html)

[[Image:US.gif|right|thumb|300px|Source : http://www.cia.gov]]

The United States ('''United States of America'''; '''US''', '''USA''', or '''America''') is a federal [http://en.wikipedia.org/wiki/Constitutional_republic constitutional republic] comprising 50 states and a federal district. The world's oldest surviving [http://en.wikipedia.org/wiki/Federation federation], the United States is a constitutional republic and representative democracy, in which citizens are subject to three levels of government: federal, state, and local.

The country is situated mostly in central [[North America]] between the [[Pacific Ocean]] and [[Atlantic Ocean]], bordered by [[Canada]] to the north and [[Mexico]] to the south. At 3.79 million square miles (9.83 million km2) and with about 311 million people (July 2011), the United States is the third or fourth largest country by total area ([http://en.wikipedia.org/wiki/List_of_countries_and_outlying_territories_by_total_area depending on definition]), and third largest by land area and by population.

[[Image:US_map_states_wikicommons.png|thumb|left|200px|Wikimedia Commons Map of US states]]

The US comprises 50 discrete states; see [http://en.wikipedia.org/wiki/USA_states the US States Wikipedia article] for a full list. [[Washington D.C.]] (the District of Columbia), a special district which is not part of any US state, serves as the permanent national capital. The US also possesses five major overseas territories, all considered separately in this wiki. According to 2010 estimates, the largest contiguous state, [[California]], has 37 million people; and the next, [[Texas]], has 25 million. The seven states with 10 million people or more are: [[California]], [[Texas]], [[New York]], [[Florida]], [[Illinois]], [[Pennsylvania]] and [[Ohio]]. Ten states have populations of less than 10 but more than 6 million. 33 states have populations under 6 million; of these, 13 have populations ranging from 1 to 3 million.

The list of states with their own Virtual Campus wiki entries resides at [[:Category:States of the United States]]. Regional sub-categories have been created for states with a high incidence of notable e-learning programmes, e.g. [[California]] and [[Colorado]]. Others are added as activity is identified.

== Education in the United States ==

Students are not compelled to study at nationally controlled or public schools in the United States, and from primary through post-secondary level, a broad range of private, for-profit options exist. In 2008, about 74 million people (both citizens and foreign nationals) were enrolled in American schools, colleges and universities.

Education is [http://www2.ed.gov/about/overview/fed/role.html primarily a state and local responsibility] in the US, with most decisions made (and policies established) on that basis. It is states and communities, as well as public and private organisations of various types, that establish schools and colleges, develop curricula, and determine requirements for enrolment and graduation - not the federal (central) government.

The structure of education finance in America reflects this predominant state and local role. Of an estimated $1.13 trillion in government funds being spent nationwide on education at all levels for the school year 2010-2011, a substantial majority comes from state, local, and private sources. This is especially true at the elementary (primary) and secondary levels, where 89% of the funds will come from non-federal sources.

The Federal government contribution to primary and secondary education is only about 11%.

== Schools in the United States ==

Children are required in most US states to attend school from the age of five or six until 16, 17 or 18 - generally bringing them through grade 12, or twelfth grade (the end of High School). This sequence is colloquially referred to as "K-12" education.

In all, 86% of American schoolchildren enroll in the "Public" (publicly funded) school system. About 12% are enrolled in parochial or nonsectarian "Private" (non-publicly funded) schools, and 2% are homeschooled.

[http://en.wikipedia.org/wiki/US_education Public school curricula], funding, teaching, and other policies are set through locally elected school boards with jurisdiction over school districts, which may have many directives from state legislatures. School districts are usually separate from other local jurisdictions, with independent officials and budgets. Educational standards and standardised testing decisions are usually made by state governments, with curricula varying widely from district to district.

Individual states, counties, and school districts have considerable leeway in how they choose to divide their school levels, so it is difficult to accurately describe an "average" child's standard progression through education. However, [http://en.wikipedia.org/wiki/Elementary_school#United_States all states have historically made a distinction] between two main genres of K-12 education and three genres of K-12 school.
* The genres of education are Primary and Secondary; and
* The genres of school are Elementary School, Middle or Junior High School, and High School

Elementary and Secondary school programmes comprise nearly 14,000 school districts and some 56 million students, attending roughly 99,000 public schools and 34,000 private schools. It would impossible to list all US schools here; however, see the Wikipedia [http://en.wikipedia.org/wiki/List_of_schools_in_the_United_States List of Schools in the United States] for links itemised by state and school district.

Homeschooling is legal in all 50 US states, although the topic is at times controversial (as parents are not always considered fit to provide schooling which meets compulsory education standards). Homeschooling standards and requirements also vary widely among US states. Common reasons for adoption of homeschooling strategies include dissatisfaction with the quality of schooling available; dissatisfaction with moral, ethical or religious issues associated with a school; and/or inability of a student to participate due to time, financial or physical restraints (e.g. in the case of child athletes, celebrities and the disabled).

The decision to homeschool a child in the US may be interpreted as a statement of social, religious, political or other dissent.

=== Pre-Primary ===
The terms "Preschool," "Prekindergarten," "Pre-K" or "Nursery School" may all be used to refer to earlier age-group education. There is no compulsory national Pre-Primary education requirement in the US.

=== Elementary (Primary) ===
American children are required to attend six or seven years of Elementary School (generally comprising Kindergarten and grades 1-5 or 1-6). [http://en.wikipedia.org/wiki/Kindergarten Kindergarten] is a transitional year for students around the age of 5 or 6. Not all states make this year compulsory, though many do and offer this as a free educational year. First grade is the more official "first year" of primary school.

=== Middle or Junior High School ===
Middle School is a period of schooling between Elementary and High School, viewed by many as a conceptual bridge between the two. It often shares resources with a larger Secondary School rather than occupy its own facilities. Middle School typically spans grades 6-8, while Junior High School (Junior High) spans grades 7 and 8 only. Middle School/Junior High School students are generally between 11 and 14 years old.

=== High School ===
The majority of American students complete four years of High School (grades 9-12), graduating with a diploma around the age of 18. A small percentage of students opt to withdraw prior to graduation, permitted at either 16 or 17 depending on state of residence. These students may take a series of standardised tests (General Educational Development, or GED) and receive High School equivalency credentials if they perform well.

In 2008, 87% of Americans over the age of 25 had graduated from High School. High School graduates may either enter the workforce or continue education, e.g. at a higher education institution.

== Further and Higher Education ==

The American further and higher education systems, like the primary and secondary education systems, are largely decentralised - that is, unregulated by any national body. With a limited number of exceptions, the federal government does not directly regulate colleges and universities (although it may award them federal grants). It can therefore be difficult to make generalisations about the institutions in these sectors (without focussing on one individual US state at a time), though we have tried our best below.

The term "Polytechnic" is not used as such in the US, though "Community Colleges" may be seen to occupy a similar educational niche - and are not unlike what some in other countries might call "University Colleges."

=== Universities (and "Colleges") in the United States ===
The US higher education system is known to host some of the finest universities in the world. According to the Shanghai Jiao Tong University's [http://www.arwu.org/ Academic Ranking of World Universities], more than 30 of the highest-ranked 45 institutions are in the United States (as measured primarily by awards and research output).

In discussing post-secondary education in the US it is important to bear in mind that the definition of the term "college" does not align neatly with that used in most other countries discussed in this wiki.

* '''Universities''' are, generally speaking, four-year institutions of higher education and research, awarding both undergraduate and postgraduate ("graduate") degrees.
* '''Colleges''' are four-year, undergraduate institutions with an emphasis on taught courses, which may award the same undergraduate degrees as universities. Colleges may be part of a larger research university or may exist independently.

'''Americans do not always distinguish verbally between "college" and "university" – those attending a university would refer to this process as "going to college" while in pursuit of their undergraduate degree.'''

It is difficult to identify the precise number of colleges and universities in the United States - in part because of varying definitions of the terms, and in part because of the diversity of potentially applicable institutions. Moreover, a US university need not be "accredited" in order to operate (see separate note on this topic). With these caveats in mind, a [http://www.utexas.edu/world/univ/alpha/ recent estimate] by the University of Texas at Austin counts 2,043 colleges and universities; the US Department of Education [http://ope.ed.gov/accreditation/ Database of Accredited Postsecondary Institutions and Programs] counts over 8,000 (community and vocational colleges are omitted in the first survey but included in the second); and the Chronicle of Higher Education 2009 [http://chronicle.com/section/Almanac-of-Higher-Education/141/ Almanac of Higher Education] counts 4,811.

Students provide transcripts of their High School grades and their results on a series of privately organised standardised tests when applying to American universities and colleges. Annual tuition fees are charged for higher education in almost all cases, and are often exorbitant compared to those found in other countries. (For the 2007–08 academic year, annual prices for undergraduate tuition, room, and board were estimated to be [http://nces.ed.gov/fastfacts/display.asp?id=76 $11,578 at public institutions and $29,915 at private institutions].) Many students rely on student loans and scholarships from their university, the federal government, or a private lender.

Students may choose to attend public or private institutions to complete their undergraduate degrees. The majority of public universities are operated by individual states and territories, usually as part of a "state university system". Each state supports at least one state university and several support many more. By a wide margin, these "state schools" tend to be the most affordable to residents from within that state.

Those individuals completing undergraduate education at either a university or college may enter the workforce in a professional capacity or continue on to postgraduate ("graduate") study. In 2008, [http://www.census.gov/Press-Release/www/releases/archives/education/013618.html 29% of American adults] 25 and older had a bachelor's degree.



===(Community) Colleges in the United States===
US "Community Colleges" are two-year institutions of higher education (once commonly called "Junior Colleges"). Often state-based and public, most Community Colleges operate under a policy of open admission and may be similar to the Polytechnics or University Colleges found in other countries.

[http://en.wikipedia.org/wiki/Community_colleges_in_the_United_States Many Community Colleges] are operated either by special districts that draw property tax revenue from the local community, as a division of a state university, or as sister institutions within a state-wide higher education system. In recent years, many Community Colleges have added online courses to their catalogues, and in some states have become hotbeds of e-learning activity.

Community Colleges typically offer two-year "associates degrees" and/or trade certifications, as well as services to the local community (e.g. a library or job placement assistance). Some offer courses towards a four-year bachelor's degree and may guarantee admission to a partner university. While most enrollees proceed directly from High School to Community College (and are therefore ages 18-21), Community College is also an attractive venue for older American adults returning to education after a hiatus; professionals seeking further certification in their field (or another); or hobbyists looking for an inexpensive way to further their personal interests.

'''US Community Colleges should not be confused with regular "Colleges"''', as the latter term is used uniquely in the US to refer to four-year teaching institutions which offer bachelor's degrees (see above). There are, however, other two-year institutions which would be referred to as "Community Colleges" even though they are not described as such by name; these have names like "institute of technology", "technical institute" or "technical college" and typically focus on training in technical and vocational skills.

== Education Reform ==

A selection of "hot button" issues targeted in the budget for [http://www2.ed.gov/about/overview/budget/budget12/index.html Fiscal Year 2012] reflect the general tenor of US educational reforms debated in the last five to ten years. These include:

* College access and completion
* Investing in early learning
* Accelerating the use of educational technology
* Supporting English language learners
* Supporting individuals with disabilities
* Strengthening the commitment to Native American, Alaska Native, and Native Hawaiian Education
* Improving productivity and efficiency
* Supporting rural education
* Improving Science, Technology, Engineering, and Mathematics (STEM) Education

Sector specifics are discussed below.

=== Schools ===
Approaches to improving public schooling have been the primary stakeholder concern ever since universal public education began to gain traction in US schools, in the middle of the nineteenth century. The Department of Education's official mission is to "promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access", and [http://en.wikipedia.org/wiki/Education_reform reforms over the last 60 years] have included issues of civil rights, "progressive" education versus "cultural literacy", and the 1990s adoption of Outcome-Based Education (OBE) - at which time a set of standards-based National Education Goals were set by the US Congress. The standards-based reform movement culminated in the controversial No Child Left Behind Act of 2001.

As of August 2011, issues frequently highlighted for potential reform include Repairing the Bush-era "No Child Left Behind" Act; Reauthorisation of the Elementary and Secondary Education Act (ESEA); Addressing teacher cheating scandals in standardised testing; Teacher union reform; Expanding school day or school year; Validity of charter schools (in which public schools operate more like private ones); Validity of school choice, or "school vouchers" (in which parents may select which public school their child attends, or use a voucher to send them to a private one); Improving teacher quality/salary; Improving teacher training; Awarding performance bonuses ("merit pay") to teachers; English-only vs. bilingual education (allowing students to study in their native tongue - typically Spanish); Mainstreaming special education students (allowing special needs individuals to remain in "regular" schools); Content of curriculum standards and textbooks (which intersects with controversial issues like the teaching of [http://en.wikipedia.org/wiki/Creationism creationism] in the classroom); and others.

For more information see the collected pieces on on "P-12" (pre-Kindergarten through twelfth grade) Reform on the ED web site at http://www.ed.gov/p-12-reform; or the useful Wikipedia discussion at http://en.wikipedia.org/wiki/Education_reform.

=== Post-secondary ===

Given the decentralised nature of the US HE system, federal reform might never reflect the kind of sweeping mandates periodically effected in other countries or unions. Nevertheless, certain proposed and actual reforms - largely addressing issues of affordability and access - pressed through or discussed from 2008-2011 are of great interest. Not all are exclusively higher-education specific. Some are detailed here:

* Announcement regarding [http://www.ecampusnews.com/technologies/white-house-makes-grants-to-boost-online-learning/ online courses for Community Colleges] (September 2011). The long-awaited first installation of a $2 billion grant programme targeting Community College students through both industry partnerships and an expansion of free online courses. An initial $500 million in "workforce training programme" grants were scheduled for distribution after a rigorous application process that lasted almost a year. This followed on an announcement by President Obama in July 2009 to devote '''$12 billion over 10 years''' to improve programmes, courses, and facilities at [[US]] Community Colleges, with $500 million devoted to freely available online courses. Portions of this pledge were realised in the Health Care and Education Reconciliation Act of 2010.

* The [http://www.broadband.gov/ National Broadband Plan] (March 2010). Relevant in its potential to transform education in the US, as noted in the report itself. Despite early advances in the arena, for nearly 10 years the United States has lagged behind many other developed countries in the adoption of broadband technology. America's first National Broadband Plan recommends sweeping improvements to US broadband governance, infrastructure, affordability, and deployment, dedicating $15.5 billion to broadband deployment over the next decade.

* The [http://en.wikipedia.org/wiki/Health_Care_and_Education_Reconciliation_Act_of_2010 Health Care and Education Reconciliation Act of 2010] (March 2010). Included the Student Aid and Fiscal Responsibility Act, reforming the process by which American students receive much-needed loans to participate in higher education.

* The [http://www.ed.gov/technology/netp-2010 National Educational Technology Plan 2010]". Outlined "ways in which information and communication technologies can be leveraged to help transform American education". It details [http://www.ed.gov/technology/netp-2010/goals-and-recommendations five specific goals] with recommendations (for states, districts, the federal government, and other stakeholders in the US education system) that address learning, assessment, teaching, infrastructure, and productivity. A wide variety of stakeholders played a role in developing the plan: see http://www.ed.gov/technology/netp-2010/how-plan-developed for details.

* The American Recovery and Reinvestment Act (ARRA) of 2009. Sought [http://www2.ed.gov/about/reports/annual/2009review.html "to get America on track and to return to being number one in the world in high school and college graduation rates, school readiness and overall academic achievement]." This included $98.2 billion in appropriations for the Department of Education, more than 1.5 times the Department’s entire appropriation for the previous year.

* The Student Aid and Fiscal Responsibility Act of 2009. [http://edlabor.house.gov/blog/2009/07/student-aid-and-fiscal-respons.shtml Goals included] "producing the most college graduates by 2020 by making college accessible and transforming the way our student loan programs operate." The bill never became law; link now defunct.

Read more about current issues in the realm of US Higher Education reform at the Teachnology, Inc. web site: http://www.teach-nology.com/highered/reform/

===== The Bologna Process =====
''(This section was included as relevant to Re.ViCa and has not been updated since first posting.)''

The average American academic remains unaware of the Bologna Process and its significance. Yet [http://www.ihep.org/assets/files/EYESFINAL.pdf a recent report] by the US-based Lumina Foundation chides:

:Former Secretary of Education, Margaret Spellings’ Commission on the Future of Higher Education paid no attention whatsoever to Bologna, and neither did the U.S. higher education community… Such purblind stances are unforgivable in a world without borders.

This report's author, [http://www.ihep.org/press-room/news_release-detail.cfm?id=62 Cliff Adelman] ([http://www.ihep.org/ Institute for Higher Education Policy]), is among numerous vocal proponents of US participation in a process similar to that set forth by Bologna. Lumina promotes [http://www.luminafoundation.org/our_work/tuning/Q_and_A-Bologna_and_Tuning.html "Tuning"], explored in papers such as [http://go2.wordpress.com/?id=725X1342&site=gsed.wordpress.com&url=http%3A%2F%2Fwww.ihep.org%2Fassets%2Ffiles%2FTheBolognaClub.pdf The Bologna Club: What U.S. Higher Education Can Learn from a Decade of European Reconstruction] - which set forth the goal that attainment of high-quality undergraduate degrees and credentials in the United States should increase to 60% by 2025.

Adelman's efforts and those of others like him are not widely known. Bologna's spirit of harmonisation, unity and "work towards a common cause" is not often felt across US state borders, and there are few models of cross-border cooperation that scratch the surface of Bologna Process-like goals.

As a separate issue, some European researchers have explored evidence of US hostility towards the Bologna Process itself, in terms of its perceived success in attracting overseas students who might otherwise pursue studies in the US. As an increasing number of "geographically mobile" students choose European universities over American ones, some believe that Bologna is a seen as a threat – yet one that US officials have been unwilling to acknowledge or name. For one example of this research track, see Charlier and Croche's 2008 piece on [http://mesharpe.metapress.com/app/home/contribution.asp?referrer=parent&backto=issue,2,7;journal,9,24;linkingpublicationresults,1:110907,1 The Outcome of Competition Between Europe and the United States].

== Administration and finance ==
(adapted from the US Department of Education web site, http://www2.ed.gov)
[[Image: Ed_gl_org_chart.gif|thumb|right|150px|2011 US Department of Education]]

Established in 1980, the '''[http://www.ed.gov/ US Department of Education]''' ('''ED''', or externally '''USDE''') is the government agency that establishes policy for and administers most federal assistance to '''all sectors of US education.''' ED has 4,200 employees and a $63.7 billion budget; elementary and secondary programmes serve more than 14,000 school districts and 56 million students, who attend some 97,000 schools and 28,000 private schools. Department programmes also provide financial assistance to about 11 million post-secondary students. Many students attend private schools, colleges and universities, paid for with private funds.

It is always important to bear in mind the predominant state and local role in establishing American schools and colleges, developing curricula, and determining enrolment and graduation requirements. '''These tasks are not, for the most part, under the purview of ED''' - in other words, there are few national requirements in these areas. Of an estimated $1.13 trillion being spent nationwide on education at all levels for school year 2010-2011, a substantial majority (89%) come from state, local, and private sources.

'''The US Department of Education (i.e. US federal government) does:'''

* Establish policies relating to federal financial aid for education, and administer/monitor those funds at all levels.
* Collect data, oversee schools research, and disseminate results to [http://en.wikipedia.org/wiki/United_States_Congress the US Congress], educators and the general public.
* Identify major issues, focus national attention on them, and make recommendations for education reform (advising the president and implementing education policies).
* Enforce federal statutes prohibiting discrimination in programmes receiving federal funds, and ensure equal access to education.

'''The US Department of Education (i.e. US federal government) does not:'''

* Establish schools and colleges
* Develop curricula
* Set requirements for enrollment and graduation
* Determine state education standards
* Develop or implement testing to measure whether states are meeting their own education standards

Notably for VISCED and Re.ViCa purposes, the Department of Education's [http://www2.ed.gov/about/offices/list/os/technology/index.html '''Office of Educational Technology] (OET)''' develops national educational technology policy, ensuring that programmes are coordinated and consistent across the federal government. OET released the US's first [http://www.ed.gov/technology/netp-2010 National Educational Technology Plan (NETP)] in March 2010 as described above.

=== Schools ===
The Department of Education's [http://www2.ed.gov/about/offices/list/oese/index.html '''Office of Elementary and Secondary Education'''] (OESE) directs, coordinates, and recommends policies for state and local educational agencies, helps ensure equal access to services (particularly for underprivileged and underrepresented children), and provides financial assistance to a select number of local educational agencies.

OESE offers nearly 200 programmes, addressing a range of issues such as: Hurricane Help for Schools, Academic Improvement and Teacher Quality Programs, School Support and Technology Programs, Student Achievement and School Accountability Programs, and many more. Programmes are administered through numerous offices, e.g. the Office of Indian [Native American] Education and the Office of Migrant Education. (Note that this is only a fragment of a much longer list, and that programmes are not guaranteed funding on an annual basis.)

=== Post-secondary ===
Federal regulation is critical in the area of student financial aid (which provides loans to students for post-secondary tuition).

The '''[http://www2.ed.gov/about/offices/list/ous/index.html Office of the Under Secretary]''' (OUS) oversees policies, programmes, and activities related to post-secondary education, vocational and adult education, and federal student aid.

The '''[http://www2.ed.gov/about/offices/list/ope/index.html Office of Postsecondary Education]''' (OPE) formulates federal post-secondary education policy and administers over 40 programmes to increase access to quality post-secondary education. One of the OPE's primary programmes of relevance is the [http://www2.ed.gov/about/offices/list/ope/fipse/welcome.html Fund for the Improvement of Postsecondary Education] (FIPSE). FIPSE's main activity each year is conducting the [http://www2.ed.gov/programs/fipsecomp/index.html Comprehensive Program], a grant programme intended to support innovative, replicable post-secondary education improvement projects. FIPSE also administers international consortia programmes, co-funded by foreign government partners, such as the [http://www2.ed.gov/programs/fipseec/index.html European Union-United States Atlantis Program] which provides funding for joint or dual undergraduate degrees in a wide range of academic and professional disciplines.

The '''[http://www2.ed.gov/about/offices/list/ovae/index.html Office of Vocational and Adult Education]''' (OVAE) administers and coordinates programmes related to adult education and literacy, career and technical education, and Community Colleges.

The '''[http://www2.ed.gov/about/offices/list/fsa/index.html Office of Federal Student Aid]''' (FSA) provides critical financial assistance to students enrolled in post-secondary educational institutions. Students apply to this agency for aid, and repay loans to it directly; institutions demonstrating inferior quality may become ineligible to educate students receiving federal student loans.

== Quality assurance ==



As described by the Department of Education's [http://www2.ed.gov/about/offices/list/ous/international/usnei/edlite-index.html US Network for Education Information] (USNEI), quality assurance takes several forms in the US system. The approval of institutions and programmes is generally '''undertaken by state agencies and accrediting agencies''', with the latter also responsible for establishing and maintaining academic and administrative standards. Professional and academic disciplinary associations also play a role in influencing and assessing quality. Educational potential and outcomes are measured by a wide range of surveys, studies, tests, and other assessments at the national, regional, state and institutional levels.

Various documents outlining assessment, evaluation, and standards activities in US education at all levels can be reviewed at http://www2.ed.gov/about/offices/list/ous/international/usnei/us/edlite-structure-us.html. The site also offers overviews of associates, bachelor's, and postgraduate degrees.

See also these general USNEI reports for further information:
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/accred-fed.doc Federal Recognition and Approval] - on the nature and limitations of the federal role in recognising accrediting agencies and in approving institutions
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/accred-state.doc State Approval of Schools and Postsecondary Institutions] - on the process of licensing or chartering educational providers by state authorities
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/qualassurance.doc Other Quality Assurance Provisions] - on additional quality assurance activities in the United States.

=== Schools ===
The US Department of Education [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/edlite-evaluation.html does not have the authority] to accredit private or public elementary or secondary schools; nor does it recognise schools-level accrediting bodies.

The US does not use national examinations to determine graduation from school or access to further studies, and there is no national curriculum on which to base such examinations. School curricula are set by local school districts, private schools, and homeschooling parents with reference to state standards and post-secondary requirements.

However, there is considerable commonality across the US education system despite the absence of legally enforced national curricula or examinations. Common evaluation and assessment standards and tools are the result of the pressures of the competitive academic marketplace, the expectations and requirements of employers and state agencies, and the standards required by accrediting agencies and professional and research associations.

For further information, USENEI provides these relevant schools report:

* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/accred-school.doc School-Level Accreditation] - the accreditation process at the primary and secondary education levels and provides links to accrediting agencies recognised by state governments and other authorities
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/edlite-evaluation.html Structure of U.S. Education: Evaluation and Assessment] - provides information on common US grading and credit systems as well as evaluation and standardised tests

=== Post-secondary ===
As in other US educational sectors, Quality Assurance in higher education is not typically overseen at the national level.
[http://www2.ed.gov/about/offices/list/ous/international/usnei/us/edlite-evaluation.html Post-secondary or tertiary curricula] are determined by individual institutions with reference to accreditation requirements, professional requirements, and the expectations of postgraduate programmes and employers.

It is difficult to summarise in brief the uniqueness and complexity of the academic accreditation process in the US.
* There is no single governmental accrediting body for US post-secondary educational institutions. Rather, ED relies on 74 private and state-based accrediting agencies to provide oversight of member institutions.
* These agencies are divided into 16 "regional" accrediting agencies (regarded as the most selective), plus a number of "national," "hybrid" and "programmatic" agencies which may certify lesser-known and/or specialised entities.
* Agencies awarded recognised by the Department of Education are not the only ones permitted to provide university accreditation; they have simply met a certain set of ED criteria. '''Recognition is not a requirement for an accrediting body to operate legally''' - although without it, institutions it certifies '''cannot participate in federal student aid programmes'''.
* Non-accredited institutions are often perceived as lacking in quality and rigor, and may be termed "diploma mills".

Within ED, the [http://www2.ed.gov/admins/finaid/accred/index.html Accreditation and State Liaison] (ASL) has responsibility for the accrediting agency recognition process and for coordinating activities between states and ED that impact institutional participation in the federal financial assistance programmes. A [http://www2.ed.gov/about/bdscomm/list/naciqi.html National Advisory Committee on Institutional Quality and Integrity] provides recommendations to the Secretary of Education regarding the recognition of post-secondary accrediting agencies.

For those seeking further information, USNEI provides these post-secondary reports:
* [http://www2.ed.gov/admins/finaid/accred/accreditation_pg6.html#NationallyRecognized Nationally Recognised Accrediting Agencies] - the U.S. Department of Education's directory of federally recognised accrediting agencies, both regional and national
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/accred-postsec.doc Postsecondary Accreditation] - describes the accreditation process at the tertiary level, and provides links to recognised accrediting agencies which are members of the Council for Higher Education Accreditation (CHEA)
* [http://www.chea.org/Directories/index.asp CHEA Directory of Recognised Accrediting Organisations] - the Council on Higher Education Accreditation's directory of recognised accrediting agencies
* [http://www.aspa-usa.org/ Association of Specialised and Professional Accreditors] (ASPA) - national association of accreditation agencies for regulated professions
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/fraud.doc Diploma Mills and Fraud] - information and links on the problems of unaccredited institutions and bogus accreditors in the US

== Information society ==

''Details about certain legislation, agencies and initiatives have been covered in previous sections.''

After an initial period of sustained leadership in the areas of computer science, internet development and broadband uptake, the US is now widely considered to be stagnating in technology uptake and usage. According to the World Economic Forum (WEF)'s 2011 report, the [http://www.huffingtonpost.com/2011/04/13/world-economic-forum-technology-use-us_n_848566.html US finished fifth] in a survey of the 138 countries that make up 98.8 percent of the world's GDP (ranking 24th in percentage of households with a personal computer). The WEF measured aspects of technology usage including business and regulatory climates for IT development and interest in and use of technology by the government, individuals and businesses.

The US also faces a significant gap in residential broadband use that breaks down along race, income, education levels and other socio-economic factors.

Recent [http://pewinternet.org Pew findings] report that 77% of American adults use the internet ([http://pewinternet.org/Static-Pages/Trend-Data/Whos-Online.aspx Dec 2010]); 83% of Americans own mobile phones, while just 57% own a personal computer ([http://pewinternet.org/Trend-Data/Device-Ownership.aspx May 2011]).

A variety of offices, agencies and non-profits monitor and direct US activity and strategy in the information society.
* The [http://www.fcc.gov/ Federal Communications Commission], an independent US government agency, regulates interstate and international communications by radio, television, wire, satellite and cable. (As noted above, it has unveiled the first US [http://www.reuters.com/article/idUSN2224640220100223 National Broadband Plan] in March 2010, reinforcing the notion that all Americans are entitled to "affordable access to robust and reliable broadband products and services".)
* The Department of Education’s [http://www2.ed.gov/about/offices/list/os/technology/index.html Office of Educational Technology] (OET) supports the use of technology in education. (The March 2010 "National Education Technology Plan" has been discussed above.)
* The [http://www.whitehouse.gov/omb/e-gov/ Office of E-Government & Information Technology] is part of the Office of Management and Budget (OMB).
* Founded in 1969, the [http://www.nascio.org National Association of State Chief Information Officers] (NASCIO) represents state chief information officers and information technology executives and managers from the states, territories, and the District of Columbia. The primary state members are senior officials from state government who have executive-level and statewide responsibility for information technology leadership.
* The [http://www.cio.gov/ Chief Information Officers] (CIO) Council serves as the principal interagency forum for improving practices in the design, modernisation, use, sharing, and performance of Federal Government agency information resources.
* The [http://it.usaspending.gov/ IT Dashboard], launched in June 2009, allows the American people to monitor IT investments across the federal government.

This is not a comprehensive list - and in particular does not identify any state or regional programmes. See http://www.usa.gov/Government/State_Local/Technology.shtml for more related agencies/organisations.

== ICT in education initiatives ==

=== Virtual initiatives in schools ===


Online education in the US has gained considerable traction over the last 15 years - seemingly more so than in any other country. A major report from the International Association for K-12 Online Learning (iNACOL), [http://www.inacol.org/research/docs/iNCL_NationalPrimerv22010-web.pdf A National Primer on K-12 Online Learning] (Second Edition), estimates that over 1.5 million American K-12 students were engaged in online and blended learning for the 2009-2010 school year (out of approximately 55.2 million students enrolled ).This represents roughly 3% of the US K-12 population.

This relatively small figure belies the scope and nature of the programmes now available. Options vary from state to state, school district to school district, and even from school to school. As the Primer notes, whether a student has the option to participate in "supplemental" (i.e. single) courses or full-time online programmes remains a matter of state policy and local laws, "with a few states providing opportunities for most students, a few states providing almost no opportunities, and most states falling somewhere in the middle". Moreover, iNACOL and others acknowledge their ongoing struggle to survey data in this relatively new and rapidly changing arena; there is no single authority to whom any of the schools listed in this survey must report, and relevant data is not always made available to the public.

As of 2010, supplemental or full-time online learning opportunities were available to students in 48 of the 50 US states. 38 states had state virtual schools or state-led online initiatives (with a 39th set to open in 2011); 27 states plus Washington, DC had full-time online schools serving students statewide; and 20 states were providing both supplemental and full-time online learning options statewide (but not as part of a state virtual school). This can be compared to 2001, during which approximately 10 states had state virtual schools and even fewer offered other online education options.
The three main types of US virtual school are summarised in brief below, as outlined in [http://www.ecs.org/html/Document.asp?chouseid=9014 Keeping Pace With Online Learning: An Annual Review of Policy and Practice], Evergreen Education Group (2010). Note that not all schools fit neatly into one of the slots below, but without this kind of rough categorisation it would be exceedingly difficult to approach the vast array of US virtual schools.

Click here for the VISCED [[typology of US virtual schools]].

==== US state virtual schools - overview====
* Operate in 38 states
* Are state-led online learning initiatives, with course enrollment ranging from several thousand to 16,000 for 2009-10
* Boast 450,000 "course enrollments" nationwide, i.e. in which one student takes one course
* Often provide local school districts with '''supplemental online courses''', as well as online learning expertise and thought leadership for their own schools
* Have '''students who study online part-time only''' (taking "supplemental" online courses while physically enrolled elsewhere)
* Saw enrollment increase by nearly 40% from 2008-09 to 2009-10, though most gains came from the states of North Carolina and Florida only
* Have virtual school enrollments exceeding 10,000 for 2009-10 in eight different states (Alabama, Florida, Georgia, Idaho, Louisiana, Michigan, North Carolina and South Carolina)
* Are usually funded by legislative appropriation

Click here for the VISCED list of [[:Category:US statewide virtual schools|US statewide virtual schools]] - this includes both "state virtual schools" as described above, and any virtual school for which state residents are eligible.

====US multi-school-district full-time online schools - overview====
* Operate in 27 states (each has at least one)
* '''Have few or no part-time students'''; most have enrollment of a few hundred to several thousand
* Usually attract students from across an entire state, so are found in those states that permit students to enroll across district lines
* Are typically charter schools (i.e. special publicly funded schools operating under their own charters/standards, attended by student choice)
* Are usually affiliated with a private national organisation e.g. Connections Academy, K12 Inc., Advanced Academics, or Insight Schools
* Are often funded via state public education funds that follow the student

Click here for the VISCED list of [[:Category:US_multi-school-district_virtual_schools|US multi-school-district virtual schools]].

Click here for the VISCED list of [[:Category:US_charter_schools|US charter schools]].

====US single school district programmes - overview ====
* Are represented by only 11 well-established programmes nationwide
* Serve only students who reside within a single, local district of residence
* Serve '''mostly supplemental students''' (though some serve full-time students)
* Are often focused on credit recovery or at-risk students
* Make up the fastest growing segment of K-12 online learning

There are additionally a number of virtual schools run by consortia or postsecondary institutions, i.e. some which are not state, multi-district or single district schools.

Click here for the VISCED list of [[:Category:US_single-school-district_virtual_schools|US single-school-district virtual schools].

Click here for the full VISCED list of [[:Category:Virtual_schools_in_the_US|Virtual_schools_in_the_US].

====Possible US Exemplars====

* [[Agora Cyber Charter School]]
* [[Alabama ACCESS Distance Learning]] (State Virtual School)
* [[City of Angels Virtual Academy]] (COAVA)
* [[Cook County Sheriff’s Department Virtual High School]]
* [[Electronic Classroom of Tomorrow]]
* [[Florida Virtual School]] (FLVS)
* [[Hope Online Learning Academy]]
* [[Idaho Digital Learning Academy]] (IDLA)
* [[Illinois Virtual High School]]
* [[Jefferson County JCPSeSchool]]
* [[Louisiana Virtual School]] (LVS)
* [[Mesa Distance Learning Program]] (MDLP)
* [[Michigan Virtual School]] (MVS)
* [[Minnesota Virtual High School]] (MVHS)
* [[Mississippi Virtual Public School]]
* [[North Carolina Virtual Public School]] (NCVPS)
* [[Omaha Public Schools eLearning]] (OPS)
* [[Open High School of Utah]] (OHSU)
* [[Pennsylvania Cyber Charter School]]

* [[Primavera Online High School]]
* [[Silver State Charter Schools]]
* [[South Carolina Virtual School Program]] (SCVSP)
* [[Utah Electronic High School]] (EHS)
* [[Virtual High School Global Consortium]] (VHS)
* [[21st Century Cyber Charter School]]

====Towards a Comprehensive List of US Virtual Schools (in progress)====
''All schools identified as "notable" in early phases of VISCED are included below. The list is representative but not comprehensive, given the nature of the US. Virtual schools for the under-14s are deemed out of scope.''

# [[21st Century Cyber Charter School]] (Pennsylvania)
# [[Advanced Academics Online School]] (Oklahoma)
# [[AGVI Academy for Gifted Youth]] (California)
# [[Academy Online High School]] (Colorado)

# [[ACE Digital Academy]] (Ohio)
# [[ACHIEVEk12]] (Colorado)
# [[Achievement House Cyber Charter School]] (Pennsylvania)
# [[Agave Distance Learning]] (Arizona)
# [[Agora Cyber Charter School]] (Pennsylvania)
# [[Akron Digital Academy]] (Ohio)
# [[Alabama ACCESS Distance Learning]] (State Virtual School)

# [[Alaska Virtual School]]
# [[Alaska's Learning Network]]



# [[Andover eCademy]] (Kansas)
# [[Anoka Hennepin Compass On-Line]] (Minnesota)
# [[Another Choice Virtual Charter School]] (Idaho)
# [[Apex Learning High School]]
# [[Appleton eSchool]] (Wisconsin)
# [[APS Online]] (Colorado)
# [[Arizona Connections Academy]]
# [[Arizona Online Instruction]]
# [[Arizona Virtual Academy]]

# [[Arizona Virtual School]]

# [[Arkansas Virtual High School]]
# [[ASPIRA Bilingual Cyber Cyber School]] (Pennsylvania)
# [[AZ2020 Online Academy]] (Arizona)
# [[Basehor-Linwood Virtual School]] (Kansas)
# [[Beacon Academy of Nevada]]
# [[Bethel Online Academy]] (Washington)
# [[Blue Sky Online Charter School]] (Minnesota)
# [[Blueprint High School]] (Arizona)
# [[Boulder Universal]] (Colorado)
# [[Branson School Online]] (Colorado)
# [[Brigham Young University Independent Study]] (Utah)
# [[Buckeye On-Line School for Success]] (Ohio)
# [[California Pacific Charter Schools]] (California)
# [[California Virtual Academies]]

# [[Canon Online Academy]] (Colorado)
# [[Capistrano Connections Academy]] (CapoCA) (California)
# [[Cardington-Lincoln Local Digital Academy]] (Ohio)
# [[Chesterfield County Public Schools Online]] (Virginia)
# [[Central California Connections Academy]] (California)
# [[Central Pennsylvania Digital Learning Foundation]] (Pennsylvania)
# [[Chester Area Cyber School]] (South Dakota)
# [[Chicago Virtual Charter School]] (Illinois)

# [[Christa McAuliffe Academy]] (Oregon)
# [[Cincinnati Virtual High School]] (Ohio)
# [[City of Angels Virtual Academy]]
# [[CCSD Virtual High School]] (Nevada)
# [[CK Online Academy]] (Washington)
# [[Cobb Virtual Academy]] (Georgia)

# [[Colorado Connections Academy]]
# [[Colorado Distance and Electronic Learning Academy]] (CDELA)
# [[Colorado Online Learning]]
# [[Colorado Cyber]]
# [[Colorado Virtual Academy]]
# [[Columbia Virtual Academy]] (Washington)
# [[Commonwealth Connections Academy]] (Pennsylvania)

# [[Connecticut Virtual Learning Center]]
# [[Continental Academy]] (Florida)
# [[Cook County Sheriff’s Department Virtual High School]]



# [[Delta Academy On Line School]] (Nevada)
# [[Delta Cyber School]] (Alaska)

# [[DoDEA Virtual High School]]
# [[Denver Online High School]] (Colorado) (formerly DPS Online High School)
# [[Dunlap Leadership Academy]] (California)
# [[Duval Virtual Instruction Academy]] (Florida)
# [[eCADEMY]] (New Mexico)

# [[Education Program for Gifted Youth]] Online High School, Stanford University (California)
# [[ELCA Online Learning Academy]] (Georgia)
# [[EdVisions Online High School]] (Minnesota)
# [[EV Online Learning]] (Washington)
# [[Electronic Classroom of Tomorrow]] (Ohio)
# [[Electronic Course Program]] (Texas)
# [[Evanston Virtual High School]] (Wyoming)
# [[Excel High School]] (Minnesota)
# [[Fairbanks B.E.S.T. Program]] (Alaska)
# [[Fairborn Digital Academy]] (Ohio)
# [[Falcon Virtual Academy]] (Colorado)
# [[Findlay Digital Academy]] (Ohio)
# [[Florida Virtual School]]
# [[Francis School]] (New York)
# [[Franklin University PSEOP]] (Ohio)
# [[Freshwater Education District Virtual School Consortium]] (Minnesota)
# [[Georgia Cyber Academy]]

# [[Georgia Virtual School]]
# [[Giant Campus of Washington]] (Washington)
# [[Giant Campus Academy]]
# [[GLBTQ Online High School]] (Minnesota)
# [[GOAL Digital Academy]] (Ohio)
# [[GOAL Academy Online]] (Colorado)
# [[Graham Digital Academy]] (Ohio)
# [[Greater Ohio Virtual School]]
# [[Greenways Academy]]
# [[Gwinnett Online Campus]] (Georgia)
# [[Hamilton County Virtual School]] (Tennessee)
# [[Hawaii DOE E-School]]
# [[Hawaii Technology Academy]]
# [[Hawaii Virtual Learning Network]]
# [[Hawaii Virtual School]]
# [[Hoosier Academies]] (Indiana)
# [[Hope High School Online]] (Arizona)
# [[Hope Online Learning Academy]] (Colorado)
# [[Idaho Connects Online]]
# [[Idaho Digital Learning Academy]]
# [[Idaho Distance Education Academy]]
# [[Idaho Virtual Academy]]
# [[IDEAL-NM]] (New Mexico)
# [[Independent Study High School]] (Nebraska)
# [[Illinois Virtual High School]]
# [[Indiana Connections Academy]]
# [[Insight School of Colorado]]
# [[Insight School of Kansas]]
# [[Insight School of Minnesota]]
# [[Insight School of Washington]]
# [[Insight School of Wisconsin]]
# [[INSPIRE Connections Academy]] (Idaho)


# [[International Virtual Learning Academy]] (California)
# [[Internet Academy]] (IA) (Washington)
# [[Iowa Learning Online]]
# [[Iowa Online AP Academy]]
# [[iQ Academy Arizona]]
# [[iQ Academy Kansas]]
# [[iQ Academy Minnesota]]

# [[iQ Academy Washington]]
# [[iQ Academy Wisconsin]]
# [[iSucceed Virtual High School]] (Idaho)
# [[Jackson Hole Connections Academy]] (Wyoming)
# [[Janesville Virtual Academy]] (Wisconsin)
# [[JEDI Virtual High School]] (Wisconsin)
# [[Jeffco's 21st Century Virtual Academy]] (Colorado)
# [[Jefferson County JCPSeSchool]]
# [[Kansas Connections Academy]]

# [[Kaplan Academy of California]]

# [[Kaplan Academy of Oregon]]
# [[Kaplan Academy of Washington]]
# [[Kaplan University High School]]
# [[Karval Online Education]] (Colorado)
# [[Kenosha eSchool]] (Wisconsin)
# [[Kent Digital Academy]] (Ohio)
# [[Kentucky Virtual Schools]]
# [[Keystone Online School]]
# [[Kiel eSchool]] (Wisconsin)

# [[Lakewood Digital Academy]] (Ohio)
# [[Lancaster Digital Academy]] (Ohio)

# [[Learn at My Pace]] (LAMP) Online High School (Minnesota)



# [[Learning² eSchool of Wichita]] (Kansas)
# [[Louisiana Virtual School]]
# [[Mahoning Unlimited Classroom]] (Ohio)



# [[Maryland Virtual School]]
# [[Massachusetts Online Network for Education]] (MassONE)

# [[Massillon Digital Academy]] (Ohio)
# [[Mercury Online Academy of Arizona]]
# [[Mercury Online Prep]]
# [[Mercury Academy of Southern California]]
# [[Meridian Parent Partnership Program]] (MP3) (Washington)
# [[Mesa Distance Learning Program]]
# [[Miami Dade I-Prep Academy]] (Florida)
# [[Miami-Dade Online Academy]] (Florida)
# [[Michigan Virtual School]]

# [[Midwestern Regional Virtual Charter School]] (Pennsylvania)
# [[Minnesota Online High School]]
# [[Minnesota Transitions Schools Minnesota Connections Academy]]
# [[Minnesota Virtual Academy]]
# [[Minnesota Virtual High School]]
# [[Mississippi Virtual Public School]]
# [[Missouri Virtual Instruction Program]]
# [[Monroe Virtual High School]] (Wisconsin)
# [[Monroe Virtual Middle School]] (Wisconsin)
# [[Montana Digital Academy]]
# [[Monte Vista Online Academy]] (Colorado)
# [[Move Up Program]] (Washington)
# [[MPS Online]] (Minnesota)

# [[National Connections Academy]]

# [[National University Virtual High School]] (California)
# [[Nevada Connections Academy]]
# [[Nevada Virtual Academy]]
# [[New Jersey Virtual School]]
# [[Newark Digital Academy]] (Ohio)

# [[NCSSM Online]] (North Carolina)
# [[North Carolina Virtual Public School]]
# [[North Dakota Center for Distance Education]]
# [[Northeast Wisconsin Online Network]] (Wisconsin)
# [[Northwest Allprep]] (Washington)


# [[Odyssey High School]] (Nevada)
# [[Ohio Connections Academy]]
# [[Ohio Distance And Electronic Learning Academy]]
# [[Ohio Virtual Academy]]



# [[Oklahoma Virtual Academy]]
# [[Oklahoma Virtual Charter Academy]]
# [[Oklahoma Virtual High School]]
# [[Oklahoma Virtual School]]
# [[Olympia Regional Learning Academy iConnect]] (Washington)
# [[Omaha Public Schools eLearning]]
# [[Open High School of Utah]]
# [[Oregon Connections Academy]]
# [[Oregon Virtual Academy]]
# [[Oregon Virtual Education]]

# [[PA Distance Learning Charter School]] (Pennsylvania)
# [[PA Learners Online Regional Cyber Charter School]] (Pennsylvania)
# [[Pacific View Charter School]]
# [[Palmetto State E-cademy]] (South Carolina)
# [[Park City Independent]] (Utah)
# [[Pennsylvania Cyber Charter School]]
# [[Pennsylvania Leadership Charter School]]
# [[Pennsylvania Virtual Charter School]]
# [[Pinnacle Online High School]] (Arizona)

# [[Primavera Online High School]] (Arizona)
# [[Provo eSchool]] (Utah)
# [[Provost Academy South Carolina]]
# [[Provost Academy Colorado]]
# [[Quaker Digital Academy]] (Ohio)
# [[Red Comet]] (Washington)
# [[Richard McKenna Charter High School]] (Idaho)
# [[Riverside Virtual School]] (California)



# [[Scholars Online]] (Washington)

# [[Silver State High School]] (Nevada)
# [[Sioux Falls School District]] (South Dakota)
# [[Slavic Christian Academy]] (Washington)

# [[South Carolina Connections Academy]]
# [[South Carolina Virtual Charter School]]
# [[South Carolina Virtual School Program]]
# [[South Carolina Whitmore School]]
# [[South Dakota Virtual School]]

# [[Southwest Licking Digital Academy]] (Ohio)
# [[Spokane Virtual Learning]] (Washington)
# [[Spring Lake Park Online]] (SLP Online) (Minnesota)
# [[St. Johns Virtual School]] (Florida)

# [[SusQ-Cyber Charter School]] (Pennsylvania)
# [[Texas Connections Academy @ Houston]]
# [[Texas Virtual Academy]]
# [[Texas Virtual School]]
# [[Tempe Union Online Learning]] (TUOL) (Arizona)
# [[The American Academy]]

# [[Treca Digital Academy]]
# [[TRIO Wolf Creek Online High School]] (Minnesota)

# [[University of California College Prep]] (California)
# [[University of Missouri High School]]
# [[University of Oklahoma High School]]
# [[Utah Electronic High School]] (EHS)
# [[Utah Tech High]]
# [[Utah Virtual Academy]]
# [[Vermont Virtual Learning Cooperative]]
# [[Vilas Online]] (Colorado)

# [[Virtual Community School Of Ohio]]
# [[Virtual High School Global Consortium]] (VHS)
# [[Virtual Learning Academy Charter School]] (New Hampshire)
# [[Virtual Virginia]]
# [[VOISE Academy High School]] (Illinois)


# [[Washington Online School Network]]
# [[Washington Virtual Academies]] (WAVA) (Washington)
# [[WOLF School]] (Nevada)
# [[West Central Learning Academy II]] (Ohio)
# [[West Virginia Virtual School]]

# [[Westwood Cyber High]] (Michigan)
# [[WiloStar3D-Epic Academy]] (Oklahoma)
# [[Wisconsin Connections Academy]]
# [[Wisconsin eSchool Network]]
# [[Wisconsin Virtual Academy]]
# [[Wisconsin Virtual Learning]]
# [[Wisconsin Virtual School]]
# [[Wyoming e-academy of Virtual Education]] (WeAVE)
# [[Wyoming Switchboard Network]]
# [[Wyoming Virtual Academy]]

See also the Wikipedia article at http://en.wikipedia.org/wiki/List_of_virtual_schools#United_States.

=== Virtual initiatives in post-secondary education ===


According to the Sloan Consortium's 2010 report on [http://sloanconsortium.org/publications/survey/class_differences Class Differences: Online Education in the United States], approximately 5.6 million students were enrolled in at least one online course in the autumn of 2009. Other findings include:
* Almost two-thirds of for-profit institutions say that online learning is a critical part of their long term strategy
* The 21%growth rate for online enrollments far exceeds the 2% growth in the overall higher education student population
* Nearly one-half of institutions report that the economic downturn has increased demand for face-to-face courses and programmes
* Three-quarters of institutions report that the economic downturn has increased demand for online courses and programmes

There are no university-focused relevant federal initiatives of note. However, in July 2009 president Barrack Obama pledged to devote $12 billion over 10 years to improve programmes, courses, and facilities at US Community Colleges, with "$500 million devoted to freely available online courses". This pledge has evolved over time and this section may later be updated.

Despite the lack of national (federal) motivation, the simple scope and diversity of virtual university activity in the US cannot be underestimated. Most US universities offer at least one hybrid or fully online programme. Many institutions offer a wide range of programmes, at both the undergraduate and postgraduate levels.

Many of the "notables" are operated by for-profit, private companies, although a variety of initiatives originating in "traditional" universities are examined as well. Some major institutions/initiatives include:

* [[Capella University]]
* [[Carnegie Mellon University]]
* [[University of Central Florida]]
* [[Colorado Community Colleges Online]]
* [[DeVry University]]
* [[Laureate Education]] ([[Walden University]])
* [[University of Maryland University College]]
* [[University of Phoenix]]
* [[Penn State World Campus]]
* [[Regis University]]
* [[SUNY Learning Network]]
* [[Strayer University Online]]
* [[UT Telecampus]]
* [[University of the People]] - new, but noteworthy

There are many more. See [http://www.virtualschoolsandcolleges.eu/index.php/Category:United_States the US category] for a full list of those programmes indexed by the Re.ViCa wiki.

== Lessons learnt==

=== General lessons ===

The US is an unusually structured nation of 50 federated states, to which it is not always easy to compare other countries - especially those located in Europe (as they are more likely to see broad-ranging, national initiatives in education). Some of the associated issues are explored below (''text prepared for Re.ViCa'').

Note also that the apparent success of e-learning/online higher education in the [[US]] must be approached with care - quality may vary widely from institution to institution (and programme to programme). See note above on the complexity of US accreditation and quality control mechanisms.

==== Is the relevance of the US or of its states? ====
''Text prepared for Re.ViCa and moved from an earlier section.''

Hovering around 308.6 million as of early 2010, the population of the USA seems enormously large compared with that of most European countries. (For comparison, the population of the [[UK]] is estimated at 62 million, the [[Netherlands]] at 16.6 million, and [[Finland]] at 5.3 million.) Nevertheless, the federal structure of the US and the deregulated nature of its educational systems indicate that it is reasonable to look to the state level when studying e-learning in the US.

This "relevance" depends primarily on comparing US states to discrete European ones - it is extremely difficult to compare and contrast the US and Europe as a whole (in e-learning or otherwise).

The population of the EU is now estimated at over 500 million, about 1.5 times that of the US, and its inhabitants speak over 170 languages (of which 23 are considered "official"). While the US itself has no "official" language, nearly all Americans speak English, and moreover share essentially similar cultural expectations. This (in conjunction with the US's underlying federal governance structure) often results in a velocity of propagation of ideas nationwide which is rarely replicated across the EU.

==== Post-secondary: Do US ideas in e-learning transfer to Europe? ====
''Text prepared for Re.ViCa and moved from an earlier section.''

Many European analysts consider US universities - both large and small, public and private - more successful at developing and implementing substantial e-learning programmes than their European counterparts. Online learning in the US is indeed expanding at a remarkable and enviable pace: the average growth rate for online university enrolments has increased by roughly 13% per annum over the past seven years (compared with 2% for US "brick and mortar" enrolments). Other indicators of success include completion rates, programme sustainability over a number of years, and academic reputation.

Researchers have (understandably) questioned why the success of e-learning in US universities does not transfer more readily to a European context. Is it the economy, the geography, the demographics, or the population density; the nature of the respective educational funding models; or something else entirely? Indeed, these are but a few of the differences that may contribute to the challenge of e-learning transfer. Consider also the vast differences in quality models, academic focus, relevant public policy, language/culture, and technology uptake. In a global culture where online degrees are rapidly acquiring credibility, and students have begun to actively pursue online degrees via overseas institutions, these are critical questions to consider when pondering the future of education in Europe.

It is certain that North American ideas in e-learning form worthy comparators, and in countless cases do see transfer to Europe (and beyond). For example, many of the early course/learning management systems which formulated our earliest understanding of [http://en.wikipedia.org/wiki/History_of_virtual_learning_environments_1990s "online learning" in the mid-1990s] were developed in either America or Canada, e.g. LotusNotes, FirstClass, Blackboard and WebCT. A distinctly American company with American attitudes and products, Blackboard [[learning management systems]] remains in common usage across Europe (despite recent trends towards [[OER]] in the market). Institutions worldwide have sought to mirror the success of the US in exporting learning via the internet.

There is also more general discussion of the "Americanisation of Education" seen in some European countries - which is too broad and controversial a topic to address here.

Whatever the ramifications, the past would suggest that European analysts should indeed examine US e-learning trends in order to better understand (and possibly predict) directions for growth in their own countries.

=== Notable practices ===


The unusually decentralised nature of US education makes it difficult to locate national practices that might be applied more broadly. Note, however, that this decentralisation seems to have stimulated the development of virtual schools within the US in an unprecedented manner. Virtual Schools may be public or private; private organisations may partner with public school systems; and online courses may be partly or purely supplemental (as opposed to full time). There is no shortage of models evolving, and it would seem that the lack of uniformity has proven a rich and fertile ground for development.

Less optimistically, there are many opposed to the dominant role that private, for-profit organisations have come to play in the development of US virtual schools (and in charter schools in particular - see description above). Many of these "academies" have been developed along the lines of a "University of Phoenix" model, and indeed are often owned by large, profit-seeking parent companies. In other words, the unique US educational landscape brings both benefits and challenges. (In this context of post-secondary education, consider the wide range of accrediting agencies, and the longstanding disputes regarding educational quality among for-profit, commercial institutions). It is difficult to judge their applicability in other contexts.

== References ==

* "2009 Year in Review". US Department of Education, January 2010, http://www2.ed.gov/about/reports/annual/2009review.doc
* "Academic Ranking of World Universities". Graduate School of Education, Shanghai Jiao Tong University, http://www.arwu.org/. Retrieved 2010-02-28
* "Accreditation and Quality Assurance: Other Quality Assurance Provisions." International Affairs Office, US Department of Education, 12/2007, http://www2.ed.gov/about/offices/list/ous/international/usnei/us/qualassurance.doc
* Adelman, C. The Bologna Process for U.S. Eyes: Re-learning Higher Education in the Age of Convergence. Produced with primary support of the Lumina Foundation for Education to the Global Performance Initiative of the Institute for Higher Education Policy, April 2009, http://www.ihep.org/assets/files/EYESFINAL.pdf Retrieved 2010-02-15
* "Ages for Compulsory School Attendance..." US Dept. of Education, National Center for Education Statistics, http://nces.ed.gov/programs/digest/d02/dt150.asp. Retrieved 2010-02-15
* Allen, I. E. and Seaman, J. (2008) Staying the Course: Online Education in the United States, 2008 Needham MA: Sloan Consortium
* "The Almanac of Higher Education". The Chronicle of Higher Education LVI (1): 5. August 28, 2009.
* "A National Primer on K-12 Online Learning, Second Edition". iNACOL, http://www.inacol.org/research/docs/iNCL_NationalPrimerv22010-web.pdf
* "As Economy Wavers, Online Enrollments Climb". November 13, 2008, http://www.insidehighered.com/news/2008/11/13/sloan Retrieved 2010-02-15
* Brady, P. Is there a Paris match for UK's overseas appeal? 10 August 2007, Times Higher Education, http://www.timeshighereducation.co.uk/story.asp?storyCode=90207&sectioncode=26 Retrieved 2010-02-15
* "Category Archives: P-12 Reform". US Department of Education, http://www.ed.gov/p-12-reform Retrieved 2011-07-28
* Charlier, J.-E., and Croche, S. "The Bologna Process: The Outcome of Competition Between Europe and the United States and a Stimulus to This Competition", European Education, vol. 39, no. 4, Winter 2007–8, pp. 10–26.
* Database of Accredited Postsecondary Institutions and Programs, US Department of Education, http://ope.ed.gov/accreditation/ Retrieved 2010-02-15
* "Education Reform". Wikipedia, http://en.wikipedia.org/wiki/Education_reform Retrieved 2011-07-28
* "Educational Attainment in the United States: 2003." US Census Bureau. http://www.census.gov/prod/2004pubs/p20-550.pdf. Retrieved 2010-02-28
* "Educational Attainment in the United States: 2008." US Census Bureau. http://www.census.gov/population/www/socdemo/educ-attn.html Retrieved 2010-02-28
* "Demographics of the European Union". Wikipedia, http://en.wikipedia.org/wiki/Demographics_of_the_European_Union Retrieved 2010-02-08
* "Digest of Education Statistics: 2008". US Dept. of Education, National Center for Education Statistics, http://nces.ed.gov/programs/digest/d08/ Retrieved 2010-02-08
* "Diploma Mills and Accreditation". US Department of Education web site, http://ed.gov/students/prep/college/diplomamills/accreditation.html
* "Education in the United States". http://en.wikipedia.org/wiki/Education_in_the_United_States Retrieved 2011-07-28
* "Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies". US Dept. of Education, September 2010, http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf
* "European Union". Wikipedia, http://en.wikipedia.org/wiki/European_Union Retrieved 2010-02-08
* "Fading Stimulus Saved Colleges". Inside Higher Ed, February 11, 2010, http://www.insidehighered.com/news/2010/02/11/sheeo
* "Fast Facts [2007/2008]." US Dept. of Education, National Center for Education Statistics, http://nces.ed.gov/fastfacts/display.asp?id=76
* "General Educational Development". Wikipedia, http://en.wikipedia.org/wiki/General_Educational_Development
* "Higher Education in the United States". http://en.wikipedia.org/wiki/Higher_education_in_the_United_States Retrieved 2011-07-28
* "History of Learning Environments". Wikipedia, http://en.wikipedia.org/wiki/History_of_virtual_learning_environments_1990s Retrieved 2010-02-15
* "Homeschooling in the United States". Wikipedia, http://en.wikipedia.org/wiki/Homeschooling_in_the_United_States Retrieved 2011-08-17
* "Keeping Pace With Online Learning: An Annual Review of Policy and Practice". Evergreen Education Group, 2010, http://kpk12.com/reports/
* Kittredge, B. "Student Aid and Fiscal Responsibility Act". Blog of the Committee on Education and Labor, July 15, 2009, http://edlabor.house.gov/blog/2009/07/student-aid-and-fiscal-respons.shtml
* Krueger, D, and Kumar, K.B. "US-Europe Differences in Technology-Driven Growth: Quantifying the Role of Education". Journal of Monetary Economics, Elsevier, vol. 51(1), pages 161-190, 2004, http://ideas.repec.org/p/nbr/nberwo/10001.html
* "Learning in the 21st Century: 2010 Trends Update". Project Tomorrow, http://www.tomorrow.org/speakup/learning21Report_2010_Update.html
* Lieven, M., and Martin, G. (2006) "Higher Education in a Global Market: The Case of British Overseas Provision in Israel", Higher Education, 52: 1
* "List of countries by population". Wikipedia, http://en.wikipedia.org/wiki/List_of_countries_by_population Retrieved 2011-07-15
* Osgood, R.K., "Making Liberal Arts Colleges Sustainable", Forbes.com, http://www.forbes.com/2010/02/17/liberal-arts-college-thought-leaders-osgood.html
* "Overview: The Federal Role in Education". United States Department of Education, http://www2.ed.gov/about/overview/fed/role.html Retrieved 2011-07-28
* "Overview: 10 Facts About K-12 Education Funding". US Department of Education, http://www2.ed.gov/about/overview/fed/10facts/index.html Retrieved 2010-02-28
* Patterson, D., Jung, G. and Broadhead, G. (2009) "The UK e-learning market 2009", Learning Light Limited, http://www.learninglight.com/doc/download/16
* "Promising Practices in Online Learning: Blended Learning, The Convergence of Online and Face-to-Face Education". http://www.inacol.org/research/promisingpractices/NACOL_PP-BlendedLearning-lr.pdf
* "The Rise of K-12 Blended Learning". http://www.innosightinstitute.org/media-room/publications/education-publications/the-rise-of-k-12-blended-learning/
* "School: the Story of American Public Education," http://www.pbs.org/kcet/publicschool/roots_in_history/index.html Retrieved 2011-07-28
* Schreurs, B. (ed.) (2010) Reviewing the Virtual Campus Phenomenon: The Rise of Large-scale e-Learning Initiatives Worldwide, EuroPACE, Re.ViCa Project, E.C. Agreement no. 2007-2608/001-001, http://revica.europace.org/Re.ViCa%20Online%20Handbook.pdf Retrieved 2010-02-15
* Stephan, A., ed. "The Americanization of Europe: Culture, Diplomacy, and Anti-Americanism after 1945." New York: Berghahn Books, 2007.
* "Statistics About Non-Public Education in the United States". US Dept. of Education, Office of Non-Public Education. http://www.ed.gov/about/offices/list/oii/nonpublic/statistics.html. Retrieved 2010-02-15
* Tyack, D. and Cuban, L. (1995) Tinkering Toward Utopia: a century of public school reform, Cambridge, MA, Harvard University Press.
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* "White House makes grants to boost online learning". eSchoolNews, September 26 2011, http://www.ecampusnews.com/technologies/white-house-makes-grants-to-boost-online-learning/

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United States

2011-12-19T02:52:37Z

SaraFrankBristow: /* US single school district programmes - overview */

''(Re.ViCa version by [[Sara Frank Bristow]] and [[Paul Bacsich]].)''

''Put in merged template and updated for VISCED by [[Sara Frank Bristow]].''

''For entities in the United States see [[:Category:United_States]] ''



== Experts situated in the United States ==

* Cathy Cavanaugh, Associate Professor of Educational Technology, School of Teaching and Learning, University of [[Florida]] at Gainesville
* Sara Frank Bristow, Independent Researcher and Sero collaborator; contributor to Re.ViCa
* Susan Patrick, International Association for K-12 Online Learning (iNACOL)
* Russ Poulin, WICHE Cooperative for Educational Technologies; contributor to Re.ViCa




== United States in a nutshell ==
(sourced in part from http://en.wikipedia.org/wiki/United_States and https://www.cia.gov/library/publications/the-world-factbook/geos/us.html)

[[Image:US.gif|right|thumb|300px|Source : http://www.cia.gov]]

The United States ('''United States of America'''; '''US''', '''USA''', or '''America''') is a federal [http://en.wikipedia.org/wiki/Constitutional_republic constitutional republic] comprising 50 states and a federal district. The world's oldest surviving [http://en.wikipedia.org/wiki/Federation federation], the United States is a constitutional republic and representative democracy, in which citizens are subject to three levels of government: federal, state, and local.

The country is situated mostly in central [[North America]] between the [[Pacific Ocean]] and [[Atlantic Ocean]], bordered by [[Canada]] to the north and [[Mexico]] to the south. At 3.79 million square miles (9.83 million km2) and with about 311 million people (July 2011), the United States is the third or fourth largest country by total area ([http://en.wikipedia.org/wiki/List_of_countries_and_outlying_territories_by_total_area depending on definition]), and third largest by land area and by population.

[[Image:US_map_states_wikicommons.png|thumb|left|200px|Wikimedia Commons Map of US states]]

The US comprises 50 discrete states; see [http://en.wikipedia.org/wiki/USA_states the US States Wikipedia article] for a full list. [[Washington D.C.]] (the District of Columbia), a special district which is not part of any US state, serves as the permanent national capital. The US also possesses five major overseas territories, all considered separately in this wiki. According to 2010 estimates, the largest contiguous state, [[California]], has 37 million people; and the next, [[Texas]], has 25 million. The seven states with 10 million people or more are: [[California]], [[Texas]], [[New York]], [[Florida]], [[Illinois]], [[Pennsylvania]] and [[Ohio]]. Ten states have populations of less than 10 but more than 6 million. 33 states have populations under 6 million; of these, 13 have populations ranging from 1 to 3 million.

The list of states with their own Virtual Campus wiki entries resides at [[:Category:States of the United States]]. Regional sub-categories have been created for states with a high incidence of notable e-learning programmes, e.g. [[California]] and [[Colorado]]. Others are added as activity is identified.

== Education in the United States ==

Students are not compelled to study at nationally controlled or public schools in the United States, and from primary through post-secondary level, a broad range of private, for-profit options exist. In 2008, about 74 million people (both citizens and foreign nationals) were enrolled in American schools, colleges and universities.

Education is [http://www2.ed.gov/about/overview/fed/role.html primarily a state and local responsibility] in the US, with most decisions made (and policies established) on that basis. It is states and communities, as well as public and private organisations of various types, that establish schools and colleges, develop curricula, and determine requirements for enrolment and graduation - not the federal (central) government.

The structure of education finance in America reflects this predominant state and local role. Of an estimated $1.13 trillion in government funds being spent nationwide on education at all levels for the school year 2010-2011, a substantial majority comes from state, local, and private sources. This is especially true at the elementary (primary) and secondary levels, where 89% of the funds will come from non-federal sources.

The Federal government contribution to primary and secondary education is only about 11%.

== Schools in the United States ==

Children are required in most US states to attend school from the age of five or six until 16, 17 or 18 - generally bringing them through grade 12, or twelfth grade (the end of High School). This sequence is colloquially referred to as "K-12" education.

In all, 86% of American schoolchildren enroll in the "Public" (publicly funded) school system. About 12% are enrolled in parochial or nonsectarian "Private" (non-publicly funded) schools, and 2% are homeschooled.

[http://en.wikipedia.org/wiki/US_education Public school curricula], funding, teaching, and other policies are set through locally elected school boards with jurisdiction over school districts, which may have many directives from state legislatures. School districts are usually separate from other local jurisdictions, with independent officials and budgets. Educational standards and standardised testing decisions are usually made by state governments, with curricula varying widely from district to district.

Individual states, counties, and school districts have considerable leeway in how they choose to divide their school levels, so it is difficult to accurately describe an "average" child's standard progression through education. However, [http://en.wikipedia.org/wiki/Elementary_school#United_States all states have historically made a distinction] between two main genres of K-12 education and three genres of K-12 school.
* The genres of education are Primary and Secondary; and
* The genres of school are Elementary School, Middle or Junior High School, and High School

Elementary and Secondary school programmes comprise nearly 14,000 school districts and some 56 million students, attending roughly 99,000 public schools and 34,000 private schools. It would impossible to list all US schools here; however, see the Wikipedia [http://en.wikipedia.org/wiki/List_of_schools_in_the_United_States List of Schools in the United States] for links itemised by state and school district.

Homeschooling is legal in all 50 US states, although the topic is at times controversial (as parents are not always considered fit to provide schooling which meets compulsory education standards). Homeschooling standards and requirements also vary widely among US states. Common reasons for adoption of homeschooling strategies include dissatisfaction with the quality of schooling available; dissatisfaction with moral, ethical or religious issues associated with a school; and/or inability of a student to participate due to time, financial or physical restraints (e.g. in the case of child athletes, celebrities and the disabled).

The decision to homeschool a child in the US may be interpreted as a statement of social, religious, political or other dissent.

=== Pre-Primary ===
The terms "Preschool," "Prekindergarten," "Pre-K" or "Nursery School" may all be used to refer to earlier age-group education. There is no compulsory national Pre-Primary education requirement in the US.

=== Elementary (Primary) ===
American children are required to attend six or seven years of Elementary School (generally comprising Kindergarten and grades 1-5 or 1-6). [http://en.wikipedia.org/wiki/Kindergarten Kindergarten] is a transitional year for students around the age of 5 or 6. Not all states make this year compulsory, though many do and offer this as a free educational year. First grade is the more official "first year" of primary school.

=== Middle or Junior High School ===
Middle School is a period of schooling between Elementary and High School, viewed by many as a conceptual bridge between the two. It often shares resources with a larger Secondary School rather than occupy its own facilities. Middle School typically spans grades 6-8, while Junior High School (Junior High) spans grades 7 and 8 only. Middle School/Junior High School students are generally between 11 and 14 years old.

=== High School ===
The majority of American students complete four years of High School (grades 9-12), graduating with a diploma around the age of 18. A small percentage of students opt to withdraw prior to graduation, permitted at either 16 or 17 depending on state of residence. These students may take a series of standardised tests (General Educational Development, or GED) and receive High School equivalency credentials if they perform well.

In 2008, 87% of Americans over the age of 25 had graduated from High School. High School graduates may either enter the workforce or continue education, e.g. at a higher education institution.

== Further and Higher Education ==

The American further and higher education systems, like the primary and secondary education systems, are largely decentralised - that is, unregulated by any national body. With a limited number of exceptions, the federal government does not directly regulate colleges and universities (although it may award them federal grants). It can therefore be difficult to make generalisations about the institutions in these sectors (without focussing on one individual US state at a time), though we have tried our best below.

The term "Polytechnic" is not used as such in the US, though "Community Colleges" may be seen to occupy a similar educational niche - and are not unlike what some in other countries might call "University Colleges."

=== Universities (and "Colleges") in the United States ===
The US higher education system is known to host some of the finest universities in the world. According to the Shanghai Jiao Tong University's [http://www.arwu.org/ Academic Ranking of World Universities], more than 30 of the highest-ranked 45 institutions are in the United States (as measured primarily by awards and research output).

In discussing post-secondary education in the US it is important to bear in mind that the definition of the term "college" does not align neatly with that used in most other countries discussed in this wiki.

* '''Universities''' are, generally speaking, four-year institutions of higher education and research, awarding both undergraduate and postgraduate ("graduate") degrees.
* '''Colleges''' are four-year, undergraduate institutions with an emphasis on taught courses, which may award the same undergraduate degrees as universities. Colleges may be part of a larger research university or may exist independently.

'''Americans do not always distinguish verbally between "college" and "university" – those attending a university would refer to this process as "going to college" while in pursuit of their undergraduate degree.'''

It is difficult to identify the precise number of colleges and universities in the United States - in part because of varying definitions of the terms, and in part because of the diversity of potentially applicable institutions. Moreover, a US university need not be "accredited" in order to operate (see separate note on this topic). With these caveats in mind, a [http://www.utexas.edu/world/univ/alpha/ recent estimate] by the University of Texas at Austin counts 2,043 colleges and universities; the US Department of Education [http://ope.ed.gov/accreditation/ Database of Accredited Postsecondary Institutions and Programs] counts over 8,000 (community and vocational colleges are omitted in the first survey but included in the second); and the Chronicle of Higher Education 2009 [http://chronicle.com/section/Almanac-of-Higher-Education/141/ Almanac of Higher Education] counts 4,811.

Students provide transcripts of their High School grades and their results on a series of privately organised standardised tests when applying to American universities and colleges. Annual tuition fees are charged for higher education in almost all cases, and are often exorbitant compared to those found in other countries. (For the 2007–08 academic year, annual prices for undergraduate tuition, room, and board were estimated to be [http://nces.ed.gov/fastfacts/display.asp?id=76 $11,578 at public institutions and $29,915 at private institutions].) Many students rely on student loans and scholarships from their university, the federal government, or a private lender.

Students may choose to attend public or private institutions to complete their undergraduate degrees. The majority of public universities are operated by individual states and territories, usually as part of a "state university system". Each state supports at least one state university and several support many more. By a wide margin, these "state schools" tend to be the most affordable to residents from within that state.

Those individuals completing undergraduate education at either a university or college may enter the workforce in a professional capacity or continue on to postgraduate ("graduate") study. In 2008, [http://www.census.gov/Press-Release/www/releases/archives/education/013618.html 29% of American adults] 25 and older had a bachelor's degree.



===(Community) Colleges in the United States===
US "Community Colleges" are two-year institutions of higher education (once commonly called "Junior Colleges"). Often state-based and public, most Community Colleges operate under a policy of open admission and may be similar to the Polytechnics or University Colleges found in other countries.

[http://en.wikipedia.org/wiki/Community_colleges_in_the_United_States Many Community Colleges] are operated either by special districts that draw property tax revenue from the local community, as a division of a state university, or as sister institutions within a state-wide higher education system. In recent years, many Community Colleges have added online courses to their catalogues, and in some states have become hotbeds of e-learning activity.

Community Colleges typically offer two-year "associates degrees" and/or trade certifications, as well as services to the local community (e.g. a library or job placement assistance). Some offer courses towards a four-year bachelor's degree and may guarantee admission to a partner university. While most enrollees proceed directly from High School to Community College (and are therefore ages 18-21), Community College is also an attractive venue for older American adults returning to education after a hiatus; professionals seeking further certification in their field (or another); or hobbyists looking for an inexpensive way to further their personal interests.

'''US Community Colleges should not be confused with regular "Colleges"''', as the latter term is used uniquely in the US to refer to four-year teaching institutions which offer bachelor's degrees (see above). There are, however, other two-year institutions which would be referred to as "Community Colleges" even though they are not described as such by name; these have names like "institute of technology", "technical institute" or "technical college" and typically focus on training in technical and vocational skills.

== Education Reform ==

A selection of "hot button" issues targeted in the budget for [http://www2.ed.gov/about/overview/budget/budget12/index.html Fiscal Year 2012] reflect the general tenor of US educational reforms debated in the last five to ten years. These include:

* College access and completion
* Investing in early learning
* Accelerating the use of educational technology
* Supporting English language learners
* Supporting individuals with disabilities
* Strengthening the commitment to Native American, Alaska Native, and Native Hawaiian Education
* Improving productivity and efficiency
* Supporting rural education
* Improving Science, Technology, Engineering, and Mathematics (STEM) Education

Sector specifics are discussed below.

=== Schools ===
Approaches to improving public schooling have been the primary stakeholder concern ever since universal public education began to gain traction in US schools, in the middle of the nineteenth century. The Department of Education's official mission is to "promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access", and [http://en.wikipedia.org/wiki/Education_reform reforms over the last 60 years] have included issues of civil rights, "progressive" education versus "cultural literacy", and the 1990s adoption of Outcome-Based Education (OBE) - at which time a set of standards-based National Education Goals were set by the US Congress. The standards-based reform movement culminated in the controversial No Child Left Behind Act of 2001.

As of August 2011, issues frequently highlighted for potential reform include Repairing the Bush-era "No Child Left Behind" Act; Reauthorisation of the Elementary and Secondary Education Act (ESEA); Addressing teacher cheating scandals in standardised testing; Teacher union reform; Expanding school day or school year; Validity of charter schools (in which public schools operate more like private ones); Validity of school choice, or "school vouchers" (in which parents may select which public school their child attends, or use a voucher to send them to a private one); Improving teacher quality/salary; Improving teacher training; Awarding performance bonuses ("merit pay") to teachers; English-only vs. bilingual education (allowing students to study in their native tongue - typically Spanish); Mainstreaming special education students (allowing special needs individuals to remain in "regular" schools); Content of curriculum standards and textbooks (which intersects with controversial issues like the teaching of [http://en.wikipedia.org/wiki/Creationism creationism] in the classroom); and others.

For more information see the collected pieces on on "P-12" (pre-Kindergarten through twelfth grade) Reform on the ED web site at http://www.ed.gov/p-12-reform; or the useful Wikipedia discussion at http://en.wikipedia.org/wiki/Education_reform.

=== Post-secondary ===

Given the decentralised nature of the US HE system, federal reform might never reflect the kind of sweeping mandates periodically effected in other countries or unions. Nevertheless, certain proposed and actual reforms - largely addressing issues of affordability and access - pressed through or discussed from 2008-2011 are of great interest. Not all are exclusively higher-education specific. Some are detailed here:

* Announcement regarding [http://www.ecampusnews.com/technologies/white-house-makes-grants-to-boost-online-learning/ online courses for Community Colleges] (September 2011). The long-awaited first installation of a $2 billion grant programme targeting Community College students through both industry partnerships and an expansion of free online courses. An initial $500 million in "workforce training programme" grants were scheduled for distribution after a rigorous application process that lasted almost a year. This followed on an announcement by President Obama in July 2009 to devote '''$12 billion over 10 years''' to improve programmes, courses, and facilities at [[US]] Community Colleges, with $500 million devoted to freely available online courses. Portions of this pledge were realised in the Health Care and Education Reconciliation Act of 2010.

* The [http://www.broadband.gov/ National Broadband Plan] (March 2010). Relevant in its potential to transform education in the US, as noted in the report itself. Despite early advances in the arena, for nearly 10 years the United States has lagged behind many other developed countries in the adoption of broadband technology. America's first National Broadband Plan recommends sweeping improvements to US broadband governance, infrastructure, affordability, and deployment, dedicating $15.5 billion to broadband deployment over the next decade.

* The [http://en.wikipedia.org/wiki/Health_Care_and_Education_Reconciliation_Act_of_2010 Health Care and Education Reconciliation Act of 2010] (March 2010). Included the Student Aid and Fiscal Responsibility Act, reforming the process by which American students receive much-needed loans to participate in higher education.

* The [http://www.ed.gov/technology/netp-2010 National Educational Technology Plan 2010]". Outlined "ways in which information and communication technologies can be leveraged to help transform American education". It details [http://www.ed.gov/technology/netp-2010/goals-and-recommendations five specific goals] with recommendations (for states, districts, the federal government, and other stakeholders in the US education system) that address learning, assessment, teaching, infrastructure, and productivity. A wide variety of stakeholders played a role in developing the plan: see http://www.ed.gov/technology/netp-2010/how-plan-developed for details.

* The American Recovery and Reinvestment Act (ARRA) of 2009. Sought [http://www2.ed.gov/about/reports/annual/2009review.html "to get America on track and to return to being number one in the world in high school and college graduation rates, school readiness and overall academic achievement]." This included $98.2 billion in appropriations for the Department of Education, more than 1.5 times the Department’s entire appropriation for the previous year.

* The Student Aid and Fiscal Responsibility Act of 2009. [http://edlabor.house.gov/blog/2009/07/student-aid-and-fiscal-respons.shtml Goals included] "producing the most college graduates by 2020 by making college accessible and transforming the way our student loan programs operate." The bill never became law; link now defunct.

Read more about current issues in the realm of US Higher Education reform at the Teachnology, Inc. web site: http://www.teach-nology.com/highered/reform/

===== The Bologna Process =====
''(This section was included as relevant to Re.ViCa and has not been updated since first posting.)''

The average American academic remains unaware of the Bologna Process and its significance. Yet [http://www.ihep.org/assets/files/EYESFINAL.pdf a recent report] by the US-based Lumina Foundation chides:

:Former Secretary of Education, Margaret Spellings’ Commission on the Future of Higher Education paid no attention whatsoever to Bologna, and neither did the U.S. higher education community… Such purblind stances are unforgivable in a world without borders.

This report's author, [http://www.ihep.org/press-room/news_release-detail.cfm?id=62 Cliff Adelman] ([http://www.ihep.org/ Institute for Higher Education Policy]), is among numerous vocal proponents of US participation in a process similar to that set forth by Bologna. Lumina promotes [http://www.luminafoundation.org/our_work/tuning/Q_and_A-Bologna_and_Tuning.html "Tuning"], explored in papers such as [http://go2.wordpress.com/?id=725X1342&site=gsed.wordpress.com&url=http%3A%2F%2Fwww.ihep.org%2Fassets%2Ffiles%2FTheBolognaClub.pdf The Bologna Club: What U.S. Higher Education Can Learn from a Decade of European Reconstruction] - which set forth the goal that attainment of high-quality undergraduate degrees and credentials in the United States should increase to 60% by 2025.

Adelman's efforts and those of others like him are not widely known. Bologna's spirit of harmonisation, unity and "work towards a common cause" is not often felt across US state borders, and there are few models of cross-border cooperation that scratch the surface of Bologna Process-like goals.

As a separate issue, some European researchers have explored evidence of US hostility towards the Bologna Process itself, in terms of its perceived success in attracting overseas students who might otherwise pursue studies in the US. As an increasing number of "geographically mobile" students choose European universities over American ones, some believe that Bologna is a seen as a threat – yet one that US officials have been unwilling to acknowledge or name. For one example of this research track, see Charlier and Croche's 2008 piece on [http://mesharpe.metapress.com/app/home/contribution.asp?referrer=parent&backto=issue,2,7;journal,9,24;linkingpublicationresults,1:110907,1 The Outcome of Competition Between Europe and the United States].

== Administration and finance ==
(adapted from the US Department of Education web site, http://www2.ed.gov)
[[Image: Ed_gl_org_chart.gif|thumb|right|150px|2011 US Department of Education]]

Established in 1980, the '''[http://www.ed.gov/ US Department of Education]''' ('''ED''', or externally '''USDE''') is the government agency that establishes policy for and administers most federal assistance to '''all sectors of US education.''' ED has 4,200 employees and a $63.7 billion budget; elementary and secondary programmes serve more than 14,000 school districts and 56 million students, who attend some 97,000 schools and 28,000 private schools. Department programmes also provide financial assistance to about 11 million post-secondary students. Many students attend private schools, colleges and universities, paid for with private funds.

It is always important to bear in mind the predominant state and local role in establishing American schools and colleges, developing curricula, and determining enrolment and graduation requirements. '''These tasks are not, for the most part, under the purview of ED''' - in other words, there are few national requirements in these areas. Of an estimated $1.13 trillion being spent nationwide on education at all levels for school year 2010-2011, a substantial majority (89%) come from state, local, and private sources.

'''The US Department of Education (i.e. US federal government) does:'''

* Establish policies relating to federal financial aid for education, and administer/monitor those funds at all levels.
* Collect data, oversee schools research, and disseminate results to [http://en.wikipedia.org/wiki/United_States_Congress the US Congress], educators and the general public.
* Identify major issues, focus national attention on them, and make recommendations for education reform (advising the president and implementing education policies).
* Enforce federal statutes prohibiting discrimination in programmes receiving federal funds, and ensure equal access to education.

'''The US Department of Education (i.e. US federal government) does not:'''

* Establish schools and colleges
* Develop curricula
* Set requirements for enrollment and graduation
* Determine state education standards
* Develop or implement testing to measure whether states are meeting their own education standards

Notably for VISCED and Re.ViCa purposes, the Department of Education's [http://www2.ed.gov/about/offices/list/os/technology/index.html '''Office of Educational Technology] (OET)''' develops national educational technology policy, ensuring that programmes are coordinated and consistent across the federal government. OET released the US's first [http://www.ed.gov/technology/netp-2010 National Educational Technology Plan (NETP)] in March 2010 as described above.

=== Schools ===
The Department of Education's [http://www2.ed.gov/about/offices/list/oese/index.html '''Office of Elementary and Secondary Education'''] (OESE) directs, coordinates, and recommends policies for state and local educational agencies, helps ensure equal access to services (particularly for underprivileged and underrepresented children), and provides financial assistance to a select number of local educational agencies.

OESE offers nearly 200 programmes, addressing a range of issues such as: Hurricane Help for Schools, Academic Improvement and Teacher Quality Programs, School Support and Technology Programs, Student Achievement and School Accountability Programs, and many more. Programmes are administered through numerous offices, e.g. the Office of Indian [Native American] Education and the Office of Migrant Education. (Note that this is only a fragment of a much longer list, and that programmes are not guaranteed funding on an annual basis.)

=== Post-secondary ===
Federal regulation is critical in the area of student financial aid (which provides loans to students for post-secondary tuition).

The '''[http://www2.ed.gov/about/offices/list/ous/index.html Office of the Under Secretary]''' (OUS) oversees policies, programmes, and activities related to post-secondary education, vocational and adult education, and federal student aid.

The '''[http://www2.ed.gov/about/offices/list/ope/index.html Office of Postsecondary Education]''' (OPE) formulates federal post-secondary education policy and administers over 40 programmes to increase access to quality post-secondary education. One of the OPE's primary programmes of relevance is the [http://www2.ed.gov/about/offices/list/ope/fipse/welcome.html Fund for the Improvement of Postsecondary Education] (FIPSE). FIPSE's main activity each year is conducting the [http://www2.ed.gov/programs/fipsecomp/index.html Comprehensive Program], a grant programme intended to support innovative, replicable post-secondary education improvement projects. FIPSE also administers international consortia programmes, co-funded by foreign government partners, such as the [http://www2.ed.gov/programs/fipseec/index.html European Union-United States Atlantis Program] which provides funding for joint or dual undergraduate degrees in a wide range of academic and professional disciplines.

The '''[http://www2.ed.gov/about/offices/list/ovae/index.html Office of Vocational and Adult Education]''' (OVAE) administers and coordinates programmes related to adult education and literacy, career and technical education, and Community Colleges.

The '''[http://www2.ed.gov/about/offices/list/fsa/index.html Office of Federal Student Aid]''' (FSA) provides critical financial assistance to students enrolled in post-secondary educational institutions. Students apply to this agency for aid, and repay loans to it directly; institutions demonstrating inferior quality may become ineligible to educate students receiving federal student loans.

== Quality assurance ==



As described by the Department of Education's [http://www2.ed.gov/about/offices/list/ous/international/usnei/edlite-index.html US Network for Education Information] (USNEI), quality assurance takes several forms in the US system. The approval of institutions and programmes is generally '''undertaken by state agencies and accrediting agencies''', with the latter also responsible for establishing and maintaining academic and administrative standards. Professional and academic disciplinary associations also play a role in influencing and assessing quality. Educational potential and outcomes are measured by a wide range of surveys, studies, tests, and other assessments at the national, regional, state and institutional levels.

Various documents outlining assessment, evaluation, and standards activities in US education at all levels can be reviewed at http://www2.ed.gov/about/offices/list/ous/international/usnei/us/edlite-structure-us.html. The site also offers overviews of associates, bachelor's, and postgraduate degrees.

See also these general USNEI reports for further information:
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/accred-fed.doc Federal Recognition and Approval] - on the nature and limitations of the federal role in recognising accrediting agencies and in approving institutions
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/accred-state.doc State Approval of Schools and Postsecondary Institutions] - on the process of licensing or chartering educational providers by state authorities
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/qualassurance.doc Other Quality Assurance Provisions] - on additional quality assurance activities in the United States.

=== Schools ===
The US Department of Education [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/edlite-evaluation.html does not have the authority] to accredit private or public elementary or secondary schools; nor does it recognise schools-level accrediting bodies.

The US does not use national examinations to determine graduation from school or access to further studies, and there is no national curriculum on which to base such examinations. School curricula are set by local school districts, private schools, and homeschooling parents with reference to state standards and post-secondary requirements.

However, there is considerable commonality across the US education system despite the absence of legally enforced national curricula or examinations. Common evaluation and assessment standards and tools are the result of the pressures of the competitive academic marketplace, the expectations and requirements of employers and state agencies, and the standards required by accrediting agencies and professional and research associations.

For further information, USENEI provides these relevant schools report:

* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/accred-school.doc School-Level Accreditation] - the accreditation process at the primary and secondary education levels and provides links to accrediting agencies recognised by state governments and other authorities
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/edlite-evaluation.html Structure of U.S. Education: Evaluation and Assessment] - provides information on common US grading and credit systems as well as evaluation and standardised tests

=== Post-secondary ===
As in other US educational sectors, Quality Assurance in higher education is not typically overseen at the national level.
[http://www2.ed.gov/about/offices/list/ous/international/usnei/us/edlite-evaluation.html Post-secondary or tertiary curricula] are determined by individual institutions with reference to accreditation requirements, professional requirements, and the expectations of postgraduate programmes and employers.

It is difficult to summarise in brief the uniqueness and complexity of the academic accreditation process in the US.
* There is no single governmental accrediting body for US post-secondary educational institutions. Rather, ED relies on 74 private and state-based accrediting agencies to provide oversight of member institutions.
* These agencies are divided into 16 "regional" accrediting agencies (regarded as the most selective), plus a number of "national," "hybrid" and "programmatic" agencies which may certify lesser-known and/or specialised entities.
* Agencies awarded recognised by the Department of Education are not the only ones permitted to provide university accreditation; they have simply met a certain set of ED criteria. '''Recognition is not a requirement for an accrediting body to operate legally''' - although without it, institutions it certifies '''cannot participate in federal student aid programmes'''.
* Non-accredited institutions are often perceived as lacking in quality and rigor, and may be termed "diploma mills".

Within ED, the [http://www2.ed.gov/admins/finaid/accred/index.html Accreditation and State Liaison] (ASL) has responsibility for the accrediting agency recognition process and for coordinating activities between states and ED that impact institutional participation in the federal financial assistance programmes. A [http://www2.ed.gov/about/bdscomm/list/naciqi.html National Advisory Committee on Institutional Quality and Integrity] provides recommendations to the Secretary of Education regarding the recognition of post-secondary accrediting agencies.

For those seeking further information, USNEI provides these post-secondary reports:
* [http://www2.ed.gov/admins/finaid/accred/accreditation_pg6.html#NationallyRecognized Nationally Recognised Accrediting Agencies] - the U.S. Department of Education's directory of federally recognised accrediting agencies, both regional and national
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/accred-postsec.doc Postsecondary Accreditation] - describes the accreditation process at the tertiary level, and provides links to recognised accrediting agencies which are members of the Council for Higher Education Accreditation (CHEA)
* [http://www.chea.org/Directories/index.asp CHEA Directory of Recognised Accrediting Organisations] - the Council on Higher Education Accreditation's directory of recognised accrediting agencies
* [http://www.aspa-usa.org/ Association of Specialised and Professional Accreditors] (ASPA) - national association of accreditation agencies for regulated professions
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/fraud.doc Diploma Mills and Fraud] - information and links on the problems of unaccredited institutions and bogus accreditors in the US

== Information society ==

''Details about certain legislation, agencies and initiatives have been covered in previous sections.''

After an initial period of sustained leadership in the areas of computer science, internet development and broadband uptake, the US is now widely considered to be stagnating in technology uptake and usage. According to the World Economic Forum (WEF)'s 2011 report, the [http://www.huffingtonpost.com/2011/04/13/world-economic-forum-technology-use-us_n_848566.html US finished fifth] in a survey of the 138 countries that make up 98.8 percent of the world's GDP (ranking 24th in percentage of households with a personal computer). The WEF measured aspects of technology usage including business and regulatory climates for IT development and interest in and use of technology by the government, individuals and businesses.

The US also faces a significant gap in residential broadband use that breaks down along race, income, education levels and other socio-economic factors.

Recent [http://pewinternet.org Pew findings] report that 77% of American adults use the internet ([http://pewinternet.org/Static-Pages/Trend-Data/Whos-Online.aspx Dec 2010]); 83% of Americans own mobile phones, while just 57% own a personal computer ([http://pewinternet.org/Trend-Data/Device-Ownership.aspx May 2011]).

A variety of offices, agencies and non-profits monitor and direct US activity and strategy in the information society.
* The [http://www.fcc.gov/ Federal Communications Commission], an independent US government agency, regulates interstate and international communications by radio, television, wire, satellite and cable. (As noted above, it has unveiled the first US [http://www.reuters.com/article/idUSN2224640220100223 National Broadband Plan] in March 2010, reinforcing the notion that all Americans are entitled to "affordable access to robust and reliable broadband products and services".)
* The Department of Education’s [http://www2.ed.gov/about/offices/list/os/technology/index.html Office of Educational Technology] (OET) supports the use of technology in education. (The March 2010 "National Education Technology Plan" has been discussed above.)
* The [http://www.whitehouse.gov/omb/e-gov/ Office of E-Government & Information Technology] is part of the Office of Management and Budget (OMB).
* Founded in 1969, the [http://www.nascio.org National Association of State Chief Information Officers] (NASCIO) represents state chief information officers and information technology executives and managers from the states, territories, and the District of Columbia. The primary state members are senior officials from state government who have executive-level and statewide responsibility for information technology leadership.
* The [http://www.cio.gov/ Chief Information Officers] (CIO) Council serves as the principal interagency forum for improving practices in the design, modernisation, use, sharing, and performance of Federal Government agency information resources.
* The [http://it.usaspending.gov/ IT Dashboard], launched in June 2009, allows the American people to monitor IT investments across the federal government.

This is not a comprehensive list - and in particular does not identify any state or regional programmes. See http://www.usa.gov/Government/State_Local/Technology.shtml for more related agencies/organisations.

== ICT in education initiatives ==

=== Virtual initiatives in schools ===


Online education in the US has gained considerable traction over the last 15 years - seemingly more so than in any other country. A major report from the International Association for K-12 Online Learning (iNACOL), [http://www.inacol.org/research/docs/iNCL_NationalPrimerv22010-web.pdf A National Primer on K-12 Online Learning] (Second Edition), estimates that over 1.5 million American K-12 students were engaged in online and blended learning for the 2009-2010 school year (out of approximately 55.2 million students enrolled ).This represents roughly 3% of the US K-12 population.

This relatively small figure belies the scope and nature of the programmes now available. Options vary from state to state, school district to school district, and even from school to school. As the Primer notes, whether a student has the option to participate in "supplemental" (i.e. single) courses or full-time online programmes remains a matter of state policy and local laws, "with a few states providing opportunities for most students, a few states providing almost no opportunities, and most states falling somewhere in the middle". Moreover, iNACOL and others acknowledge their ongoing struggle to survey data in this relatively new and rapidly changing arena; there is no single authority to whom any of the schools listed in this survey must report, and relevant data is not always made available to the public.

As of 2010, supplemental or full-time online learning opportunities were available to students in 48 of the 50 US states. 38 states had state virtual schools or state-led online initiatives (with a 39th set to open in 2011); 27 states plus Washington, DC had full-time online schools serving students statewide; and 20 states were providing both supplemental and full-time online learning options statewide (but not as part of a state virtual school). This can be compared to 2001, during which approximately 10 states had state virtual schools and even fewer offered other online education options.
The three main types of US virtual school are summarised in brief below, as outlined in [http://www.ecs.org/html/Document.asp?chouseid=9014 Keeping Pace With Online Learning: An Annual Review of Policy and Practice], Evergreen Education Group (2010). Note that not all schools fit neatly into one of the slots below, but without this kind of rough categorisation it would be exceedingly difficult to approach the vast array of US virtual schools.

Click here for the VISCED [[typology of US virtual schools]].

==== US state virtual schools - overview====
* Operate in 38 states
* Are state-led online learning initiatives, with course enrollment ranging from several thousand to 16,000 for 2009-10
* Boast 450,000 "course enrollments" nationwide, i.e. in which one student takes one course
* Often provide local school districts with '''supplemental online courses''', as well as online learning expertise and thought leadership for their own schools
* Have '''students who study online part-time only''' (taking "supplemental" online courses while physically enrolled elsewhere)
* Saw enrollment increase by nearly 40% from 2008-09 to 2009-10, though most gains came from the states of North Carolina and Florida only
* Have virtual school enrollments exceeding 10,000 for 2009-10 in eight different states (Alabama, Florida, Georgia, Idaho, Louisiana, Michigan, North Carolina and South Carolina)
* Are usually funded by legislative appropriation

Click here for the VISCED list of [[:Category:US statewide virtual schools|US statewide virtual schools]] - this includes both "state virtual schools" as described above, and any virtual school for which state residents are eligible.

====US multi-school-district full-time online schools - overview====
* Operate in 27 states (each has at least one)
* '''Have few or no part-time students'''; most have enrollment of a few hundred to several thousand
* Usually attract students from across an entire state, so are found in those states that permit students to enroll across district lines
* Are typically charter schools (i.e. special publicly funded schools operating under their own charters/standards, attended by student choice)
* Are usually affiliated with a private national organisation e.g. Connections Academy, K12 Inc., Advanced Academics, or Insight Schools
* Are often funded via state public education funds that follow the student

Click here for the VISCED list of [[:Category:US_multi-school-district_virtual_schools|US multi-school-district virtual schools]].

Click here for the VISCED list of [[:Category:US_charter_schools|US charter schools]].

====US single school district programmes - overview ====
* Are represented by only 11 well-established programmes nationwide
* Serve only students who reside within a single, local district of residence
* Serve '''mostly supplemental students''' (though some serve full-time students)
* Are often focused on credit recovery or at-risk students
* Make up the fastest growing segment of K-12 online learning

There are additionally a number of virtual schools run by consortia or postsecondary institutions, i.e. some which are not state, multi-district or single district schools.

Click here for the VISCED list of [[:Category:US_single-school-district_virtual_schools|US single-school-district virtual schools].

====Possible US Exemplars====

* [[Agora Cyber Charter School]]
* [[Alabama ACCESS Distance Learning]] (State Virtual School)
* [[City of Angels Virtual Academy]] (COAVA)
* [[Cook County Sheriff’s Department Virtual High School]]
* [[Electronic Classroom of Tomorrow]]
* [[Florida Virtual School]] (FLVS)
* [[Hope Online Learning Academy]]
* [[Idaho Digital Learning Academy]] (IDLA)
* [[Illinois Virtual High School]]
* [[Jefferson County JCPSeSchool]]
* [[Louisiana Virtual School]] (LVS)
* [[Mesa Distance Learning Program]] (MDLP)
* [[Michigan Virtual School]] (MVS)
* [[Minnesota Virtual High School]] (MVHS)
* [[Mississippi Virtual Public School]]
* [[North Carolina Virtual Public School]] (NCVPS)
* [[Omaha Public Schools eLearning]] (OPS)
* [[Open High School of Utah]] (OHSU)
* [[Pennsylvania Cyber Charter School]]

* [[Primavera Online High School]]
* [[Silver State Charter Schools]]
* [[South Carolina Virtual School Program]] (SCVSP)
* [[Utah Electronic High School]] (EHS)
* [[Virtual High School Global Consortium]] (VHS)
* [[21st Century Cyber Charter School]]

====Towards a Comprehensive List of US Virtual Schools (in progress)====
''All schools identified as "notable" in early phases of VISCED are included below. The list is representative but not comprehensive, given the nature of the US. Virtual schools for the under-14s are deemed out of scope.''

# [[21st Century Cyber Charter School]] (Pennsylvania)
# [[Advanced Academics Online School]] (Oklahoma)
# [[AGVI Academy for Gifted Youth]] (California)
# [[Academy Online High School]] (Colorado)

# [[ACE Digital Academy]] (Ohio)
# [[ACHIEVEk12]] (Colorado)
# [[Achievement House Cyber Charter School]] (Pennsylvania)
# [[Agave Distance Learning]] (Arizona)
# [[Agora Cyber Charter School]] (Pennsylvania)
# [[Akron Digital Academy]] (Ohio)
# [[Alabama ACCESS Distance Learning]] (State Virtual School)

# [[Alaska Virtual School]]
# [[Alaska's Learning Network]]



# [[Andover eCademy]] (Kansas)
# [[Anoka Hennepin Compass On-Line]] (Minnesota)
# [[Another Choice Virtual Charter School]] (Idaho)
# [[Apex Learning High School]]
# [[Appleton eSchool]] (Wisconsin)
# [[APS Online]] (Colorado)
# [[Arizona Connections Academy]]
# [[Arizona Online Instruction]]
# [[Arizona Virtual Academy]]

# [[Arizona Virtual School]]

# [[Arkansas Virtual High School]]
# [[ASPIRA Bilingual Cyber Cyber School]] (Pennsylvania)
# [[AZ2020 Online Academy]] (Arizona)
# [[Basehor-Linwood Virtual School]] (Kansas)
# [[Beacon Academy of Nevada]]
# [[Bethel Online Academy]] (Washington)
# [[Blue Sky Online Charter School]] (Minnesota)
# [[Blueprint High School]] (Arizona)
# [[Boulder Universal]] (Colorado)
# [[Branson School Online]] (Colorado)
# [[Brigham Young University Independent Study]] (Utah)
# [[Buckeye On-Line School for Success]] (Ohio)
# [[California Pacific Charter Schools]] (California)
# [[California Virtual Academies]]

# [[Canon Online Academy]] (Colorado)
# [[Capistrano Connections Academy]] (CapoCA) (California)
# [[Cardington-Lincoln Local Digital Academy]] (Ohio)
# [[Chesterfield County Public Schools Online]] (Virginia)
# [[Central California Connections Academy]] (California)
# [[Central Pennsylvania Digital Learning Foundation]] (Pennsylvania)
# [[Chester Area Cyber School]] (South Dakota)
# [[Chicago Virtual Charter School]] (Illinois)

# [[Christa McAuliffe Academy]] (Oregon)
# [[Cincinnati Virtual High School]] (Ohio)
# [[City of Angels Virtual Academy]]
# [[CCSD Virtual High School]] (Nevada)
# [[CK Online Academy]] (Washington)
# [[Cobb Virtual Academy]] (Georgia)

# [[Colorado Connections Academy]]
# [[Colorado Distance and Electronic Learning Academy]] (CDELA)
# [[Colorado Online Learning]]
# [[Colorado Cyber]]
# [[Colorado Virtual Academy]]
# [[Columbia Virtual Academy]] (Washington)
# [[Commonwealth Connections Academy]] (Pennsylvania)

# [[Connecticut Virtual Learning Center]]
# [[Continental Academy]] (Florida)
# [[Cook County Sheriff’s Department Virtual High School]]



# [[Delta Academy On Line School]] (Nevada)
# [[Delta Cyber School]] (Alaska)

# [[DoDEA Virtual High School]]
# [[Denver Online High School]] (Colorado) (formerly DPS Online High School)
# [[Dunlap Leadership Academy]] (California)
# [[Duval Virtual Instruction Academy]] (Florida)
# [[eCADEMY]] (New Mexico)

# [[Education Program for Gifted Youth]] Online High School, Stanford University (California)
# [[ELCA Online Learning Academy]] (Georgia)
# [[EdVisions Online High School]] (Minnesota)
# [[EV Online Learning]] (Washington)
# [[Electronic Classroom of Tomorrow]] (Ohio)
# [[Electronic Course Program]] (Texas)
# [[Evanston Virtual High School]] (Wyoming)
# [[Excel High School]] (Minnesota)
# [[Fairbanks B.E.S.T. Program]] (Alaska)
# [[Fairborn Digital Academy]] (Ohio)
# [[Falcon Virtual Academy]] (Colorado)
# [[Findlay Digital Academy]] (Ohio)
# [[Florida Virtual School]]
# [[Francis School]] (New York)
# [[Franklin University PSEOP]] (Ohio)
# [[Freshwater Education District Virtual School Consortium]] (Minnesota)
# [[Georgia Cyber Academy]]

# [[Georgia Virtual School]]
# [[Giant Campus of Washington]] (Washington)
# [[Giant Campus Academy]]
# [[GLBTQ Online High School]] (Minnesota)
# [[GOAL Digital Academy]] (Ohio)
# [[GOAL Academy Online]] (Colorado)
# [[Graham Digital Academy]] (Ohio)
# [[Greater Ohio Virtual School]]
# [[Greenways Academy]]
# [[Gwinnett Online Campus]] (Georgia)
# [[Hamilton County Virtual School]] (Tennessee)
# [[Hawaii DOE E-School]]
# [[Hawaii Technology Academy]]
# [[Hawaii Virtual Learning Network]]
# [[Hawaii Virtual School]]
# [[Hoosier Academies]] (Indiana)
# [[Hope High School Online]] (Arizona)
# [[Hope Online Learning Academy]] (Colorado)
# [[Idaho Connects Online]]
# [[Idaho Digital Learning Academy]]
# [[Idaho Distance Education Academy]]
# [[Idaho Virtual Academy]]
# [[IDEAL-NM]] (New Mexico)
# [[Independent Study High School]] (Nebraska)
# [[Illinois Virtual High School]]
# [[Indiana Connections Academy]]
# [[Insight School of Colorado]]
# [[Insight School of Kansas]]
# [[Insight School of Minnesota]]
# [[Insight School of Washington]]
# [[Insight School of Wisconsin]]
# [[INSPIRE Connections Academy]] (Idaho)


# [[International Virtual Learning Academy]] (California)
# [[Internet Academy]] (IA) (Washington)
# [[Iowa Learning Online]]
# [[Iowa Online AP Academy]]
# [[iQ Academy Arizona]]
# [[iQ Academy Kansas]]
# [[iQ Academy Minnesota]]

# [[iQ Academy Washington]]
# [[iQ Academy Wisconsin]]
# [[iSucceed Virtual High School]] (Idaho)
# [[Jackson Hole Connections Academy]] (Wyoming)
# [[Janesville Virtual Academy]] (Wisconsin)
# [[JEDI Virtual High School]] (Wisconsin)
# [[Jeffco's 21st Century Virtual Academy]] (Colorado)
# [[Jefferson County JCPSeSchool]]
# [[Kansas Connections Academy]]

# [[Kaplan Academy of California]]

# [[Kaplan Academy of Oregon]]
# [[Kaplan Academy of Washington]]
# [[Kaplan University High School]]
# [[Karval Online Education]] (Colorado)
# [[Kenosha eSchool]] (Wisconsin)
# [[Kent Digital Academy]] (Ohio)
# [[Kentucky Virtual Schools]]
# [[Keystone Online School]]
# [[Kiel eSchool]] (Wisconsin)

# [[Lakewood Digital Academy]] (Ohio)
# [[Lancaster Digital Academy]] (Ohio)

# [[Learn at My Pace]] (LAMP) Online High School (Minnesota)



# [[Learning² eSchool of Wichita]] (Kansas)
# [[Louisiana Virtual School]]
# [[Mahoning Unlimited Classroom]] (Ohio)



# [[Maryland Virtual School]]
# [[Massachusetts Online Network for Education]] (MassONE)

# [[Massillon Digital Academy]] (Ohio)
# [[Mercury Online Academy of Arizona]]
# [[Mercury Online Prep]]
# [[Mercury Academy of Southern California]]
# [[Meridian Parent Partnership Program]] (MP3) (Washington)
# [[Mesa Distance Learning Program]]
# [[Miami Dade I-Prep Academy]] (Florida)
# [[Miami-Dade Online Academy]] (Florida)
# [[Michigan Virtual School]]

# [[Midwestern Regional Virtual Charter School]] (Pennsylvania)
# [[Minnesota Online High School]]
# [[Minnesota Transitions Schools Minnesota Connections Academy]]
# [[Minnesota Virtual Academy]]
# [[Minnesota Virtual High School]]
# [[Mississippi Virtual Public School]]
# [[Missouri Virtual Instruction Program]]
# [[Monroe Virtual High School]] (Wisconsin)
# [[Monroe Virtual Middle School]] (Wisconsin)
# [[Montana Digital Academy]]
# [[Monte Vista Online Academy]] (Colorado)
# [[Move Up Program]] (Washington)
# [[MPS Online]] (Minnesota)

# [[National Connections Academy]]

# [[National University Virtual High School]] (California)
# [[Nevada Connections Academy]]
# [[Nevada Virtual Academy]]
# [[New Jersey Virtual School]]
# [[Newark Digital Academy]] (Ohio)

# [[NCSSM Online]] (North Carolina)
# [[North Carolina Virtual Public School]]
# [[North Dakota Center for Distance Education]]
# [[Northeast Wisconsin Online Network]] (Wisconsin)
# [[Northwest Allprep]] (Washington)


# [[Odyssey High School]] (Nevada)
# [[Ohio Connections Academy]]
# [[Ohio Distance And Electronic Learning Academy]]
# [[Ohio Virtual Academy]]



# [[Oklahoma Virtual Academy]]
# [[Oklahoma Virtual Charter Academy]]
# [[Oklahoma Virtual High School]]
# [[Oklahoma Virtual School]]
# [[Olympia Regional Learning Academy iConnect]] (Washington)
# [[Omaha Public Schools eLearning]]
# [[Open High School of Utah]]
# [[Oregon Connections Academy]]
# [[Oregon Virtual Academy]]
# [[Oregon Virtual Education]]

# [[PA Distance Learning Charter School]] (Pennsylvania)
# [[PA Learners Online Regional Cyber Charter School]] (Pennsylvania)
# [[Pacific View Charter School]]
# [[Palmetto State E-cademy]] (South Carolina)
# [[Park City Independent]] (Utah)
# [[Pennsylvania Cyber Charter School]]
# [[Pennsylvania Leadership Charter School]]
# [[Pennsylvania Virtual Charter School]]
# [[Pinnacle Online High School]] (Arizona)

# [[Primavera Online High School]] (Arizona)
# [[Provo eSchool]] (Utah)
# [[Provost Academy South Carolina]]
# [[Provost Academy Colorado]]
# [[Quaker Digital Academy]] (Ohio)
# [[Red Comet]] (Washington)
# [[Richard McKenna Charter High School]] (Idaho)
# [[Riverside Virtual School]] (California)



# [[Scholars Online]] (Washington)

# [[Silver State High School]] (Nevada)
# [[Sioux Falls School District]] (South Dakota)
# [[Slavic Christian Academy]] (Washington)

# [[South Carolina Connections Academy]]
# [[South Carolina Virtual Charter School]]
# [[South Carolina Virtual School Program]]
# [[South Carolina Whitmore School]]
# [[South Dakota Virtual School]]

# [[Southwest Licking Digital Academy]] (Ohio)
# [[Spokane Virtual Learning]] (Washington)
# [[Spring Lake Park Online]] (SLP Online) (Minnesota)
# [[St. Johns Virtual School]] (Florida)

# [[SusQ-Cyber Charter School]] (Pennsylvania)
# [[Texas Connections Academy @ Houston]]
# [[Texas Virtual Academy]]
# [[Texas Virtual School]]
# [[Tempe Union Online Learning]] (TUOL) (Arizona)
# [[The American Academy]]

# [[Treca Digital Academy]]
# [[TRIO Wolf Creek Online High School]] (Minnesota)

# [[University of California College Prep]] (California)
# [[University of Missouri High School]]
# [[University of Oklahoma High School]]
# [[Utah Electronic High School]] (EHS)
# [[Utah Tech High]]
# [[Utah Virtual Academy]]
# [[Vermont Virtual Learning Cooperative]]
# [[Vilas Online]] (Colorado)

# [[Virtual Community School Of Ohio]]
# [[Virtual High School Global Consortium]] (VHS)
# [[Virtual Learning Academy Charter School]] (New Hampshire)
# [[Virtual Virginia]]
# [[VOISE Academy High School]] (Illinois)


# [[Washington Online School Network]]
# [[Washington Virtual Academies]] (WAVA) (Washington)
# [[WOLF School]] (Nevada)
# [[West Central Learning Academy II]] (Ohio)
# [[West Virginia Virtual School]]

# [[Westwood Cyber High]] (Michigan)
# [[WiloStar3D-Epic Academy]] (Oklahoma)
# [[Wisconsin Connections Academy]]
# [[Wisconsin eSchool Network]]
# [[Wisconsin Virtual Academy]]
# [[Wisconsin Virtual Learning]]
# [[Wisconsin Virtual School]]
# [[Wyoming e-academy of Virtual Education]] (WeAVE)
# [[Wyoming Switchboard Network]]
# [[Wyoming Virtual Academy]]

See also the Wikipedia article at http://en.wikipedia.org/wiki/List_of_virtual_schools#United_States.

=== Virtual initiatives in post-secondary education ===


According to the Sloan Consortium's 2010 report on [http://sloanconsortium.org/publications/survey/class_differences Class Differences: Online Education in the United States], approximately 5.6 million students were enrolled in at least one online course in the autumn of 2009. Other findings include:
* Almost two-thirds of for-profit institutions say that online learning is a critical part of their long term strategy
* The 21%growth rate for online enrollments far exceeds the 2% growth in the overall higher education student population
* Nearly one-half of institutions report that the economic downturn has increased demand for face-to-face courses and programmes
* Three-quarters of institutions report that the economic downturn has increased demand for online courses and programmes

There are no university-focused relevant federal initiatives of note. However, in July 2009 president Barrack Obama pledged to devote $12 billion over 10 years to improve programmes, courses, and facilities at US Community Colleges, with "$500 million devoted to freely available online courses". This pledge has evolved over time and this section may later be updated.

Despite the lack of national (federal) motivation, the simple scope and diversity of virtual university activity in the US cannot be underestimated. Most US universities offer at least one hybrid or fully online programme. Many institutions offer a wide range of programmes, at both the undergraduate and postgraduate levels.

Many of the "notables" are operated by for-profit, private companies, although a variety of initiatives originating in "traditional" universities are examined as well. Some major institutions/initiatives include:

* [[Capella University]]
* [[Carnegie Mellon University]]
* [[University of Central Florida]]
* [[Colorado Community Colleges Online]]
* [[DeVry University]]
* [[Laureate Education]] ([[Walden University]])
* [[University of Maryland University College]]
* [[University of Phoenix]]
* [[Penn State World Campus]]
* [[Regis University]]
* [[SUNY Learning Network]]
* [[Strayer University Online]]
* [[UT Telecampus]]
* [[University of the People]] - new, but noteworthy

There are many more. See [http://www.virtualschoolsandcolleges.eu/index.php/Category:United_States the US category] for a full list of those programmes indexed by the Re.ViCa wiki.

== Lessons learnt==

=== General lessons ===

The US is an unusually structured nation of 50 federated states, to which it is not always easy to compare other countries - especially those located in Europe (as they are more likely to see broad-ranging, national initiatives in education). Some of the associated issues are explored below (''text prepared for Re.ViCa'').

Note also that the apparent success of e-learning/online higher education in the [[US]] must be approached with care - quality may vary widely from institution to institution (and programme to programme). See note above on the complexity of US accreditation and quality control mechanisms.

==== Is the relevance of the US or of its states? ====
''Text prepared for Re.ViCa and moved from an earlier section.''

Hovering around 308.6 million as of early 2010, the population of the USA seems enormously large compared with that of most European countries. (For comparison, the population of the [[UK]] is estimated at 62 million, the [[Netherlands]] at 16.6 million, and [[Finland]] at 5.3 million.) Nevertheless, the federal structure of the US and the deregulated nature of its educational systems indicate that it is reasonable to look to the state level when studying e-learning in the US.

This "relevance" depends primarily on comparing US states to discrete European ones - it is extremely difficult to compare and contrast the US and Europe as a whole (in e-learning or otherwise).

The population of the EU is now estimated at over 500 million, about 1.5 times that of the US, and its inhabitants speak over 170 languages (of which 23 are considered "official"). While the US itself has no "official" language, nearly all Americans speak English, and moreover share essentially similar cultural expectations. This (in conjunction with the US's underlying federal governance structure) often results in a velocity of propagation of ideas nationwide which is rarely replicated across the EU.

==== Post-secondary: Do US ideas in e-learning transfer to Europe? ====
''Text prepared for Re.ViCa and moved from an earlier section.''

Many European analysts consider US universities - both large and small, public and private - more successful at developing and implementing substantial e-learning programmes than their European counterparts. Online learning in the US is indeed expanding at a remarkable and enviable pace: the average growth rate for online university enrolments has increased by roughly 13% per annum over the past seven years (compared with 2% for US "brick and mortar" enrolments). Other indicators of success include completion rates, programme sustainability over a number of years, and academic reputation.

Researchers have (understandably) questioned why the success of e-learning in US universities does not transfer more readily to a European context. Is it the economy, the geography, the demographics, or the population density; the nature of the respective educational funding models; or something else entirely? Indeed, these are but a few of the differences that may contribute to the challenge of e-learning transfer. Consider also the vast differences in quality models, academic focus, relevant public policy, language/culture, and technology uptake. In a global culture where online degrees are rapidly acquiring credibility, and students have begun to actively pursue online degrees via overseas institutions, these are critical questions to consider when pondering the future of education in Europe.

It is certain that North American ideas in e-learning form worthy comparators, and in countless cases do see transfer to Europe (and beyond). For example, many of the early course/learning management systems which formulated our earliest understanding of [http://en.wikipedia.org/wiki/History_of_virtual_learning_environments_1990s "online learning" in the mid-1990s] were developed in either America or Canada, e.g. LotusNotes, FirstClass, Blackboard and WebCT. A distinctly American company with American attitudes and products, Blackboard [[learning management systems]] remains in common usage across Europe (despite recent trends towards [[OER]] in the market). Institutions worldwide have sought to mirror the success of the US in exporting learning via the internet.

There is also more general discussion of the "Americanisation of Education" seen in some European countries - which is too broad and controversial a topic to address here.

Whatever the ramifications, the past would suggest that European analysts should indeed examine US e-learning trends in order to better understand (and possibly predict) directions for growth in their own countries.

=== Notable practices ===


The unusually decentralised nature of US education makes it difficult to locate national practices that might be applied more broadly. Note, however, that this decentralisation seems to have stimulated the development of virtual schools within the US in an unprecedented manner. Virtual Schools may be public or private; private organisations may partner with public school systems; and online courses may be partly or purely supplemental (as opposed to full time). There is no shortage of models evolving, and it would seem that the lack of uniformity has proven a rich and fertile ground for development.

Less optimistically, there are many opposed to the dominant role that private, for-profit organisations have come to play in the development of US virtual schools (and in charter schools in particular - see description above). Many of these "academies" have been developed along the lines of a "University of Phoenix" model, and indeed are often owned by large, profit-seeking parent companies. In other words, the unique US educational landscape brings both benefits and challenges. (In this context of post-secondary education, consider the wide range of accrediting agencies, and the longstanding disputes regarding educational quality among for-profit, commercial institutions). It is difficult to judge their applicability in other contexts.

== References ==

* "2009 Year in Review". US Department of Education, January 2010, http://www2.ed.gov/about/reports/annual/2009review.doc
* "Academic Ranking of World Universities". Graduate School of Education, Shanghai Jiao Tong University, http://www.arwu.org/. Retrieved 2010-02-28
* "Accreditation and Quality Assurance: Other Quality Assurance Provisions." International Affairs Office, US Department of Education, 12/2007, http://www2.ed.gov/about/offices/list/ous/international/usnei/us/qualassurance.doc
* Adelman, C. The Bologna Process for U.S. Eyes: Re-learning Higher Education in the Age of Convergence. Produced with primary support of the Lumina Foundation for Education to the Global Performance Initiative of the Institute for Higher Education Policy, April 2009, http://www.ihep.org/assets/files/EYESFINAL.pdf Retrieved 2010-02-15
* "Ages for Compulsory School Attendance..." US Dept. of Education, National Center for Education Statistics, http://nces.ed.gov/programs/digest/d02/dt150.asp. Retrieved 2010-02-15
* Allen, I. E. and Seaman, J. (2008) Staying the Course: Online Education in the United States, 2008 Needham MA: Sloan Consortium
* "The Almanac of Higher Education". The Chronicle of Higher Education LVI (1): 5. August 28, 2009.
* "A National Primer on K-12 Online Learning, Second Edition". iNACOL, http://www.inacol.org/research/docs/iNCL_NationalPrimerv22010-web.pdf
* "As Economy Wavers, Online Enrollments Climb". November 13, 2008, http://www.insidehighered.com/news/2008/11/13/sloan Retrieved 2010-02-15
* Brady, P. Is there a Paris match for UK's overseas appeal? 10 August 2007, Times Higher Education, http://www.timeshighereducation.co.uk/story.asp?storyCode=90207&sectioncode=26 Retrieved 2010-02-15
* "Category Archives: P-12 Reform". US Department of Education, http://www.ed.gov/p-12-reform Retrieved 2011-07-28
* Charlier, J.-E., and Croche, S. "The Bologna Process: The Outcome of Competition Between Europe and the United States and a Stimulus to This Competition", European Education, vol. 39, no. 4, Winter 2007–8, pp. 10–26.
* Database of Accredited Postsecondary Institutions and Programs, US Department of Education, http://ope.ed.gov/accreditation/ Retrieved 2010-02-15
* "Education Reform". Wikipedia, http://en.wikipedia.org/wiki/Education_reform Retrieved 2011-07-28
* "Educational Attainment in the United States: 2003." US Census Bureau. http://www.census.gov/prod/2004pubs/p20-550.pdf. Retrieved 2010-02-28
* "Educational Attainment in the United States: 2008." US Census Bureau. http://www.census.gov/population/www/socdemo/educ-attn.html Retrieved 2010-02-28
* "Demographics of the European Union". Wikipedia, http://en.wikipedia.org/wiki/Demographics_of_the_European_Union Retrieved 2010-02-08
* "Digest of Education Statistics: 2008". US Dept. of Education, National Center for Education Statistics, http://nces.ed.gov/programs/digest/d08/ Retrieved 2010-02-08
* "Diploma Mills and Accreditation". US Department of Education web site, http://ed.gov/students/prep/college/diplomamills/accreditation.html
* "Education in the United States". http://en.wikipedia.org/wiki/Education_in_the_United_States Retrieved 2011-07-28
* "Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies". US Dept. of Education, September 2010, http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf
* "European Union". Wikipedia, http://en.wikipedia.org/wiki/European_Union Retrieved 2010-02-08
* "Fading Stimulus Saved Colleges". Inside Higher Ed, February 11, 2010, http://www.insidehighered.com/news/2010/02/11/sheeo
* "Fast Facts [2007/2008]." US Dept. of Education, National Center for Education Statistics, http://nces.ed.gov/fastfacts/display.asp?id=76
* "General Educational Development". Wikipedia, http://en.wikipedia.org/wiki/General_Educational_Development
* "Higher Education in the United States". http://en.wikipedia.org/wiki/Higher_education_in_the_United_States Retrieved 2011-07-28
* "History of Learning Environments". Wikipedia, http://en.wikipedia.org/wiki/History_of_virtual_learning_environments_1990s Retrieved 2010-02-15
* "Homeschooling in the United States". Wikipedia, http://en.wikipedia.org/wiki/Homeschooling_in_the_United_States Retrieved 2011-08-17
* "Keeping Pace With Online Learning: An Annual Review of Policy and Practice". Evergreen Education Group, 2010, http://kpk12.com/reports/
* Kittredge, B. "Student Aid and Fiscal Responsibility Act". Blog of the Committee on Education and Labor, July 15, 2009, http://edlabor.house.gov/blog/2009/07/student-aid-and-fiscal-respons.shtml
* Krueger, D, and Kumar, K.B. "US-Europe Differences in Technology-Driven Growth: Quantifying the Role of Education". Journal of Monetary Economics, Elsevier, vol. 51(1), pages 161-190, 2004, http://ideas.repec.org/p/nbr/nberwo/10001.html
* "Learning in the 21st Century: 2010 Trends Update". Project Tomorrow, http://www.tomorrow.org/speakup/learning21Report_2010_Update.html
* Lieven, M., and Martin, G. (2006) "Higher Education in a Global Market: The Case of British Overseas Provision in Israel", Higher Education, 52: 1
* "List of countries by population". Wikipedia, http://en.wikipedia.org/wiki/List_of_countries_by_population Retrieved 2011-07-15
* Osgood, R.K., "Making Liberal Arts Colleges Sustainable", Forbes.com, http://www.forbes.com/2010/02/17/liberal-arts-college-thought-leaders-osgood.html
* "Overview: The Federal Role in Education". United States Department of Education, http://www2.ed.gov/about/overview/fed/role.html Retrieved 2011-07-28
* "Overview: 10 Facts About K-12 Education Funding". US Department of Education, http://www2.ed.gov/about/overview/fed/10facts/index.html Retrieved 2010-02-28
* Patterson, D., Jung, G. and Broadhead, G. (2009) "The UK e-learning market 2009", Learning Light Limited, http://www.learninglight.com/doc/download/16
* "Promising Practices in Online Learning: Blended Learning, The Convergence of Online and Face-to-Face Education". http://www.inacol.org/research/promisingpractices/NACOL_PP-BlendedLearning-lr.pdf
* "The Rise of K-12 Blended Learning". http://www.innosightinstitute.org/media-room/publications/education-publications/the-rise-of-k-12-blended-learning/
* "School: the Story of American Public Education," http://www.pbs.org/kcet/publicschool/roots_in_history/index.html Retrieved 2011-07-28
* Schreurs, B. (ed.) (2010) Reviewing the Virtual Campus Phenomenon: The Rise of Large-scale e-Learning Initiatives Worldwide, EuroPACE, Re.ViCa Project, E.C. Agreement no. 2007-2608/001-001, http://revica.europace.org/Re.ViCa%20Online%20Handbook.pdf Retrieved 2010-02-15
* Stephan, A., ed. "The Americanization of Europe: Culture, Diplomacy, and Anti-Americanism after 1945." New York: Berghahn Books, 2007.
* "Statistics About Non-Public Education in the United States". US Dept. of Education, Office of Non-Public Education. http://www.ed.gov/about/offices/list/oii/nonpublic/statistics.html. Retrieved 2010-02-15
* Tyack, D. and Cuban, L. (1995) Tinkering Toward Utopia: a century of public school reform, Cambridge, MA, Harvard University Press.
* "United States". International Monetary Fund, http://www.imf.org/external/pubs/ft/weo/2009/02/weodata/weorept.aspx?sy=2006&ey=2009&scsm=1&ssd=1&sort=country&ds=.&br=1&c=111&s=NGDPD%2CNGDPDPC%2CPPPGDP%2CPPPPC%2CLP&grp=0&a=&pr.x=64&pr.y=8 Retrieved 2010-02-08
* "United States". Wikipedia, http://en.wikipedia.org/wiki/Usa Retrieved 2011-07-15
* "United States". CIA World Factbook, https://www.cia.gov/library/publications/the-world-factbook/geos/us.html
* "U.S. state". Wikipedia, http://en.wikipedia.org/wiki/U.S._state Retrieved 2011-07-15
* "US to unveil broadband plan Mar 17, sees barriers". Reuters.com, Feb. 23 2010, http://www.reuters.com/article/idUSN2224640220100223 Retrieved 2010-02-28
* "USA education". Wikipedia, http://en.wikipedia.org/wiki/Usa#Education Retrieved 2011-07-28
* van der Wende, M. (2002) The Role of US Higher Education in the Global e-Learning Market, Center for Higher Education Policy Studies, University of Twente, http://cshe.berkeley.edu/publications/docs/ROP.WendePaper1.02.pdf
* "White House makes grants to boost online learning". eSchoolNews, September 26 2011, http://www.ecampusnews.com/technologies/white-house-makes-grants-to-boost-online-learning/

----
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United States

2011-12-19T02:51:28Z

SaraFrankBristow: /* Towards a Comprehensive List of US Virtual Schools (in progress) */

''(Re.ViCa version by [[Sara Frank Bristow]] and [[Paul Bacsich]].)''

''Put in merged template and updated for VISCED by [[Sara Frank Bristow]].''

''For entities in the United States see [[:Category:United_States]] ''



== Experts situated in the United States ==

* Cathy Cavanaugh, Associate Professor of Educational Technology, School of Teaching and Learning, University of [[Florida]] at Gainesville
* Sara Frank Bristow, Independent Researcher and Sero collaborator; contributor to Re.ViCa
* Susan Patrick, International Association for K-12 Online Learning (iNACOL)
* Russ Poulin, WICHE Cooperative for Educational Technologies; contributor to Re.ViCa




== United States in a nutshell ==
(sourced in part from http://en.wikipedia.org/wiki/United_States and https://www.cia.gov/library/publications/the-world-factbook/geos/us.html)

[[Image:US.gif|right|thumb|300px|Source : http://www.cia.gov]]

The United States ('''United States of America'''; '''US''', '''USA''', or '''America''') is a federal [http://en.wikipedia.org/wiki/Constitutional_republic constitutional republic] comprising 50 states and a federal district. The world's oldest surviving [http://en.wikipedia.org/wiki/Federation federation], the United States is a constitutional republic and representative democracy, in which citizens are subject to three levels of government: federal, state, and local.

The country is situated mostly in central [[North America]] between the [[Pacific Ocean]] and [[Atlantic Ocean]], bordered by [[Canada]] to the north and [[Mexico]] to the south. At 3.79 million square miles (9.83 million km2) and with about 311 million people (July 2011), the United States is the third or fourth largest country by total area ([http://en.wikipedia.org/wiki/List_of_countries_and_outlying_territories_by_total_area depending on definition]), and third largest by land area and by population.

[[Image:US_map_states_wikicommons.png|thumb|left|200px|Wikimedia Commons Map of US states]]

The US comprises 50 discrete states; see [http://en.wikipedia.org/wiki/USA_states the US States Wikipedia article] for a full list. [[Washington D.C.]] (the District of Columbia), a special district which is not part of any US state, serves as the permanent national capital. The US also possesses five major overseas territories, all considered separately in this wiki. According to 2010 estimates, the largest contiguous state, [[California]], has 37 million people; and the next, [[Texas]], has 25 million. The seven states with 10 million people or more are: [[California]], [[Texas]], [[New York]], [[Florida]], [[Illinois]], [[Pennsylvania]] and [[Ohio]]. Ten states have populations of less than 10 but more than 6 million. 33 states have populations under 6 million; of these, 13 have populations ranging from 1 to 3 million.

The list of states with their own Virtual Campus wiki entries resides at [[:Category:States of the United States]]. Regional sub-categories have been created for states with a high incidence of notable e-learning programmes, e.g. [[California]] and [[Colorado]]. Others are added as activity is identified.

== Education in the United States ==

Students are not compelled to study at nationally controlled or public schools in the United States, and from primary through post-secondary level, a broad range of private, for-profit options exist. In 2008, about 74 million people (both citizens and foreign nationals) were enrolled in American schools, colleges and universities.

Education is [http://www2.ed.gov/about/overview/fed/role.html primarily a state and local responsibility] in the US, with most decisions made (and policies established) on that basis. It is states and communities, as well as public and private organisations of various types, that establish schools and colleges, develop curricula, and determine requirements for enrolment and graduation - not the federal (central) government.

The structure of education finance in America reflects this predominant state and local role. Of an estimated $1.13 trillion in government funds being spent nationwide on education at all levels for the school year 2010-2011, a substantial majority comes from state, local, and private sources. This is especially true at the elementary (primary) and secondary levels, where 89% of the funds will come from non-federal sources.

The Federal government contribution to primary and secondary education is only about 11%.

== Schools in the United States ==

Children are required in most US states to attend school from the age of five or six until 16, 17 or 18 - generally bringing them through grade 12, or twelfth grade (the end of High School). This sequence is colloquially referred to as "K-12" education.

In all, 86% of American schoolchildren enroll in the "Public" (publicly funded) school system. About 12% are enrolled in parochial or nonsectarian "Private" (non-publicly funded) schools, and 2% are homeschooled.

[http://en.wikipedia.org/wiki/US_education Public school curricula], funding, teaching, and other policies are set through locally elected school boards with jurisdiction over school districts, which may have many directives from state legislatures. School districts are usually separate from other local jurisdictions, with independent officials and budgets. Educational standards and standardised testing decisions are usually made by state governments, with curricula varying widely from district to district.

Individual states, counties, and school districts have considerable leeway in how they choose to divide their school levels, so it is difficult to accurately describe an "average" child's standard progression through education. However, [http://en.wikipedia.org/wiki/Elementary_school#United_States all states have historically made a distinction] between two main genres of K-12 education and three genres of K-12 school.
* The genres of education are Primary and Secondary; and
* The genres of school are Elementary School, Middle or Junior High School, and High School

Elementary and Secondary school programmes comprise nearly 14,000 school districts and some 56 million students, attending roughly 99,000 public schools and 34,000 private schools. It would impossible to list all US schools here; however, see the Wikipedia [http://en.wikipedia.org/wiki/List_of_schools_in_the_United_States List of Schools in the United States] for links itemised by state and school district.

Homeschooling is legal in all 50 US states, although the topic is at times controversial (as parents are not always considered fit to provide schooling which meets compulsory education standards). Homeschooling standards and requirements also vary widely among US states. Common reasons for adoption of homeschooling strategies include dissatisfaction with the quality of schooling available; dissatisfaction with moral, ethical or religious issues associated with a school; and/or inability of a student to participate due to time, financial or physical restraints (e.g. in the case of child athletes, celebrities and the disabled).

The decision to homeschool a child in the US may be interpreted as a statement of social, religious, political or other dissent.

=== Pre-Primary ===
The terms "Preschool," "Prekindergarten," "Pre-K" or "Nursery School" may all be used to refer to earlier age-group education. There is no compulsory national Pre-Primary education requirement in the US.

=== Elementary (Primary) ===
American children are required to attend six or seven years of Elementary School (generally comprising Kindergarten and grades 1-5 or 1-6). [http://en.wikipedia.org/wiki/Kindergarten Kindergarten] is a transitional year for students around the age of 5 or 6. Not all states make this year compulsory, though many do and offer this as a free educational year. First grade is the more official "first year" of primary school.

=== Middle or Junior High School ===
Middle School is a period of schooling between Elementary and High School, viewed by many as a conceptual bridge between the two. It often shares resources with a larger Secondary School rather than occupy its own facilities. Middle School typically spans grades 6-8, while Junior High School (Junior High) spans grades 7 and 8 only. Middle School/Junior High School students are generally between 11 and 14 years old.

=== High School ===
The majority of American students complete four years of High School (grades 9-12), graduating with a diploma around the age of 18. A small percentage of students opt to withdraw prior to graduation, permitted at either 16 or 17 depending on state of residence. These students may take a series of standardised tests (General Educational Development, or GED) and receive High School equivalency credentials if they perform well.

In 2008, 87% of Americans over the age of 25 had graduated from High School. High School graduates may either enter the workforce or continue education, e.g. at a higher education institution.

== Further and Higher Education ==

The American further and higher education systems, like the primary and secondary education systems, are largely decentralised - that is, unregulated by any national body. With a limited number of exceptions, the federal government does not directly regulate colleges and universities (although it may award them federal grants). It can therefore be difficult to make generalisations about the institutions in these sectors (without focussing on one individual US state at a time), though we have tried our best below.

The term "Polytechnic" is not used as such in the US, though "Community Colleges" may be seen to occupy a similar educational niche - and are not unlike what some in other countries might call "University Colleges."

=== Universities (and "Colleges") in the United States ===
The US higher education system is known to host some of the finest universities in the world. According to the Shanghai Jiao Tong University's [http://www.arwu.org/ Academic Ranking of World Universities], more than 30 of the highest-ranked 45 institutions are in the United States (as measured primarily by awards and research output).

In discussing post-secondary education in the US it is important to bear in mind that the definition of the term "college" does not align neatly with that used in most other countries discussed in this wiki.

* '''Universities''' are, generally speaking, four-year institutions of higher education and research, awarding both undergraduate and postgraduate ("graduate") degrees.
* '''Colleges''' are four-year, undergraduate institutions with an emphasis on taught courses, which may award the same undergraduate degrees as universities. Colleges may be part of a larger research university or may exist independently.

'''Americans do not always distinguish verbally between "college" and "university" – those attending a university would refer to this process as "going to college" while in pursuit of their undergraduate degree.'''

It is difficult to identify the precise number of colleges and universities in the United States - in part because of varying definitions of the terms, and in part because of the diversity of potentially applicable institutions. Moreover, a US university need not be "accredited" in order to operate (see separate note on this topic). With these caveats in mind, a [http://www.utexas.edu/world/univ/alpha/ recent estimate] by the University of Texas at Austin counts 2,043 colleges and universities; the US Department of Education [http://ope.ed.gov/accreditation/ Database of Accredited Postsecondary Institutions and Programs] counts over 8,000 (community and vocational colleges are omitted in the first survey but included in the second); and the Chronicle of Higher Education 2009 [http://chronicle.com/section/Almanac-of-Higher-Education/141/ Almanac of Higher Education] counts 4,811.

Students provide transcripts of their High School grades and their results on a series of privately organised standardised tests when applying to American universities and colleges. Annual tuition fees are charged for higher education in almost all cases, and are often exorbitant compared to those found in other countries. (For the 2007–08 academic year, annual prices for undergraduate tuition, room, and board were estimated to be [http://nces.ed.gov/fastfacts/display.asp?id=76 $11,578 at public institutions and $29,915 at private institutions].) Many students rely on student loans and scholarships from their university, the federal government, or a private lender.

Students may choose to attend public or private institutions to complete their undergraduate degrees. The majority of public universities are operated by individual states and territories, usually as part of a "state university system". Each state supports at least one state university and several support many more. By a wide margin, these "state schools" tend to be the most affordable to residents from within that state.

Those individuals completing undergraduate education at either a university or college may enter the workforce in a professional capacity or continue on to postgraduate ("graduate") study. In 2008, [http://www.census.gov/Press-Release/www/releases/archives/education/013618.html 29% of American adults] 25 and older had a bachelor's degree.



===(Community) Colleges in the United States===
US "Community Colleges" are two-year institutions of higher education (once commonly called "Junior Colleges"). Often state-based and public, most Community Colleges operate under a policy of open admission and may be similar to the Polytechnics or University Colleges found in other countries.

[http://en.wikipedia.org/wiki/Community_colleges_in_the_United_States Many Community Colleges] are operated either by special districts that draw property tax revenue from the local community, as a division of a state university, or as sister institutions within a state-wide higher education system. In recent years, many Community Colleges have added online courses to their catalogues, and in some states have become hotbeds of e-learning activity.

Community Colleges typically offer two-year "associates degrees" and/or trade certifications, as well as services to the local community (e.g. a library or job placement assistance). Some offer courses towards a four-year bachelor's degree and may guarantee admission to a partner university. While most enrollees proceed directly from High School to Community College (and are therefore ages 18-21), Community College is also an attractive venue for older American adults returning to education after a hiatus; professionals seeking further certification in their field (or another); or hobbyists looking for an inexpensive way to further their personal interests.

'''US Community Colleges should not be confused with regular "Colleges"''', as the latter term is used uniquely in the US to refer to four-year teaching institutions which offer bachelor's degrees (see above). There are, however, other two-year institutions which would be referred to as "Community Colleges" even though they are not described as such by name; these have names like "institute of technology", "technical institute" or "technical college" and typically focus on training in technical and vocational skills.

== Education Reform ==

A selection of "hot button" issues targeted in the budget for [http://www2.ed.gov/about/overview/budget/budget12/index.html Fiscal Year 2012] reflect the general tenor of US educational reforms debated in the last five to ten years. These include:

* College access and completion
* Investing in early learning
* Accelerating the use of educational technology
* Supporting English language learners
* Supporting individuals with disabilities
* Strengthening the commitment to Native American, Alaska Native, and Native Hawaiian Education
* Improving productivity and efficiency
* Supporting rural education
* Improving Science, Technology, Engineering, and Mathematics (STEM) Education

Sector specifics are discussed below.

=== Schools ===
Approaches to improving public schooling have been the primary stakeholder concern ever since universal public education began to gain traction in US schools, in the middle of the nineteenth century. The Department of Education's official mission is to "promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access", and [http://en.wikipedia.org/wiki/Education_reform reforms over the last 60 years] have included issues of civil rights, "progressive" education versus "cultural literacy", and the 1990s adoption of Outcome-Based Education (OBE) - at which time a set of standards-based National Education Goals were set by the US Congress. The standards-based reform movement culminated in the controversial No Child Left Behind Act of 2001.

As of August 2011, issues frequently highlighted for potential reform include Repairing the Bush-era "No Child Left Behind" Act; Reauthorisation of the Elementary and Secondary Education Act (ESEA); Addressing teacher cheating scandals in standardised testing; Teacher union reform; Expanding school day or school year; Validity of charter schools (in which public schools operate more like private ones); Validity of school choice, or "school vouchers" (in which parents may select which public school their child attends, or use a voucher to send them to a private one); Improving teacher quality/salary; Improving teacher training; Awarding performance bonuses ("merit pay") to teachers; English-only vs. bilingual education (allowing students to study in their native tongue - typically Spanish); Mainstreaming special education students (allowing special needs individuals to remain in "regular" schools); Content of curriculum standards and textbooks (which intersects with controversial issues like the teaching of [http://en.wikipedia.org/wiki/Creationism creationism] in the classroom); and others.

For more information see the collected pieces on on "P-12" (pre-Kindergarten through twelfth grade) Reform on the ED web site at http://www.ed.gov/p-12-reform; or the useful Wikipedia discussion at http://en.wikipedia.org/wiki/Education_reform.

=== Post-secondary ===

Given the decentralised nature of the US HE system, federal reform might never reflect the kind of sweeping mandates periodically effected in other countries or unions. Nevertheless, certain proposed and actual reforms - largely addressing issues of affordability and access - pressed through or discussed from 2008-2011 are of great interest. Not all are exclusively higher-education specific. Some are detailed here:

* Announcement regarding [http://www.ecampusnews.com/technologies/white-house-makes-grants-to-boost-online-learning/ online courses for Community Colleges] (September 2011). The long-awaited first installation of a $2 billion grant programme targeting Community College students through both industry partnerships and an expansion of free online courses. An initial $500 million in "workforce training programme" grants were scheduled for distribution after a rigorous application process that lasted almost a year. This followed on an announcement by President Obama in July 2009 to devote '''$12 billion over 10 years''' to improve programmes, courses, and facilities at [[US]] Community Colleges, with $500 million devoted to freely available online courses. Portions of this pledge were realised in the Health Care and Education Reconciliation Act of 2010.

* The [http://www.broadband.gov/ National Broadband Plan] (March 2010). Relevant in its potential to transform education in the US, as noted in the report itself. Despite early advances in the arena, for nearly 10 years the United States has lagged behind many other developed countries in the adoption of broadband technology. America's first National Broadband Plan recommends sweeping improvements to US broadband governance, infrastructure, affordability, and deployment, dedicating $15.5 billion to broadband deployment over the next decade.

* The [http://en.wikipedia.org/wiki/Health_Care_and_Education_Reconciliation_Act_of_2010 Health Care and Education Reconciliation Act of 2010] (March 2010). Included the Student Aid and Fiscal Responsibility Act, reforming the process by which American students receive much-needed loans to participate in higher education.

* The [http://www.ed.gov/technology/netp-2010 National Educational Technology Plan 2010]". Outlined "ways in which information and communication technologies can be leveraged to help transform American education". It details [http://www.ed.gov/technology/netp-2010/goals-and-recommendations five specific goals] with recommendations (for states, districts, the federal government, and other stakeholders in the US education system) that address learning, assessment, teaching, infrastructure, and productivity. A wide variety of stakeholders played a role in developing the plan: see http://www.ed.gov/technology/netp-2010/how-plan-developed for details.

* The American Recovery and Reinvestment Act (ARRA) of 2009. Sought [http://www2.ed.gov/about/reports/annual/2009review.html "to get America on track and to return to being number one in the world in high school and college graduation rates, school readiness and overall academic achievement]." This included $98.2 billion in appropriations for the Department of Education, more than 1.5 times the Department’s entire appropriation for the previous year.

* The Student Aid and Fiscal Responsibility Act of 2009. [http://edlabor.house.gov/blog/2009/07/student-aid-and-fiscal-respons.shtml Goals included] "producing the most college graduates by 2020 by making college accessible and transforming the way our student loan programs operate." The bill never became law; link now defunct.

Read more about current issues in the realm of US Higher Education reform at the Teachnology, Inc. web site: http://www.teach-nology.com/highered/reform/

===== The Bologna Process =====
''(This section was included as relevant to Re.ViCa and has not been updated since first posting.)''

The average American academic remains unaware of the Bologna Process and its significance. Yet [http://www.ihep.org/assets/files/EYESFINAL.pdf a recent report] by the US-based Lumina Foundation chides:

:Former Secretary of Education, Margaret Spellings’ Commission on the Future of Higher Education paid no attention whatsoever to Bologna, and neither did the U.S. higher education community… Such purblind stances are unforgivable in a world without borders.

This report's author, [http://www.ihep.org/press-room/news_release-detail.cfm?id=62 Cliff Adelman] ([http://www.ihep.org/ Institute for Higher Education Policy]), is among numerous vocal proponents of US participation in a process similar to that set forth by Bologna. Lumina promotes [http://www.luminafoundation.org/our_work/tuning/Q_and_A-Bologna_and_Tuning.html "Tuning"], explored in papers such as [http://go2.wordpress.com/?id=725X1342&site=gsed.wordpress.com&url=http%3A%2F%2Fwww.ihep.org%2Fassets%2Ffiles%2FTheBolognaClub.pdf The Bologna Club: What U.S. Higher Education Can Learn from a Decade of European Reconstruction] - which set forth the goal that attainment of high-quality undergraduate degrees and credentials in the United States should increase to 60% by 2025.

Adelman's efforts and those of others like him are not widely known. Bologna's spirit of harmonisation, unity and "work towards a common cause" is not often felt across US state borders, and there are few models of cross-border cooperation that scratch the surface of Bologna Process-like goals.

As a separate issue, some European researchers have explored evidence of US hostility towards the Bologna Process itself, in terms of its perceived success in attracting overseas students who might otherwise pursue studies in the US. As an increasing number of "geographically mobile" students choose European universities over American ones, some believe that Bologna is a seen as a threat – yet one that US officials have been unwilling to acknowledge or name. For one example of this research track, see Charlier and Croche's 2008 piece on [http://mesharpe.metapress.com/app/home/contribution.asp?referrer=parent&backto=issue,2,7;journal,9,24;linkingpublicationresults,1:110907,1 The Outcome of Competition Between Europe and the United States].

== Administration and finance ==
(adapted from the US Department of Education web site, http://www2.ed.gov)
[[Image: Ed_gl_org_chart.gif|thumb|right|150px|2011 US Department of Education]]

Established in 1980, the '''[http://www.ed.gov/ US Department of Education]''' ('''ED''', or externally '''USDE''') is the government agency that establishes policy for and administers most federal assistance to '''all sectors of US education.''' ED has 4,200 employees and a $63.7 billion budget; elementary and secondary programmes serve more than 14,000 school districts and 56 million students, who attend some 97,000 schools and 28,000 private schools. Department programmes also provide financial assistance to about 11 million post-secondary students. Many students attend private schools, colleges and universities, paid for with private funds.

It is always important to bear in mind the predominant state and local role in establishing American schools and colleges, developing curricula, and determining enrolment and graduation requirements. '''These tasks are not, for the most part, under the purview of ED''' - in other words, there are few national requirements in these areas. Of an estimated $1.13 trillion being spent nationwide on education at all levels for school year 2010-2011, a substantial majority (89%) come from state, local, and private sources.

'''The US Department of Education (i.e. US federal government) does:'''

* Establish policies relating to federal financial aid for education, and administer/monitor those funds at all levels.
* Collect data, oversee schools research, and disseminate results to [http://en.wikipedia.org/wiki/United_States_Congress the US Congress], educators and the general public.
* Identify major issues, focus national attention on them, and make recommendations for education reform (advising the president and implementing education policies).
* Enforce federal statutes prohibiting discrimination in programmes receiving federal funds, and ensure equal access to education.

'''The US Department of Education (i.e. US federal government) does not:'''

* Establish schools and colleges
* Develop curricula
* Set requirements for enrollment and graduation
* Determine state education standards
* Develop or implement testing to measure whether states are meeting their own education standards

Notably for VISCED and Re.ViCa purposes, the Department of Education's [http://www2.ed.gov/about/offices/list/os/technology/index.html '''Office of Educational Technology] (OET)''' develops national educational technology policy, ensuring that programmes are coordinated and consistent across the federal government. OET released the US's first [http://www.ed.gov/technology/netp-2010 National Educational Technology Plan (NETP)] in March 2010 as described above.

=== Schools ===
The Department of Education's [http://www2.ed.gov/about/offices/list/oese/index.html '''Office of Elementary and Secondary Education'''] (OESE) directs, coordinates, and recommends policies for state and local educational agencies, helps ensure equal access to services (particularly for underprivileged and underrepresented children), and provides financial assistance to a select number of local educational agencies.

OESE offers nearly 200 programmes, addressing a range of issues such as: Hurricane Help for Schools, Academic Improvement and Teacher Quality Programs, School Support and Technology Programs, Student Achievement and School Accountability Programs, and many more. Programmes are administered through numerous offices, e.g. the Office of Indian [Native American] Education and the Office of Migrant Education. (Note that this is only a fragment of a much longer list, and that programmes are not guaranteed funding on an annual basis.)

=== Post-secondary ===
Federal regulation is critical in the area of student financial aid (which provides loans to students for post-secondary tuition).

The '''[http://www2.ed.gov/about/offices/list/ous/index.html Office of the Under Secretary]''' (OUS) oversees policies, programmes, and activities related to post-secondary education, vocational and adult education, and federal student aid.

The '''[http://www2.ed.gov/about/offices/list/ope/index.html Office of Postsecondary Education]''' (OPE) formulates federal post-secondary education policy and administers over 40 programmes to increase access to quality post-secondary education. One of the OPE's primary programmes of relevance is the [http://www2.ed.gov/about/offices/list/ope/fipse/welcome.html Fund for the Improvement of Postsecondary Education] (FIPSE). FIPSE's main activity each year is conducting the [http://www2.ed.gov/programs/fipsecomp/index.html Comprehensive Program], a grant programme intended to support innovative, replicable post-secondary education improvement projects. FIPSE also administers international consortia programmes, co-funded by foreign government partners, such as the [http://www2.ed.gov/programs/fipseec/index.html European Union-United States Atlantis Program] which provides funding for joint or dual undergraduate degrees in a wide range of academic and professional disciplines.

The '''[http://www2.ed.gov/about/offices/list/ovae/index.html Office of Vocational and Adult Education]''' (OVAE) administers and coordinates programmes related to adult education and literacy, career and technical education, and Community Colleges.

The '''[http://www2.ed.gov/about/offices/list/fsa/index.html Office of Federal Student Aid]''' (FSA) provides critical financial assistance to students enrolled in post-secondary educational institutions. Students apply to this agency for aid, and repay loans to it directly; institutions demonstrating inferior quality may become ineligible to educate students receiving federal student loans.

== Quality assurance ==



As described by the Department of Education's [http://www2.ed.gov/about/offices/list/ous/international/usnei/edlite-index.html US Network for Education Information] (USNEI), quality assurance takes several forms in the US system. The approval of institutions and programmes is generally '''undertaken by state agencies and accrediting agencies''', with the latter also responsible for establishing and maintaining academic and administrative standards. Professional and academic disciplinary associations also play a role in influencing and assessing quality. Educational potential and outcomes are measured by a wide range of surveys, studies, tests, and other assessments at the national, regional, state and institutional levels.

Various documents outlining assessment, evaluation, and standards activities in US education at all levels can be reviewed at http://www2.ed.gov/about/offices/list/ous/international/usnei/us/edlite-structure-us.html. The site also offers overviews of associates, bachelor's, and postgraduate degrees.

See also these general USNEI reports for further information:
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/accred-fed.doc Federal Recognition and Approval] - on the nature and limitations of the federal role in recognising accrediting agencies and in approving institutions
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/accred-state.doc State Approval of Schools and Postsecondary Institutions] - on the process of licensing or chartering educational providers by state authorities
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/qualassurance.doc Other Quality Assurance Provisions] - on additional quality assurance activities in the United States.

=== Schools ===
The US Department of Education [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/edlite-evaluation.html does not have the authority] to accredit private or public elementary or secondary schools; nor does it recognise schools-level accrediting bodies.

The US does not use national examinations to determine graduation from school or access to further studies, and there is no national curriculum on which to base such examinations. School curricula are set by local school districts, private schools, and homeschooling parents with reference to state standards and post-secondary requirements.

However, there is considerable commonality across the US education system despite the absence of legally enforced national curricula or examinations. Common evaluation and assessment standards and tools are the result of the pressures of the competitive academic marketplace, the expectations and requirements of employers and state agencies, and the standards required by accrediting agencies and professional and research associations.

For further information, USENEI provides these relevant schools report:

* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/accred-school.doc School-Level Accreditation] - the accreditation process at the primary and secondary education levels and provides links to accrediting agencies recognised by state governments and other authorities
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/edlite-evaluation.html Structure of U.S. Education: Evaluation and Assessment] - provides information on common US grading and credit systems as well as evaluation and standardised tests

=== Post-secondary ===
As in other US educational sectors, Quality Assurance in higher education is not typically overseen at the national level.
[http://www2.ed.gov/about/offices/list/ous/international/usnei/us/edlite-evaluation.html Post-secondary or tertiary curricula] are determined by individual institutions with reference to accreditation requirements, professional requirements, and the expectations of postgraduate programmes and employers.

It is difficult to summarise in brief the uniqueness and complexity of the academic accreditation process in the US.
* There is no single governmental accrediting body for US post-secondary educational institutions. Rather, ED relies on 74 private and state-based accrediting agencies to provide oversight of member institutions.
* These agencies are divided into 16 "regional" accrediting agencies (regarded as the most selective), plus a number of "national," "hybrid" and "programmatic" agencies which may certify lesser-known and/or specialised entities.
* Agencies awarded recognised by the Department of Education are not the only ones permitted to provide university accreditation; they have simply met a certain set of ED criteria. '''Recognition is not a requirement for an accrediting body to operate legally''' - although without it, institutions it certifies '''cannot participate in federal student aid programmes'''.
* Non-accredited institutions are often perceived as lacking in quality and rigor, and may be termed "diploma mills".

Within ED, the [http://www2.ed.gov/admins/finaid/accred/index.html Accreditation and State Liaison] (ASL) has responsibility for the accrediting agency recognition process and for coordinating activities between states and ED that impact institutional participation in the federal financial assistance programmes. A [http://www2.ed.gov/about/bdscomm/list/naciqi.html National Advisory Committee on Institutional Quality and Integrity] provides recommendations to the Secretary of Education regarding the recognition of post-secondary accrediting agencies.

For those seeking further information, USNEI provides these post-secondary reports:
* [http://www2.ed.gov/admins/finaid/accred/accreditation_pg6.html#NationallyRecognized Nationally Recognised Accrediting Agencies] - the U.S. Department of Education's directory of federally recognised accrediting agencies, both regional and national
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/accred-postsec.doc Postsecondary Accreditation] - describes the accreditation process at the tertiary level, and provides links to recognised accrediting agencies which are members of the Council for Higher Education Accreditation (CHEA)
* [http://www.chea.org/Directories/index.asp CHEA Directory of Recognised Accrediting Organisations] - the Council on Higher Education Accreditation's directory of recognised accrediting agencies
* [http://www.aspa-usa.org/ Association of Specialised and Professional Accreditors] (ASPA) - national association of accreditation agencies for regulated professions
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/fraud.doc Diploma Mills and Fraud] - information and links on the problems of unaccredited institutions and bogus accreditors in the US

== Information society ==

''Details about certain legislation, agencies and initiatives have been covered in previous sections.''

After an initial period of sustained leadership in the areas of computer science, internet development and broadband uptake, the US is now widely considered to be stagnating in technology uptake and usage. According to the World Economic Forum (WEF)'s 2011 report, the [http://www.huffingtonpost.com/2011/04/13/world-economic-forum-technology-use-us_n_848566.html US finished fifth] in a survey of the 138 countries that make up 98.8 percent of the world's GDP (ranking 24th in percentage of households with a personal computer). The WEF measured aspects of technology usage including business and regulatory climates for IT development and interest in and use of technology by the government, individuals and businesses.

The US also faces a significant gap in residential broadband use that breaks down along race, income, education levels and other socio-economic factors.

Recent [http://pewinternet.org Pew findings] report that 77% of American adults use the internet ([http://pewinternet.org/Static-Pages/Trend-Data/Whos-Online.aspx Dec 2010]); 83% of Americans own mobile phones, while just 57% own a personal computer ([http://pewinternet.org/Trend-Data/Device-Ownership.aspx May 2011]).

A variety of offices, agencies and non-profits monitor and direct US activity and strategy in the information society.
* The [http://www.fcc.gov/ Federal Communications Commission], an independent US government agency, regulates interstate and international communications by radio, television, wire, satellite and cable. (As noted above, it has unveiled the first US [http://www.reuters.com/article/idUSN2224640220100223 National Broadband Plan] in March 2010, reinforcing the notion that all Americans are entitled to "affordable access to robust and reliable broadband products and services".)
* The Department of Education’s [http://www2.ed.gov/about/offices/list/os/technology/index.html Office of Educational Technology] (OET) supports the use of technology in education. (The March 2010 "National Education Technology Plan" has been discussed above.)
* The [http://www.whitehouse.gov/omb/e-gov/ Office of E-Government & Information Technology] is part of the Office of Management and Budget (OMB).
* Founded in 1969, the [http://www.nascio.org National Association of State Chief Information Officers] (NASCIO) represents state chief information officers and information technology executives and managers from the states, territories, and the District of Columbia. The primary state members are senior officials from state government who have executive-level and statewide responsibility for information technology leadership.
* The [http://www.cio.gov/ Chief Information Officers] (CIO) Council serves as the principal interagency forum for improving practices in the design, modernisation, use, sharing, and performance of Federal Government agency information resources.
* The [http://it.usaspending.gov/ IT Dashboard], launched in June 2009, allows the American people to monitor IT investments across the federal government.

This is not a comprehensive list - and in particular does not identify any state or regional programmes. See http://www.usa.gov/Government/State_Local/Technology.shtml for more related agencies/organisations.

== ICT in education initiatives ==

=== Virtual initiatives in schools ===


Online education in the US has gained considerable traction over the last 15 years - seemingly more so than in any other country. A major report from the International Association for K-12 Online Learning (iNACOL), [http://www.inacol.org/research/docs/iNCL_NationalPrimerv22010-web.pdf A National Primer on K-12 Online Learning] (Second Edition), estimates that over 1.5 million American K-12 students were engaged in online and blended learning for the 2009-2010 school year (out of approximately 55.2 million students enrolled ).This represents roughly 3% of the US K-12 population.

This relatively small figure belies the scope and nature of the programmes now available. Options vary from state to state, school district to school district, and even from school to school. As the Primer notes, whether a student has the option to participate in "supplemental" (i.e. single) courses or full-time online programmes remains a matter of state policy and local laws, "with a few states providing opportunities for most students, a few states providing almost no opportunities, and most states falling somewhere in the middle". Moreover, iNACOL and others acknowledge their ongoing struggle to survey data in this relatively new and rapidly changing arena; there is no single authority to whom any of the schools listed in this survey must report, and relevant data is not always made available to the public.

As of 2010, supplemental or full-time online learning opportunities were available to students in 48 of the 50 US states. 38 states had state virtual schools or state-led online initiatives (with a 39th set to open in 2011); 27 states plus Washington, DC had full-time online schools serving students statewide; and 20 states were providing both supplemental and full-time online learning options statewide (but not as part of a state virtual school). This can be compared to 2001, during which approximately 10 states had state virtual schools and even fewer offered other online education options.
The three main types of US virtual school are summarised in brief below, as outlined in [http://www.ecs.org/html/Document.asp?chouseid=9014 Keeping Pace With Online Learning: An Annual Review of Policy and Practice], Evergreen Education Group (2010). Note that not all schools fit neatly into one of the slots below, but without this kind of rough categorisation it would be exceedingly difficult to approach the vast array of US virtual schools.

Click here for the VISCED [[typology of US virtual schools]].

==== US state virtual schools - overview====
* Operate in 38 states
* Are state-led online learning initiatives, with course enrollment ranging from several thousand to 16,000 for 2009-10
* Boast 450,000 "course enrollments" nationwide, i.e. in which one student takes one course
* Often provide local school districts with '''supplemental online courses''', as well as online learning expertise and thought leadership for their own schools
* Have '''students who study online part-time only''' (taking "supplemental" online courses while physically enrolled elsewhere)
* Saw enrollment increase by nearly 40% from 2008-09 to 2009-10, though most gains came from the states of North Carolina and Florida only
* Have virtual school enrollments exceeding 10,000 for 2009-10 in eight different states (Alabama, Florida, Georgia, Idaho, Louisiana, Michigan, North Carolina and South Carolina)
* Are usually funded by legislative appropriation

Click here for the VISCED list of [[:Category:US statewide virtual schools|US statewide virtual schools]] - this includes both "state virtual schools" as described above, and any virtual school for which state residents are eligible.

====US multi-school-district full-time online schools - overview====
* Operate in 27 states (each has at least one)
* '''Have few or no part-time students'''; most have enrollment of a few hundred to several thousand
* Usually attract students from across an entire state, so are found in those states that permit students to enroll across district lines
* Are typically charter schools (i.e. special publicly funded schools operating under their own charters/standards, attended by student choice)
* Are usually affiliated with a private national organisation e.g. Connections Academy, K12 Inc., Advanced Academics, or Insight Schools
* Are often funded via state public education funds that follow the student

Click here for the VISCED list of [[:Category:US_multi-school-district_virtual_schools|US multi-school-district virtual schools]].

Click here for the VISCED list of [[:Category:US_charter_schools|US charter schools]].

====US single school district programmes - overview ====
* Are represented by only 11 well-established programmes nationwide
* Serve only students who reside within a single, local district of residence
* Serve '''mostly supplemental students''' (though some serve full-time students)
* Are often focused on credit recovery or at-risk students
* Make up the fastest growing segment of K-12 online learning

There are additionally a number of virtual schools run by consortia or postsecondary institutions, i.e. some which are not state, multi-district or single district schools.

Click here for the VISCED list of [http://www.virtualschoolsandcolleges.eu/index.php/Category:US_single-school-district_virtual_schools US single-school-district virtual schools].

====Possible US Exemplars====

* [[Agora Cyber Charter School]]
* [[Alabama ACCESS Distance Learning]] (State Virtual School)
* [[City of Angels Virtual Academy]] (COAVA)
* [[Cook County Sheriff’s Department Virtual High School]]
* [[Electronic Classroom of Tomorrow]]
* [[Florida Virtual School]] (FLVS)
* [[Hope Online Learning Academy]]
* [[Idaho Digital Learning Academy]] (IDLA)
* [[Illinois Virtual High School]]
* [[Jefferson County JCPSeSchool]]
* [[Louisiana Virtual School]] (LVS)
* [[Mesa Distance Learning Program]] (MDLP)
* [[Michigan Virtual School]] (MVS)
* [[Minnesota Virtual High School]] (MVHS)
* [[Mississippi Virtual Public School]]
* [[North Carolina Virtual Public School]] (NCVPS)
* [[Omaha Public Schools eLearning]] (OPS)
* [[Open High School of Utah]] (OHSU)
* [[Pennsylvania Cyber Charter School]]

* [[Primavera Online High School]]
* [[Silver State Charter Schools]]
* [[South Carolina Virtual School Program]] (SCVSP)
* [[Utah Electronic High School]] (EHS)
* [[Virtual High School Global Consortium]] (VHS)
* [[21st Century Cyber Charter School]]

====Towards a Comprehensive List of US Virtual Schools (in progress)====
''All schools identified as "notable" in early phases of VISCED are included below. The list is representative but not comprehensive, given the nature of the US. Virtual schools for the under-14s are deemed out of scope.''

# [[21st Century Cyber Charter School]] (Pennsylvania)
# [[Advanced Academics Online School]] (Oklahoma)
# [[AGVI Academy for Gifted Youth]] (California)
# [[Academy Online High School]] (Colorado)

# [[ACE Digital Academy]] (Ohio)
# [[ACHIEVEk12]] (Colorado)
# [[Achievement House Cyber Charter School]] (Pennsylvania)
# [[Agave Distance Learning]] (Arizona)
# [[Agora Cyber Charter School]] (Pennsylvania)
# [[Akron Digital Academy]] (Ohio)
# [[Alabama ACCESS Distance Learning]] (State Virtual School)

# [[Alaska Virtual School]]
# [[Alaska's Learning Network]]



# [[Andover eCademy]] (Kansas)
# [[Anoka Hennepin Compass On-Line]] (Minnesota)
# [[Another Choice Virtual Charter School]] (Idaho)
# [[Apex Learning High School]]
# [[Appleton eSchool]] (Wisconsin)
# [[APS Online]] (Colorado)
# [[Arizona Connections Academy]]
# [[Arizona Online Instruction]]
# [[Arizona Virtual Academy]]

# [[Arizona Virtual School]]

# [[Arkansas Virtual High School]]
# [[ASPIRA Bilingual Cyber Cyber School]] (Pennsylvania)
# [[AZ2020 Online Academy]] (Arizona)
# [[Basehor-Linwood Virtual School]] (Kansas)
# [[Beacon Academy of Nevada]]
# [[Bethel Online Academy]] (Washington)
# [[Blue Sky Online Charter School]] (Minnesota)
# [[Blueprint High School]] (Arizona)
# [[Boulder Universal]] (Colorado)
# [[Branson School Online]] (Colorado)
# [[Brigham Young University Independent Study]] (Utah)
# [[Buckeye On-Line School for Success]] (Ohio)
# [[California Pacific Charter Schools]] (California)
# [[California Virtual Academies]]

# [[Canon Online Academy]] (Colorado)
# [[Capistrano Connections Academy]] (CapoCA) (California)
# [[Cardington-Lincoln Local Digital Academy]] (Ohio)
# [[Chesterfield County Public Schools Online]] (Virginia)
# [[Central California Connections Academy]] (California)
# [[Central Pennsylvania Digital Learning Foundation]] (Pennsylvania)
# [[Chester Area Cyber School]] (South Dakota)
# [[Chicago Virtual Charter School]] (Illinois)

# [[Christa McAuliffe Academy]] (Oregon)
# [[Cincinnati Virtual High School]] (Ohio)
# [[City of Angels Virtual Academy]]
# [[CCSD Virtual High School]] (Nevada)
# [[CK Online Academy]] (Washington)
# [[Cobb Virtual Academy]] (Georgia)

# [[Colorado Connections Academy]]
# [[Colorado Distance and Electronic Learning Academy]] (CDELA)
# [[Colorado Online Learning]]
# [[Colorado Cyber]]
# [[Colorado Virtual Academy]]
# [[Columbia Virtual Academy]] (Washington)
# [[Commonwealth Connections Academy]] (Pennsylvania)

# [[Connecticut Virtual Learning Center]]
# [[Continental Academy]] (Florida)
# [[Cook County Sheriff’s Department Virtual High School]]



# [[Delta Academy On Line School]] (Nevada)
# [[Delta Cyber School]] (Alaska)

# [[DoDEA Virtual High School]]
# [[Denver Online High School]] (Colorado) (formerly DPS Online High School)
# [[Dunlap Leadership Academy]] (California)
# [[Duval Virtual Instruction Academy]] (Florida)
# [[eCADEMY]] (New Mexico)

# [[Education Program for Gifted Youth]] Online High School, Stanford University (California)
# [[ELCA Online Learning Academy]] (Georgia)
# [[EdVisions Online High School]] (Minnesota)
# [[EV Online Learning]] (Washington)
# [[Electronic Classroom of Tomorrow]] (Ohio)
# [[Electronic Course Program]] (Texas)
# [[Evanston Virtual High School]] (Wyoming)
# [[Excel High School]] (Minnesota)
# [[Fairbanks B.E.S.T. Program]] (Alaska)
# [[Fairborn Digital Academy]] (Ohio)
# [[Falcon Virtual Academy]] (Colorado)
# [[Findlay Digital Academy]] (Ohio)
# [[Florida Virtual School]]
# [[Francis School]] (New York)
# [[Franklin University PSEOP]] (Ohio)
# [[Freshwater Education District Virtual School Consortium]] (Minnesota)
# [[Georgia Cyber Academy]]

# [[Georgia Virtual School]]
# [[Giant Campus of Washington]] (Washington)
# [[Giant Campus Academy]]
# [[GLBTQ Online High School]] (Minnesota)
# [[GOAL Digital Academy]] (Ohio)
# [[GOAL Academy Online]] (Colorado)
# [[Graham Digital Academy]] (Ohio)
# [[Greater Ohio Virtual School]]
# [[Greenways Academy]]
# [[Gwinnett Online Campus]] (Georgia)
# [[Hamilton County Virtual School]] (Tennessee)
# [[Hawaii DOE E-School]]
# [[Hawaii Technology Academy]]
# [[Hawaii Virtual Learning Network]]
# [[Hawaii Virtual School]]
# [[Hoosier Academies]] (Indiana)
# [[Hope High School Online]] (Arizona)
# [[Hope Online Learning Academy]] (Colorado)
# [[Idaho Connects Online]]
# [[Idaho Digital Learning Academy]]
# [[Idaho Distance Education Academy]]
# [[Idaho Virtual Academy]]
# [[IDEAL-NM]] (New Mexico)
# [[Independent Study High School]] (Nebraska)
# [[Illinois Virtual High School]]
# [[Indiana Connections Academy]]
# [[Insight School of Colorado]]
# [[Insight School of Kansas]]
# [[Insight School of Minnesota]]
# [[Insight School of Washington]]
# [[Insight School of Wisconsin]]
# [[INSPIRE Connections Academy]] (Idaho)


# [[International Virtual Learning Academy]] (California)
# [[Internet Academy]] (IA) (Washington)
# [[Iowa Learning Online]]
# [[Iowa Online AP Academy]]
# [[iQ Academy Arizona]]
# [[iQ Academy Kansas]]
# [[iQ Academy Minnesota]]

# [[iQ Academy Washington]]
# [[iQ Academy Wisconsin]]
# [[iSucceed Virtual High School]] (Idaho)
# [[Jackson Hole Connections Academy]] (Wyoming)
# [[Janesville Virtual Academy]] (Wisconsin)
# [[JEDI Virtual High School]] (Wisconsin)
# [[Jeffco's 21st Century Virtual Academy]] (Colorado)
# [[Jefferson County JCPSeSchool]]
# [[Kansas Connections Academy]]

# [[Kaplan Academy of California]]

# [[Kaplan Academy of Oregon]]
# [[Kaplan Academy of Washington]]
# [[Kaplan University High School]]
# [[Karval Online Education]] (Colorado)
# [[Kenosha eSchool]] (Wisconsin)
# [[Kent Digital Academy]] (Ohio)
# [[Kentucky Virtual Schools]]
# [[Keystone Online School]]
# [[Kiel eSchool]] (Wisconsin)

# [[Lakewood Digital Academy]] (Ohio)
# [[Lancaster Digital Academy]] (Ohio)

# [[Learn at My Pace]] (LAMP) Online High School (Minnesota)



# [[Learning² eSchool of Wichita]] (Kansas)
# [[Louisiana Virtual School]]
# [[Mahoning Unlimited Classroom]] (Ohio)



# [[Maryland Virtual School]]
# [[Massachusetts Online Network for Education]] (MassONE)

# [[Massillon Digital Academy]] (Ohio)
# [[Mercury Online Academy of Arizona]]
# [[Mercury Online Prep]]
# [[Mercury Academy of Southern California]]
# [[Meridian Parent Partnership Program]] (MP3) (Washington)
# [[Mesa Distance Learning Program]]
# [[Miami Dade I-Prep Academy]] (Florida)
# [[Miami-Dade Online Academy]] (Florida)
# [[Michigan Virtual School]]

# [[Midwestern Regional Virtual Charter School]] (Pennsylvania)
# [[Minnesota Online High School]]
# [[Minnesota Transitions Schools Minnesota Connections Academy]]
# [[Minnesota Virtual Academy]]
# [[Minnesota Virtual High School]]
# [[Mississippi Virtual Public School]]
# [[Missouri Virtual Instruction Program]]
# [[Monroe Virtual High School]] (Wisconsin)
# [[Monroe Virtual Middle School]] (Wisconsin)
# [[Montana Digital Academy]]
# [[Monte Vista Online Academy]] (Colorado)
# [[Move Up Program]] (Washington)
# [[MPS Online]] (Minnesota)

# [[National Connections Academy]]

# [[National University Virtual High School]] (California)
# [[Nevada Connections Academy]]
# [[Nevada Virtual Academy]]
# [[New Jersey Virtual School]]
# [[Newark Digital Academy]] (Ohio)

# [[NCSSM Online]] (North Carolina)
# [[North Carolina Virtual Public School]]
# [[North Dakota Center for Distance Education]]
# [[Northeast Wisconsin Online Network]] (Wisconsin)
# [[Northwest Allprep]] (Washington)


# [[Odyssey High School]] (Nevada)
# [[Ohio Connections Academy]]
# [[Ohio Distance And Electronic Learning Academy]]
# [[Ohio Virtual Academy]]



# [[Oklahoma Virtual Academy]]
# [[Oklahoma Virtual Charter Academy]]
# [[Oklahoma Virtual High School]]
# [[Oklahoma Virtual School]]
# [[Olympia Regional Learning Academy iConnect]] (Washington)
# [[Omaha Public Schools eLearning]]
# [[Open High School of Utah]]
# [[Oregon Connections Academy]]
# [[Oregon Virtual Academy]]
# [[Oregon Virtual Education]]

# [[PA Distance Learning Charter School]] (Pennsylvania)
# [[PA Learners Online Regional Cyber Charter School]] (Pennsylvania)
# [[Pacific View Charter School]]
# [[Palmetto State E-cademy]] (South Carolina)
# [[Park City Independent]] (Utah)
# [[Pennsylvania Cyber Charter School]]
# [[Pennsylvania Leadership Charter School]]
# [[Pennsylvania Virtual Charter School]]
# [[Pinnacle Online High School]] (Arizona)

# [[Primavera Online High School]] (Arizona)
# [[Provo eSchool]] (Utah)
# [[Provost Academy South Carolina]]
# [[Provost Academy Colorado]]
# [[Quaker Digital Academy]] (Ohio)
# [[Red Comet]] (Washington)
# [[Richard McKenna Charter High School]] (Idaho)
# [[Riverside Virtual School]] (California)



# [[Scholars Online]] (Washington)

# [[Silver State High School]] (Nevada)
# [[Sioux Falls School District]] (South Dakota)
# [[Slavic Christian Academy]] (Washington)

# [[South Carolina Connections Academy]]
# [[South Carolina Virtual Charter School]]
# [[South Carolina Virtual School Program]]
# [[South Carolina Whitmore School]]
# [[South Dakota Virtual School]]

# [[Southwest Licking Digital Academy]] (Ohio)
# [[Spokane Virtual Learning]] (Washington)
# [[Spring Lake Park Online]] (SLP Online) (Minnesota)
# [[St. Johns Virtual School]] (Florida)

# [[SusQ-Cyber Charter School]] (Pennsylvania)
# [[Texas Connections Academy @ Houston]]
# [[Texas Virtual Academy]]
# [[Texas Virtual School]]
# [[Tempe Union Online Learning]] (TUOL) (Arizona)
# [[The American Academy]]

# [[Treca Digital Academy]]
# [[TRIO Wolf Creek Online High School]] (Minnesota)

# [[University of California College Prep]] (California)
# [[University of Missouri High School]]
# [[University of Oklahoma High School]]
# [[Utah Electronic High School]] (EHS)
# [[Utah Tech High]]
# [[Utah Virtual Academy]]
# [[Vermont Virtual Learning Cooperative]]
# [[Vilas Online]] (Colorado)

# [[Virtual Community School Of Ohio]]
# [[Virtual High School Global Consortium]] (VHS)
# [[Virtual Learning Academy Charter School]] (New Hampshire)
# [[Virtual Virginia]]
# [[VOISE Academy High School]] (Illinois)


# [[Washington Online School Network]]
# [[Washington Virtual Academies]] (WAVA) (Washington)
# [[WOLF School]] (Nevada)
# [[West Central Learning Academy II]] (Ohio)
# [[West Virginia Virtual School]]

# [[Westwood Cyber High]] (Michigan)
# [[WiloStar3D-Epic Academy]] (Oklahoma)
# [[Wisconsin Connections Academy]]
# [[Wisconsin eSchool Network]]
# [[Wisconsin Virtual Academy]]
# [[Wisconsin Virtual Learning]]
# [[Wisconsin Virtual School]]
# [[Wyoming e-academy of Virtual Education]] (WeAVE)
# [[Wyoming Switchboard Network]]
# [[Wyoming Virtual Academy]]

See also the Wikipedia article at http://en.wikipedia.org/wiki/List_of_virtual_schools#United_States.

=== Virtual initiatives in post-secondary education ===


According to the Sloan Consortium's 2010 report on [http://sloanconsortium.org/publications/survey/class_differences Class Differences: Online Education in the United States], approximately 5.6 million students were enrolled in at least one online course in the autumn of 2009. Other findings include:
* Almost two-thirds of for-profit institutions say that online learning is a critical part of their long term strategy
* The 21%growth rate for online enrollments far exceeds the 2% growth in the overall higher education student population
* Nearly one-half of institutions report that the economic downturn has increased demand for face-to-face courses and programmes
* Three-quarters of institutions report that the economic downturn has increased demand for online courses and programmes

There are no university-focused relevant federal initiatives of note. However, in July 2009 president Barrack Obama pledged to devote $12 billion over 10 years to improve programmes, courses, and facilities at US Community Colleges, with "$500 million devoted to freely available online courses". This pledge has evolved over time and this section may later be updated.

Despite the lack of national (federal) motivation, the simple scope and diversity of virtual university activity in the US cannot be underestimated. Most US universities offer at least one hybrid or fully online programme. Many institutions offer a wide range of programmes, at both the undergraduate and postgraduate levels.

Many of the "notables" are operated by for-profit, private companies, although a variety of initiatives originating in "traditional" universities are examined as well. Some major institutions/initiatives include:

* [[Capella University]]
* [[Carnegie Mellon University]]
* [[University of Central Florida]]
* [[Colorado Community Colleges Online]]
* [[DeVry University]]
* [[Laureate Education]] ([[Walden University]])
* [[University of Maryland University College]]
* [[University of Phoenix]]
* [[Penn State World Campus]]
* [[Regis University]]
* [[SUNY Learning Network]]
* [[Strayer University Online]]
* [[UT Telecampus]]
* [[University of the People]] - new, but noteworthy

There are many more. See [http://www.virtualschoolsandcolleges.eu/index.php/Category:United_States the US category] for a full list of those programmes indexed by the Re.ViCa wiki.

== Lessons learnt==

=== General lessons ===

The US is an unusually structured nation of 50 federated states, to which it is not always easy to compare other countries - especially those located in Europe (as they are more likely to see broad-ranging, national initiatives in education). Some of the associated issues are explored below (''text prepared for Re.ViCa'').

Note also that the apparent success of e-learning/online higher education in the [[US]] must be approached with care - quality may vary widely from institution to institution (and programme to programme). See note above on the complexity of US accreditation and quality control mechanisms.

==== Is the relevance of the US or of its states? ====
''Text prepared for Re.ViCa and moved from an earlier section.''

Hovering around 308.6 million as of early 2010, the population of the USA seems enormously large compared with that of most European countries. (For comparison, the population of the [[UK]] is estimated at 62 million, the [[Netherlands]] at 16.6 million, and [[Finland]] at 5.3 million.) Nevertheless, the federal structure of the US and the deregulated nature of its educational systems indicate that it is reasonable to look to the state level when studying e-learning in the US.

This "relevance" depends primarily on comparing US states to discrete European ones - it is extremely difficult to compare and contrast the US and Europe as a whole (in e-learning or otherwise).

The population of the EU is now estimated at over 500 million, about 1.5 times that of the US, and its inhabitants speak over 170 languages (of which 23 are considered "official"). While the US itself has no "official" language, nearly all Americans speak English, and moreover share essentially similar cultural expectations. This (in conjunction with the US's underlying federal governance structure) often results in a velocity of propagation of ideas nationwide which is rarely replicated across the EU.

==== Post-secondary: Do US ideas in e-learning transfer to Europe? ====
''Text prepared for Re.ViCa and moved from an earlier section.''

Many European analysts consider US universities - both large and small, public and private - more successful at developing and implementing substantial e-learning programmes than their European counterparts. Online learning in the US is indeed expanding at a remarkable and enviable pace: the average growth rate for online university enrolments has increased by roughly 13% per annum over the past seven years (compared with 2% for US "brick and mortar" enrolments). Other indicators of success include completion rates, programme sustainability over a number of years, and academic reputation.

Researchers have (understandably) questioned why the success of e-learning in US universities does not transfer more readily to a European context. Is it the economy, the geography, the demographics, or the population density; the nature of the respective educational funding models; or something else entirely? Indeed, these are but a few of the differences that may contribute to the challenge of e-learning transfer. Consider also the vast differences in quality models, academic focus, relevant public policy, language/culture, and technology uptake. In a global culture where online degrees are rapidly acquiring credibility, and students have begun to actively pursue online degrees via overseas institutions, these are critical questions to consider when pondering the future of education in Europe.

It is certain that North American ideas in e-learning form worthy comparators, and in countless cases do see transfer to Europe (and beyond). For example, many of the early course/learning management systems which formulated our earliest understanding of [http://en.wikipedia.org/wiki/History_of_virtual_learning_environments_1990s "online learning" in the mid-1990s] were developed in either America or Canada, e.g. LotusNotes, FirstClass, Blackboard and WebCT. A distinctly American company with American attitudes and products, Blackboard [[learning management systems]] remains in common usage across Europe (despite recent trends towards [[OER]] in the market). Institutions worldwide have sought to mirror the success of the US in exporting learning via the internet.

There is also more general discussion of the "Americanisation of Education" seen in some European countries - which is too broad and controversial a topic to address here.

Whatever the ramifications, the past would suggest that European analysts should indeed examine US e-learning trends in order to better understand (and possibly predict) directions for growth in their own countries.

=== Notable practices ===


The unusually decentralised nature of US education makes it difficult to locate national practices that might be applied more broadly. Note, however, that this decentralisation seems to have stimulated the development of virtual schools within the US in an unprecedented manner. Virtual Schools may be public or private; private organisations may partner with public school systems; and online courses may be partly or purely supplemental (as opposed to full time). There is no shortage of models evolving, and it would seem that the lack of uniformity has proven a rich and fertile ground for development.

Less optimistically, there are many opposed to the dominant role that private, for-profit organisations have come to play in the development of US virtual schools (and in charter schools in particular - see description above). Many of these "academies" have been developed along the lines of a "University of Phoenix" model, and indeed are often owned by large, profit-seeking parent companies. In other words, the unique US educational landscape brings both benefits and challenges. (In this context of post-secondary education, consider the wide range of accrediting agencies, and the longstanding disputes regarding educational quality among for-profit, commercial institutions). It is difficult to judge their applicability in other contexts.

== References ==

* "2009 Year in Review". US Department of Education, January 2010, http://www2.ed.gov/about/reports/annual/2009review.doc
* "Academic Ranking of World Universities". Graduate School of Education, Shanghai Jiao Tong University, http://www.arwu.org/. Retrieved 2010-02-28
* "Accreditation and Quality Assurance: Other Quality Assurance Provisions." International Affairs Office, US Department of Education, 12/2007, http://www2.ed.gov/about/offices/list/ous/international/usnei/us/qualassurance.doc
* Adelman, C. The Bologna Process for U.S. Eyes: Re-learning Higher Education in the Age of Convergence. Produced with primary support of the Lumina Foundation for Education to the Global Performance Initiative of the Institute for Higher Education Policy, April 2009, http://www.ihep.org/assets/files/EYESFINAL.pdf Retrieved 2010-02-15
* "Ages for Compulsory School Attendance..." US Dept. of Education, National Center for Education Statistics, http://nces.ed.gov/programs/digest/d02/dt150.asp. Retrieved 2010-02-15
* Allen, I. E. and Seaman, J. (2008) Staying the Course: Online Education in the United States, 2008 Needham MA: Sloan Consortium
* "The Almanac of Higher Education". The Chronicle of Higher Education LVI (1): 5. August 28, 2009.
* "A National Primer on K-12 Online Learning, Second Edition". iNACOL, http://www.inacol.org/research/docs/iNCL_NationalPrimerv22010-web.pdf
* "As Economy Wavers, Online Enrollments Climb". November 13, 2008, http://www.insidehighered.com/news/2008/11/13/sloan Retrieved 2010-02-15
* Brady, P. Is there a Paris match for UK's overseas appeal? 10 August 2007, Times Higher Education, http://www.timeshighereducation.co.uk/story.asp?storyCode=90207&sectioncode=26 Retrieved 2010-02-15
* "Category Archives: P-12 Reform". US Department of Education, http://www.ed.gov/p-12-reform Retrieved 2011-07-28
* Charlier, J.-E., and Croche, S. "The Bologna Process: The Outcome of Competition Between Europe and the United States and a Stimulus to This Competition", European Education, vol. 39, no. 4, Winter 2007–8, pp. 10–26.
* Database of Accredited Postsecondary Institutions and Programs, US Department of Education, http://ope.ed.gov/accreditation/ Retrieved 2010-02-15
* "Education Reform". Wikipedia, http://en.wikipedia.org/wiki/Education_reform Retrieved 2011-07-28
* "Educational Attainment in the United States: 2003." US Census Bureau. http://www.census.gov/prod/2004pubs/p20-550.pdf. Retrieved 2010-02-28
* "Educational Attainment in the United States: 2008." US Census Bureau. http://www.census.gov/population/www/socdemo/educ-attn.html Retrieved 2010-02-28
* "Demographics of the European Union". Wikipedia, http://en.wikipedia.org/wiki/Demographics_of_the_European_Union Retrieved 2010-02-08
* "Digest of Education Statistics: 2008". US Dept. of Education, National Center for Education Statistics, http://nces.ed.gov/programs/digest/d08/ Retrieved 2010-02-08
* "Diploma Mills and Accreditation". US Department of Education web site, http://ed.gov/students/prep/college/diplomamills/accreditation.html
* "Education in the United States". http://en.wikipedia.org/wiki/Education_in_the_United_States Retrieved 2011-07-28
* "Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies". US Dept. of Education, September 2010, http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf
* "European Union". Wikipedia, http://en.wikipedia.org/wiki/European_Union Retrieved 2010-02-08
* "Fading Stimulus Saved Colleges". Inside Higher Ed, February 11, 2010, http://www.insidehighered.com/news/2010/02/11/sheeo
* "Fast Facts [2007/2008]." US Dept. of Education, National Center for Education Statistics, http://nces.ed.gov/fastfacts/display.asp?id=76
* "General Educational Development". Wikipedia, http://en.wikipedia.org/wiki/General_Educational_Development
* "Higher Education in the United States". http://en.wikipedia.org/wiki/Higher_education_in_the_United_States Retrieved 2011-07-28
* "History of Learning Environments". Wikipedia, http://en.wikipedia.org/wiki/History_of_virtual_learning_environments_1990s Retrieved 2010-02-15
* "Homeschooling in the United States". Wikipedia, http://en.wikipedia.org/wiki/Homeschooling_in_the_United_States Retrieved 2011-08-17
* "Keeping Pace With Online Learning: An Annual Review of Policy and Practice". Evergreen Education Group, 2010, http://kpk12.com/reports/
* Kittredge, B. "Student Aid and Fiscal Responsibility Act". Blog of the Committee on Education and Labor, July 15, 2009, http://edlabor.house.gov/blog/2009/07/student-aid-and-fiscal-respons.shtml
* Krueger, D, and Kumar, K.B. "US-Europe Differences in Technology-Driven Growth: Quantifying the Role of Education". Journal of Monetary Economics, Elsevier, vol. 51(1), pages 161-190, 2004, http://ideas.repec.org/p/nbr/nberwo/10001.html
* "Learning in the 21st Century: 2010 Trends Update". Project Tomorrow, http://www.tomorrow.org/speakup/learning21Report_2010_Update.html
* Lieven, M., and Martin, G. (2006) "Higher Education in a Global Market: The Case of British Overseas Provision in Israel", Higher Education, 52: 1
* "List of countries by population". Wikipedia, http://en.wikipedia.org/wiki/List_of_countries_by_population Retrieved 2011-07-15
* Osgood, R.K., "Making Liberal Arts Colleges Sustainable", Forbes.com, http://www.forbes.com/2010/02/17/liberal-arts-college-thought-leaders-osgood.html
* "Overview: The Federal Role in Education". United States Department of Education, http://www2.ed.gov/about/overview/fed/role.html Retrieved 2011-07-28
* "Overview: 10 Facts About K-12 Education Funding". US Department of Education, http://www2.ed.gov/about/overview/fed/10facts/index.html Retrieved 2010-02-28
* Patterson, D., Jung, G. and Broadhead, G. (2009) "The UK e-learning market 2009", Learning Light Limited, http://www.learninglight.com/doc/download/16
* "Promising Practices in Online Learning: Blended Learning, The Convergence of Online and Face-to-Face Education". http://www.inacol.org/research/promisingpractices/NACOL_PP-BlendedLearning-lr.pdf
* "The Rise of K-12 Blended Learning". http://www.innosightinstitute.org/media-room/publications/education-publications/the-rise-of-k-12-blended-learning/
* "School: the Story of American Public Education," http://www.pbs.org/kcet/publicschool/roots_in_history/index.html Retrieved 2011-07-28
* Schreurs, B. (ed.) (2010) Reviewing the Virtual Campus Phenomenon: The Rise of Large-scale e-Learning Initiatives Worldwide, EuroPACE, Re.ViCa Project, E.C. Agreement no. 2007-2608/001-001, http://revica.europace.org/Re.ViCa%20Online%20Handbook.pdf Retrieved 2010-02-15
* Stephan, A., ed. "The Americanization of Europe: Culture, Diplomacy, and Anti-Americanism after 1945." New York: Berghahn Books, 2007.
* "Statistics About Non-Public Education in the United States". US Dept. of Education, Office of Non-Public Education. http://www.ed.gov/about/offices/list/oii/nonpublic/statistics.html. Retrieved 2010-02-15
* Tyack, D. and Cuban, L. (1995) Tinkering Toward Utopia: a century of public school reform, Cambridge, MA, Harvard University Press.
* "United States". International Monetary Fund, http://www.imf.org/external/pubs/ft/weo/2009/02/weodata/weorept.aspx?sy=2006&ey=2009&scsm=1&ssd=1&sort=country&ds=.&br=1&c=111&s=NGDPD%2CNGDPDPC%2CPPPGDP%2CPPPPC%2CLP&grp=0&a=&pr.x=64&pr.y=8 Retrieved 2010-02-08
* "United States". Wikipedia, http://en.wikipedia.org/wiki/Usa Retrieved 2011-07-15
* "United States". CIA World Factbook, https://www.cia.gov/library/publications/the-world-factbook/geos/us.html
* "U.S. state". Wikipedia, http://en.wikipedia.org/wiki/U.S._state Retrieved 2011-07-15
* "US to unveil broadband plan Mar 17, sees barriers". Reuters.com, Feb. 23 2010, http://www.reuters.com/article/idUSN2224640220100223 Retrieved 2010-02-28
* "USA education". Wikipedia, http://en.wikipedia.org/wiki/Usa#Education Retrieved 2011-07-28
* van der Wende, M. (2002) The Role of US Higher Education in the Global e-Learning Market, Center for Higher Education Policy Studies, University of Twente, http://cshe.berkeley.edu/publications/docs/ROP.WendePaper1.02.pdf
* "White House makes grants to boost online learning". eSchoolNews, September 26 2011, http://www.ecampusnews.com/technologies/white-house-makes-grants-to-boost-online-learning/

----
> [[Countries]]
 
>> [[Main Page]]

[[Category:United States| ]]
[[Category:North America]]
[[Category:OECD]]
[[Category:G8 countries]]
[[Category:G-20 countries]]

[[Category:Country reports]]
[[Category:Countries with Programmes]]
[[Category:VISCED]]
[[Category:Countries in merged template]]

United States

2011-12-19T02:50:13Z

SaraFrankBristow: /* US multi-school-district full-time online schools - overview */

''(Re.ViCa version by [[Sara Frank Bristow]] and [[Paul Bacsich]].)''

''Put in merged template and updated for VISCED by [[Sara Frank Bristow]].''

''For entities in the United States see [[:Category:United_States]] ''



== Experts situated in the United States ==

* Cathy Cavanaugh, Associate Professor of Educational Technology, School of Teaching and Learning, University of [[Florida]] at Gainesville
* Sara Frank Bristow, Independent Researcher and Sero collaborator; contributor to Re.ViCa
* Susan Patrick, International Association for K-12 Online Learning (iNACOL)
* Russ Poulin, WICHE Cooperative for Educational Technologies; contributor to Re.ViCa




== United States in a nutshell ==
(sourced in part from http://en.wikipedia.org/wiki/United_States and https://www.cia.gov/library/publications/the-world-factbook/geos/us.html)

[[Image:US.gif|right|thumb|300px|Source : http://www.cia.gov]]

The United States ('''United States of America'''; '''US''', '''USA''', or '''America''') is a federal [http://en.wikipedia.org/wiki/Constitutional_republic constitutional republic] comprising 50 states and a federal district. The world's oldest surviving [http://en.wikipedia.org/wiki/Federation federation], the United States is a constitutional republic and representative democracy, in which citizens are subject to three levels of government: federal, state, and local.

The country is situated mostly in central [[North America]] between the [[Pacific Ocean]] and [[Atlantic Ocean]], bordered by [[Canada]] to the north and [[Mexico]] to the south. At 3.79 million square miles (9.83 million km2) and with about 311 million people (July 2011), the United States is the third or fourth largest country by total area ([http://en.wikipedia.org/wiki/List_of_countries_and_outlying_territories_by_total_area depending on definition]), and third largest by land area and by population.

[[Image:US_map_states_wikicommons.png|thumb|left|200px|Wikimedia Commons Map of US states]]

The US comprises 50 discrete states; see [http://en.wikipedia.org/wiki/USA_states the US States Wikipedia article] for a full list. [[Washington D.C.]] (the District of Columbia), a special district which is not part of any US state, serves as the permanent national capital. The US also possesses five major overseas territories, all considered separately in this wiki. According to 2010 estimates, the largest contiguous state, [[California]], has 37 million people; and the next, [[Texas]], has 25 million. The seven states with 10 million people or more are: [[California]], [[Texas]], [[New York]], [[Florida]], [[Illinois]], [[Pennsylvania]] and [[Ohio]]. Ten states have populations of less than 10 but more than 6 million. 33 states have populations under 6 million; of these, 13 have populations ranging from 1 to 3 million.

The list of states with their own Virtual Campus wiki entries resides at [[:Category:States of the United States]]. Regional sub-categories have been created for states with a high incidence of notable e-learning programmes, e.g. [[California]] and [[Colorado]]. Others are added as activity is identified.

== Education in the United States ==

Students are not compelled to study at nationally controlled or public schools in the United States, and from primary through post-secondary level, a broad range of private, for-profit options exist. In 2008, about 74 million people (both citizens and foreign nationals) were enrolled in American schools, colleges and universities.

Education is [http://www2.ed.gov/about/overview/fed/role.html primarily a state and local responsibility] in the US, with most decisions made (and policies established) on that basis. It is states and communities, as well as public and private organisations of various types, that establish schools and colleges, develop curricula, and determine requirements for enrolment and graduation - not the federal (central) government.

The structure of education finance in America reflects this predominant state and local role. Of an estimated $1.13 trillion in government funds being spent nationwide on education at all levels for the school year 2010-2011, a substantial majority comes from state, local, and private sources. This is especially true at the elementary (primary) and secondary levels, where 89% of the funds will come from non-federal sources.

The Federal government contribution to primary and secondary education is only about 11%.

== Schools in the United States ==

Children are required in most US states to attend school from the age of five or six until 16, 17 or 18 - generally bringing them through grade 12, or twelfth grade (the end of High School). This sequence is colloquially referred to as "K-12" education.

In all, 86% of American schoolchildren enroll in the "Public" (publicly funded) school system. About 12% are enrolled in parochial or nonsectarian "Private" (non-publicly funded) schools, and 2% are homeschooled.

[http://en.wikipedia.org/wiki/US_education Public school curricula], funding, teaching, and other policies are set through locally elected school boards with jurisdiction over school districts, which may have many directives from state legislatures. School districts are usually separate from other local jurisdictions, with independent officials and budgets. Educational standards and standardised testing decisions are usually made by state governments, with curricula varying widely from district to district.

Individual states, counties, and school districts have considerable leeway in how they choose to divide their school levels, so it is difficult to accurately describe an "average" child's standard progression through education. However, [http://en.wikipedia.org/wiki/Elementary_school#United_States all states have historically made a distinction] between two main genres of K-12 education and three genres of K-12 school.
* The genres of education are Primary and Secondary; and
* The genres of school are Elementary School, Middle or Junior High School, and High School

Elementary and Secondary school programmes comprise nearly 14,000 school districts and some 56 million students, attending roughly 99,000 public schools and 34,000 private schools. It would impossible to list all US schools here; however, see the Wikipedia [http://en.wikipedia.org/wiki/List_of_schools_in_the_United_States List of Schools in the United States] for links itemised by state and school district.

Homeschooling is legal in all 50 US states, although the topic is at times controversial (as parents are not always considered fit to provide schooling which meets compulsory education standards). Homeschooling standards and requirements also vary widely among US states. Common reasons for adoption of homeschooling strategies include dissatisfaction with the quality of schooling available; dissatisfaction with moral, ethical or religious issues associated with a school; and/or inability of a student to participate due to time, financial or physical restraints (e.g. in the case of child athletes, celebrities and the disabled).

The decision to homeschool a child in the US may be interpreted as a statement of social, religious, political or other dissent.

=== Pre-Primary ===
The terms "Preschool," "Prekindergarten," "Pre-K" or "Nursery School" may all be used to refer to earlier age-group education. There is no compulsory national Pre-Primary education requirement in the US.

=== Elementary (Primary) ===
American children are required to attend six or seven years of Elementary School (generally comprising Kindergarten and grades 1-5 or 1-6). [http://en.wikipedia.org/wiki/Kindergarten Kindergarten] is a transitional year for students around the age of 5 or 6. Not all states make this year compulsory, though many do and offer this as a free educational year. First grade is the more official "first year" of primary school.

=== Middle or Junior High School ===
Middle School is a period of schooling between Elementary and High School, viewed by many as a conceptual bridge between the two. It often shares resources with a larger Secondary School rather than occupy its own facilities. Middle School typically spans grades 6-8, while Junior High School (Junior High) spans grades 7 and 8 only. Middle School/Junior High School students are generally between 11 and 14 years old.

=== High School ===
The majority of American students complete four years of High School (grades 9-12), graduating with a diploma around the age of 18. A small percentage of students opt to withdraw prior to graduation, permitted at either 16 or 17 depending on state of residence. These students may take a series of standardised tests (General Educational Development, or GED) and receive High School equivalency credentials if they perform well.

In 2008, 87% of Americans over the age of 25 had graduated from High School. High School graduates may either enter the workforce or continue education, e.g. at a higher education institution.

== Further and Higher Education ==

The American further and higher education systems, like the primary and secondary education systems, are largely decentralised - that is, unregulated by any national body. With a limited number of exceptions, the federal government does not directly regulate colleges and universities (although it may award them federal grants). It can therefore be difficult to make generalisations about the institutions in these sectors (without focussing on one individual US state at a time), though we have tried our best below.

The term "Polytechnic" is not used as such in the US, though "Community Colleges" may be seen to occupy a similar educational niche - and are not unlike what some in other countries might call "University Colleges."

=== Universities (and "Colleges") in the United States ===
The US higher education system is known to host some of the finest universities in the world. According to the Shanghai Jiao Tong University's [http://www.arwu.org/ Academic Ranking of World Universities], more than 30 of the highest-ranked 45 institutions are in the United States (as measured primarily by awards and research output).

In discussing post-secondary education in the US it is important to bear in mind that the definition of the term "college" does not align neatly with that used in most other countries discussed in this wiki.

* '''Universities''' are, generally speaking, four-year institutions of higher education and research, awarding both undergraduate and postgraduate ("graduate") degrees.
* '''Colleges''' are four-year, undergraduate institutions with an emphasis on taught courses, which may award the same undergraduate degrees as universities. Colleges may be part of a larger research university or may exist independently.

'''Americans do not always distinguish verbally between "college" and "university" – those attending a university would refer to this process as "going to college" while in pursuit of their undergraduate degree.'''

It is difficult to identify the precise number of colleges and universities in the United States - in part because of varying definitions of the terms, and in part because of the diversity of potentially applicable institutions. Moreover, a US university need not be "accredited" in order to operate (see separate note on this topic). With these caveats in mind, a [http://www.utexas.edu/world/univ/alpha/ recent estimate] by the University of Texas at Austin counts 2,043 colleges and universities; the US Department of Education [http://ope.ed.gov/accreditation/ Database of Accredited Postsecondary Institutions and Programs] counts over 8,000 (community and vocational colleges are omitted in the first survey but included in the second); and the Chronicle of Higher Education 2009 [http://chronicle.com/section/Almanac-of-Higher-Education/141/ Almanac of Higher Education] counts 4,811.

Students provide transcripts of their High School grades and their results on a series of privately organised standardised tests when applying to American universities and colleges. Annual tuition fees are charged for higher education in almost all cases, and are often exorbitant compared to those found in other countries. (For the 2007–08 academic year, annual prices for undergraduate tuition, room, and board were estimated to be [http://nces.ed.gov/fastfacts/display.asp?id=76 $11,578 at public institutions and $29,915 at private institutions].) Many students rely on student loans and scholarships from their university, the federal government, or a private lender.

Students may choose to attend public or private institutions to complete their undergraduate degrees. The majority of public universities are operated by individual states and territories, usually as part of a "state university system". Each state supports at least one state university and several support many more. By a wide margin, these "state schools" tend to be the most affordable to residents from within that state.

Those individuals completing undergraduate education at either a university or college may enter the workforce in a professional capacity or continue on to postgraduate ("graduate") study. In 2008, [http://www.census.gov/Press-Release/www/releases/archives/education/013618.html 29% of American adults] 25 and older had a bachelor's degree.



===(Community) Colleges in the United States===
US "Community Colleges" are two-year institutions of higher education (once commonly called "Junior Colleges"). Often state-based and public, most Community Colleges operate under a policy of open admission and may be similar to the Polytechnics or University Colleges found in other countries.

[http://en.wikipedia.org/wiki/Community_colleges_in_the_United_States Many Community Colleges] are operated either by special districts that draw property tax revenue from the local community, as a division of a state university, or as sister institutions within a state-wide higher education system. In recent years, many Community Colleges have added online courses to their catalogues, and in some states have become hotbeds of e-learning activity.

Community Colleges typically offer two-year "associates degrees" and/or trade certifications, as well as services to the local community (e.g. a library or job placement assistance). Some offer courses towards a four-year bachelor's degree and may guarantee admission to a partner university. While most enrollees proceed directly from High School to Community College (and are therefore ages 18-21), Community College is also an attractive venue for older American adults returning to education after a hiatus; professionals seeking further certification in their field (or another); or hobbyists looking for an inexpensive way to further their personal interests.

'''US Community Colleges should not be confused with regular "Colleges"''', as the latter term is used uniquely in the US to refer to four-year teaching institutions which offer bachelor's degrees (see above). There are, however, other two-year institutions which would be referred to as "Community Colleges" even though they are not described as such by name; these have names like "institute of technology", "technical institute" or "technical college" and typically focus on training in technical and vocational skills.

== Education Reform ==

A selection of "hot button" issues targeted in the budget for [http://www2.ed.gov/about/overview/budget/budget12/index.html Fiscal Year 2012] reflect the general tenor of US educational reforms debated in the last five to ten years. These include:

* College access and completion
* Investing in early learning
* Accelerating the use of educational technology
* Supporting English language learners
* Supporting individuals with disabilities
* Strengthening the commitment to Native American, Alaska Native, and Native Hawaiian Education
* Improving productivity and efficiency
* Supporting rural education
* Improving Science, Technology, Engineering, and Mathematics (STEM) Education

Sector specifics are discussed below.

=== Schools ===
Approaches to improving public schooling have been the primary stakeholder concern ever since universal public education began to gain traction in US schools, in the middle of the nineteenth century. The Department of Education's official mission is to "promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access", and [http://en.wikipedia.org/wiki/Education_reform reforms over the last 60 years] have included issues of civil rights, "progressive" education versus "cultural literacy", and the 1990s adoption of Outcome-Based Education (OBE) - at which time a set of standards-based National Education Goals were set by the US Congress. The standards-based reform movement culminated in the controversial No Child Left Behind Act of 2001.

As of August 2011, issues frequently highlighted for potential reform include Repairing the Bush-era "No Child Left Behind" Act; Reauthorisation of the Elementary and Secondary Education Act (ESEA); Addressing teacher cheating scandals in standardised testing; Teacher union reform; Expanding school day or school year; Validity of charter schools (in which public schools operate more like private ones); Validity of school choice, or "school vouchers" (in which parents may select which public school their child attends, or use a voucher to send them to a private one); Improving teacher quality/salary; Improving teacher training; Awarding performance bonuses ("merit pay") to teachers; English-only vs. bilingual education (allowing students to study in their native tongue - typically Spanish); Mainstreaming special education students (allowing special needs individuals to remain in "regular" schools); Content of curriculum standards and textbooks (which intersects with controversial issues like the teaching of [http://en.wikipedia.org/wiki/Creationism creationism] in the classroom); and others.

For more information see the collected pieces on on "P-12" (pre-Kindergarten through twelfth grade) Reform on the ED web site at http://www.ed.gov/p-12-reform; or the useful Wikipedia discussion at http://en.wikipedia.org/wiki/Education_reform.

=== Post-secondary ===

Given the decentralised nature of the US HE system, federal reform might never reflect the kind of sweeping mandates periodically effected in other countries or unions. Nevertheless, certain proposed and actual reforms - largely addressing issues of affordability and access - pressed through or discussed from 2008-2011 are of great interest. Not all are exclusively higher-education specific. Some are detailed here:

* Announcement regarding [http://www.ecampusnews.com/technologies/white-house-makes-grants-to-boost-online-learning/ online courses for Community Colleges] (September 2011). The long-awaited first installation of a $2 billion grant programme targeting Community College students through both industry partnerships and an expansion of free online courses. An initial $500 million in "workforce training programme" grants were scheduled for distribution after a rigorous application process that lasted almost a year. This followed on an announcement by President Obama in July 2009 to devote '''$12 billion over 10 years''' to improve programmes, courses, and facilities at [[US]] Community Colleges, with $500 million devoted to freely available online courses. Portions of this pledge were realised in the Health Care and Education Reconciliation Act of 2010.

* The [http://www.broadband.gov/ National Broadband Plan] (March 2010). Relevant in its potential to transform education in the US, as noted in the report itself. Despite early advances in the arena, for nearly 10 years the United States has lagged behind many other developed countries in the adoption of broadband technology. America's first National Broadband Plan recommends sweeping improvements to US broadband governance, infrastructure, affordability, and deployment, dedicating $15.5 billion to broadband deployment over the next decade.

* The [http://en.wikipedia.org/wiki/Health_Care_and_Education_Reconciliation_Act_of_2010 Health Care and Education Reconciliation Act of 2010] (March 2010). Included the Student Aid and Fiscal Responsibility Act, reforming the process by which American students receive much-needed loans to participate in higher education.

* The [http://www.ed.gov/technology/netp-2010 National Educational Technology Plan 2010]". Outlined "ways in which information and communication technologies can be leveraged to help transform American education". It details [http://www.ed.gov/technology/netp-2010/goals-and-recommendations five specific goals] with recommendations (for states, districts, the federal government, and other stakeholders in the US education system) that address learning, assessment, teaching, infrastructure, and productivity. A wide variety of stakeholders played a role in developing the plan: see http://www.ed.gov/technology/netp-2010/how-plan-developed for details.

* The American Recovery and Reinvestment Act (ARRA) of 2009. Sought [http://www2.ed.gov/about/reports/annual/2009review.html "to get America on track and to return to being number one in the world in high school and college graduation rates, school readiness and overall academic achievement]." This included $98.2 billion in appropriations for the Department of Education, more than 1.5 times the Department’s entire appropriation for the previous year.

* The Student Aid and Fiscal Responsibility Act of 2009. [http://edlabor.house.gov/blog/2009/07/student-aid-and-fiscal-respons.shtml Goals included] "producing the most college graduates by 2020 by making college accessible and transforming the way our student loan programs operate." The bill never became law; link now defunct.

Read more about current issues in the realm of US Higher Education reform at the Teachnology, Inc. web site: http://www.teach-nology.com/highered/reform/

===== The Bologna Process =====
''(This section was included as relevant to Re.ViCa and has not been updated since first posting.)''

The average American academic remains unaware of the Bologna Process and its significance. Yet [http://www.ihep.org/assets/files/EYESFINAL.pdf a recent report] by the US-based Lumina Foundation chides:

:Former Secretary of Education, Margaret Spellings’ Commission on the Future of Higher Education paid no attention whatsoever to Bologna, and neither did the U.S. higher education community… Such purblind stances are unforgivable in a world without borders.

This report's author, [http://www.ihep.org/press-room/news_release-detail.cfm?id=62 Cliff Adelman] ([http://www.ihep.org/ Institute for Higher Education Policy]), is among numerous vocal proponents of US participation in a process similar to that set forth by Bologna. Lumina promotes [http://www.luminafoundation.org/our_work/tuning/Q_and_A-Bologna_and_Tuning.html "Tuning"], explored in papers such as [http://go2.wordpress.com/?id=725X1342&site=gsed.wordpress.com&url=http%3A%2F%2Fwww.ihep.org%2Fassets%2Ffiles%2FTheBolognaClub.pdf The Bologna Club: What U.S. Higher Education Can Learn from a Decade of European Reconstruction] - which set forth the goal that attainment of high-quality undergraduate degrees and credentials in the United States should increase to 60% by 2025.

Adelman's efforts and those of others like him are not widely known. Bologna's spirit of harmonisation, unity and "work towards a common cause" is not often felt across US state borders, and there are few models of cross-border cooperation that scratch the surface of Bologna Process-like goals.

As a separate issue, some European researchers have explored evidence of US hostility towards the Bologna Process itself, in terms of its perceived success in attracting overseas students who might otherwise pursue studies in the US. As an increasing number of "geographically mobile" students choose European universities over American ones, some believe that Bologna is a seen as a threat – yet one that US officials have been unwilling to acknowledge or name. For one example of this research track, see Charlier and Croche's 2008 piece on [http://mesharpe.metapress.com/app/home/contribution.asp?referrer=parent&backto=issue,2,7;journal,9,24;linkingpublicationresults,1:110907,1 The Outcome of Competition Between Europe and the United States].

== Administration and finance ==
(adapted from the US Department of Education web site, http://www2.ed.gov)
[[Image: Ed_gl_org_chart.gif|thumb|right|150px|2011 US Department of Education]]

Established in 1980, the '''[http://www.ed.gov/ US Department of Education]''' ('''ED''', or externally '''USDE''') is the government agency that establishes policy for and administers most federal assistance to '''all sectors of US education.''' ED has 4,200 employees and a $63.7 billion budget; elementary and secondary programmes serve more than 14,000 school districts and 56 million students, who attend some 97,000 schools and 28,000 private schools. Department programmes also provide financial assistance to about 11 million post-secondary students. Many students attend private schools, colleges and universities, paid for with private funds.

It is always important to bear in mind the predominant state and local role in establishing American schools and colleges, developing curricula, and determining enrolment and graduation requirements. '''These tasks are not, for the most part, under the purview of ED''' - in other words, there are few national requirements in these areas. Of an estimated $1.13 trillion being spent nationwide on education at all levels for school year 2010-2011, a substantial majority (89%) come from state, local, and private sources.

'''The US Department of Education (i.e. US federal government) does:'''

* Establish policies relating to federal financial aid for education, and administer/monitor those funds at all levels.
* Collect data, oversee schools research, and disseminate results to [http://en.wikipedia.org/wiki/United_States_Congress the US Congress], educators and the general public.
* Identify major issues, focus national attention on them, and make recommendations for education reform (advising the president and implementing education policies).
* Enforce federal statutes prohibiting discrimination in programmes receiving federal funds, and ensure equal access to education.

'''The US Department of Education (i.e. US federal government) does not:'''

* Establish schools and colleges
* Develop curricula
* Set requirements for enrollment and graduation
* Determine state education standards
* Develop or implement testing to measure whether states are meeting their own education standards

Notably for VISCED and Re.ViCa purposes, the Department of Education's [http://www2.ed.gov/about/offices/list/os/technology/index.html '''Office of Educational Technology] (OET)''' develops national educational technology policy, ensuring that programmes are coordinated and consistent across the federal government. OET released the US's first [http://www.ed.gov/technology/netp-2010 National Educational Technology Plan (NETP)] in March 2010 as described above.

=== Schools ===
The Department of Education's [http://www2.ed.gov/about/offices/list/oese/index.html '''Office of Elementary and Secondary Education'''] (OESE) directs, coordinates, and recommends policies for state and local educational agencies, helps ensure equal access to services (particularly for underprivileged and underrepresented children), and provides financial assistance to a select number of local educational agencies.

OESE offers nearly 200 programmes, addressing a range of issues such as: Hurricane Help for Schools, Academic Improvement and Teacher Quality Programs, School Support and Technology Programs, Student Achievement and School Accountability Programs, and many more. Programmes are administered through numerous offices, e.g. the Office of Indian [Native American] Education and the Office of Migrant Education. (Note that this is only a fragment of a much longer list, and that programmes are not guaranteed funding on an annual basis.)

=== Post-secondary ===
Federal regulation is critical in the area of student financial aid (which provides loans to students for post-secondary tuition).

The '''[http://www2.ed.gov/about/offices/list/ous/index.html Office of the Under Secretary]''' (OUS) oversees policies, programmes, and activities related to post-secondary education, vocational and adult education, and federal student aid.

The '''[http://www2.ed.gov/about/offices/list/ope/index.html Office of Postsecondary Education]''' (OPE) formulates federal post-secondary education policy and administers over 40 programmes to increase access to quality post-secondary education. One of the OPE's primary programmes of relevance is the [http://www2.ed.gov/about/offices/list/ope/fipse/welcome.html Fund for the Improvement of Postsecondary Education] (FIPSE). FIPSE's main activity each year is conducting the [http://www2.ed.gov/programs/fipsecomp/index.html Comprehensive Program], a grant programme intended to support innovative, replicable post-secondary education improvement projects. FIPSE also administers international consortia programmes, co-funded by foreign government partners, such as the [http://www2.ed.gov/programs/fipseec/index.html European Union-United States Atlantis Program] which provides funding for joint or dual undergraduate degrees in a wide range of academic and professional disciplines.

The '''[http://www2.ed.gov/about/offices/list/ovae/index.html Office of Vocational and Adult Education]''' (OVAE) administers and coordinates programmes related to adult education and literacy, career and technical education, and Community Colleges.

The '''[http://www2.ed.gov/about/offices/list/fsa/index.html Office of Federal Student Aid]''' (FSA) provides critical financial assistance to students enrolled in post-secondary educational institutions. Students apply to this agency for aid, and repay loans to it directly; institutions demonstrating inferior quality may become ineligible to educate students receiving federal student loans.

== Quality assurance ==



As described by the Department of Education's [http://www2.ed.gov/about/offices/list/ous/international/usnei/edlite-index.html US Network for Education Information] (USNEI), quality assurance takes several forms in the US system. The approval of institutions and programmes is generally '''undertaken by state agencies and accrediting agencies''', with the latter also responsible for establishing and maintaining academic and administrative standards. Professional and academic disciplinary associations also play a role in influencing and assessing quality. Educational potential and outcomes are measured by a wide range of surveys, studies, tests, and other assessments at the national, regional, state and institutional levels.

Various documents outlining assessment, evaluation, and standards activities in US education at all levels can be reviewed at http://www2.ed.gov/about/offices/list/ous/international/usnei/us/edlite-structure-us.html. The site also offers overviews of associates, bachelor's, and postgraduate degrees.

See also these general USNEI reports for further information:
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/accred-fed.doc Federal Recognition and Approval] - on the nature and limitations of the federal role in recognising accrediting agencies and in approving institutions
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/accred-state.doc State Approval of Schools and Postsecondary Institutions] - on the process of licensing or chartering educational providers by state authorities
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/qualassurance.doc Other Quality Assurance Provisions] - on additional quality assurance activities in the United States.

=== Schools ===
The US Department of Education [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/edlite-evaluation.html does not have the authority] to accredit private or public elementary or secondary schools; nor does it recognise schools-level accrediting bodies.

The US does not use national examinations to determine graduation from school or access to further studies, and there is no national curriculum on which to base such examinations. School curricula are set by local school districts, private schools, and homeschooling parents with reference to state standards and post-secondary requirements.

However, there is considerable commonality across the US education system despite the absence of legally enforced national curricula or examinations. Common evaluation and assessment standards and tools are the result of the pressures of the competitive academic marketplace, the expectations and requirements of employers and state agencies, and the standards required by accrediting agencies and professional and research associations.

For further information, USENEI provides these relevant schools report:

* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/accred-school.doc School-Level Accreditation] - the accreditation process at the primary and secondary education levels and provides links to accrediting agencies recognised by state governments and other authorities
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/edlite-evaluation.html Structure of U.S. Education: Evaluation and Assessment] - provides information on common US grading and credit systems as well as evaluation and standardised tests

=== Post-secondary ===
As in other US educational sectors, Quality Assurance in higher education is not typically overseen at the national level.
[http://www2.ed.gov/about/offices/list/ous/international/usnei/us/edlite-evaluation.html Post-secondary or tertiary curricula] are determined by individual institutions with reference to accreditation requirements, professional requirements, and the expectations of postgraduate programmes and employers.

It is difficult to summarise in brief the uniqueness and complexity of the academic accreditation process in the US.
* There is no single governmental accrediting body for US post-secondary educational institutions. Rather, ED relies on 74 private and state-based accrediting agencies to provide oversight of member institutions.
* These agencies are divided into 16 "regional" accrediting agencies (regarded as the most selective), plus a number of "national," "hybrid" and "programmatic" agencies which may certify lesser-known and/or specialised entities.
* Agencies awarded recognised by the Department of Education are not the only ones permitted to provide university accreditation; they have simply met a certain set of ED criteria. '''Recognition is not a requirement for an accrediting body to operate legally''' - although without it, institutions it certifies '''cannot participate in federal student aid programmes'''.
* Non-accredited institutions are often perceived as lacking in quality and rigor, and may be termed "diploma mills".

Within ED, the [http://www2.ed.gov/admins/finaid/accred/index.html Accreditation and State Liaison] (ASL) has responsibility for the accrediting agency recognition process and for coordinating activities between states and ED that impact institutional participation in the federal financial assistance programmes. A [http://www2.ed.gov/about/bdscomm/list/naciqi.html National Advisory Committee on Institutional Quality and Integrity] provides recommendations to the Secretary of Education regarding the recognition of post-secondary accrediting agencies.

For those seeking further information, USNEI provides these post-secondary reports:
* [http://www2.ed.gov/admins/finaid/accred/accreditation_pg6.html#NationallyRecognized Nationally Recognised Accrediting Agencies] - the U.S. Department of Education's directory of federally recognised accrediting agencies, both regional and national
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/accred-postsec.doc Postsecondary Accreditation] - describes the accreditation process at the tertiary level, and provides links to recognised accrediting agencies which are members of the Council for Higher Education Accreditation (CHEA)
* [http://www.chea.org/Directories/index.asp CHEA Directory of Recognised Accrediting Organisations] - the Council on Higher Education Accreditation's directory of recognised accrediting agencies
* [http://www.aspa-usa.org/ Association of Specialised and Professional Accreditors] (ASPA) - national association of accreditation agencies for regulated professions
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/fraud.doc Diploma Mills and Fraud] - information and links on the problems of unaccredited institutions and bogus accreditors in the US

== Information society ==

''Details about certain legislation, agencies and initiatives have been covered in previous sections.''

After an initial period of sustained leadership in the areas of computer science, internet development and broadband uptake, the US is now widely considered to be stagnating in technology uptake and usage. According to the World Economic Forum (WEF)'s 2011 report, the [http://www.huffingtonpost.com/2011/04/13/world-economic-forum-technology-use-us_n_848566.html US finished fifth] in a survey of the 138 countries that make up 98.8 percent of the world's GDP (ranking 24th in percentage of households with a personal computer). The WEF measured aspects of technology usage including business and regulatory climates for IT development and interest in and use of technology by the government, individuals and businesses.

The US also faces a significant gap in residential broadband use that breaks down along race, income, education levels and other socio-economic factors.

Recent [http://pewinternet.org Pew findings] report that 77% of American adults use the internet ([http://pewinternet.org/Static-Pages/Trend-Data/Whos-Online.aspx Dec 2010]); 83% of Americans own mobile phones, while just 57% own a personal computer ([http://pewinternet.org/Trend-Data/Device-Ownership.aspx May 2011]).

A variety of offices, agencies and non-profits monitor and direct US activity and strategy in the information society.
* The [http://www.fcc.gov/ Federal Communications Commission], an independent US government agency, regulates interstate and international communications by radio, television, wire, satellite and cable. (As noted above, it has unveiled the first US [http://www.reuters.com/article/idUSN2224640220100223 National Broadband Plan] in March 2010, reinforcing the notion that all Americans are entitled to "affordable access to robust and reliable broadband products and services".)
* The Department of Education’s [http://www2.ed.gov/about/offices/list/os/technology/index.html Office of Educational Technology] (OET) supports the use of technology in education. (The March 2010 "National Education Technology Plan" has been discussed above.)
* The [http://www.whitehouse.gov/omb/e-gov/ Office of E-Government & Information Technology] is part of the Office of Management and Budget (OMB).
* Founded in 1969, the [http://www.nascio.org National Association of State Chief Information Officers] (NASCIO) represents state chief information officers and information technology executives and managers from the states, territories, and the District of Columbia. The primary state members are senior officials from state government who have executive-level and statewide responsibility for information technology leadership.
* The [http://www.cio.gov/ Chief Information Officers] (CIO) Council serves as the principal interagency forum for improving practices in the design, modernisation, use, sharing, and performance of Federal Government agency information resources.
* The [http://it.usaspending.gov/ IT Dashboard], launched in June 2009, allows the American people to monitor IT investments across the federal government.

This is not a comprehensive list - and in particular does not identify any state or regional programmes. See http://www.usa.gov/Government/State_Local/Technology.shtml for more related agencies/organisations.

== ICT in education initiatives ==

=== Virtual initiatives in schools ===


Online education in the US has gained considerable traction over the last 15 years - seemingly more so than in any other country. A major report from the International Association for K-12 Online Learning (iNACOL), [http://www.inacol.org/research/docs/iNCL_NationalPrimerv22010-web.pdf A National Primer on K-12 Online Learning] (Second Edition), estimates that over 1.5 million American K-12 students were engaged in online and blended learning for the 2009-2010 school year (out of approximately 55.2 million students enrolled ).This represents roughly 3% of the US K-12 population.

This relatively small figure belies the scope and nature of the programmes now available. Options vary from state to state, school district to school district, and even from school to school. As the Primer notes, whether a student has the option to participate in "supplemental" (i.e. single) courses or full-time online programmes remains a matter of state policy and local laws, "with a few states providing opportunities for most students, a few states providing almost no opportunities, and most states falling somewhere in the middle". Moreover, iNACOL and others acknowledge their ongoing struggle to survey data in this relatively new and rapidly changing arena; there is no single authority to whom any of the schools listed in this survey must report, and relevant data is not always made available to the public.

As of 2010, supplemental or full-time online learning opportunities were available to students in 48 of the 50 US states. 38 states had state virtual schools or state-led online initiatives (with a 39th set to open in 2011); 27 states plus Washington, DC had full-time online schools serving students statewide; and 20 states were providing both supplemental and full-time online learning options statewide (but not as part of a state virtual school). This can be compared to 2001, during which approximately 10 states had state virtual schools and even fewer offered other online education options.
The three main types of US virtual school are summarised in brief below, as outlined in [http://www.ecs.org/html/Document.asp?chouseid=9014 Keeping Pace With Online Learning: An Annual Review of Policy and Practice], Evergreen Education Group (2010). Note that not all schools fit neatly into one of the slots below, but without this kind of rough categorisation it would be exceedingly difficult to approach the vast array of US virtual schools.

Click here for the VISCED [[typology of US virtual schools]].

==== US state virtual schools - overview====
* Operate in 38 states
* Are state-led online learning initiatives, with course enrollment ranging from several thousand to 16,000 for 2009-10
* Boast 450,000 "course enrollments" nationwide, i.e. in which one student takes one course
* Often provide local school districts with '''supplemental online courses''', as well as online learning expertise and thought leadership for their own schools
* Have '''students who study online part-time only''' (taking "supplemental" online courses while physically enrolled elsewhere)
* Saw enrollment increase by nearly 40% from 2008-09 to 2009-10, though most gains came from the states of North Carolina and Florida only
* Have virtual school enrollments exceeding 10,000 for 2009-10 in eight different states (Alabama, Florida, Georgia, Idaho, Louisiana, Michigan, North Carolina and South Carolina)
* Are usually funded by legislative appropriation

Click here for the VISCED list of [[:Category:US statewide virtual schools|US statewide virtual schools]] - this includes both "state virtual schools" as described above, and any virtual school for which state residents are eligible.

====US multi-school-district full-time online schools - overview====
* Operate in 27 states (each has at least one)
* '''Have few or no part-time students'''; most have enrollment of a few hundred to several thousand
* Usually attract students from across an entire state, so are found in those states that permit students to enroll across district lines
* Are typically charter schools (i.e. special publicly funded schools operating under their own charters/standards, attended by student choice)
* Are usually affiliated with a private national organisation e.g. Connections Academy, K12 Inc., Advanced Academics, or Insight Schools
* Are often funded via state public education funds that follow the student

Click here for the VISCED list of [[:Category:US_multi-school-district_virtual_schools|US multi-school-district virtual schools]].

Click here for the VISCED list of [[:Category:US_charter_schools|US charter schools]].

====US single school district programmes - overview ====
* Are represented by only 11 well-established programmes nationwide
* Serve only students who reside within a single, local district of residence
* Serve '''mostly supplemental students''' (though some serve full-time students)
* Are often focused on credit recovery or at-risk students
* Make up the fastest growing segment of K-12 online learning

There are additionally a number of virtual schools run by consortia or postsecondary institutions, i.e. some which are not state, multi-district or single district schools.

Click here for the VISCED list of [http://www.virtualschoolsandcolleges.eu/index.php/Category:US_single-school-district_virtual_schools US single-school-district virtual schools].

====Possible US Exemplars====

* [[Agora Cyber Charter School]]
* [[Alabama ACCESS Distance Learning]] (State Virtual School)
* [[City of Angels Virtual Academy]] (COAVA)
* [[Cook County Sheriff’s Department Virtual High School]]
* [[Electronic Classroom of Tomorrow]]
* [[Florida Virtual School]] (FLVS)
* [[Hope Online Learning Academy]]
* [[Idaho Digital Learning Academy]] (IDLA)
* [[Illinois Virtual High School]]
* [[Jefferson County JCPSeSchool]]
* [[Louisiana Virtual School]] (LVS)
* [[Mesa Distance Learning Program]] (MDLP)
* [[Michigan Virtual School]] (MVS)
* [[Minnesota Virtual High School]] (MVHS)
* [[Mississippi Virtual Public School]]
* [[North Carolina Virtual Public School]] (NCVPS)
* [[Omaha Public Schools eLearning]] (OPS)
* [[Open High School of Utah]] (OHSU)
* [[Pennsylvania Cyber Charter School]]

* [[Primavera Online High School]]
* [[Silver State Charter Schools]]
* [[South Carolina Virtual School Program]] (SCVSP)
* [[Utah Electronic High School]] (EHS)
* [[Virtual High School Global Consortium]] (VHS)
* [[21st Century Cyber Charter School]]

====Towards a Comprehensive List of US Virtual Schools (in progress)====
''All schools identified as "notable" in early phases of VISCED are included below. As of 31 October 2011, the list is aimed to be comprehensive but given the nature of the US it is certain that more virtual schools will yet appear. Virtual schools for the under-14s are deemed out of scope.''

# [[21st Century Cyber Charter School]] (Pennsylvania)
# [[Advanced Academics Online School]] (Oklahoma)
# [[AGVI Academy for Gifted Youth]] (California)
# [[Academy Online High School]] (Colorado)

# [[ACE Digital Academy]] (Ohio)
# [[ACHIEVEk12]] (Colorado)
# [[Achievement House Cyber Charter School]] (Pennsylvania)
# [[Agave Distance Learning]] (Arizona)
# [[Agora Cyber Charter School]] (Pennsylvania)
# [[Akron Digital Academy]] (Ohio)
# [[Alabama ACCESS Distance Learning]] (State Virtual School)

# [[Alaska Virtual School]]
# [[Alaska's Learning Network]]



# [[Andover eCademy]] (Kansas)
# [[Anoka Hennepin Compass On-Line]] (Minnesota)
# [[Another Choice Virtual Charter School]] (Idaho)
# [[Apex Learning High School]]
# [[Appleton eSchool]] (Wisconsin)
# [[APS Online]] (Colorado)
# [[Arizona Connections Academy]]
# [[Arizona Online Instruction]]
# [[Arizona Virtual Academy]]

# [[Arizona Virtual School]]

# [[Arkansas Virtual High School]]
# [[ASPIRA Bilingual Cyber Cyber School]] (Pennsylvania)
# [[AZ2020 Online Academy]] (Arizona)
# [[Basehor-Linwood Virtual School]] (Kansas)
# [[Beacon Academy of Nevada]]
# [[Bethel Online Academy]] (Washington)
# [[Blue Sky Online Charter School]] (Minnesota)
# [[Blueprint High School]] (Arizona)
# [[Boulder Universal]] (Colorado)
# [[Branson School Online]] (Colorado)
# [[Brigham Young University Independent Study]] (Utah)
# [[Buckeye On-Line School for Success]] (Ohio)
# [[California Pacific Charter Schools]] (California)
# [[California Virtual Academies]]

# [[Canon Online Academy]] (Colorado)
# [[Capistrano Connections Academy]] (CapoCA) (California)
# [[Cardington-Lincoln Local Digital Academy]] (Ohio)
# [[Chesterfield County Public Schools Online]] (Virginia)
# [[Central California Connections Academy]] (California)
# [[Central Pennsylvania Digital Learning Foundation]] (Pennsylvania)
# [[Chester Area Cyber School]] (South Dakota)
# [[Chicago Virtual Charter School]] (Illinois)

# [[Christa McAuliffe Academy]] (Oregon)
# [[Cincinnati Virtual High School]] (Ohio)
# [[City of Angels Virtual Academy]]
# [[CCSD Virtual High School]] (Nevada)
# [[CK Online Academy]] (Washington)
# [[Cobb Virtual Academy]] (Georgia)

# [[Colorado Connections Academy]]
# [[Colorado Distance and Electronic Learning Academy]] (CDELA)
# [[Colorado Online Learning]]
# [[Colorado Cyber]]
# [[Colorado Virtual Academy]]
# [[Columbia Virtual Academy]] (Washington)
# [[Commonwealth Connections Academy]] (Pennsylvania)

# [[Connecticut Virtual Learning Center]]
# [[Continental Academy]] (Florida)
# [[Cook County Sheriff’s Department Virtual High School]]



# [[Delta Academy On Line School]] (Nevada)
# [[Delta Cyber School]] (Alaska)

# [[DoDEA Virtual High School]]
# [[Denver Online High School]] (Colorado) (formerly DPS Online High School)
# [[Dunlap Leadership Academy]] (California)
# [[Duval Virtual Instruction Academy]] (Florida)
# [[eCADEMY]] (New Mexico)

# [[Education Program for Gifted Youth]] Online High School, Stanford University (California)
# [[ELCA Online Learning Academy]] (Georgia)
# [[EdVisions Online High School]] (Minnesota)
# [[EV Online Learning]] (Washington)
# [[Electronic Classroom of Tomorrow]] (Ohio)
# [[Electronic Course Program]] (Texas)
# [[Evanston Virtual High School]] (Wyoming)
# [[Excel High School]] (Minnesota)
# [[Fairbanks B.E.S.T. Program]] (Alaska)
# [[Fairborn Digital Academy]] (Ohio)
# [[Falcon Virtual Academy]] (Colorado)
# [[Findlay Digital Academy]] (Ohio)
# [[Florida Virtual School]]
# [[Francis School]] (New York)
# [[Franklin University PSEOP]] (Ohio)
# [[Freshwater Education District Virtual School Consortium]] (Minnesota)
# [[Georgia Cyber Academy]]

# [[Georgia Virtual School]]
# [[Giant Campus of Washington]] (Washington)
# [[Giant Campus Academy]]
# [[GLBTQ Online High School]] (Minnesota)
# [[GOAL Digital Academy]] (Ohio)
# [[GOAL Academy Online]] (Colorado)
# [[Graham Digital Academy]] (Ohio)
# [[Greater Ohio Virtual School]]
# [[Greenways Academy]]
# [[Gwinnett Online Campus]] (Georgia)
# [[Hamilton County Virtual School]] (Tennessee)
# [[Hawaii DOE E-School]]
# [[Hawaii Technology Academy]]
# [[Hawaii Virtual Learning Network]]
# [[Hawaii Virtual School]]
# [[Hoosier Academies]] (Indiana)
# [[Hope High School Online]] (Arizona)
# [[Hope Online Learning Academy]] (Colorado)
# [[Idaho Connects Online]]
# [[Idaho Digital Learning Academy]]
# [[Idaho Distance Education Academy]]
# [[Idaho Virtual Academy]]
# [[IDEAL-NM]] (New Mexico)
# [[Independent Study High School]] (Nebraska)
# [[Illinois Virtual High School]]
# [[Indiana Connections Academy]]
# [[Insight School of Colorado]]
# [[Insight School of Kansas]]
# [[Insight School of Minnesota]]
# [[Insight School of Washington]]
# [[Insight School of Wisconsin]]
# [[INSPIRE Connections Academy]] (Idaho)


# [[International Virtual Learning Academy]] (California)
# [[Internet Academy]] (IA) (Washington)
# [[Iowa Learning Online]]
# [[Iowa Online AP Academy]]
# [[iQ Academy Arizona]]
# [[iQ Academy Kansas]]
# [[iQ Academy Minnesota]]

# [[iQ Academy Washington]]
# [[iQ Academy Wisconsin]]
# [[iSucceed Virtual High School]] (Idaho)
# [[Jackson Hole Connections Academy]] (Wyoming)
# [[Janesville Virtual Academy]] (Wisconsin)
# [[JEDI Virtual High School]] (Wisconsin)
# [[Jeffco's 21st Century Virtual Academy]] (Colorado)
# [[Jefferson County JCPSeSchool]]
# [[Kansas Connections Academy]]

# [[Kaplan Academy of California]]

# [[Kaplan Academy of Oregon]]
# [[Kaplan Academy of Washington]]
# [[Kaplan University High School]]
# [[Karval Online Education]] (Colorado)
# [[Kenosha eSchool]] (Wisconsin)
# [[Kent Digital Academy]] (Ohio)
# [[Kentucky Virtual Schools]]
# [[Keystone Online School]]
# [[Kiel eSchool]] (Wisconsin)

# [[Lakewood Digital Academy]] (Ohio)
# [[Lancaster Digital Academy]] (Ohio)

# [[Learn at My Pace]] (LAMP) Online High School (Minnesota)



# [[Learning² eSchool of Wichita]] (Kansas)
# [[Louisiana Virtual School]]
# [[Mahoning Unlimited Classroom]] (Ohio)



# [[Maryland Virtual School]]
# [[Massachusetts Online Network for Education]] (MassONE)

# [[Massillon Digital Academy]] (Ohio)
# [[Mercury Online Academy of Arizona]]
# [[Mercury Online Prep]]
# [[Mercury Academy of Southern California]]
# [[Meridian Parent Partnership Program]] (MP3) (Washington)
# [[Mesa Distance Learning Program]]
# [[Miami Dade I-Prep Academy]] (Florida)
# [[Miami-Dade Online Academy]] (Florida)
# [[Michigan Virtual School]]

# [[Midwestern Regional Virtual Charter School]] (Pennsylvania)
# [[Minnesota Online High School]]
# [[Minnesota Transitions Schools Minnesota Connections Academy]]
# [[Minnesota Virtual Academy]]
# [[Minnesota Virtual High School]]
# [[Mississippi Virtual Public School]]
# [[Missouri Virtual Instruction Program]]
# [[Monroe Virtual High School]] (Wisconsin)
# [[Monroe Virtual Middle School]] (Wisconsin)
# [[Montana Digital Academy]]
# [[Monte Vista Online Academy]] (Colorado)
# [[Move Up Program]] (Washington)
# [[MPS Online]] (Minnesota)

# [[National Connections Academy]]

# [[National University Virtual High School]] (California)
# [[Nevada Connections Academy]]
# [[Nevada Virtual Academy]]
# [[New Jersey Virtual School]]
# [[Newark Digital Academy]] (Ohio)

# [[NCSSM Online]] (North Carolina)
# [[North Carolina Virtual Public School]]
# [[North Dakota Center for Distance Education]]
# [[Northeast Wisconsin Online Network]] (Wisconsin)
# [[Northwest Allprep]] (Washington)


# [[Odyssey High School]] (Nevada)
# [[Ohio Connections Academy]]
# [[Ohio Distance And Electronic Learning Academy]]
# [[Ohio Virtual Academy]]



# [[Oklahoma Virtual Academy]]
# [[Oklahoma Virtual Charter Academy]]
# [[Oklahoma Virtual High School]]
# [[Oklahoma Virtual School]]
# [[Olympia Regional Learning Academy iConnect]] (Washington)
# [[Omaha Public Schools eLearning]]
# [[Open High School of Utah]]
# [[Oregon Connections Academy]]
# [[Oregon Virtual Academy]]
# [[Oregon Virtual Education]]

# [[PA Distance Learning Charter School]] (Pennsylvania)
# [[PA Learners Online Regional Cyber Charter School]] (Pennsylvania)
# [[Pacific View Charter School]]
# [[Palmetto State E-cademy]] (South Carolina)
# [[Park City Independent]] (Utah)
# [[Pennsylvania Cyber Charter School]]
# [[Pennsylvania Leadership Charter School]]
# [[Pennsylvania Virtual Charter School]]
# [[Pinnacle Online High School]] (Arizona)

# [[Primavera Online High School]] (Arizona)
# [[Provo eSchool]] (Utah)
# [[Provost Academy South Carolina]]
# [[Provost Academy Colorado]]
# [[Quaker Digital Academy]] (Ohio)
# [[Red Comet]] (Washington)
# [[Richard McKenna Charter High School]] (Idaho)
# [[Riverside Virtual School]] (California)



# [[Scholars Online]] (Washington)

# [[Silver State High School]] (Nevada)
# [[Sioux Falls School District]] (South Dakota)
# [[Slavic Christian Academy]] (Washington)

# [[South Carolina Connections Academy]]
# [[South Carolina Virtual Charter School]]
# [[South Carolina Virtual School Program]]
# [[South Carolina Whitmore School]]
# [[South Dakota Virtual School]]

# [[Southwest Licking Digital Academy]] (Ohio)
# [[Spokane Virtual Learning]] (Washington)
# [[Spring Lake Park Online]] (SLP Online) (Minnesota)
# [[St. Johns Virtual School]] (Florida)

# [[SusQ-Cyber Charter School]] (Pennsylvania)
# [[Texas Connections Academy @ Houston]]
# [[Texas Virtual Academy]]
# [[Texas Virtual School]]
# [[Tempe Union Online Learning]] (TUOL) (Arizona)
# [[The American Academy]]

# [[Treca Digital Academy]]
# [[TRIO Wolf Creek Online High School]] (Minnesota)

# [[University of California College Prep]] (California)
# [[University of Missouri High School]]
# [[University of Oklahoma High School]]
# [[Utah Electronic High School]] (EHS)
# [[Utah Tech High]]
# [[Utah Virtual Academy]]
# [[Vermont Virtual Learning Cooperative]]
# [[Vilas Online]] (Colorado)

# [[Virtual Community School Of Ohio]]
# [[Virtual High School Global Consortium]] (VHS)
# [[Virtual Learning Academy Charter School]] (New Hampshire)
# [[Virtual Virginia]]
# [[VOISE Academy High School]] (Illinois)


# [[Washington Online School Network]]
# [[Washington Virtual Academies]] (WAVA) (Washington)
# [[WOLF School]] (Nevada)
# [[West Central Learning Academy II]] (Ohio)
# [[West Virginia Virtual School]]

# [[Westwood Cyber High]] (Michigan)
# [[WiloStar3D-Epic Academy]] (Oklahoma)
# [[Wisconsin Connections Academy]]
# [[Wisconsin eSchool Network]]
# [[Wisconsin Virtual Academy]]
# [[Wisconsin Virtual Learning]]
# [[Wisconsin Virtual School]]
# [[Wyoming e-academy of Virtual Education]] (WeAVE)
# [[Wyoming Switchboard Network]]
# [[Wyoming Virtual Academy]]

See also the Wikipedia article at http://en.wikipedia.org/wiki/List_of_virtual_schools#United_States.

=== Virtual initiatives in post-secondary education ===


According to the Sloan Consortium's 2010 report on [http://sloanconsortium.org/publications/survey/class_differences Class Differences: Online Education in the United States], approximately 5.6 million students were enrolled in at least one online course in the autumn of 2009. Other findings include:
* Almost two-thirds of for-profit institutions say that online learning is a critical part of their long term strategy
* The 21%growth rate for online enrollments far exceeds the 2% growth in the overall higher education student population
* Nearly one-half of institutions report that the economic downturn has increased demand for face-to-face courses and programmes
* Three-quarters of institutions report that the economic downturn has increased demand for online courses and programmes

There are no university-focused relevant federal initiatives of note. However, in July 2009 president Barrack Obama pledged to devote $12 billion over 10 years to improve programmes, courses, and facilities at US Community Colleges, with "$500 million devoted to freely available online courses". This pledge has evolved over time and this section may later be updated.

Despite the lack of national (federal) motivation, the simple scope and diversity of virtual university activity in the US cannot be underestimated. Most US universities offer at least one hybrid or fully online programme. Many institutions offer a wide range of programmes, at both the undergraduate and postgraduate levels.

Many of the "notables" are operated by for-profit, private companies, although a variety of initiatives originating in "traditional" universities are examined as well. Some major institutions/initiatives include:

* [[Capella University]]
* [[Carnegie Mellon University]]
* [[University of Central Florida]]
* [[Colorado Community Colleges Online]]
* [[DeVry University]]
* [[Laureate Education]] ([[Walden University]])
* [[University of Maryland University College]]
* [[University of Phoenix]]
* [[Penn State World Campus]]
* [[Regis University]]
* [[SUNY Learning Network]]
* [[Strayer University Online]]
* [[UT Telecampus]]
* [[University of the People]] - new, but noteworthy

There are many more. See [http://www.virtualschoolsandcolleges.eu/index.php/Category:United_States the US category] for a full list of those programmes indexed by the Re.ViCa wiki.

== Lessons learnt==

=== General lessons ===

The US is an unusually structured nation of 50 federated states, to which it is not always easy to compare other countries - especially those located in Europe (as they are more likely to see broad-ranging, national initiatives in education). Some of the associated issues are explored below (''text prepared for Re.ViCa'').

Note also that the apparent success of e-learning/online higher education in the [[US]] must be approached with care - quality may vary widely from institution to institution (and programme to programme). See note above on the complexity of US accreditation and quality control mechanisms.

==== Is the relevance of the US or of its states? ====
''Text prepared for Re.ViCa and moved from an earlier section.''

Hovering around 308.6 million as of early 2010, the population of the USA seems enormously large compared with that of most European countries. (For comparison, the population of the [[UK]] is estimated at 62 million, the [[Netherlands]] at 16.6 million, and [[Finland]] at 5.3 million.) Nevertheless, the federal structure of the US and the deregulated nature of its educational systems indicate that it is reasonable to look to the state level when studying e-learning in the US.

This "relevance" depends primarily on comparing US states to discrete European ones - it is extremely difficult to compare and contrast the US and Europe as a whole (in e-learning or otherwise).

The population of the EU is now estimated at over 500 million, about 1.5 times that of the US, and its inhabitants speak over 170 languages (of which 23 are considered "official"). While the US itself has no "official" language, nearly all Americans speak English, and moreover share essentially similar cultural expectations. This (in conjunction with the US's underlying federal governance structure) often results in a velocity of propagation of ideas nationwide which is rarely replicated across the EU.

==== Post-secondary: Do US ideas in e-learning transfer to Europe? ====
''Text prepared for Re.ViCa and moved from an earlier section.''

Many European analysts consider US universities - both large and small, public and private - more successful at developing and implementing substantial e-learning programmes than their European counterparts. Online learning in the US is indeed expanding at a remarkable and enviable pace: the average growth rate for online university enrolments has increased by roughly 13% per annum over the past seven years (compared with 2% for US "brick and mortar" enrolments). Other indicators of success include completion rates, programme sustainability over a number of years, and academic reputation.

Researchers have (understandably) questioned why the success of e-learning in US universities does not transfer more readily to a European context. Is it the economy, the geography, the demographics, or the population density; the nature of the respective educational funding models; or something else entirely? Indeed, these are but a few of the differences that may contribute to the challenge of e-learning transfer. Consider also the vast differences in quality models, academic focus, relevant public policy, language/culture, and technology uptake. In a global culture where online degrees are rapidly acquiring credibility, and students have begun to actively pursue online degrees via overseas institutions, these are critical questions to consider when pondering the future of education in Europe.

It is certain that North American ideas in e-learning form worthy comparators, and in countless cases do see transfer to Europe (and beyond). For example, many of the early course/learning management systems which formulated our earliest understanding of [http://en.wikipedia.org/wiki/History_of_virtual_learning_environments_1990s "online learning" in the mid-1990s] were developed in either America or Canada, e.g. LotusNotes, FirstClass, Blackboard and WebCT. A distinctly American company with American attitudes and products, Blackboard [[learning management systems]] remains in common usage across Europe (despite recent trends towards [[OER]] in the market). Institutions worldwide have sought to mirror the success of the US in exporting learning via the internet.

There is also more general discussion of the "Americanisation of Education" seen in some European countries - which is too broad and controversial a topic to address here.

Whatever the ramifications, the past would suggest that European analysts should indeed examine US e-learning trends in order to better understand (and possibly predict) directions for growth in their own countries.

=== Notable practices ===


The unusually decentralised nature of US education makes it difficult to locate national practices that might be applied more broadly. Note, however, that this decentralisation seems to have stimulated the development of virtual schools within the US in an unprecedented manner. Virtual Schools may be public or private; private organisations may partner with public school systems; and online courses may be partly or purely supplemental (as opposed to full time). There is no shortage of models evolving, and it would seem that the lack of uniformity has proven a rich and fertile ground for development.

Less optimistically, there are many opposed to the dominant role that private, for-profit organisations have come to play in the development of US virtual schools (and in charter schools in particular - see description above). Many of these "academies" have been developed along the lines of a "University of Phoenix" model, and indeed are often owned by large, profit-seeking parent companies. In other words, the unique US educational landscape brings both benefits and challenges. (In this context of post-secondary education, consider the wide range of accrediting agencies, and the longstanding disputes regarding educational quality among for-profit, commercial institutions). It is difficult to judge their applicability in other contexts.

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> [[Countries]]
 
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United States

2011-12-19T02:49:12Z

SaraFrankBristow: /* US state virtual schools - overview */

''(Re.ViCa version by [[Sara Frank Bristow]] and [[Paul Bacsich]].)''

''Put in merged template and updated for VISCED by [[Sara Frank Bristow]].''

''For entities in the United States see [[:Category:United_States]] ''



== Experts situated in the United States ==

* Cathy Cavanaugh, Associate Professor of Educational Technology, School of Teaching and Learning, University of [[Florida]] at Gainesville
* Sara Frank Bristow, Independent Researcher and Sero collaborator; contributor to Re.ViCa
* Susan Patrick, International Association for K-12 Online Learning (iNACOL)
* Russ Poulin, WICHE Cooperative for Educational Technologies; contributor to Re.ViCa




== United States in a nutshell ==
(sourced in part from http://en.wikipedia.org/wiki/United_States and https://www.cia.gov/library/publications/the-world-factbook/geos/us.html)

[[Image:US.gif|right|thumb|300px|Source : http://www.cia.gov]]

The United States ('''United States of America'''; '''US''', '''USA''', or '''America''') is a federal [http://en.wikipedia.org/wiki/Constitutional_republic constitutional republic] comprising 50 states and a federal district. The world's oldest surviving [http://en.wikipedia.org/wiki/Federation federation], the United States is a constitutional republic and representative democracy, in which citizens are subject to three levels of government: federal, state, and local.

The country is situated mostly in central [[North America]] between the [[Pacific Ocean]] and [[Atlantic Ocean]], bordered by [[Canada]] to the north and [[Mexico]] to the south. At 3.79 million square miles (9.83 million km2) and with about 311 million people (July 2011), the United States is the third or fourth largest country by total area ([http://en.wikipedia.org/wiki/List_of_countries_and_outlying_territories_by_total_area depending on definition]), and third largest by land area and by population.

[[Image:US_map_states_wikicommons.png|thumb|left|200px|Wikimedia Commons Map of US states]]

The US comprises 50 discrete states; see [http://en.wikipedia.org/wiki/USA_states the US States Wikipedia article] for a full list. [[Washington D.C.]] (the District of Columbia), a special district which is not part of any US state, serves as the permanent national capital. The US also possesses five major overseas territories, all considered separately in this wiki. According to 2010 estimates, the largest contiguous state, [[California]], has 37 million people; and the next, [[Texas]], has 25 million. The seven states with 10 million people or more are: [[California]], [[Texas]], [[New York]], [[Florida]], [[Illinois]], [[Pennsylvania]] and [[Ohio]]. Ten states have populations of less than 10 but more than 6 million. 33 states have populations under 6 million; of these, 13 have populations ranging from 1 to 3 million.

The list of states with their own Virtual Campus wiki entries resides at [[:Category:States of the United States]]. Regional sub-categories have been created for states with a high incidence of notable e-learning programmes, e.g. [[California]] and [[Colorado]]. Others are added as activity is identified.

== Education in the United States ==

Students are not compelled to study at nationally controlled or public schools in the United States, and from primary through post-secondary level, a broad range of private, for-profit options exist. In 2008, about 74 million people (both citizens and foreign nationals) were enrolled in American schools, colleges and universities.

Education is [http://www2.ed.gov/about/overview/fed/role.html primarily a state and local responsibility] in the US, with most decisions made (and policies established) on that basis. It is states and communities, as well as public and private organisations of various types, that establish schools and colleges, develop curricula, and determine requirements for enrolment and graduation - not the federal (central) government.

The structure of education finance in America reflects this predominant state and local role. Of an estimated $1.13 trillion in government funds being spent nationwide on education at all levels for the school year 2010-2011, a substantial majority comes from state, local, and private sources. This is especially true at the elementary (primary) and secondary levels, where 89% of the funds will come from non-federal sources.

The Federal government contribution to primary and secondary education is only about 11%.

== Schools in the United States ==

Children are required in most US states to attend school from the age of five or six until 16, 17 or 18 - generally bringing them through grade 12, or twelfth grade (the end of High School). This sequence is colloquially referred to as "K-12" education.

In all, 86% of American schoolchildren enroll in the "Public" (publicly funded) school system. About 12% are enrolled in parochial or nonsectarian "Private" (non-publicly funded) schools, and 2% are homeschooled.

[http://en.wikipedia.org/wiki/US_education Public school curricula], funding, teaching, and other policies are set through locally elected school boards with jurisdiction over school districts, which may have many directives from state legislatures. School districts are usually separate from other local jurisdictions, with independent officials and budgets. Educational standards and standardised testing decisions are usually made by state governments, with curricula varying widely from district to district.

Individual states, counties, and school districts have considerable leeway in how they choose to divide their school levels, so it is difficult to accurately describe an "average" child's standard progression through education. However, [http://en.wikipedia.org/wiki/Elementary_school#United_States all states have historically made a distinction] between two main genres of K-12 education and three genres of K-12 school.
* The genres of education are Primary and Secondary; and
* The genres of school are Elementary School, Middle or Junior High School, and High School

Elementary and Secondary school programmes comprise nearly 14,000 school districts and some 56 million students, attending roughly 99,000 public schools and 34,000 private schools. It would impossible to list all US schools here; however, see the Wikipedia [http://en.wikipedia.org/wiki/List_of_schools_in_the_United_States List of Schools in the United States] for links itemised by state and school district.

Homeschooling is legal in all 50 US states, although the topic is at times controversial (as parents are not always considered fit to provide schooling which meets compulsory education standards). Homeschooling standards and requirements also vary widely among US states. Common reasons for adoption of homeschooling strategies include dissatisfaction with the quality of schooling available; dissatisfaction with moral, ethical or religious issues associated with a school; and/or inability of a student to participate due to time, financial or physical restraints (e.g. in the case of child athletes, celebrities and the disabled).

The decision to homeschool a child in the US may be interpreted as a statement of social, religious, political or other dissent.

=== Pre-Primary ===
The terms "Preschool," "Prekindergarten," "Pre-K" or "Nursery School" may all be used to refer to earlier age-group education. There is no compulsory national Pre-Primary education requirement in the US.

=== Elementary (Primary) ===
American children are required to attend six or seven years of Elementary School (generally comprising Kindergarten and grades 1-5 or 1-6). [http://en.wikipedia.org/wiki/Kindergarten Kindergarten] is a transitional year for students around the age of 5 or 6. Not all states make this year compulsory, though many do and offer this as a free educational year. First grade is the more official "first year" of primary school.

=== Middle or Junior High School ===
Middle School is a period of schooling between Elementary and High School, viewed by many as a conceptual bridge between the two. It often shares resources with a larger Secondary School rather than occupy its own facilities. Middle School typically spans grades 6-8, while Junior High School (Junior High) spans grades 7 and 8 only. Middle School/Junior High School students are generally between 11 and 14 years old.

=== High School ===
The majority of American students complete four years of High School (grades 9-12), graduating with a diploma around the age of 18. A small percentage of students opt to withdraw prior to graduation, permitted at either 16 or 17 depending on state of residence. These students may take a series of standardised tests (General Educational Development, or GED) and receive High School equivalency credentials if they perform well.

In 2008, 87% of Americans over the age of 25 had graduated from High School. High School graduates may either enter the workforce or continue education, e.g. at a higher education institution.

== Further and Higher Education ==

The American further and higher education systems, like the primary and secondary education systems, are largely decentralised - that is, unregulated by any national body. With a limited number of exceptions, the federal government does not directly regulate colleges and universities (although it may award them federal grants). It can therefore be difficult to make generalisations about the institutions in these sectors (without focussing on one individual US state at a time), though we have tried our best below.

The term "Polytechnic" is not used as such in the US, though "Community Colleges" may be seen to occupy a similar educational niche - and are not unlike what some in other countries might call "University Colleges."

=== Universities (and "Colleges") in the United States ===
The US higher education system is known to host some of the finest universities in the world. According to the Shanghai Jiao Tong University's [http://www.arwu.org/ Academic Ranking of World Universities], more than 30 of the highest-ranked 45 institutions are in the United States (as measured primarily by awards and research output).

In discussing post-secondary education in the US it is important to bear in mind that the definition of the term "college" does not align neatly with that used in most other countries discussed in this wiki.

* '''Universities''' are, generally speaking, four-year institutions of higher education and research, awarding both undergraduate and postgraduate ("graduate") degrees.
* '''Colleges''' are four-year, undergraduate institutions with an emphasis on taught courses, which may award the same undergraduate degrees as universities. Colleges may be part of a larger research university or may exist independently.

'''Americans do not always distinguish verbally between "college" and "university" – those attending a university would refer to this process as "going to college" while in pursuit of their undergraduate degree.'''

It is difficult to identify the precise number of colleges and universities in the United States - in part because of varying definitions of the terms, and in part because of the diversity of potentially applicable institutions. Moreover, a US university need not be "accredited" in order to operate (see separate note on this topic). With these caveats in mind, a [http://www.utexas.edu/world/univ/alpha/ recent estimate] by the University of Texas at Austin counts 2,043 colleges and universities; the US Department of Education [http://ope.ed.gov/accreditation/ Database of Accredited Postsecondary Institutions and Programs] counts over 8,000 (community and vocational colleges are omitted in the first survey but included in the second); and the Chronicle of Higher Education 2009 [http://chronicle.com/section/Almanac-of-Higher-Education/141/ Almanac of Higher Education] counts 4,811.

Students provide transcripts of their High School grades and their results on a series of privately organised standardised tests when applying to American universities and colleges. Annual tuition fees are charged for higher education in almost all cases, and are often exorbitant compared to those found in other countries. (For the 2007–08 academic year, annual prices for undergraduate tuition, room, and board were estimated to be [http://nces.ed.gov/fastfacts/display.asp?id=76 $11,578 at public institutions and $29,915 at private institutions].) Many students rely on student loans and scholarships from their university, the federal government, or a private lender.

Students may choose to attend public or private institutions to complete their undergraduate degrees. The majority of public universities are operated by individual states and territories, usually as part of a "state university system". Each state supports at least one state university and several support many more. By a wide margin, these "state schools" tend to be the most affordable to residents from within that state.

Those individuals completing undergraduate education at either a university or college may enter the workforce in a professional capacity or continue on to postgraduate ("graduate") study. In 2008, [http://www.census.gov/Press-Release/www/releases/archives/education/013618.html 29% of American adults] 25 and older had a bachelor's degree.



===(Community) Colleges in the United States===
US "Community Colleges" are two-year institutions of higher education (once commonly called "Junior Colleges"). Often state-based and public, most Community Colleges operate under a policy of open admission and may be similar to the Polytechnics or University Colleges found in other countries.

[http://en.wikipedia.org/wiki/Community_colleges_in_the_United_States Many Community Colleges] are operated either by special districts that draw property tax revenue from the local community, as a division of a state university, or as sister institutions within a state-wide higher education system. In recent years, many Community Colleges have added online courses to their catalogues, and in some states have become hotbeds of e-learning activity.

Community Colleges typically offer two-year "associates degrees" and/or trade certifications, as well as services to the local community (e.g. a library or job placement assistance). Some offer courses towards a four-year bachelor's degree and may guarantee admission to a partner university. While most enrollees proceed directly from High School to Community College (and are therefore ages 18-21), Community College is also an attractive venue for older American adults returning to education after a hiatus; professionals seeking further certification in their field (or another); or hobbyists looking for an inexpensive way to further their personal interests.

'''US Community Colleges should not be confused with regular "Colleges"''', as the latter term is used uniquely in the US to refer to four-year teaching institutions which offer bachelor's degrees (see above). There are, however, other two-year institutions which would be referred to as "Community Colleges" even though they are not described as such by name; these have names like "institute of technology", "technical institute" or "technical college" and typically focus on training in technical and vocational skills.

== Education Reform ==

A selection of "hot button" issues targeted in the budget for [http://www2.ed.gov/about/overview/budget/budget12/index.html Fiscal Year 2012] reflect the general tenor of US educational reforms debated in the last five to ten years. These include:

* College access and completion
* Investing in early learning
* Accelerating the use of educational technology
* Supporting English language learners
* Supporting individuals with disabilities
* Strengthening the commitment to Native American, Alaska Native, and Native Hawaiian Education
* Improving productivity and efficiency
* Supporting rural education
* Improving Science, Technology, Engineering, and Mathematics (STEM) Education

Sector specifics are discussed below.

=== Schools ===
Approaches to improving public schooling have been the primary stakeholder concern ever since universal public education began to gain traction in US schools, in the middle of the nineteenth century. The Department of Education's official mission is to "promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access", and [http://en.wikipedia.org/wiki/Education_reform reforms over the last 60 years] have included issues of civil rights, "progressive" education versus "cultural literacy", and the 1990s adoption of Outcome-Based Education (OBE) - at which time a set of standards-based National Education Goals were set by the US Congress. The standards-based reform movement culminated in the controversial No Child Left Behind Act of 2001.

As of August 2011, issues frequently highlighted for potential reform include Repairing the Bush-era "No Child Left Behind" Act; Reauthorisation of the Elementary and Secondary Education Act (ESEA); Addressing teacher cheating scandals in standardised testing; Teacher union reform; Expanding school day or school year; Validity of charter schools (in which public schools operate more like private ones); Validity of school choice, or "school vouchers" (in which parents may select which public school their child attends, or use a voucher to send them to a private one); Improving teacher quality/salary; Improving teacher training; Awarding performance bonuses ("merit pay") to teachers; English-only vs. bilingual education (allowing students to study in their native tongue - typically Spanish); Mainstreaming special education students (allowing special needs individuals to remain in "regular" schools); Content of curriculum standards and textbooks (which intersects with controversial issues like the teaching of [http://en.wikipedia.org/wiki/Creationism creationism] in the classroom); and others.

For more information see the collected pieces on on "P-12" (pre-Kindergarten through twelfth grade) Reform on the ED web site at http://www.ed.gov/p-12-reform; or the useful Wikipedia discussion at http://en.wikipedia.org/wiki/Education_reform.

=== Post-secondary ===

Given the decentralised nature of the US HE system, federal reform might never reflect the kind of sweeping mandates periodically effected in other countries or unions. Nevertheless, certain proposed and actual reforms - largely addressing issues of affordability and access - pressed through or discussed from 2008-2011 are of great interest. Not all are exclusively higher-education specific. Some are detailed here:

* Announcement regarding [http://www.ecampusnews.com/technologies/white-house-makes-grants-to-boost-online-learning/ online courses for Community Colleges] (September 2011). The long-awaited first installation of a $2 billion grant programme targeting Community College students through both industry partnerships and an expansion of free online courses. An initial $500 million in "workforce training programme" grants were scheduled for distribution after a rigorous application process that lasted almost a year. This followed on an announcement by President Obama in July 2009 to devote '''$12 billion over 10 years''' to improve programmes, courses, and facilities at [[US]] Community Colleges, with $500 million devoted to freely available online courses. Portions of this pledge were realised in the Health Care and Education Reconciliation Act of 2010.

* The [http://www.broadband.gov/ National Broadband Plan] (March 2010). Relevant in its potential to transform education in the US, as noted in the report itself. Despite early advances in the arena, for nearly 10 years the United States has lagged behind many other developed countries in the adoption of broadband technology. America's first National Broadband Plan recommends sweeping improvements to US broadband governance, infrastructure, affordability, and deployment, dedicating $15.5 billion to broadband deployment over the next decade.

* The [http://en.wikipedia.org/wiki/Health_Care_and_Education_Reconciliation_Act_of_2010 Health Care and Education Reconciliation Act of 2010] (March 2010). Included the Student Aid and Fiscal Responsibility Act, reforming the process by which American students receive much-needed loans to participate in higher education.

* The [http://www.ed.gov/technology/netp-2010 National Educational Technology Plan 2010]". Outlined "ways in which information and communication technologies can be leveraged to help transform American education". It details [http://www.ed.gov/technology/netp-2010/goals-and-recommendations five specific goals] with recommendations (for states, districts, the federal government, and other stakeholders in the US education system) that address learning, assessment, teaching, infrastructure, and productivity. A wide variety of stakeholders played a role in developing the plan: see http://www.ed.gov/technology/netp-2010/how-plan-developed for details.

* The American Recovery and Reinvestment Act (ARRA) of 2009. Sought [http://www2.ed.gov/about/reports/annual/2009review.html "to get America on track and to return to being number one in the world in high school and college graduation rates, school readiness and overall academic achievement]." This included $98.2 billion in appropriations for the Department of Education, more than 1.5 times the Department’s entire appropriation for the previous year.

* The Student Aid and Fiscal Responsibility Act of 2009. [http://edlabor.house.gov/blog/2009/07/student-aid-and-fiscal-respons.shtml Goals included] "producing the most college graduates by 2020 by making college accessible and transforming the way our student loan programs operate." The bill never became law; link now defunct.

Read more about current issues in the realm of US Higher Education reform at the Teachnology, Inc. web site: http://www.teach-nology.com/highered/reform/

===== The Bologna Process =====
''(This section was included as relevant to Re.ViCa and has not been updated since first posting.)''

The average American academic remains unaware of the Bologna Process and its significance. Yet [http://www.ihep.org/assets/files/EYESFINAL.pdf a recent report] by the US-based Lumina Foundation chides:

:Former Secretary of Education, Margaret Spellings’ Commission on the Future of Higher Education paid no attention whatsoever to Bologna, and neither did the U.S. higher education community… Such purblind stances are unforgivable in a world without borders.

This report's author, [http://www.ihep.org/press-room/news_release-detail.cfm?id=62 Cliff Adelman] ([http://www.ihep.org/ Institute for Higher Education Policy]), is among numerous vocal proponents of US participation in a process similar to that set forth by Bologna. Lumina promotes [http://www.luminafoundation.org/our_work/tuning/Q_and_A-Bologna_and_Tuning.html "Tuning"], explored in papers such as [http://go2.wordpress.com/?id=725X1342&site=gsed.wordpress.com&url=http%3A%2F%2Fwww.ihep.org%2Fassets%2Ffiles%2FTheBolognaClub.pdf The Bologna Club: What U.S. Higher Education Can Learn from a Decade of European Reconstruction] - which set forth the goal that attainment of high-quality undergraduate degrees and credentials in the United States should increase to 60% by 2025.

Adelman's efforts and those of others like him are not widely known. Bologna's spirit of harmonisation, unity and "work towards a common cause" is not often felt across US state borders, and there are few models of cross-border cooperation that scratch the surface of Bologna Process-like goals.

As a separate issue, some European researchers have explored evidence of US hostility towards the Bologna Process itself, in terms of its perceived success in attracting overseas students who might otherwise pursue studies in the US. As an increasing number of "geographically mobile" students choose European universities over American ones, some believe that Bologna is a seen as a threat – yet one that US officials have been unwilling to acknowledge or name. For one example of this research track, see Charlier and Croche's 2008 piece on [http://mesharpe.metapress.com/app/home/contribution.asp?referrer=parent&backto=issue,2,7;journal,9,24;linkingpublicationresults,1:110907,1 The Outcome of Competition Between Europe and the United States].

== Administration and finance ==
(adapted from the US Department of Education web site, http://www2.ed.gov)
[[Image: Ed_gl_org_chart.gif|thumb|right|150px|2011 US Department of Education]]

Established in 1980, the '''[http://www.ed.gov/ US Department of Education]''' ('''ED''', or externally '''USDE''') is the government agency that establishes policy for and administers most federal assistance to '''all sectors of US education.''' ED has 4,200 employees and a $63.7 billion budget; elementary and secondary programmes serve more than 14,000 school districts and 56 million students, who attend some 97,000 schools and 28,000 private schools. Department programmes also provide financial assistance to about 11 million post-secondary students. Many students attend private schools, colleges and universities, paid for with private funds.

It is always important to bear in mind the predominant state and local role in establishing American schools and colleges, developing curricula, and determining enrolment and graduation requirements. '''These tasks are not, for the most part, under the purview of ED''' - in other words, there are few national requirements in these areas. Of an estimated $1.13 trillion being spent nationwide on education at all levels for school year 2010-2011, a substantial majority (89%) come from state, local, and private sources.

'''The US Department of Education (i.e. US federal government) does:'''

* Establish policies relating to federal financial aid for education, and administer/monitor those funds at all levels.
* Collect data, oversee schools research, and disseminate results to [http://en.wikipedia.org/wiki/United_States_Congress the US Congress], educators and the general public.
* Identify major issues, focus national attention on them, and make recommendations for education reform (advising the president and implementing education policies).
* Enforce federal statutes prohibiting discrimination in programmes receiving federal funds, and ensure equal access to education.

'''The US Department of Education (i.e. US federal government) does not:'''

* Establish schools and colleges
* Develop curricula
* Set requirements for enrollment and graduation
* Determine state education standards
* Develop or implement testing to measure whether states are meeting their own education standards

Notably for VISCED and Re.ViCa purposes, the Department of Education's [http://www2.ed.gov/about/offices/list/os/technology/index.html '''Office of Educational Technology] (OET)''' develops national educational technology policy, ensuring that programmes are coordinated and consistent across the federal government. OET released the US's first [http://www.ed.gov/technology/netp-2010 National Educational Technology Plan (NETP)] in March 2010 as described above.

=== Schools ===
The Department of Education's [http://www2.ed.gov/about/offices/list/oese/index.html '''Office of Elementary and Secondary Education'''] (OESE) directs, coordinates, and recommends policies for state and local educational agencies, helps ensure equal access to services (particularly for underprivileged and underrepresented children), and provides financial assistance to a select number of local educational agencies.

OESE offers nearly 200 programmes, addressing a range of issues such as: Hurricane Help for Schools, Academic Improvement and Teacher Quality Programs, School Support and Technology Programs, Student Achievement and School Accountability Programs, and many more. Programmes are administered through numerous offices, e.g. the Office of Indian [Native American] Education and the Office of Migrant Education. (Note that this is only a fragment of a much longer list, and that programmes are not guaranteed funding on an annual basis.)

=== Post-secondary ===
Federal regulation is critical in the area of student financial aid (which provides loans to students for post-secondary tuition).

The '''[http://www2.ed.gov/about/offices/list/ous/index.html Office of the Under Secretary]''' (OUS) oversees policies, programmes, and activities related to post-secondary education, vocational and adult education, and federal student aid.

The '''[http://www2.ed.gov/about/offices/list/ope/index.html Office of Postsecondary Education]''' (OPE) formulates federal post-secondary education policy and administers over 40 programmes to increase access to quality post-secondary education. One of the OPE's primary programmes of relevance is the [http://www2.ed.gov/about/offices/list/ope/fipse/welcome.html Fund for the Improvement of Postsecondary Education] (FIPSE). FIPSE's main activity each year is conducting the [http://www2.ed.gov/programs/fipsecomp/index.html Comprehensive Program], a grant programme intended to support innovative, replicable post-secondary education improvement projects. FIPSE also administers international consortia programmes, co-funded by foreign government partners, such as the [http://www2.ed.gov/programs/fipseec/index.html European Union-United States Atlantis Program] which provides funding for joint or dual undergraduate degrees in a wide range of academic and professional disciplines.

The '''[http://www2.ed.gov/about/offices/list/ovae/index.html Office of Vocational and Adult Education]''' (OVAE) administers and coordinates programmes related to adult education and literacy, career and technical education, and Community Colleges.

The '''[http://www2.ed.gov/about/offices/list/fsa/index.html Office of Federal Student Aid]''' (FSA) provides critical financial assistance to students enrolled in post-secondary educational institutions. Students apply to this agency for aid, and repay loans to it directly; institutions demonstrating inferior quality may become ineligible to educate students receiving federal student loans.

== Quality assurance ==



As described by the Department of Education's [http://www2.ed.gov/about/offices/list/ous/international/usnei/edlite-index.html US Network for Education Information] (USNEI), quality assurance takes several forms in the US system. The approval of institutions and programmes is generally '''undertaken by state agencies and accrediting agencies''', with the latter also responsible for establishing and maintaining academic and administrative standards. Professional and academic disciplinary associations also play a role in influencing and assessing quality. Educational potential and outcomes are measured by a wide range of surveys, studies, tests, and other assessments at the national, regional, state and institutional levels.

Various documents outlining assessment, evaluation, and standards activities in US education at all levels can be reviewed at http://www2.ed.gov/about/offices/list/ous/international/usnei/us/edlite-structure-us.html. The site also offers overviews of associates, bachelor's, and postgraduate degrees.

See also these general USNEI reports for further information:
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/accred-fed.doc Federal Recognition and Approval] - on the nature and limitations of the federal role in recognising accrediting agencies and in approving institutions
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/accred-state.doc State Approval of Schools and Postsecondary Institutions] - on the process of licensing or chartering educational providers by state authorities
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/qualassurance.doc Other Quality Assurance Provisions] - on additional quality assurance activities in the United States.

=== Schools ===
The US Department of Education [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/edlite-evaluation.html does not have the authority] to accredit private or public elementary or secondary schools; nor does it recognise schools-level accrediting bodies.

The US does not use national examinations to determine graduation from school or access to further studies, and there is no national curriculum on which to base such examinations. School curricula are set by local school districts, private schools, and homeschooling parents with reference to state standards and post-secondary requirements.

However, there is considerable commonality across the US education system despite the absence of legally enforced national curricula or examinations. Common evaluation and assessment standards and tools are the result of the pressures of the competitive academic marketplace, the expectations and requirements of employers and state agencies, and the standards required by accrediting agencies and professional and research associations.

For further information, USENEI provides these relevant schools report:

* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/accred-school.doc School-Level Accreditation] - the accreditation process at the primary and secondary education levels and provides links to accrediting agencies recognised by state governments and other authorities
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/edlite-evaluation.html Structure of U.S. Education: Evaluation and Assessment] - provides information on common US grading and credit systems as well as evaluation and standardised tests

=== Post-secondary ===
As in other US educational sectors, Quality Assurance in higher education is not typically overseen at the national level.
[http://www2.ed.gov/about/offices/list/ous/international/usnei/us/edlite-evaluation.html Post-secondary or tertiary curricula] are determined by individual institutions with reference to accreditation requirements, professional requirements, and the expectations of postgraduate programmes and employers.

It is difficult to summarise in brief the uniqueness and complexity of the academic accreditation process in the US.
* There is no single governmental accrediting body for US post-secondary educational institutions. Rather, ED relies on 74 private and state-based accrediting agencies to provide oversight of member institutions.
* These agencies are divided into 16 "regional" accrediting agencies (regarded as the most selective), plus a number of "national," "hybrid" and "programmatic" agencies which may certify lesser-known and/or specialised entities.
* Agencies awarded recognised by the Department of Education are not the only ones permitted to provide university accreditation; they have simply met a certain set of ED criteria. '''Recognition is not a requirement for an accrediting body to operate legally''' - although without it, institutions it certifies '''cannot participate in federal student aid programmes'''.
* Non-accredited institutions are often perceived as lacking in quality and rigor, and may be termed "diploma mills".

Within ED, the [http://www2.ed.gov/admins/finaid/accred/index.html Accreditation and State Liaison] (ASL) has responsibility for the accrediting agency recognition process and for coordinating activities between states and ED that impact institutional participation in the federal financial assistance programmes. A [http://www2.ed.gov/about/bdscomm/list/naciqi.html National Advisory Committee on Institutional Quality and Integrity] provides recommendations to the Secretary of Education regarding the recognition of post-secondary accrediting agencies.

For those seeking further information, USNEI provides these post-secondary reports:
* [http://www2.ed.gov/admins/finaid/accred/accreditation_pg6.html#NationallyRecognized Nationally Recognised Accrediting Agencies] - the U.S. Department of Education's directory of federally recognised accrediting agencies, both regional and national
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/accred-postsec.doc Postsecondary Accreditation] - describes the accreditation process at the tertiary level, and provides links to recognised accrediting agencies which are members of the Council for Higher Education Accreditation (CHEA)
* [http://www.chea.org/Directories/index.asp CHEA Directory of Recognised Accrediting Organisations] - the Council on Higher Education Accreditation's directory of recognised accrediting agencies
* [http://www.aspa-usa.org/ Association of Specialised and Professional Accreditors] (ASPA) - national association of accreditation agencies for regulated professions
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/fraud.doc Diploma Mills and Fraud] - information and links on the problems of unaccredited institutions and bogus accreditors in the US

== Information society ==

''Details about certain legislation, agencies and initiatives have been covered in previous sections.''

After an initial period of sustained leadership in the areas of computer science, internet development and broadband uptake, the US is now widely considered to be stagnating in technology uptake and usage. According to the World Economic Forum (WEF)'s 2011 report, the [http://www.huffingtonpost.com/2011/04/13/world-economic-forum-technology-use-us_n_848566.html US finished fifth] in a survey of the 138 countries that make up 98.8 percent of the world's GDP (ranking 24th in percentage of households with a personal computer). The WEF measured aspects of technology usage including business and regulatory climates for IT development and interest in and use of technology by the government, individuals and businesses.

The US also faces a significant gap in residential broadband use that breaks down along race, income, education levels and other socio-economic factors.

Recent [http://pewinternet.org Pew findings] report that 77% of American adults use the internet ([http://pewinternet.org/Static-Pages/Trend-Data/Whos-Online.aspx Dec 2010]); 83% of Americans own mobile phones, while just 57% own a personal computer ([http://pewinternet.org/Trend-Data/Device-Ownership.aspx May 2011]).

A variety of offices, agencies and non-profits monitor and direct US activity and strategy in the information society.
* The [http://www.fcc.gov/ Federal Communications Commission], an independent US government agency, regulates interstate and international communications by radio, television, wire, satellite and cable. (As noted above, it has unveiled the first US [http://www.reuters.com/article/idUSN2224640220100223 National Broadband Plan] in March 2010, reinforcing the notion that all Americans are entitled to "affordable access to robust and reliable broadband products and services".)
* The Department of Education’s [http://www2.ed.gov/about/offices/list/os/technology/index.html Office of Educational Technology] (OET) supports the use of technology in education. (The March 2010 "National Education Technology Plan" has been discussed above.)
* The [http://www.whitehouse.gov/omb/e-gov/ Office of E-Government & Information Technology] is part of the Office of Management and Budget (OMB).
* Founded in 1969, the [http://www.nascio.org National Association of State Chief Information Officers] (NASCIO) represents state chief information officers and information technology executives and managers from the states, territories, and the District of Columbia. The primary state members are senior officials from state government who have executive-level and statewide responsibility for information technology leadership.
* The [http://www.cio.gov/ Chief Information Officers] (CIO) Council serves as the principal interagency forum for improving practices in the design, modernisation, use, sharing, and performance of Federal Government agency information resources.
* The [http://it.usaspending.gov/ IT Dashboard], launched in June 2009, allows the American people to monitor IT investments across the federal government.

This is not a comprehensive list - and in particular does not identify any state or regional programmes. See http://www.usa.gov/Government/State_Local/Technology.shtml for more related agencies/organisations.

== ICT in education initiatives ==

=== Virtual initiatives in schools ===


Online education in the US has gained considerable traction over the last 15 years - seemingly more so than in any other country. A major report from the International Association for K-12 Online Learning (iNACOL), [http://www.inacol.org/research/docs/iNCL_NationalPrimerv22010-web.pdf A National Primer on K-12 Online Learning] (Second Edition), estimates that over 1.5 million American K-12 students were engaged in online and blended learning for the 2009-2010 school year (out of approximately 55.2 million students enrolled ).This represents roughly 3% of the US K-12 population.

This relatively small figure belies the scope and nature of the programmes now available. Options vary from state to state, school district to school district, and even from school to school. As the Primer notes, whether a student has the option to participate in "supplemental" (i.e. single) courses or full-time online programmes remains a matter of state policy and local laws, "with a few states providing opportunities for most students, a few states providing almost no opportunities, and most states falling somewhere in the middle". Moreover, iNACOL and others acknowledge their ongoing struggle to survey data in this relatively new and rapidly changing arena; there is no single authority to whom any of the schools listed in this survey must report, and relevant data is not always made available to the public.

As of 2010, supplemental or full-time online learning opportunities were available to students in 48 of the 50 US states. 38 states had state virtual schools or state-led online initiatives (with a 39th set to open in 2011); 27 states plus Washington, DC had full-time online schools serving students statewide; and 20 states were providing both supplemental and full-time online learning options statewide (but not as part of a state virtual school). This can be compared to 2001, during which approximately 10 states had state virtual schools and even fewer offered other online education options.
The three main types of US virtual school are summarised in brief below, as outlined in [http://www.ecs.org/html/Document.asp?chouseid=9014 Keeping Pace With Online Learning: An Annual Review of Policy and Practice], Evergreen Education Group (2010). Note that not all schools fit neatly into one of the slots below, but without this kind of rough categorisation it would be exceedingly difficult to approach the vast array of US virtual schools.

Click here for the VISCED [[typology of US virtual schools]].

==== US state virtual schools - overview====
* Operate in 38 states
* Are state-led online learning initiatives, with course enrollment ranging from several thousand to 16,000 for 2009-10
* Boast 450,000 "course enrollments" nationwide, i.e. in which one student takes one course
* Often provide local school districts with '''supplemental online courses''', as well as online learning expertise and thought leadership for their own schools
* Have '''students who study online part-time only''' (taking "supplemental" online courses while physically enrolled elsewhere)
* Saw enrollment increase by nearly 40% from 2008-09 to 2009-10, though most gains came from the states of North Carolina and Florida only
* Have virtual school enrollments exceeding 10,000 for 2009-10 in eight different states (Alabama, Florida, Georgia, Idaho, Louisiana, Michigan, North Carolina and South Carolina)
* Are usually funded by legislative appropriation

Click here for the VISCED list of [[:Category:US statewide virtual schools|US statewide virtual schools]] - this includes both "state virtual schools" as described above, and any virtual school for which state residents are eligible.

====US multi-school-district full-time online schools - overview====
* Operate in 27 states (each has at least one)
* '''Have few or no part-time students'''; most have enrollment of a few hundred to several thousand
* Usually attract students from across an entire state, so are found in those states that permit students to enroll across district lines
* Are typically charter schools (i.e. special publicly funded schools operating under their own charters/standards, attended by student choice)
* Are usually affiliated with a private national organisation e.g. Connections Academy, K12 Inc., Advanced Academics, or Insight Schools
* Are often funded via state public education funds that follow the student

Click here for the VISCED list of [http://www.virtualschoolsandcolleges.eu/index.php/Category:US_multi-school-district_virtual_schools US multi-school-district virtual schools].

Click here for the VISCED list of [http://www.virtualschoolsandcolleges.eu/index.php/Category:US_charter_schools US charter schools].

====US single school district programmes - overview ====
* Are represented by only 11 well-established programmes nationwide
* Serve only students who reside within a single, local district of residence
* Serve '''mostly supplemental students''' (though some serve full-time students)
* Are often focused on credit recovery or at-risk students
* Make up the fastest growing segment of K-12 online learning

There are additionally a number of virtual schools run by consortia or postsecondary institutions, i.e. some which are not state, multi-district or single district schools.

Click here for the VISCED list of [http://www.virtualschoolsandcolleges.eu/index.php/Category:US_single-school-district_virtual_schools US single-school-district virtual schools].

====Possible US Exemplars====

* [[Agora Cyber Charter School]]
* [[Alabama ACCESS Distance Learning]] (State Virtual School)
* [[City of Angels Virtual Academy]] (COAVA)
* [[Cook County Sheriff’s Department Virtual High School]]
* [[Electronic Classroom of Tomorrow]]
* [[Florida Virtual School]] (FLVS)
* [[Hope Online Learning Academy]]
* [[Idaho Digital Learning Academy]] (IDLA)
* [[Illinois Virtual High School]]
* [[Jefferson County JCPSeSchool]]
* [[Louisiana Virtual School]] (LVS)
* [[Mesa Distance Learning Program]] (MDLP)
* [[Michigan Virtual School]] (MVS)
* [[Minnesota Virtual High School]] (MVHS)
* [[Mississippi Virtual Public School]]
* [[North Carolina Virtual Public School]] (NCVPS)
* [[Omaha Public Schools eLearning]] (OPS)
* [[Open High School of Utah]] (OHSU)
* [[Pennsylvania Cyber Charter School]]

* [[Primavera Online High School]]
* [[Silver State Charter Schools]]
* [[South Carolina Virtual School Program]] (SCVSP)
* [[Utah Electronic High School]] (EHS)
* [[Virtual High School Global Consortium]] (VHS)
* [[21st Century Cyber Charter School]]

====Towards a Comprehensive List of US Virtual Schools (in progress)====
''All schools identified as "notable" in early phases of VISCED are included below. As of 31 October 2011, the list is aimed to be comprehensive but given the nature of the US it is certain that more virtual schools will yet appear. Virtual schools for the under-14s are deemed out of scope.''

# [[21st Century Cyber Charter School]] (Pennsylvania)
# [[Advanced Academics Online School]] (Oklahoma)
# [[AGVI Academy for Gifted Youth]] (California)
# [[Academy Online High School]] (Colorado)

# [[ACE Digital Academy]] (Ohio)
# [[ACHIEVEk12]] (Colorado)
# [[Achievement House Cyber Charter School]] (Pennsylvania)
# [[Agave Distance Learning]] (Arizona)
# [[Agora Cyber Charter School]] (Pennsylvania)
# [[Akron Digital Academy]] (Ohio)
# [[Alabama ACCESS Distance Learning]] (State Virtual School)

# [[Alaska Virtual School]]
# [[Alaska's Learning Network]]



# [[Andover eCademy]] (Kansas)
# [[Anoka Hennepin Compass On-Line]] (Minnesota)
# [[Another Choice Virtual Charter School]] (Idaho)
# [[Apex Learning High School]]
# [[Appleton eSchool]] (Wisconsin)
# [[APS Online]] (Colorado)
# [[Arizona Connections Academy]]
# [[Arizona Online Instruction]]
# [[Arizona Virtual Academy]]

# [[Arizona Virtual School]]

# [[Arkansas Virtual High School]]
# [[ASPIRA Bilingual Cyber Cyber School]] (Pennsylvania)
# [[AZ2020 Online Academy]] (Arizona)
# [[Basehor-Linwood Virtual School]] (Kansas)
# [[Beacon Academy of Nevada]]
# [[Bethel Online Academy]] (Washington)
# [[Blue Sky Online Charter School]] (Minnesota)
# [[Blueprint High School]] (Arizona)
# [[Boulder Universal]] (Colorado)
# [[Branson School Online]] (Colorado)
# [[Brigham Young University Independent Study]] (Utah)
# [[Buckeye On-Line School for Success]] (Ohio)
# [[California Pacific Charter Schools]] (California)
# [[California Virtual Academies]]

# [[Canon Online Academy]] (Colorado)
# [[Capistrano Connections Academy]] (CapoCA) (California)
# [[Cardington-Lincoln Local Digital Academy]] (Ohio)
# [[Chesterfield County Public Schools Online]] (Virginia)
# [[Central California Connections Academy]] (California)
# [[Central Pennsylvania Digital Learning Foundation]] (Pennsylvania)
# [[Chester Area Cyber School]] (South Dakota)
# [[Chicago Virtual Charter School]] (Illinois)

# [[Christa McAuliffe Academy]] (Oregon)
# [[Cincinnati Virtual High School]] (Ohio)
# [[City of Angels Virtual Academy]]
# [[CCSD Virtual High School]] (Nevada)
# [[CK Online Academy]] (Washington)
# [[Cobb Virtual Academy]] (Georgia)

# [[Colorado Connections Academy]]
# [[Colorado Distance and Electronic Learning Academy]] (CDELA)
# [[Colorado Online Learning]]
# [[Colorado Cyber]]
# [[Colorado Virtual Academy]]
# [[Columbia Virtual Academy]] (Washington)
# [[Commonwealth Connections Academy]] (Pennsylvania)

# [[Connecticut Virtual Learning Center]]
# [[Continental Academy]] (Florida)
# [[Cook County Sheriff’s Department Virtual High School]]



# [[Delta Academy On Line School]] (Nevada)
# [[Delta Cyber School]] (Alaska)

# [[DoDEA Virtual High School]]
# [[Denver Online High School]] (Colorado) (formerly DPS Online High School)
# [[Dunlap Leadership Academy]] (California)
# [[Duval Virtual Instruction Academy]] (Florida)
# [[eCADEMY]] (New Mexico)

# [[Education Program for Gifted Youth]] Online High School, Stanford University (California)
# [[ELCA Online Learning Academy]] (Georgia)
# [[EdVisions Online High School]] (Minnesota)
# [[EV Online Learning]] (Washington)
# [[Electronic Classroom of Tomorrow]] (Ohio)
# [[Electronic Course Program]] (Texas)
# [[Evanston Virtual High School]] (Wyoming)
# [[Excel High School]] (Minnesota)
# [[Fairbanks B.E.S.T. Program]] (Alaska)
# [[Fairborn Digital Academy]] (Ohio)
# [[Falcon Virtual Academy]] (Colorado)
# [[Findlay Digital Academy]] (Ohio)
# [[Florida Virtual School]]
# [[Francis School]] (New York)
# [[Franklin University PSEOP]] (Ohio)
# [[Freshwater Education District Virtual School Consortium]] (Minnesota)
# [[Georgia Cyber Academy]]

# [[Georgia Virtual School]]
# [[Giant Campus of Washington]] (Washington)
# [[Giant Campus Academy]]
# [[GLBTQ Online High School]] (Minnesota)
# [[GOAL Digital Academy]] (Ohio)
# [[GOAL Academy Online]] (Colorado)
# [[Graham Digital Academy]] (Ohio)
# [[Greater Ohio Virtual School]]
# [[Greenways Academy]]
# [[Gwinnett Online Campus]] (Georgia)
# [[Hamilton County Virtual School]] (Tennessee)
# [[Hawaii DOE E-School]]
# [[Hawaii Technology Academy]]
# [[Hawaii Virtual Learning Network]]
# [[Hawaii Virtual School]]
# [[Hoosier Academies]] (Indiana)
# [[Hope High School Online]] (Arizona)
# [[Hope Online Learning Academy]] (Colorado)
# [[Idaho Connects Online]]
# [[Idaho Digital Learning Academy]]
# [[Idaho Distance Education Academy]]
# [[Idaho Virtual Academy]]
# [[IDEAL-NM]] (New Mexico)
# [[Independent Study High School]] (Nebraska)
# [[Illinois Virtual High School]]
# [[Indiana Connections Academy]]
# [[Insight School of Colorado]]
# [[Insight School of Kansas]]
# [[Insight School of Minnesota]]
# [[Insight School of Washington]]
# [[Insight School of Wisconsin]]
# [[INSPIRE Connections Academy]] (Idaho)


# [[International Virtual Learning Academy]] (California)
# [[Internet Academy]] (IA) (Washington)
# [[Iowa Learning Online]]
# [[Iowa Online AP Academy]]
# [[iQ Academy Arizona]]
# [[iQ Academy Kansas]]
# [[iQ Academy Minnesota]]

# [[iQ Academy Washington]]
# [[iQ Academy Wisconsin]]
# [[iSucceed Virtual High School]] (Idaho)
# [[Jackson Hole Connections Academy]] (Wyoming)
# [[Janesville Virtual Academy]] (Wisconsin)
# [[JEDI Virtual High School]] (Wisconsin)
# [[Jeffco's 21st Century Virtual Academy]] (Colorado)
# [[Jefferson County JCPSeSchool]]
# [[Kansas Connections Academy]]

# [[Kaplan Academy of California]]

# [[Kaplan Academy of Oregon]]
# [[Kaplan Academy of Washington]]
# [[Kaplan University High School]]
# [[Karval Online Education]] (Colorado)
# [[Kenosha eSchool]] (Wisconsin)
# [[Kent Digital Academy]] (Ohio)
# [[Kentucky Virtual Schools]]
# [[Keystone Online School]]
# [[Kiel eSchool]] (Wisconsin)

# [[Lakewood Digital Academy]] (Ohio)
# [[Lancaster Digital Academy]] (Ohio)

# [[Learn at My Pace]] (LAMP) Online High School (Minnesota)



# [[Learning² eSchool of Wichita]] (Kansas)
# [[Louisiana Virtual School]]
# [[Mahoning Unlimited Classroom]] (Ohio)



# [[Maryland Virtual School]]
# [[Massachusetts Online Network for Education]] (MassONE)

# [[Massillon Digital Academy]] (Ohio)
# [[Mercury Online Academy of Arizona]]
# [[Mercury Online Prep]]
# [[Mercury Academy of Southern California]]
# [[Meridian Parent Partnership Program]] (MP3) (Washington)
# [[Mesa Distance Learning Program]]
# [[Miami Dade I-Prep Academy]] (Florida)
# [[Miami-Dade Online Academy]] (Florida)
# [[Michigan Virtual School]]

# [[Midwestern Regional Virtual Charter School]] (Pennsylvania)
# [[Minnesota Online High School]]
# [[Minnesota Transitions Schools Minnesota Connections Academy]]
# [[Minnesota Virtual Academy]]
# [[Minnesota Virtual High School]]
# [[Mississippi Virtual Public School]]
# [[Missouri Virtual Instruction Program]]
# [[Monroe Virtual High School]] (Wisconsin)
# [[Monroe Virtual Middle School]] (Wisconsin)
# [[Montana Digital Academy]]
# [[Monte Vista Online Academy]] (Colorado)
# [[Move Up Program]] (Washington)
# [[MPS Online]] (Minnesota)

# [[National Connections Academy]]

# [[National University Virtual High School]] (California)
# [[Nevada Connections Academy]]
# [[Nevada Virtual Academy]]
# [[New Jersey Virtual School]]
# [[Newark Digital Academy]] (Ohio)

# [[NCSSM Online]] (North Carolina)
# [[North Carolina Virtual Public School]]
# [[North Dakota Center for Distance Education]]
# [[Northeast Wisconsin Online Network]] (Wisconsin)
# [[Northwest Allprep]] (Washington)


# [[Odyssey High School]] (Nevada)
# [[Ohio Connections Academy]]
# [[Ohio Distance And Electronic Learning Academy]]
# [[Ohio Virtual Academy]]



# [[Oklahoma Virtual Academy]]
# [[Oklahoma Virtual Charter Academy]]
# [[Oklahoma Virtual High School]]
# [[Oklahoma Virtual School]]
# [[Olympia Regional Learning Academy iConnect]] (Washington)
# [[Omaha Public Schools eLearning]]
# [[Open High School of Utah]]
# [[Oregon Connections Academy]]
# [[Oregon Virtual Academy]]
# [[Oregon Virtual Education]]

# [[PA Distance Learning Charter School]] (Pennsylvania)
# [[PA Learners Online Regional Cyber Charter School]] (Pennsylvania)
# [[Pacific View Charter School]]
# [[Palmetto State E-cademy]] (South Carolina)
# [[Park City Independent]] (Utah)
# [[Pennsylvania Cyber Charter School]]
# [[Pennsylvania Leadership Charter School]]
# [[Pennsylvania Virtual Charter School]]
# [[Pinnacle Online High School]] (Arizona)

# [[Primavera Online High School]] (Arizona)
# [[Provo eSchool]] (Utah)
# [[Provost Academy South Carolina]]
# [[Provost Academy Colorado]]
# [[Quaker Digital Academy]] (Ohio)
# [[Red Comet]] (Washington)
# [[Richard McKenna Charter High School]] (Idaho)
# [[Riverside Virtual School]] (California)



# [[Scholars Online]] (Washington)

# [[Silver State High School]] (Nevada)
# [[Sioux Falls School District]] (South Dakota)
# [[Slavic Christian Academy]] (Washington)

# [[South Carolina Connections Academy]]
# [[South Carolina Virtual Charter School]]
# [[South Carolina Virtual School Program]]
# [[South Carolina Whitmore School]]
# [[South Dakota Virtual School]]

# [[Southwest Licking Digital Academy]] (Ohio)
# [[Spokane Virtual Learning]] (Washington)
# [[Spring Lake Park Online]] (SLP Online) (Minnesota)
# [[St. Johns Virtual School]] (Florida)

# [[SusQ-Cyber Charter School]] (Pennsylvania)
# [[Texas Connections Academy @ Houston]]
# [[Texas Virtual Academy]]
# [[Texas Virtual School]]
# [[Tempe Union Online Learning]] (TUOL) (Arizona)
# [[The American Academy]]

# [[Treca Digital Academy]]
# [[TRIO Wolf Creek Online High School]] (Minnesota)

# [[University of California College Prep]] (California)
# [[University of Missouri High School]]
# [[University of Oklahoma High School]]
# [[Utah Electronic High School]] (EHS)
# [[Utah Tech High]]
# [[Utah Virtual Academy]]
# [[Vermont Virtual Learning Cooperative]]
# [[Vilas Online]] (Colorado)

# [[Virtual Community School Of Ohio]]
# [[Virtual High School Global Consortium]] (VHS)
# [[Virtual Learning Academy Charter School]] (New Hampshire)
# [[Virtual Virginia]]
# [[VOISE Academy High School]] (Illinois)


# [[Washington Online School Network]]
# [[Washington Virtual Academies]] (WAVA) (Washington)
# [[WOLF School]] (Nevada)
# [[West Central Learning Academy II]] (Ohio)
# [[West Virginia Virtual School]]

# [[Westwood Cyber High]] (Michigan)
# [[WiloStar3D-Epic Academy]] (Oklahoma)
# [[Wisconsin Connections Academy]]
# [[Wisconsin eSchool Network]]
# [[Wisconsin Virtual Academy]]
# [[Wisconsin Virtual Learning]]
# [[Wisconsin Virtual School]]
# [[Wyoming e-academy of Virtual Education]] (WeAVE)
# [[Wyoming Switchboard Network]]
# [[Wyoming Virtual Academy]]

See also the Wikipedia article at http://en.wikipedia.org/wiki/List_of_virtual_schools#United_States.

=== Virtual initiatives in post-secondary education ===


According to the Sloan Consortium's 2010 report on [http://sloanconsortium.org/publications/survey/class_differences Class Differences: Online Education in the United States], approximately 5.6 million students were enrolled in at least one online course in the autumn of 2009. Other findings include:
* Almost two-thirds of for-profit institutions say that online learning is a critical part of their long term strategy
* The 21%growth rate for online enrollments far exceeds the 2% growth in the overall higher education student population
* Nearly one-half of institutions report that the economic downturn has increased demand for face-to-face courses and programmes
* Three-quarters of institutions report that the economic downturn has increased demand for online courses and programmes

There are no university-focused relevant federal initiatives of note. However, in July 2009 president Barrack Obama pledged to devote $12 billion over 10 years to improve programmes, courses, and facilities at US Community Colleges, with "$500 million devoted to freely available online courses". This pledge has evolved over time and this section may later be updated.

Despite the lack of national (federal) motivation, the simple scope and diversity of virtual university activity in the US cannot be underestimated. Most US universities offer at least one hybrid or fully online programme. Many institutions offer a wide range of programmes, at both the undergraduate and postgraduate levels.

Many of the "notables" are operated by for-profit, private companies, although a variety of initiatives originating in "traditional" universities are examined as well. Some major institutions/initiatives include:

* [[Capella University]]
* [[Carnegie Mellon University]]
* [[University of Central Florida]]
* [[Colorado Community Colleges Online]]
* [[DeVry University]]
* [[Laureate Education]] ([[Walden University]])
* [[University of Maryland University College]]
* [[University of Phoenix]]
* [[Penn State World Campus]]
* [[Regis University]]
* [[SUNY Learning Network]]
* [[Strayer University Online]]
* [[UT Telecampus]]
* [[University of the People]] - new, but noteworthy

There are many more. See [http://www.virtualschoolsandcolleges.eu/index.php/Category:United_States the US category] for a full list of those programmes indexed by the Re.ViCa wiki.

== Lessons learnt==

=== General lessons ===

The US is an unusually structured nation of 50 federated states, to which it is not always easy to compare other countries - especially those located in Europe (as they are more likely to see broad-ranging, national initiatives in education). Some of the associated issues are explored below (''text prepared for Re.ViCa'').

Note also that the apparent success of e-learning/online higher education in the [[US]] must be approached with care - quality may vary widely from institution to institution (and programme to programme). See note above on the complexity of US accreditation and quality control mechanisms.

==== Is the relevance of the US or of its states? ====
''Text prepared for Re.ViCa and moved from an earlier section.''

Hovering around 308.6 million as of early 2010, the population of the USA seems enormously large compared with that of most European countries. (For comparison, the population of the [[UK]] is estimated at 62 million, the [[Netherlands]] at 16.6 million, and [[Finland]] at 5.3 million.) Nevertheless, the federal structure of the US and the deregulated nature of its educational systems indicate that it is reasonable to look to the state level when studying e-learning in the US.

This "relevance" depends primarily on comparing US states to discrete European ones - it is extremely difficult to compare and contrast the US and Europe as a whole (in e-learning or otherwise).

The population of the EU is now estimated at over 500 million, about 1.5 times that of the US, and its inhabitants speak over 170 languages (of which 23 are considered "official"). While the US itself has no "official" language, nearly all Americans speak English, and moreover share essentially similar cultural expectations. This (in conjunction with the US's underlying federal governance structure) often results in a velocity of propagation of ideas nationwide which is rarely replicated across the EU.

==== Post-secondary: Do US ideas in e-learning transfer to Europe? ====
''Text prepared for Re.ViCa and moved from an earlier section.''

Many European analysts consider US universities - both large and small, public and private - more successful at developing and implementing substantial e-learning programmes than their European counterparts. Online learning in the US is indeed expanding at a remarkable and enviable pace: the average growth rate for online university enrolments has increased by roughly 13% per annum over the past seven years (compared with 2% for US "brick and mortar" enrolments). Other indicators of success include completion rates, programme sustainability over a number of years, and academic reputation.

Researchers have (understandably) questioned why the success of e-learning in US universities does not transfer more readily to a European context. Is it the economy, the geography, the demographics, or the population density; the nature of the respective educational funding models; or something else entirely? Indeed, these are but a few of the differences that may contribute to the challenge of e-learning transfer. Consider also the vast differences in quality models, academic focus, relevant public policy, language/culture, and technology uptake. In a global culture where online degrees are rapidly acquiring credibility, and students have begun to actively pursue online degrees via overseas institutions, these are critical questions to consider when pondering the future of education in Europe.

It is certain that North American ideas in e-learning form worthy comparators, and in countless cases do see transfer to Europe (and beyond). For example, many of the early course/learning management systems which formulated our earliest understanding of [http://en.wikipedia.org/wiki/History_of_virtual_learning_environments_1990s "online learning" in the mid-1990s] were developed in either America or Canada, e.g. LotusNotes, FirstClass, Blackboard and WebCT. A distinctly American company with American attitudes and products, Blackboard [[learning management systems]] remains in common usage across Europe (despite recent trends towards [[OER]] in the market). Institutions worldwide have sought to mirror the success of the US in exporting learning via the internet.

There is also more general discussion of the "Americanisation of Education" seen in some European countries - which is too broad and controversial a topic to address here.

Whatever the ramifications, the past would suggest that European analysts should indeed examine US e-learning trends in order to better understand (and possibly predict) directions for growth in their own countries.

=== Notable practices ===


The unusually decentralised nature of US education makes it difficult to locate national practices that might be applied more broadly. Note, however, that this decentralisation seems to have stimulated the development of virtual schools within the US in an unprecedented manner. Virtual Schools may be public or private; private organisations may partner with public school systems; and online courses may be partly or purely supplemental (as opposed to full time). There is no shortage of models evolving, and it would seem that the lack of uniformity has proven a rich and fertile ground for development.

Less optimistically, there are many opposed to the dominant role that private, for-profit organisations have come to play in the development of US virtual schools (and in charter schools in particular - see description above). Many of these "academies" have been developed along the lines of a "University of Phoenix" model, and indeed are often owned by large, profit-seeking parent companies. In other words, the unique US educational landscape brings both benefits and challenges. (In this context of post-secondary education, consider the wide range of accrediting agencies, and the longstanding disputes regarding educational quality among for-profit, commercial institutions). It is difficult to judge their applicability in other contexts.

== References ==

* "2009 Year in Review". US Department of Education, January 2010, http://www2.ed.gov/about/reports/annual/2009review.doc
* "Academic Ranking of World Universities". Graduate School of Education, Shanghai Jiao Tong University, http://www.arwu.org/. Retrieved 2010-02-28
* "Accreditation and Quality Assurance: Other Quality Assurance Provisions." International Affairs Office, US Department of Education, 12/2007, http://www2.ed.gov/about/offices/list/ous/international/usnei/us/qualassurance.doc
* Adelman, C. The Bologna Process for U.S. Eyes: Re-learning Higher Education in the Age of Convergence. Produced with primary support of the Lumina Foundation for Education to the Global Performance Initiative of the Institute for Higher Education Policy, April 2009, http://www.ihep.org/assets/files/EYESFINAL.pdf Retrieved 2010-02-15
* "Ages for Compulsory School Attendance..." US Dept. of Education, National Center for Education Statistics, http://nces.ed.gov/programs/digest/d02/dt150.asp. Retrieved 2010-02-15
* Allen, I. E. and Seaman, J. (2008) Staying the Course: Online Education in the United States, 2008 Needham MA: Sloan Consortium
* "The Almanac of Higher Education". The Chronicle of Higher Education LVI (1): 5. August 28, 2009.
* "A National Primer on K-12 Online Learning, Second Edition". iNACOL, http://www.inacol.org/research/docs/iNCL_NationalPrimerv22010-web.pdf
* "As Economy Wavers, Online Enrollments Climb". November 13, 2008, http://www.insidehighered.com/news/2008/11/13/sloan Retrieved 2010-02-15
* Brady, P. Is there a Paris match for UK's overseas appeal? 10 August 2007, Times Higher Education, http://www.timeshighereducation.co.uk/story.asp?storyCode=90207&sectioncode=26 Retrieved 2010-02-15
* "Category Archives: P-12 Reform". US Department of Education, http://www.ed.gov/p-12-reform Retrieved 2011-07-28
* Charlier, J.-E., and Croche, S. "The Bologna Process: The Outcome of Competition Between Europe and the United States and a Stimulus to This Competition", European Education, vol. 39, no. 4, Winter 2007–8, pp. 10–26.
* Database of Accredited Postsecondary Institutions and Programs, US Department of Education, http://ope.ed.gov/accreditation/ Retrieved 2010-02-15
* "Education Reform". Wikipedia, http://en.wikipedia.org/wiki/Education_reform Retrieved 2011-07-28
* "Educational Attainment in the United States: 2003." US Census Bureau. http://www.census.gov/prod/2004pubs/p20-550.pdf. Retrieved 2010-02-28
* "Educational Attainment in the United States: 2008." US Census Bureau. http://www.census.gov/population/www/socdemo/educ-attn.html Retrieved 2010-02-28
* "Demographics of the European Union". Wikipedia, http://en.wikipedia.org/wiki/Demographics_of_the_European_Union Retrieved 2010-02-08
* "Digest of Education Statistics: 2008". US Dept. of Education, National Center for Education Statistics, http://nces.ed.gov/programs/digest/d08/ Retrieved 2010-02-08
* "Diploma Mills and Accreditation". US Department of Education web site, http://ed.gov/students/prep/college/diplomamills/accreditation.html
* "Education in the United States". http://en.wikipedia.org/wiki/Education_in_the_United_States Retrieved 2011-07-28
* "Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies". US Dept. of Education, September 2010, http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf
* "European Union". Wikipedia, http://en.wikipedia.org/wiki/European_Union Retrieved 2010-02-08
* "Fading Stimulus Saved Colleges". Inside Higher Ed, February 11, 2010, http://www.insidehighered.com/news/2010/02/11/sheeo
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* Kittredge, B. "Student Aid and Fiscal Responsibility Act". Blog of the Committee on Education and Labor, July 15, 2009, http://edlabor.house.gov/blog/2009/07/student-aid-and-fiscal-respons.shtml
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----
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[[Category:United States| ]]
[[Category:North America]]
[[Category:OECD]]
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Typology of US virtual schools

2011-12-19T02:43:28Z

SaraFrankBristow: /* Supplemental provision */

In addition to the myriad categories created previously under the Re.ViCa project, [[US]] virtual schools may be categorised according to the list below.

Below we list only those categories created specifically for VISCED. Other Re.ViCa categories may be applied, e.g. [[:Category:Sites using Blackboard|Sites using Blackboard]], [[:Category:Private providers|Private providers]] and [[:Category:Virtual schooling providers|Virtual schooling providers]].

Click here for the [http://www.virtualschoolsandcolleges.eu/index.php?title=Special:Categories full list of VISCED/Re.ViCa categories].

==General description==
* [[:Category:Virtual schools in the US|Virtual schools in the US]]
* [[:Category:US statewide virtual schools|US statewide virtual schools]]
* [[:Category:US multi-school-district virtual schools|US multi-school-district virtual schools]]
* [[:Category:US single-school-district virtual schools|US single-school-district virtual schools]]
* [[:Category:US charter schools|US charter schools]]

==Service provider==
* [[:Category:K12 Inc virtual schools|K12 Inc virtual schools]]
* [[:Category:Connections Academy virtual schools|Connections Academy virtual schools]]
* [[:Category:Insight virtual schools|Insight virtual schools]]
* [[:Category:iQ Academy virtual schools|iQ Academy virtual schools]]
* [[:Category:Kaplan Academy virtual schools|Kaplan Academy virtual schools]]
* [[:Category:Giant Campus virtual schools|Giant Campus virtual schools]]
* [[:Category:Advanced Academics virtual schools|Advanced Academics virtual schools]]
* [[:Category:Apex Learning virtual schools|Apex Learning virtual schools]]
* [[:Category:Aventa Learning virtual schools|Aventa Learning virtual schools]]

==Size and status of institution==
* [[:Category:Small virtual schools|Small virtual schools]] (<100 students)
* [[:Category:Medium virtual schools|Medium virtual schools]] (100-999 students)
* [[:Category:Large virtual schools|Large virtual schools]] (1000-4999 students)
* [[:Category:Very large virtual schools|Very large virtual schools]] (5000-9999 students)
* [[:Category:Mega virtual schools|Mega virtual schools]] (>10000 students)

==Supplemental provision==
* [[:Category:US full-time virtual schools|US full-time virtual schools]]
* [[:Category:US supplemental virtual school providers|US supplemental virtual school providers]]

[[Category:Virtual schools]]
[[Category:Virtual schools in the US]]
[[Category:VISCED]]

Typology of US virtual schools

2011-12-19T02:41:34Z

SaraFrankBristow:

Typology of US virtual schools

2011-12-19T02:31:14Z

SaraFrankBristow:

In addition to the myriad categories created under the Re.ViCa project, [[US]] virtual schools may be categorised according to the following typology.

Below we list only those categories created specifically for VISCED. Other Re.ViCa categories may be applied, e.g. [[:Category:Sites using Blackboard|Sites using Blackboard]], [[:Category:Private providers|Private providers]] and [[:Category:Virtual schooling providers|Virtual schooling providers]] - as distinguishable from actual virtual schools.

Click here for the [http://www.virtualschoolsandcolleges.eu/index.php?title=Special:Categories&limit=500 full list of VISCED/Re.ViCa categories].

==General description==
* [[:Category:Virtual schools in the US|Virtual schools in the US]]
* [[:Category:US statewide virtual schools|US statewide virtual schools]]
* [[:Category:US multi-school-district virtual schools|US multi-school-district virtual schools]]
* [[:Category:US single-school-district virtual schools|US single-school-district virtual schools]]
* [[:Category:US charter schools|US charter schools]]

==Service provider==
* [[:Category:K12 Inc virtual schools|K12 Inc virtual schools]]
* [[:Category:Connections Academy virtual schools|Connections Academy virtual schools]]
* [[:Category:Insight virtual schools|Insight virtual schools]]
* [[:Category:iQ Academy virtual schools|iQ Academy virtual schools]]
* [[:Category:Kaplan Academy virtual schools|Kaplan Academy virtual schools]]
* [[:Category:Giant Campus virtual schools|Giant Campus virtual schools]]
* [[:Category:Advanced Academics virtual schools|Advanced Academics virtual schools]]
* [[:Category:Apex Learning virtual schools|Apex Learning virtual schools]]
* [[:Category:Aventa Learning virtual schools|Aventa Learning virtual schools]]

==Size and status of institution==
* [[:Category:Small virtual schools|Small virtual schools]] (<100 students)
* [[:Category:Medium virtual schools|Medium virtual schools]] (100-999 students)
* [[:Category:Large virtual schools|Large virtual schools]] (1000-4999 students)
* [[:Category:Very large virtual schools|Very large virtual schools]] (5000-9999 students)
* [[:Category:Mega virtual schools|Mega virtual schools]] (>10000 students)

==Supplemental provision==
* [[:Category:US full-time virtual schools|US full-time virtual schools]]
* [[:Category:US supplemental virtual school providers|US supplemental virtual school providers]]

[[Category:VISCED]]