Continues Diversification with Investment in Growing Online High School Market
OAKBROOK TERRACE, Ill.--(BUSINESS WIRE)--Oct. 17, 2007--DeVry Inc. (NYSE: DV), a global provider of educational services, announced today that it has signed an agreement to acquire Advanced Academics Inc. (AAI), a leading provider of online secondary education, for $27.5 million in cash. Closing is expected to occur by October 31, 2007.
Founded in 2000 and headquartered in Oklahoma City, Okla., AAI partners with school districts to help high school students graduate and succeed. AAI supplements traditional classroom programs through online course instruction using highly qualified teachers and a proprietary technology platform specifically designed for secondary education. AAI also operates virtual high schools in partnership with school districts and charter schools in 6 states. Since its inception, AAI has delivered online learning programs to more than 20,000 students in more than 200 school districts.
"The acquisition of Advanced Academics is an investment in a high-growth market, and consistent with our strategy of aggressive growth in online education," said Daniel Hamburger, president and CEO of DeVry Inc. "We also see opportunities to articulate high school graduates to our postsecondary offerings, and to enhance our existing relationships with high schools."
The existing AAI management team and employees will remain in place in Oklahoma City, and will report to Steven Riehs, vice president and general manager of DeVry Online. Jeffrey A. Elliott, president and CEO of AAI, will continue to serve as president. The financial results of AAI will be reported as part of the DeVry University segment.
"DeVry Inc. is a true pioneer and leader in career-focused education," said Elliott. "We are extremely pleased to be joining an organization that has a proven track record of helping students achieve their educational and career goals. We believe we can grow AAI faster, with quality, by leveraging the resources, relationships and reputation of DeVry."
According to the U.S. Department of Education, enrollment in online high school programs grew by 73 percent annually from 2000 to 2006. Eduventures, Inc., a leading provider of higher education research and consulting services, projects that revenue in this market will be $2 billion by 2011, compared to $325 million in 2006. Eighteen states currently allow online charter schools and 25 states have state-sponsored online school programs. Additionally, 36 percent of school districts offer some online learning programs, while 72 percent of school districts intend to increase online learning in the near future.
"The online high school market is poised for significant growth," said Adam Newman, managing vice president at Eduventures. "This emergent market will have a significant impact on the future of K-12 education, as has been the case with online initiatives in the postsecondary market during the past decade."
AAI is accredited by the North Central Association (NCA) and the Commission on International and Trans-Regional Accreditation (CITA). All AAI faculty hold bachelor's or master's degrees in their subject area, are multi-state certified and have significant traditional classroom experience.
About DeVry Inc.
DeVry Inc. (NYSE: DV) is the parent organization of DeVry University, Ross University, Chamberlain College of Nursing and Becker Professional Review. DeVry University, which includes Keller Graduate School of Management, offers associate, bachelor's and master's degree programs in technology, healthcare technology, business and management. Ross University offers doctoral degree programs through its schools of Medicine and Veterinary Medicine. Chamberlain College of Nursing offers associate and bachelor's degree programs in nursing. Becker Professional Review, which includes Becker CPA Review and Stalla Review for the CFA Exams, provides professional education and exam review for accounting and finance professionals. For more information, visit http://www.devryinc.com.
Friday, October 19, 2007
Tuesday, July 24, 2007
NCLB, Scrap it, Revise it, Leave it Alone?
During the CNN/YouTube Democratic Presidential Candidate debate, a question was asked about the No Child Left Behind law. Specifically, if given the opportunity, would the candidates “scrap it, or revise it?” Of the two candidates asked the question, Governor Bill Richardson and Senator Joe Biden, both answered that they would scrap it.
There is no question that since its inception NCLB has been a very controversial topic in education. With it being up for reauthorization this year, what do you think? Would you scrap it, revise it, or leave it alone?
Leave us your thoughts in the comments section.
Posted By:
Som Carman
Advanced Academics, Inc.
Tuesday, July 10, 2007
Single sex classrooms, do they work?
According to the National Association for Single Sex Public Education, as of March 2007, there were at least 262 public schools across the nation that offer single sex classes and more than 50 schools that are entirely single sex. The number of same sex classes is sure to rise in part due to this amendment to Title IX regulation implemented in October 2006 which clears the way for public schools to implement their own single sex classes.
Proponents of single sex schools say dividing students by sex encourages students to explore subjects they may not otherwise take by breaking down gender stereotypes. Girls may be more inclined to undertake coursework in math, science, and technology. Conversely, boys may pursue interests in arts, music, drama, and language. It is also argued that teachers can adapt their teaching methods to fit the differences in learning styles that may exist between boys and girls.
Critics of same sex schools contend that rather than breaking down gender stereotypes that they actually propagate them by creating “separate by equal”- type learning environments reminiscent of segregation-era classrooms. Opponents also argue that proven methods of improving education should be pursued rather than those that divide the classroom.
What do you think, should classes be divided by sex? What are the pros and cons?
Leave your thoughts in the comments section.
Posted By:
Som Carman
Advanced Academics
Proponents of single sex schools say dividing students by sex encourages students to explore subjects they may not otherwise take by breaking down gender stereotypes. Girls may be more inclined to undertake coursework in math, science, and technology. Conversely, boys may pursue interests in arts, music, drama, and language. It is also argued that teachers can adapt their teaching methods to fit the differences in learning styles that may exist between boys and girls.
Critics of same sex schools contend that rather than breaking down gender stereotypes that they actually propagate them by creating “separate by equal”- type learning environments reminiscent of segregation-era classrooms. Opponents also argue that proven methods of improving education should be pursued rather than those that divide the classroom.
What do you think, should classes be divided by sex? What are the pros and cons?
Leave your thoughts in the comments section.
Posted By:
Som Carman
Advanced Academics
Tuesday, June 26, 2007
Paying for peformance, pt. II
In a continuation of last week’s post regarding giving cash incentives to students for high grades and attendance records. This week, I’d like to bring up the issue of merit pay, or cash incentives for teachers based on class performance. A few weeks ago, U.S. Deputy Secretary of Education Raymond Simon announced $13.6 million in Teacher Incentive Fund grants for four Florida school districts. The Florida grant is only one of 18 Teacher Incentive Fund grants, totaling approximately $38.2 million, to be awarded nationwide in this round of funding.
Launched in 2006 by President Bush as part of the American Competitiveness Initiative, the Teacher Incentive Fund enables states and districts to provide financial incentives to its educators for increasing student achievement and closing the achievement gap. The fund also provides incentives to educators who serve in challenging or underserved schools.
Merit pay has drawn criticism by some which fear incentives could be awarded based on favoritism rather than performance or that incentive pay could prove to be a divisive issue between teachers, schools, and districts that receive them, and those that don’t. Others however, might see it as encouragement for hardworking teachers, and as an incentive to attract talented teachers to underserved areas.
Are cash incentives a good idea? Does your opinion change when you consider it in the context of No Child Left Behind? Do you see any issues that might arise as a result of this?
Leave your reply in the comments section.
Posted By:
Som Carman
Advanced Academics
Launched in 2006 by President Bush as part of the American Competitiveness Initiative, the Teacher Incentive Fund enables states and districts to provide financial incentives to its educators for increasing student achievement and closing the achievement gap. The fund also provides incentives to educators who serve in challenging or underserved schools.
Merit pay has drawn criticism by some which fear incentives could be awarded based on favoritism rather than performance or that incentive pay could prove to be a divisive issue between teachers, schools, and districts that receive them, and those that don’t. Others however, might see it as encouragement for hardworking teachers, and as an incentive to attract talented teachers to underserved areas.
Are cash incentives a good idea? Does your opinion change when you consider it in the context of No Child Left Behind? Do you see any issues that might arise as a result of this?
Leave your reply in the comments section.
Posted By:
Som Carman
Advanced Academics
Tuesday, June 19, 2007
Paying for performance?
When I was in school, we often had many “motivators” for behaving well and doing our homework. In elementary school we got gold stars on our assignments, pizza parties for meeting our reading goals and field trips if we met attendance goals. In one middle school class, we actually got play money for class participation and good grades which we could use to buy things at an end of term auction. These days, play money has given way to real money.
This article on The New York Times website outlines a new program set to begin this fall in schools throughout New York City. Essentially, the program, which is part of a larger anti-poverty initiative, will use privately raised funds to give cash incentives to students and their families who meet established guidelines such as high attendance records, and performance on national standardized tests. One incentive under the plan offers $25 -$50 for a perfect score on each of 10 standardized tests in the school year, translating to up to $500 a school year. Students can also earn $5-$10 for simply taking the tests. The article also notes similar programs in Massachusetts and Texas.
No doubt that money is a motivator, but is it an appropriate way to increase student performance? What do you think, should gold stars and pizza parties be replaced by cold, hard cash?
Leave your thoughts in the comments section.
Posted By:
Som Carman
Advanced Academics Inc.
Tuesday, June 12, 2007
Assuring quality, assuring success
Quality Assurance Engineer. That is my official title here at Advanced Academics. When I tell friends and family what I do, the first response usually is “I didn’t know you were an engineer!” Well, I’m not. I actually graduated from college with a Bachelor’s degree in Business Information Systems, no engineering involved. However, after I explain WHAT I do, the reason for my title becomes much clearer.
As a QA Engineer my job is to test all applications within our proprietary online learning management system, ROADS. I test to make sure everything is working as it should, when it should. While I test the system from the perspective of all our users I feel the most important perspective is that of the student. As a student, I’ll access our platform at work and also from home using my practically extinct HP computer and Cox DSL. Many times I log in late at night and on weekends, like many of our students might do. I read the course content, complete homework assignments, take the tests and view the videos. I chat with our teachers and support staff using Instant Help. I’ll ask them to diagram things for me using the whiteboard, and talk with me using audio chat. I also send teachers ClassMail messages and post discussions threads in their classes. I do everything a typical student might do. Consider me the mystery shopper of online learning.
Of course, all of this is done to assure quality for all users: administrators, teachers, school proctors and of course students. After all, what good is a system if it doesn’t work or if it doesn’t make sense? Online learning at its core should be about enabling and enhancing the learning experience for all students, not the albatross that holds them back. Putting me in the shoes of our students is the best way to ensure that it is indeed "Online learning simplified."
Posted By:
Som Carman
Quality Assurance Engineer
Advanced Academics, Inc.
As a QA Engineer my job is to test all applications within our proprietary online learning management system, ROADS. I test to make sure everything is working as it should, when it should. While I test the system from the perspective of all our users I feel the most important perspective is that of the student. As a student, I’ll access our platform at work and also from home using my practically extinct HP computer and Cox DSL. Many times I log in late at night and on weekends, like many of our students might do. I read the course content, complete homework assignments, take the tests and view the videos. I chat with our teachers and support staff using Instant Help. I’ll ask them to diagram things for me using the whiteboard, and talk with me using audio chat. I also send teachers ClassMail messages and post discussions threads in their classes. I do everything a typical student might do. Consider me the mystery shopper of online learning.
Of course, all of this is done to assure quality for all users: administrators, teachers, school proctors and of course students. After all, what good is a system if it doesn’t work or if it doesn’t make sense? Online learning at its core should be about enabling and enhancing the learning experience for all students, not the albatross that holds them back. Putting me in the shoes of our students is the best way to ensure that it is indeed "Online learning simplified."
Posted By:
Som Carman
Quality Assurance Engineer
Advanced Academics, Inc.
Monday, June 4, 2007
Advanced Academics on YouTube
Learn more about Advanced Academics by viewing our own Advanced Academics channel on YouTube!
Tuesday, May 22, 2007
Encouraging students directly elicits success
At Advanced Academics we offer our students the opportunity to learn new material without the pressure of a high school classroom. As a Spanish instructor I like being able to provide one on one interaction with my students through our Instant Help chat and ClassMail systems. Many students are less intimidated to talk directly to the teacher when they know others aren’t listening.
In our Spanish courses, students learn language skills through the four areas of communication: reading, speaking, listening and writing.
Our courses are rich with cultural exposure, including photos, maps, history and interactive and fun games. While sticking to the standards, our Spanish courses offer the students background knowledge on Aztec, Incan and Mayan cultures, as well as origins of many English words. I always enjoy reading some of the surprise my students show in their essays about what they’ve learned from these units.
When students call me to take their oral vocabulary quiz, it’s a great opportunity for me to give them feedback on what they’ve been learning. Our Spanish courses have many graphical and audio activities from which the students gain a valuable and practical Spanish vocabulary.
Students are introduced immediately to the grammar composition of the language, and realize quickly the importance of punctuation. Since our program grades some assignments automatically, students are encouraged to take time in their writing assignments. It’s amazing to see the progress of my students’ language skills when I read their Spanish compositions near the end of their course. More than anything, I feel rewarded when a student’s attitude is lifted by a few words of encouragement.
Teachers how are you able to encourage your students? If you are currently a student, how have your teachers encouraged you?
Posted By:
Justin Moore
Spanish/Arts Instructor
Advanced Academics, Inc.
In our Spanish courses, students learn language skills through the four areas of communication: reading, speaking, listening and writing.
Our courses are rich with cultural exposure, including photos, maps, history and interactive and fun games. While sticking to the standards, our Spanish courses offer the students background knowledge on Aztec, Incan and Mayan cultures, as well as origins of many English words. I always enjoy reading some of the surprise my students show in their essays about what they’ve learned from these units.
When students call me to take their oral vocabulary quiz, it’s a great opportunity for me to give them feedback on what they’ve been learning. Our Spanish courses have many graphical and audio activities from which the students gain a valuable and practical Spanish vocabulary.
Students are introduced immediately to the grammar composition of the language, and realize quickly the importance of punctuation. Since our program grades some assignments automatically, students are encouraged to take time in their writing assignments. It’s amazing to see the progress of my students’ language skills when I read their Spanish compositions near the end of their course. More than anything, I feel rewarded when a student’s attitude is lifted by a few words of encouragement.
Teachers how are you able to encourage your students? If you are currently a student, how have your teachers encouraged you?
Posted By:
Justin Moore
Spanish/Arts Instructor
Advanced Academics, Inc.
Monday, May 21, 2007
Implementation for success
Awhile back I was your typical college student - that is I thought I knew everything about anything. I decided to take my first “online” course which was a psychology course. Looking back now, what was I thinking?! I didn’t know anything about this new concept (at the time) of the “World Wide Web”, much less how to manage the reading and writing assignments and then submit them over the Internet. Nonetheless, I managed to pass the course, but never really understood “online” learning.
It was almost two years ago when I came onboard with Advanced Academics and was immediately amazed that K12 districts were using online learning. Since I had trouble with online learning, I was even more flabbergasted to learn the success of these students. It became quickly apparent that the online teachers, the students’ efforts, as well as, the proctors and administrators are the key ingredients to this success. The question I am frequently asked by potential customers is “How do your partners know how to make the program successful?” My answer is that our partners’ program success comes largely from our implementation, training, and student orientations.
Currently, a portion of my responsibilities with Advanced Academics include training our district partners and holding student orientations. Our training sessions are held either onsite or via web meetings. During training we explain our partners’ program goals and the proctor responsibilities and provide hands-on training in the utilization of our ROADS 2.0 platform. The program goals differ with each partner and range from drop out recovery to Advanced Placement. The beauty is that our ROADS 2.0 program works wherever needed and is easy to manage for the students and administrators. Our proctors are responsible for managing the program at their site with enrollment and reporting tools just clicks away. It is an enjoyable and captivating experience to learn how our different partners manage their programs to meet the needs of their students.
Although I would say the best part of my job is being onsite with the students for our student orientations. Throughout orientations the students are educated as to the program goals and their responsibilities along with hands-on training on using the Classroom in the ROADS 2.0 platform. Also, students are equipped with best practices to be successful, which include taking advantage of the flexibility of the web-based course anywhere anytime, the tools in the platform available to help understand the concepts of the curriculum, and the access to a teacher via Instant Help or ClassMail whenever they have questions. For me, my favorite moment is when the students realize the benefits and choose to use the program to magnify their full potential.
Posted By:
Amber Dunn
Operations Coordinator
Advanced Academics, Inc.
It was almost two years ago when I came onboard with Advanced Academics and was immediately amazed that K12 districts were using online learning. Since I had trouble with online learning, I was even more flabbergasted to learn the success of these students. It became quickly apparent that the online teachers, the students’ efforts, as well as, the proctors and administrators are the key ingredients to this success. The question I am frequently asked by potential customers is “How do your partners know how to make the program successful?” My answer is that our partners’ program success comes largely from our implementation, training, and student orientations.
Currently, a portion of my responsibilities with Advanced Academics include training our district partners and holding student orientations. Our training sessions are held either onsite or via web meetings. During training we explain our partners’ program goals and the proctor responsibilities and provide hands-on training in the utilization of our ROADS 2.0 platform. The program goals differ with each partner and range from drop out recovery to Advanced Placement. The beauty is that our ROADS 2.0 program works wherever needed and is easy to manage for the students and administrators. Our proctors are responsible for managing the program at their site with enrollment and reporting tools just clicks away. It is an enjoyable and captivating experience to learn how our different partners manage their programs to meet the needs of their students.
Although I would say the best part of my job is being onsite with the students for our student orientations. Throughout orientations the students are educated as to the program goals and their responsibilities along with hands-on training on using the Classroom in the ROADS 2.0 platform. Also, students are equipped with best practices to be successful, which include taking advantage of the flexibility of the web-based course anywhere anytime, the tools in the platform available to help understand the concepts of the curriculum, and the access to a teacher via Instant Help or ClassMail whenever they have questions. For me, my favorite moment is when the students realize the benefits and choose to use the program to magnify their full potential.
Posted By:
Amber Dunn
Operations Coordinator
Advanced Academics, Inc.
Friday, May 4, 2007
Information Deliverer vs. Student Success Coach
No more pep rallies in the gym. No more fire drills. No more cafeteria lunches. When people learn that I teach online courses, their first question is “How is teaching online different from being in the classroom?” The biggest difference is in my role as a teacher. In the traditional classroom, my role was more of Information Deliverer. As a teacher of online courses, I now think of myself as Student Success Coach.
In the traditional classroom, my role was mainly that of Information Deliverer. In a typical school day, I spent ¼ of the day creating lessons and ¾ of the day delivering them. If I was lucky enough to have a few minutes left over at the end of each class, I was able to work with students individually, but even then, I was never able to reach them all. I never felt completely successful at balancing the responsibilities of creating engaging lessons and spending my time working individually with students.
At Advanced Academics, engaging lessons and activities are already created and available to students. As a Student Success Coach, instead of Information Deliverer, I’m able to spend my time focusing on individual students and monitoring their progress. Since I don’t have to keep thirty students on the same chapter in a textbook, I’m able to stop students when they have trouble. If an assignment is not completed satisfactorily, I have the opportunity to re-teach the concepts, and the student has the opportunity to rework the assignment.
Also, as Student Success Coach, I’m able to provide personalized communication with students about their educational progress. I communicate daily with students about specific concepts and issues through e-mail. I work continuously with individuals in our instructional chat room as they need help. And with the reporting capabilities of our platform, I have a myriad of ways to help me identify those who need intervention. I’m able to spend hours each day personally calling students to help them stay motivated or to help them get back on track.
So, besides being able to take a bathroom break when I want, the main difference that I’ve experienced in teaching online courses is the shift in my role. Teaching online courses allows me to focus completely on what I’m trained for and what I love—to experience that “light bulb” moment with students, one at a time.
Posted By:
Julie McDonald
English Instructor
Advanced Academics, Inc.
In the traditional classroom, my role was mainly that of Information Deliverer. In a typical school day, I spent ¼ of the day creating lessons and ¾ of the day delivering them. If I was lucky enough to have a few minutes left over at the end of each class, I was able to work with students individually, but even then, I was never able to reach them all. I never felt completely successful at balancing the responsibilities of creating engaging lessons and spending my time working individually with students.
At Advanced Academics, engaging lessons and activities are already created and available to students. As a Student Success Coach, instead of Information Deliverer, I’m able to spend my time focusing on individual students and monitoring their progress. Since I don’t have to keep thirty students on the same chapter in a textbook, I’m able to stop students when they have trouble. If an assignment is not completed satisfactorily, I have the opportunity to re-teach the concepts, and the student has the opportunity to rework the assignment.
Also, as Student Success Coach, I’m able to provide personalized communication with students about their educational progress. I communicate daily with students about specific concepts and issues through e-mail. I work continuously with individuals in our instructional chat room as they need help. And with the reporting capabilities of our platform, I have a myriad of ways to help me identify those who need intervention. I’m able to spend hours each day personally calling students to help them stay motivated or to help them get back on track.
So, besides being able to take a bathroom break when I want, the main difference that I’ve experienced in teaching online courses is the shift in my role. Teaching online courses allows me to focus completely on what I’m trained for and what I love—to experience that “light bulb” moment with students, one at a time.
Posted By:
Julie McDonald
English Instructor
Advanced Academics, Inc.
Tuesday, May 1, 2007
Technology in Education
The TRS 80 
I remember when I was in school how excited I was when we received our first classroom computer. It was a TRS 80 and it looked a lot like a mix between an oversized, silver egg and a television with a typewriter glued to the front of it. Those of us who were intrigued by the new machine used to line up after class and take turns writing programs that would print our names across the screen. As exciting as that phenomenon was at the time, that was the extent of the involvement of computers in our classroom. Back then computers were considered an extra-curricular oddity – something that only a few people with peculiar interests would have much use for. It was very hard for people, including myself, to envision the role computers would play in our lives just a few years ahead.
Since that time we’ve witnessed the rapid expansion of computer technology not only in the teaching process but also in many facets of our lives. We’ve seen new technologies as varied as content management systems, asynchronous course delivery systems, real time collaboration systems, and many other fascinating tools flourish allowing all of us: administrator, teacher, proctor, and student to experience new and very interesting ways in which teaching and learning have evolved. It has been exciting to witness the ways in which educators have shaped these new tools as well as to witness the ways in which these new tools have helped to shape education.
Working with an online education provider like Advanced Academics is thus a very rewarding experience because we operate on that horizon at which envisioning the possibilities in the future of education and delivering the best in education today meet. As we forge ahead I get excited thinking of the ways in which we will integrate today’s capabilities with those possibilities the future offers. While I can’t be sure exactly what that will look like, I look forward to seeing it.
How have you used technology to enhance your teaching or learning experience?
Posted By:
Steve Franklin
Information Technology Director
Advanced Academics, Inc.
I remember when I was in school how excited I was when we received our first classroom computer. It was a TRS 80 and it looked a lot like a mix between an oversized, silver egg and a television with a typewriter glued to the front of it. Those of us who were intrigued by the new machine used to line up after class and take turns writing programs that would print our names across the screen. As exciting as that phenomenon was at the time, that was the extent of the involvement of computers in our classroom. Back then computers were considered an extra-curricular oddity – something that only a few people with peculiar interests would have much use for. It was very hard for people, including myself, to envision the role computers would play in our lives just a few years ahead.
Since that time we’ve witnessed the rapid expansion of computer technology not only in the teaching process but also in many facets of our lives. We’ve seen new technologies as varied as content management systems, asynchronous course delivery systems, real time collaboration systems, and many other fascinating tools flourish allowing all of us: administrator, teacher, proctor, and student to experience new and very interesting ways in which teaching and learning have evolved. It has been exciting to witness the ways in which educators have shaped these new tools as well as to witness the ways in which these new tools have helped to shape education.
Working with an online education provider like Advanced Academics is thus a very rewarding experience because we operate on that horizon at which envisioning the possibilities in the future of education and delivering the best in education today meet. As we forge ahead I get excited thinking of the ways in which we will integrate today’s capabilities with those possibilities the future offers. While I can’t be sure exactly what that will look like, I look forward to seeing it.
How have you used technology to enhance your teaching or learning experience?
Posted By:
Steve Franklin
Information Technology Director
Advanced Academics, Inc.
Tuesday, April 24, 2007
Keeping Students Motivated
Each student taking an online course is as unique as the many reasons why online learning is a perfect fit for them. Some students take online courses because they enjoy using technology or they want to take advanced courses that are not offered at their school. Others take online courses because they need to make up missing credits or just don’t thrive in a traditional brick and mortar environment. So how to you keep such a diverse population motivated? Believe it our not, keeping online students motivated is surprisingly similar to keeping students motivated in a traditional setting. We keep students motivated by showing them that we genuinely care about their success.
Although many people will tout “actions speak louder than words” we don’t just stop there we also tell our students upfront that we care about their success and are here to help. How do we do this? By working together with our district partners to make sure that students and their parents are informed about their districts online program and what the district hopes to achieve by offering students an online alternative.
We make sure that students know how to use the tools they have at their disposal and are comfortable in the online learning environment. Our 24/7 support staff ensures that students have adequate support when they encounter problems. Our teachers clearly state what is expected of each student and our platform provides tools so that students can track and monitor their progress. We show students that they are valued by answering questions as quickly as possible. Whether it is a support staff member showing a student how to download a required application or a teacher responding to a rough draft or just letting a student know that they have received a paper, we respond promptly. By using a variety of communication methods, such as instant help, a virtual chalkboard, an internal messaging system, and of course “ma bell” our certified teaching staff provides constructive feedback and take pleasure in watching our students’ thought processes develop as their level of understanding increases. Our ultimate goal is to leave no doubt in the students’ mind that we want to see them succeed and will do all we can to help them meet their academic goals.
How to you keep your students motivated?
Posted by:
Barbara Thornton
Customer Support Manager
Advanced Academics, Inc.
Although many people will tout “actions speak louder than words” we don’t just stop there we also tell our students upfront that we care about their success and are here to help. How do we do this? By working together with our district partners to make sure that students and their parents are informed about their districts online program and what the district hopes to achieve by offering students an online alternative.
We make sure that students know how to use the tools they have at their disposal and are comfortable in the online learning environment. Our 24/7 support staff ensures that students have adequate support when they encounter problems. Our teachers clearly state what is expected of each student and our platform provides tools so that students can track and monitor their progress. We show students that they are valued by answering questions as quickly as possible. Whether it is a support staff member showing a student how to download a required application or a teacher responding to a rough draft or just letting a student know that they have received a paper, we respond promptly. By using a variety of communication methods, such as instant help, a virtual chalkboard, an internal messaging system, and of course “ma bell” our certified teaching staff provides constructive feedback and take pleasure in watching our students’ thought processes develop as their level of understanding increases. Our ultimate goal is to leave no doubt in the students’ mind that we want to see them succeed and will do all we can to help them meet their academic goals.
How to you keep your students motivated?
Posted by:
Barbara Thornton
Customer Support Manager
Advanced Academics, Inc.
Tuesday, April 17, 2007
Getting Through to Students
Have you ever wished in your traditional classroom setting that you could just get through to that silent student sitting in the corner who never asks questions and consistently does poorly on his /her homework? You mean to get to him/her everyday but there is never enough time because just as you were walking toward him/her the bell rang or there was a fire drill or the principal called everyone out for an assembly.
At Advanced Academics, the teachers truly work one-on-one with every student. No student is left sitting in the corner. We, at Advanced Academics, reach out to encourage all students to work or to answer questions that the student might have. I feel that as an online teacher I am much more accessible to students who need me than I ever was before. The students feel that they can ask more questions because no one is there to ridicule them or interrupt them. They can learn in their own way and at their own rate instead of having to keep up with all of the other students.
Good evidence of this is when we get to talk face-to-face with our students. One of Advanced Academics’ students stopped into our office today to meet his teachers. He has completed all of his courses and is graduating from the program. He said that he felt that online high school was actually better for him than traditional schools because of the personal attention he received. What a great feeling to have proof like this that our students are succeeding in a non-traditional setting!
Posted By:
Roberta McKerlie
Education Director
Advanced Academics, Inc.
At Advanced Academics, the teachers truly work one-on-one with every student. No student is left sitting in the corner. We, at Advanced Academics, reach out to encourage all students to work or to answer questions that the student might have. I feel that as an online teacher I am much more accessible to students who need me than I ever was before. The students feel that they can ask more questions because no one is there to ridicule them or interrupt them. They can learn in their own way and at their own rate instead of having to keep up with all of the other students.
Good evidence of this is when we get to talk face-to-face with our students. One of Advanced Academics’ students stopped into our office today to meet his teachers. He has completed all of his courses and is graduating from the program. He said that he felt that online high school was actually better for him than traditional schools because of the personal attention he received. What a great feeling to have proof like this that our students are succeeding in a non-traditional setting!
Posted By:
Roberta McKerlie
Education Director
Advanced Academics, Inc.
Monday, April 9, 2007
Counseling in an online environment
I recently accepted a position with Advanced Academics as an online student counselor. Having several years experience in both secondary and post secondary education at traditional schools, I was a bit skeptical entering into an online environment. To my surprise, the transition was much simpler than I could imagine.
Most counseling at an online institution occurs over email, instant messaging, or phone calls, as opposed to face to face interaction at a traditional brick and mortar school. I have found that the online experience is no less comprehensive or fulfilling for me or the student. As advancements in technology improve, the ability to effectively and globally communicate one-on-one with a student is as easy as a click of a mouse.
At Advanced Academics, I have a variety of tools available to me that enable me to provide students with the counseling they need in a safe, secure environment. Whether I “talk” with the student using our Instant Help program which allows for synchronous messaging, or if I use the Instant Help audio/visual chat function, where I can literally speak to my student’s face to face, I can use any medium that is most convenient for the student and their family. Additionally, our internal email system, ClassMail, allows me to communicate with my students without worry of invalid email addresses or spam blockers.
While many people believe that a certain level of caring is lost in online learning, my experience tells me that’s not the case. Without the constraints of time, space, or location, I have the ability to counsel students about their course schedule, scholarship applications, CLEP testing, or college applications as effectively as I could in person. Yes, it’s possible that I might never hear my students’ voices, or see their faces, but these facts don’t diminish my concern for their success and well-being or my ability to provide effective counsel.
Have you ever utilized online learning as a student, teacher, administrator or counselor? What about the experience was most surprising for you?
Posted By:
Fachaitte Kinslow
Counselor
Advanced Academics, Inc.
Most counseling at an online institution occurs over email, instant messaging, or phone calls, as opposed to face to face interaction at a traditional brick and mortar school. I have found that the online experience is no less comprehensive or fulfilling for me or the student. As advancements in technology improve, the ability to effectively and globally communicate one-on-one with a student is as easy as a click of a mouse.
At Advanced Academics, I have a variety of tools available to me that enable me to provide students with the counseling they need in a safe, secure environment. Whether I “talk” with the student using our Instant Help program which allows for synchronous messaging, or if I use the Instant Help audio/visual chat function, where I can literally speak to my student’s face to face, I can use any medium that is most convenient for the student and their family. Additionally, our internal email system, ClassMail, allows me to communicate with my students without worry of invalid email addresses or spam blockers.
While many people believe that a certain level of caring is lost in online learning, my experience tells me that’s not the case. Without the constraints of time, space, or location, I have the ability to counsel students about their course schedule, scholarship applications, CLEP testing, or college applications as effectively as I could in person. Yes, it’s possible that I might never hear my students’ voices, or see their faces, but these facts don’t diminish my concern for their success and well-being or my ability to provide effective counsel.
Have you ever utilized online learning as a student, teacher, administrator or counselor? What about the experience was most surprising for you?
Posted By:
Fachaitte Kinslow
Counselor
Advanced Academics, Inc.
Tuesday, April 3, 2007
Online P.E.Classes?
Yes, you read the title of this blog correctly, online physical education (P.E.) classes are not only possible, but now they are also available from Advanced Academics. Many high schools across the country require one or more P.E. credits to be applied towards high school graduation, and with so many students taking part or all of their required courses online, it just makes sense to have P.E. also. Before you start thinking that we’ll be wiring students up to their computers and filming their every jumping jack and push-up, let us explain a little more about the nature of the online P.E. classes we’ll be offering.
Through a partnership with Carone Fitness (http://www.caronefitness.com/) we are offering students a number of options to meet their P.E. requirements. Within each semester course, students are required to exercise a minimum of 3 hours a week for 12 weeks. Students also respond to discussion topics, research health issues, and report on their exercise progress. To keep students honest, we ask them and their parents to sign a contract with us to guarantee their results are true.
So, without a requirement for gym shorts and non-marking soles on their sneakers, students will have a great experience. We’ll supply a certified teacher on the other end to still blow a whistle as needed…
What do you think about students taking P.E. Online?
Posted By:
Kevin Jones
Curriculum & Instruction Director
Advanced Academics, Inc.
Through a partnership with Carone Fitness (http://www.caronefitness.com/) we are offering students a number of options to meet their P.E. requirements. Within each semester course, students are required to exercise a minimum of 3 hours a week for 12 weeks. Students also respond to discussion topics, research health issues, and report on their exercise progress. To keep students honest, we ask them and their parents to sign a contract with us to guarantee their results are true.
So, without a requirement for gym shorts and non-marking soles on their sneakers, students will have a great experience. We’ll supply a certified teacher on the other end to still blow a whistle as needed…
What do you think about students taking P.E. Online?
Posted By:
Kevin Jones
Curriculum & Instruction Director
Advanced Academics, Inc.
Monday, March 26, 2007
Meeting the needs of students
Students today face a dramatically changing demographic landscape. We have always been and continue to be a diverse and highly mobile nation. Classrooms are filled with students at varying capabilities and learning styles. With online learning as an additional tool, we are better able to meet the needs of an increasingly diverse student base.
Economic disparity and geographic location across the country are two of the factors limiting access to a quality education for many students. A high school diploma, as well as proficiency in math/science and English language mastery, is crucial in today’s global economy. Online learning can be an important aspect of a school program that will help to retain students and to help many reach their full potential. It gives administrators, teachers and parents the added flexibility and choice to fill gaps and adapt to varying student needs.
At Advanced Academics we work with full time and part time students. We provide core, elective, remediation, test prep, advanced placement and honors courses. We teach in both synchronous and asynchronous environments. Some of our students take their online courses from home, some from a school classroom or lab, and still others work on their courses wherever they have access to the internet. We are flexible and adapt our services to individual needs. In the end, the most important thing for Advanced Academics is to help you reach your goals.
Please let us know about some of the most effective methods you are using to meet the diverse needs in the classroom.
Posted by:
Jeffrey A. Elliott
President/CEO
Advanced Academics, Inc.
Economic disparity and geographic location across the country are two of the factors limiting access to a quality education for many students. A high school diploma, as well as proficiency in math/science and English language mastery, is crucial in today’s global economy. Online learning can be an important aspect of a school program that will help to retain students and to help many reach their full potential. It gives administrators, teachers and parents the added flexibility and choice to fill gaps and adapt to varying student needs.
At Advanced Academics we work with full time and part time students. We provide core, elective, remediation, test prep, advanced placement and honors courses. We teach in both synchronous and asynchronous environments. Some of our students take their online courses from home, some from a school classroom or lab, and still others work on their courses wherever they have access to the internet. We are flexible and adapt our services to individual needs. In the end, the most important thing for Advanced Academics is to help you reach your goals.
Please let us know about some of the most effective methods you are using to meet the diverse needs in the classroom.
Posted by:
Jeffrey A. Elliott
President/CEO
Advanced Academics, Inc.
Tuesday, March 20, 2007
Welcome to the Advanced Academics Blog
Welcome to the Advanced Academics Blog. Every week you will see postings from experienced AAI staff, consultants and customers, addressing some of the most important issues in secondary education.
Advanced Academics is a company of educators. More than half of our employees have taught in the classroom and/or online. We are also a company of creative and driven problem solvers. Our focus is helping school administrators, teachers, parents and students succeed in grades 7-12. We bring a unique perspective to secondary education because we have developed our own online teaching processes, technology, curriculum and all support services. These methods have been validated by thousands of students in hundreds of schools across the United States.
Today’s teenagers live in a world that demands mastery of enabling technologies such as those used for online learning. Even before reaching middle school, they have so fully integrated many of these technologies that they have become an essential part of everyday life. It is important for those responsible for their education to recognize this and to leverage these capabilities in the classroom, virtual or otherwise.
We would like to learn how you utilize technology and leverage these skills for today’s students.
Posted by:
Jeffrey A. Elliott
President/CEO
Advanced Academics, Inc.
Advanced Academics is a company of educators. More than half of our employees have taught in the classroom and/or online. We are also a company of creative and driven problem solvers. Our focus is helping school administrators, teachers, parents and students succeed in grades 7-12. We bring a unique perspective to secondary education because we have developed our own online teaching processes, technology, curriculum and all support services. These methods have been validated by thousands of students in hundreds of schools across the United States.
Today’s teenagers live in a world that demands mastery of enabling technologies such as those used for online learning. Even before reaching middle school, they have so fully integrated many of these technologies that they have become an essential part of everyday life. It is important for those responsible for their education to recognize this and to leverage these capabilities in the classroom, virtual or otherwise.
We would like to learn how you utilize technology and leverage these skills for today’s students.
Posted by:
Jeffrey A. Elliott
President/CEO
Advanced Academics, Inc.
Friday, February 2, 2007
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