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
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