Chicago Virtual Charter School: Innovative Hybrid School

New virtual school part of Arne Duncan initiative

In June 2004, Chicago Mayor Richard Daley launched Renaissance 2010, an aggressive initiative to increase the number of high-quality educational options in communities throughout the city within six years. The plan called for closing city schools for poor performance or under-enrollment and replacing them with innovative, community-based schools (such as charter schools).
 
Backed by Arne Duncan, the former CEO of Chicago Public Schools (CPS) and now U.S. Education Secretary, the move included the city’s first virtual school—Chicago Virtual Charter School (CVCS), launched in 2006.
 
A firm supporter of virtual education as a viable learning option for educating the nation’s children, Duncan launched CVCS as an innovative “blended” school for K–12 students. The program featured the K12 virtual curriculum coupled with a requirement that students—and parents—attend face-to-face meetings with teachers one or two days per week at a downtown facility.
 
CVCS immediately attracted public school families throughout Chicago who sought a stronger alternative education for their children.

The school’s innovative model melded K12’s curriculum with independent study, structured activities, mentoring, and online learning. Certified school district teachers partnered with parents and learning coaches to individually work with students.

“Because CVCS is a hybrid school, we have the ability to individualize student instruction,” said Bruce Law, CVCS principal. “The K12 curriculum and philosophy is mastery based, which allows students to do higher-order learning—because they are given a solid academic foundation to build from.”

Law, a 30-year veteran of education, has held academic and administrative positions at the secondary and college levels. The K12 curriculum allows every student, at any academic level, to go at a pace that enables him or her to master coursework.  “As an educator, I know that it is very difficult for students to progress and reach their potential if they have not mastered the basics,” said Law. “As a college professor, I have seen students struggle because they had gaping holes that became major learning obstacles at the collegiate level.”

Since CVCS opened its virtual doors four years ago, enrollment has nearly doubled each year to its present total of 557—and there is a waiting list. As of Fall 2009, CVCS serves grades K-11.  The school’s student body  demographics reflect the diversity of the CPS: African Americans, 64.5 percent; Hispanic, 8.9 percent; white, 17.1 percent. In addition, 51 percent are low-income families.*

Said Law, who also holds a doctorate in education, “If you look at all the predictive factors for an inner-city school, we beat the predictors because of the strength of the curriculum, the teachers, and the parents or learning coaches.”

Student test scores underscore these achievements. The school meets or exceeds the federal Adequate Yearly Progress standards and the Illinois Standard Achievement Tests in reading, math, and science (see chart).

“I thought the online course I built at the college level was good,” said Law. “But it is primitive compared to the K12 model because K12 allows students to go as deep as they want to master the work—and obviously, our test scores and success is significant.”


*2007-2008 Data