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Chicago Schools Opens Its First Virtual Elementary School

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Chicago Schools Opens Its First Virtual Elementary School

The Illinois State Board of Education has approved the state’s first virtual public elementary school, the Chicago Virtual Charter School. The Board acted against State Superintendent Randy Dunn’s recommendation to disapprove the Chicago schools application, as well as against the opposition of the powerful Chicago Teachers Union, by voting a five-to-four approval.

Though virtual schools already exist in the United States, they usually are high schools. Several states, however, prohibit virtual charter schools, such as Indiana, Tennessee and New York. South Carolina goes one step further by prohibiting any home-based instruction at its charter schools.

Opposition to the Chicago schools’ new virtual elementary school stem from a variety of areas. Here are just a few:

• Computers will replace teachers and/or reduce their role in education, eliminating many teacher positions.

• The one-on-one attention that students may receive in a physical classroom setting will be lost.

• Virtual students in the Chicago schools will not receive enough social interaction, stunting their socialization skills.

Proponents believe the Chicago schools new virtual institution may give some children a chance to succeed, where traditional schools already have failed. The state board’s Chairman Jesse Ruiz noted that he received many compelling letters from parents, pleading for an alternative approach for their Chicago schools children.

Another issue that faced the state board is the current Illinois law on charter schools, which states they must be “non-home based”. It was for this reason that State Superintendent Dunn had recommended the new Chicago schools’ application be denied. This added more fuel to the Teachers Union’s argument against approving the school.

State board members and proponents argued that the charter school laws were enacted in the 1990s, before lawmakers could have anticipated the growth of technology that makes a virtual school possible. Chicago schools General Counsel Patrick Rocks told the board that the restrictions on home-based charter schools were from concerns that home schools would attempt to reposition themselves as charter schools in order to secure public funding.

Charter schools are part of the Chicago schools system and are given more flexibility in staffing, curriculum and other areas — similar in theory to home schools. They receive public funding per student, causing the lawmakers concern over a possible redefinition of home schools. Rocks presented board members with letters from several of the lawmakers who enacted the law that stated their intent was not to block Internet-based schooling.

After the vote, Teachers Union President Marilyn Stewart vowed to take “swift and appropriate” action to stop or block the opening of the school. Rocks noted that it was very unlikely that the Union could mount any viable legal challenge.

The Chicago schools’ new virtual institution opens September 13, 2006. Already about 300 families have applied for their children to attend, and the school can accept another 300 students, according to Sharon Hayes, head of the school.

Once enrolled, the Chicago schools families receive desktop computers, workbooks and other student materials. The Chicago schools students are required to meet weekly at a downtown Chicago learning center, located within DePaul University. The students interact regularly with teachers through emails, conferences and workshops, as well as interacting with teachers and other students at the learning center.

Chicago Virtual Charter School already scheduled to serve a wide variety of elementary Chicago schools children. They include gifted and special education students, as well as children who previously attended public, private and home schools. Their web site is at: http://www.chicagovcs.org.
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BONUS : Chicago Schools See Positive Nclb Outcomes

The No Child Left Behind Act (NCLB) has been making progress in the Chicago Schools just as advocates of the initiative planned. Students who were transferred out of their failing schools have been replaced and settled into new Chicago Schools. Based on test scores, the indications are that an improved learning environment for these students was much needed and has enhanced their scores considerably. Even the unprecedented effects have been positive in Chicago Schools. By transferring struggling students to well-performing schools, there was some anticipation that there would be disruption among the successful students; however, these worries were unfounded as the struggling students also made great strides of progress.

Many Chicago Schools were declared unfit in 2002 when the No Child Left Behind initiative first took hold. This meant that multitudes of students were suddenly eligible for transfer from their current school into more successful, academically established institutions. Over 700 students went on to permanently change their school residence. Many feel that the tracking of these students is a definite answer to the question of success in the nation wide reform: yes, NCLB can and has been successful in Chicago Schools. Although it has taken five years, proponents say that data and evidence of improvement exists.

The only discrepancy seems to lie in the number of students allowed to transfer in Chicago Schools. District officials initially allowed a mere fraction of the students vying for transfer to be considered for the openings. And as the years roll on, the number of positions in high-ranking schools is dwindling even further. Chicago Schools’ officials maintain that the reason for success in Chicago Schools has been the slow progress and the refusal to engulf any individual school with transfer students.

The benefits of this act were felt by all. Even the students who remained in their struggling schools, opting not to take advantage of the transfer spots, still experienced improvement once their peers had switched schools. These results indicate that student population and individual attention are closely tied into school and student success. In Chicago Schools before the transfers began, students read at a level 24% below national average. Afterward, students read at a level 8% above national average. Additionally, in the area of mathematics, students before the transfers performed at a level 17% below national average. And thereafter, they performed at a level 8% above national average. The statistical information yields impressive progress of the past five years in Chicago Schools. While critics still have concerns over mandatory testing, they are largely appreciative of the improvements.

In the future for Chicago Schools, however, a dark cloud does hang above the district. The Chicago Schools are attracting the top teachers from the top schools with the highest degrees; unfortunately, these model teachers are precisely the kind most likely to leave the schools in five years time. A study has recently shown that new teachers from selective schools or with masters degrees are the most likely to leave their school districts after five years. There is admittedly some worry that this will create future problem in Chicago Schools.
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