An Evaluation of a School System’s Excursion into Online Instruction for Middle School Students

The purpose of this study was to evaluate the implementation of online courses into one school system’s five traditional middle schools using these key questions: What steps were needed to implement an online program in middle school? What implementation differences (scheduling, extra time available, DLA appointment and support, number of facilitated courses, administrator perceptions and support, and faculty/staff support) existed among the schools? Were there student characteristics (demographic, classifications, reading achievement levels—EOG scores, prior academic achievement) that can be associated with success in online learning? What were the student outcomes (course participation, EOG scores, time management, technological skills, preparation for future coursework, high school credits earned)? Which online courses were most effective in fostering academic success? What changes should be implemented for this online program in the future? Data collection included individual interviews with administrators and distance learning advisors to determine processes and procedures. Student data included test data, course grades, student characteristics, and student perceptions from a survey developed by the school system. This study indicated that the presence of a strong distance learning advisor and a prerequisite online course play a major role in the success of online middle school students.