~ National report ranks Florida’s reading proficiency standards higher than the majority of other states ~

TALLAHASSEE – A new report from the National Assessment of Educational Progress (NAEP) indicates that Florida has some of the strongest reading standards in the country. The Mapping State Proficiency Standards onto the NAEP Scales report compares each state’s reading and mathematics proficiency standards against national proficiency standards to see how closely they match up. According to the report, Florida’s eighth grade reading proficiency standards are the second highest in the nation, and only 12 states have higher proficiency standards in fourth grade.

“Florida set a high bar for reading very early on and this latest NAEP report helps to reflect the positive impact of that decision,” said Education Commissioner Gerard Robinson. “With our Next Generation reading standards now firmly in place we should expect even greater things in the years ahead.”

The report uses a method called “mapping” to take each state’s proficiency standards and place them on a common scale so they can be accurately compared. The common scale in this report is the NAEP reading and mathematics proficiency standards, widely considered the gold standard for the nation.

Florida experienced more moderate rankings in mathematics, primarily due to newly updated mathematics standards not being fully captured in this NAEP report. In fourth grade, Florida’s mathematics proficiency standards were ranked 15th in the nation, and its eighth grade ranking was 26th.

Florida continues to be a national leader in setting high standards for student achievement. Over the past several years the state has been involved in developing, adopting and implementing Next Generation curriculum standards designed to prepare students for college and career. Florida’s commitment to higher standards and increased expectations for students has resulted in significant academic progress as measured by both state and national assessments.

The number of fatal crashes involving 16- and 17-year old drivers dropped by more than a third between 2004 and 2008, but this doesn’t mean that parents and teens should be satisfied with the progress, according to a report by the Centers for Disease Control and Prevention.

Crashes still remain the leading cause of death for teens in the United States, though most are preventable, the report says. Graduated driver licensing (GDL) programs, which help new drivers gain skills under low-risk conditions, are widely credited with contributing to the drop in deadly crashes involving teens, it says.

The report shows wide variations from state to state, with teens in some states more likely than teens in others to be involved in fatal crashes.

Nationally, the number of 16- and 17-year-old drivers involved in fatal crashes decreased by 36 percent, from 2,230 in 2004 to 1,437 in 2008, said the study in CDC’s Morbidity and Mortality Weekly Report.

The overall decline in young drivers’ fatal crash involvement is an extension of a longer-term downward trend. Rates of fatal crash involvement for 16- and 17-year-old drivers have fallen by more than 50 percent since 1996 (from 36 per 100,000 persons in 1996 to 16.7 per 100,000 in 2008). Despite this downward trend, young drivers’ fatal crash rates are still high in some areas of the country.

This study, which examined national and state-based data from the Fatality Analysis Reporting System (FARS) also found that, from 2004 to 2008:

• Of 16- and 17-year-old drivers involved in fatal crashes, 6,280 (65 percent) were male and 3,364 (35 percent) were female.
• Across all states, the rates of 16- and 17-year-old drivers involved in fatal crashes varied widely, ranging from 9.7 per 100,000 (New York and New Jersey) to 59.6 per 100,000 (Wyoming).

Of the 11,019 persons who died in crashes involving 16- and 17-year-old drivers, 4,071 (37 percent) were the young drivers themselves, 3,428 (31 percent) were passengers of young drivers, 1,987 (18 percent) were drivers of other vehicles, and 805 (7 percent) were passengers of the other drivers. Another 728 (7 percent) were other road users such as bicyclists or pedestrians.

“These trends show both how much progress we have made—and how much more we can make—to reduce motor vehicle crashes, which remain the number one cause of death for teens in the United States,” said CDC Director Thomas R. Frieden, M.D., M.P.H. “This is a call to action to teen drivers, parents and communities. It’s not right that teens would lose their lives on U.S. roads when there are proven methods for helping teens be safer drivers.”

The study reports that graduated driver licensing programs can be partially credited with the recent decline in fatal crashes involving these young drivers. GDL programs, which are used in 49 states and the District of Columbia, limit driving under conditions such as at night and while transporting other teen passengers. An earlier evaluation of GDL programs found that these systems can reduce crash risk by up to 40 percent among newly licensed drivers.

There is a wide variability in GDL programs among states, and the more comprehensive programs are associated with the higher reductions in crashes. No state has a GDL program which incorporates all the effective means of reducing risk to teens and others.

Parental involvement is also a key factor that can protect teen drivers. Parents should set and enforce their rules of road, restricting their teens’ nighttime driving and the number of teen passengers they are allowed to drive with. They should also put these rules into writing with a parent-teen safe driving agreement.

CDC is launching a new campaign, “Parents Are the Key,” to inform parents across the nation about the key role they can play in keeping teen drivers safe.

“Teen drivers are nearly four times more likely than more experienced drivers to crash, largely due to teens’ lack of driving experience,” said Dr. Grant Baldwin, director of the CDC’s Division of Unintentional Injury Prevention, National Center for Injury Prevention and Control. “Proven measures, including GDL and parental involvement, can reduce the toll of deaths and injuries among teen drivers and protect the lives of others who share the road with these new drivers”.

CDC is also releasing “Policy Impact: Teen Driver Safety,” the first in a series of briefs highlighting a key public health issue and important, science-based policy actions that can be taken to address it.

By making these new resources available, CDC hopes to provide parents, policymakers, and others with proven ways to keep teen drivers safe.

For the eighth year in a row, The Florida College System ranks among the top producers of associate degrees in the nation according to Community College Week’s annual Top 10 report.  Despite record student enrollment and increasing budget concerns the report, conducted by Community College Week using data from the National Center for Education Statistics (NCES), shows that Florida colleges lead America’s more than 1,200 community colleges in a range of degree categories.

“Florida colleges continue to do an excellent job in preparing our diverse student population for success in today’s highly competitive job market,” said Education Commissioner Dr. Eric J. Smith.  “Our state’s economic potential relies on a well trained workforce and this report validates the vital role of The Florida College System as the primary entry point for students training for a career or pursuing further education.”

Highlights of the report include:
·         Seventeen Florida colleges are among the top 100 for the total number of associate degrees awarded.
·         Miami Dade College was again ranked number one in the nation for the number of associate degrees awarded to Hispanic students and for the total number of associate degrees awarded to all minority groups.
·         Nine Florida colleges placed in the top 10 in the production of associate degrees in Liberal Arts and Sciences, General Studies, and Humanities.
·         Three Florida colleges were among the top 10 in associate degrees awarded in Nursing.

“Florida’s colleges are proud to be the first choice of more than 900,000 students in the state looking for access to postsecondary opportunities,” said Florida College System Chancellor Dr. Will Holcombe.  “As this report illustrates, our colleges provide students with a high-quality, affordable education that is close to home.”

Degrees awarded during the 2008-09 academic year were compiled for the 2010 Top 100 report through the NCES Integrated Postsecondary Education Data Set’s Completion Survey.  Degrees are defined as Associate of Arts, Associate of Science, and Associate of Applied Science.  During 2008-09, 52,439 associate degrees were awarded at the 28 colleges in The Florida College System.

The Department of Education’s Division of Florida Colleges represents the 28 institutions in The Florida College System.

TALLAHASSEE – Education Commissioner Dr. Eric J. Smith today announced Florida’s 2009 National Assessment of Educational Progress (NAEP) Reading results. The results show that Florida’s eighth-graders made significant increases in their overall reading scores this year, tripling the increase seen by the nation since 2007. Additionally, the state’s fourth-graders continue to outpace their national counterparts in reading by a large margin.

“These latest reading results represent what’s possible when dedicated teachers, involved communities and effective reform policies combine to benefit children,” said Commissioner Smith. “As exciting as these results are, I believe that the future holds even greater promise as we continue our efforts to secure Race to the Top funding and work to build on the solid foundation that has made our state so successful.”

Since 2003, every state in the nation has been required to participate in NAEP, so 2003 serves as the most accurate starting point for comparing long-term performance trends. The 2009 NAEP Reading results indicate that since 2003, Florida’s fourth and eighth grade students have increased their overall reading scores by eight and seven points respectively, compared to a four point gain for the nation’s fourth-graders and a one point gain for eighth-graders.

Florida’s gains on NAEP Reading can be attributed in part to the improvements of subgroups of the states’ students. Highlights of that progress from 2003 to 2009 include:
The scores of Florida’s African-American fourth and eighth grade students have increased 13 and 11 points respectively, compared to seven points for the nation’s African-American fourth-graders and one point for eighth-graders.
The scores of Florida’s Hispanic fourth and eighth grade students have increased 12 and nine points respectively, compared to five points for the nation’s Hispanic fourth-graders and four points for eighth-graders.
Florida’s fourth and eighth grade students with disabilities have increased their scores by 20 and 16 points respectively. This is compared to the nation’s increase of five points in both fourth and eighth grade.
Florida’s fourth and eighth grade low income students have increased their scores by 12 and 10 points respectively. This is compared to the nation’s increase of five points in fourth grade and three in eighth grade.
The scores of Florida’s English language learners in fourth and eighth grade have increased seven and eight points respectively, compared to two points for the nation’s ELL fourth-graders and decrease of three points for eighth-graders.

Florida has made a concerted effort over the last ten years to impact student achievement in reading. The state has required all school districts to have a detailed reading instruction plan for their students and has strongly encouraged the use of reading coaches, reading leadership teams, and reading focused professional development for faculty throughout the state. The state has also been active in pursuing grant programs such as Reading First, which have brought valuable funding into targeted school districts and schools.

Known as the “Nation’s Report Card,” the NAEP is a congressionally mandated project overseen by the National Center for Education Statistics to continuously monitor the knowledge, skills and performance of the nation’s children and youth. Since 1969, NAEP has measured and reported on the knowledge and abilities of America’s fourth, eighth and 12th grade students, providing data about students’ performance in a variety of subject areas at national, regional and state levels.

ST. PETERSBURG – Governor Charlie Crist today highlighted his 2010-11 proposed budget for Pre K-12 education, recommending record level funding of $22.7 billion to continue learning gains achieved by Florida’s students during recent years. This includes state, federal and local funding, as well as an increase of more than $535.5 million over the current fiscal year.  The Governor announced his budget plan at his alma mater Bay Vista Elementary School in St. Petersburg.

“I gained valuable skills and knowledge here at Bay Vista, and I am committed to ensuring that all of Florida’s K-12 students have the best learning environment possible,” Governor Crist said. “Florida’s young people deserve a solid educational foundation for their futures, and we cannot – and must not – let them down.”

Governor Crist pointed to Florida’s decade of educational progress continued this year with an 8th-place national ranking by the 2010 Quality Counts: Fresh Course, Swift Current report. Florida’s ranking is due to improved student performance in elementary, middle and high schools; incentives for top-performing teachers and Florida’s ability to attract and retain a strong teacher workforce; high academic standards and rigorous testing programs; and the percentage of state funds spent on public schools and equitable distribution of those funds to school districts.

The Quality Counts report card issued annually by Education Week tracks state education policies and performance and assigns each state an overall point total to signify their education standing in the nation. This year’s ranking improves the Sunshine State’s ranking of 10th last year and 14th in 2008, up from 31st in 2007.

In addition, Governor Crist highlighted increased student achievement indicated by the National Assessment of Educational Progress (NAEP), a national sample of students in fourth, eighth and 12th grades, allowing math and reading results to be compared among states.  Florida’s students exceed the national average in both fourth-grade math and reading.

To continue Florida’s decade of educational progress, Governor Crist made the following budget recommendations:

Per-Student Funding – Governor Crist’s K-12 education recommendations for Fiscal Year 2010-11 include a 2.61-percent increase in per-student funding over the current year. This increase provides a $179 increase per student, for an average of $7,045 per student for the 2.6 million K-12 students expected during the 2010-11 school year.  If adopted, this per-student amount would be the second highest funding level ever for Florida’s students.

Voluntary Prekindergarten Program – Voluntary Prekindergarten Program provides a good early-learning foundation that leads to future academic success. As a result, the Voluntary Prekindergarten program is growing in popularity and is projected to grow by 5.8 percent in 2010-11 to include 152,795 students. To meet this growing demand, Governor Crist recommended a $44.8-million increase, for a total of $411.9 million to provide high quality early learning to eligible four-year-olds.

Teacher Bonuses – Governor Crist continues his commitment to reward teachers who work diligently to improve their teaching skills and student learning. Governor Crist recommended the following teacher bonuses:

·        Dale Hickam Excellent Teaching Program – $57.1 million for awards to teachers who earn national certification through the National Board for Professional Teaching Standards. The bonus is a salary supplement for 10 years, equal to about $5,000 for Fiscal Year 2010-11.
·        School Recognition Program – A 33-percent increase for the School Recognition Program, which rewards schools that improve a letter grade or maintain a grade of “A” by providing $100 per student, up from $75 in the current year, and usually provides bonuses to teachers at the receiving schools.
·        Merit Award Program (MAP) – Participating school districts and charter schools give top teachers a bonus equaling five to ten percent of the district’s average teacher salary.
·        Bonuses for College-level Course Exams – Teachers of Advanced Placement, International Baccalaureate, and Advanced International Certificate of Education courses earn a $50 bonus (up to $2,000 total) for each student who achieves a qualifying score on exams that are benchmarked nationally and internationally.  Governor Crist recommended increasing through legislation the bonuses for teachers in these programs and removing the $2,000 cap on the amount teachers will earn.

·                                Class Size – In 2002, Florida voters approved a constitutional amendment to reduce class sizes by 2010 to 18 students in prekindergarten through third grades, 22 students in fourth through eighth grades, and 25 students in ninth through 12th grades. As a result, 97 percent of traditional public schools’ classroom averages now meet constitutional requirements. To achieve this goal, Florida has invested $15.8 billion in reducing class sizes at all grade levels since the 2002-03 school year.

While Governor Crist expressed his continued support for limiting class sizes, he recommended providing school districts the flexibility in implementing the class size requirements in order to avoid continued increasing operational and construction costs.  In this spirit, the Governor announced his plan for legislation modifying the constitutional class-size requirements by calculating class-size compliance at the school level. The average class size for schools will remain at current levels, with no individual class exceeding the limit by three or more students in grades K through 3, or five or more students in grades 4 through 12.

Seminole Compact

Governor Crist again called upon the Legislature to approve the revised compact with the Seminole Tribe of Florida to provide funding for education programs.  The Governor’s proposed budget includes $433 million, including monies already paid by the Seminoles and a projected amount expected to be collected through the end of Fiscal Year 2010-11.

Race to the Top

Governor Crist commended Education Commissioner Dr. Eric J. Smith and the visionary teachers, superintendents and school boards that have partnered with the Florida Department of Education to apply for federal Race to the Top funds.  Florida’s past education reform efforts could qualify Florida for more than $1.1 billion over four years to further increase student achievement, teacher effectiveness and the talent pool of Florida’s graduates and workforce.

Through the federal Race to the Top competition, the U.S. Department of Education has challenged all 50 states to propose bold education reforms focused on helping struggling schools, elevating the effectiveness of teaching professionals and education leaders, building internationally recognized education standards and assessments, and improving state education data systems. Phase I winners of the competition are expected to be announced in mid-April of 2010.

Governor Charlie Crist today announced that Florida’s decade of educational progress continued this year with a jump to 8th in the nation on the 2010 Quality Counts: Fresh Course, Swift Current report. Issued annually by Education Week, the report tracks state policies and performance across key areas of education and assigns each state with an overall point total to signify their education standing in the nation. This year’s increase follows continuing trends of improvement that saw the Sunshine State ranked 10th last year and 14th in 2008, up from 31st in 2007.

“Even in the face of difficult financial conditions, Florida’s education system has proven that a solid foundation and committed teaching force can make improvement a possibility under any circumstances,” said Governor Crist. “Progress in the face of uncertainty can be an overwhelming prospect, but Florida’s teachers and school leaders have clearly shown that they are up for the challenge.”

Similar to previous years, the 2010 edition of the report grades states based on their performance and policies in six main education areas: the Teaching Profession; Standards, Assessments, and Accountability; Chance for Success; School Finance; Transitions and Alignment; and K-12 Achievement. This year’s report updated scores in four of those areas (Teaching Profession, Standards, Assessments, and Accountability, Chance for Success, School Finance), and combined it with previous scores for the remaining categories. The overall point total assigned to each state is the average score for all six categories.

“Florida has spent more than a decade implementing progressive education reforms that are grounded in the successful outcome of every single child,” said Education Commissioner Dr. Eric J. Smith. “Quickly climbing to 8th in the nation is a clear sign these efforts are paying off, and I am proud of our teachers and schools for the excellent work they continue to do on behalf of students.”

Highlights of the 2010 report include:

·        Florida remains 4th in the nation in the Teaching Profession category.
·        Florida moved up seven spots to 5th in the nation in the Standards, Assessments, and Accountability category.
·        Florida remains 7th in the nation in K-12 Achievement.
·        Florida improved 8 places to 31st in the School Finance category.
·        Although not a part of the overall ranking, Florida was ranked 9th in nation in terms of math progress and was tied with New York for 1st in closing the math poverty gap over the last seven years.

Florida’s Kindergartners are entering classrooms with better foundational skills according to the 2009 Florida Kindergarten Readiness screening results released today by the Florida Department of Education. Administered within the first 30 days of Kindergarten, the screening measures a student’s knowledge and understanding in seven areas: language and literacy, mathematics, science, social studies, social and personal skills, physical health and fitness, and the creative arts. The screening results are used to determine student readiness, inform classroom instruction and provide useful information to parents and teachers.

“Early learning is essential for future success and I’m thrilled that more students are entering school better prepared and ready to learn,” said Education Commissioner Dr. Eric J. Smith. “Florida’s parents and prekindergarten teachers have dedicated countless hours to educating our students at an earlier age, ensuring that our success today is not short-lived, but rather an enduring trend that will pave the way for more students to be successful throughout their education career.”

Traditionally, Florida has used two primary Kindergarten screening tools: the Early Childhood Observation System™ (ECHOS) and the Dynamic Indicators of Basic Early Literacy Skills™ (DIBELS).  This year, the DIBELS screening tool was replaced with the new and more comprehensive Florida Assessments for Instruction in Reading (FAIR) to measure letter naming, phonemic awareness, listening comprehension, and vocabulary.  

Data collected from ECHOS and FAIR will be used to calculate a readiness rate for private and public school providers of the Voluntary Prekindergarten Education Program later this year.  However, screening results detailing the readiness of Florida’s kindergartners are available now.

ECHOS (Observation screening) – Of the 182,534 students screened by ECHOS in 2009, 88.51 percent were considered to be “ready for Kindergarten” up from 87.94 percent in 2008.  The percentage of students identified as “not yet demonstrating” dropped slightly to 11.49 percent from 12.06 percent in 2008. To be considered “ready for Kindergarten,” students should be scoring at the Demonstrating or Emerging/Progressing level on the ECHOS.

FAIR Broad Screen (Letter Naming and Blending of Sounds screening) – Of the 179,827 students screened, 65 percent were considered to be “ready for Kindergarten” by scoring a Probability of Reading Success score at or above 67 percent. Such score indicates that the student has a 67 percent or greater chance of being on grade level at the end of the year.

Additional FAIR measures that were administered as part of the Kindergarten screening also provide teachers with student data on listening comprehension and vocabulary to help inform their instruction.

Collaborating with the University Alliance, nationally recognized universities including Villanova, Notre Dame, Tulane and the University of San Francisco are keeping pace with the most in-demand jobs by providing educational programs designed to help professionals master their industry’s skills and gain a competitive edge in today’s evolving marketplace.

Faced with economic pressures on multiple fronts, businesses are closely monitoring the bottom line — and scrutinizing the necessity of each employee. From small start-up companies and not-for-profit organizations to Fortune 500 enterprises, businesses of all sizes are responding to the sobering realities of an ailing economy with staff reductions, hiring freezes and unpaid furloughs. Such turbulent times require specialized job skills to help you avoid the chopping block or find a new job.

So how are today’s professionals securing the best jobs despite rising unemployment rates, the ensuing recession and uncertain results from the federal stimulus bill?

“The combination of traditional top-ranked universities and convenient online professional education has proven particularly important to many people who have lost their jobs in the recession,” said Adrian Marrullier, Executive Vice President and Chief Marketing Officer of University Alliance Online. “Whether you’re just starting out or you’re an experienced pro, now is the ideal time for a career training makeover.” Professionals seeking higher education can choose from over 50 must-have business credentials from the nation’s leading university — 100% online.

Here’s a look at some on the rise career fields that deserve attention in the next year:

Government Contract Management

Stimulus spending is fueling the need for contract managers to track and report on expenditure of public funds through local, state and federal government agencies. Government contract managers are key in controlling risk and cost, providing tighter accountability and improving forecasting. According to the National Contract Management Association, government contract managers earn a yearly compensation in excess of $100,000. The salary can increase with experience and CFCM(R) or CPCM(R) certification.

Many graduates enter directly into an executive training program like Villanova’s Master Certificate in Government Contract Management. These programs are designed for professionals who want to strengthen their negotiating skills for the government sector through a more thorough understanding of the process. Although the competition for these positions can be fierce, a well-skilled candidate who has firm educational credentials will enjoy good job prospects.

Project Management

Project management is among the fastest-growing professional disciplines in North America. This is attributed to the fact that even the smallest project can benefit from planning, time and cost management, scope management, human resource management and communications management. Success in the workplace demands advanced skills in critical thinking and problem solving, as well as a kind of intellectual agility that enables one to shift readily from one task or project to another.

Those with project management experience should consider earning their PMP(R) (Project Management Professional) certification, a credential that can push annual salaries well into six-figure territory and increase job security. In order to prepare for PMP certification, many professionals elect to enroll in online project management training programs like Villanova’s Master Certificate in Applied Project Management.

Information Technology (IT)

A nationwide U.S. survey of chief information officers (CIOs) shows that more employers now plan to hire rather than lay off IT professionals in the first quarter of 2010, with most hiring for entry-level and junior staff in full-time jobs. Professionals, who design, develop, implement, support or manage computer-based information systems, particularly software applications and computer hardware will be in high demand when stimulus funding kicks in next year.

Companies will be scrambling to fill IT jobs ranging from programmers and systems architects to software engineers. IT professionals with key skill sets are sought after by employers in healthcare, manufacturing and other industries, resulting in higher-than-average compensation. For example, computer and information systems managers earn $118,000 annually, according to the U.S. Department of Labor. Salaries typically are even higher for professionals with industry certifications.

Villanova’s online IS security program offers tracks that lead to a Master Certificate in IS Security, Information Security Management or Information Security Management — Government. These programs are designed to prepare individuals for the certification exams offered by (ISC)2(R) and CompTIA(R).

Six Sigma — Healthcare

Six Sigma-trained professionals will continue to be in high demand through 2010, with Six Sigma Black Belts earning an average of $104,083, according to the recent iSixSigma Global Salary Survey.

The error-reducing Six Sigma methodology is fast becoming required knowledge for healthcare professionals involved in helping hospitals, clinics and other facilities streamline productivity and improve performance. Professionals who master Six Sigma healthcare practices can become recognized leaders guiding projects that result in breakthrough improvements and improved bottom-line results.

About University Alliance Online

The University Alliance facilitates the promotion and online delivery of associate’s, bachelor’s and master’s degrees as well as professional certificate programs from the nation’s leading traditional universities and institutions. Powered by UA’s technology and support services, its university partners have surpassed 300,000 online enrollments. University Alliance partners include Villanova University, the University of Notre Dame’s Mendoza College of Business, Tulane University’s Freeman School of Business, the University of San Francisco, the University of South Florida, Florida Institute of Technology, The University of Scranton, Dominican University and Jacksonville University.

(Naples, Fla. – November 19, 2009) – Graduating high school seniors in Collier, Hendry, and Lee Counties planning college majors in special education or related disciplines are eligible to apply for a $1,000 scholarship offered by Eden Autism Services, a New Jersey-based nonprofit organization with Florida locations in Naples and Fort Myers.  The $1,000 scholarship is part of the Eden Institute Foundation Scholars Program.

Scholarship applicants will be evaluated on the basis of high school grades, community involvement, and a short essay describing personal career goals as they pertain to the student’s intended field of study.  Applications are available at local high schools or can be downloaded from Eden’s website, www.edenautismservices.org.  The deadline for applications is April 9, 2010.

About Eden
Eden Autism Services has been improving the lives of individuals and their families since 1975.  Eden Florida opened in July of 1996 and offers year-round educational services, respite care, clinical, diagnostic and consulting services, training for area educators and health care professionals and adult residential and employment services.  The Eden Institute Foundation Scholars Program is intended to encourage students to pursue careers in special education and to become more aware of autism.

For more information, visit the website or email taire.malloy@edenservices.org.

The report was underwritten by Blackboard Inc. and is an analysis of state policies supporting online learning opportunities for all students.

Forty-four state department of education officials self reported the status of online learning through interviews with CDE. Twenty-seven states have statewide online learning initiatives – two states have statewide programs that are not led by the state itself. Four states have plans in place to implement online learning programs. CDE ranked states based on existing policies around online learning. The report is produced in an effort to inform elected officials about best practices to focus on to encourage transformation of academic environments.

“Online learning remains one of the most powerful and transformative mediums for U.S. education,” said Marina Leight, vice president of education at the Center for Digital Education. “This year’s review of policy revealed some exciting changes among the states. We applaud the policymakers across the nation who are driving the creation of new programs, and commend the leaders with already-existing programs who continue to ensure online learning is a top priority.”

For the second year in a row, CDE named Florida as the No. 1 state in online education for its robust and thriving virtual school, which boasts nearly 125,000 students and saw a 25 percent increase in attendance in the last year.

“Digital learning is truly the wave of the future, and I’m honored Florida has once again been recognized for our efforts,” said Florida Commissioner of Education Dr. Eric J. Smith. “Our drive to offer increased educational options for our students has allowed us to excel in this important area and I hope our success can serve as an inspiration for other states to more actively pursue online learning programs.”

The top ten states are:

1.      Florida
2.      South Carolina
3.      New Mexico
4.      Hawaii
5.      Michigan
6.      Louisiana
7.      Idaho
8.      Minnesota
9.      Oregon
10.  Arkansas

The Center for Digital Education is a national research and advisory institute providing education and industry leaders with decision support, research and educational services to help them effectively incorporate new technologies in the 21st century. Visit www.centerdigitaled.com.

The Center is a division of e.Republic, Inc., a national publishing, event and research company focused on information technology in the public sector. Visit www.erepublic.com.