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Education Commission of the States • 700 Broadway, Suite 810 • Denver, CO 80203-3442 • 303.299.3600 • Fax: 303.296.8332 • www.ecs.org
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Virtual High Schools: Are Courses Off-the-Shelf or Developed Internally?
Off-the-shelf refers to an already established curriculum that is obtained from a third party. This is in contrast with curriculum that is developed internally within the department.
Why does it matter? Using established curriculum can create efficiencies; however, any curriculum used should meet state quality assurance standards.
Highlights:
Eleven states use off-the-shelf curriculum.
Eight states develop their curriculum internally.
Four use half established curriculum and half internally developed curriculum.
Information was not available to answer this question in five states. Methodology: This information was collected from state statutes, rules and regulations, and state education agencies, and will be updated as new policies and programs are enacted. Sources for all data points are available through this link. Last updated: August 6, 2007 Research conducted by Melodye Bush and Michael Colasanti. Please contact Melodye Bush (303.299.3631 or mbush@ecs.org) with comments or questions about this database. |
| Alabama |
Half of the curriculum is purchased from established sources and half developed internally. |
| Alaska |
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| American Samoa |
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| Arizona |
K12 Inc. curriculum is used |
| Arkansas |
Courses are developed internally. |
| California |
Courses are developed internally. |
| Colorado |
Courses are developed internally. |
| Connecticut |
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| Delaware |
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| District of Columbia |
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| Florida |
Courses are developed internally. |
| Georgia |
Courses are developed internally. |
| Guam |
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| Hawaii |
Courses are developed internally. |
| Idaho |
Courses may be developed by qualified Idaho teachers who possess the necessary technical background and instructional expertise. |
| Illinois |
Half of the curriculum is developed internally and half is licensed coursework.
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| Indiana |
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| Iowa |
Some have been developed by Iowa educators and some have been purchased from outside sources. |
| Kansas |
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| Kentucky |
Half is developed internally. APEX and Florida Virtual High School curriculum are used for remainder. National Governors Association awarded Kentucky Virtual High School $100,000 to develop online math courses for remedial students. |
| Louisiana |
Courses are developed internally. |
| Maine |
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| Maryland |
Accredited providers such as APEX, K12, etc. |
| Massachusetts |
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| Michigan |
Half of the courses are modifications from other developers. Other half are developed internally. |
| Minnesota |
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| Mississippi |
Courses are leased from Aventa Learning, Class.com and Florida Virtual School. |
| Missouri |
Curriculum from a number of vendors is being modified to state standards by Northwestern Missouri State University. |
| Montana |
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| Nebraska |
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| Nevada |
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| New Hampshire |
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| New Jersey |
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| New Mexico |
No information available. |
| New York |
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| North Carolina |
Courses are provided by Apex, Florida Virtual School, Oklahoma State University. |
| North Dakota |
No information available. |
| Ohio |
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| Oklahoma |
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| Oregon |
Online providers include OSU K-12 Online, OSU Extended Campus, Oregon Online, etc. |
| Pennsylvania |
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| Puerto Rico |
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| Rhode Island |
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| South Carolina |
No information available. |
| South Dakota |
Course providers include APEX, Blackhills State University, Northern State University, etc. |
| Tennessee |
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| Texas |
Course providers include APEX and AVENTA |
| Utah |
No information available |
| Vermont |
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| Virgin Islands |
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| Virginia |
No information available |
| Washington |
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| West Virginia |
Courses are developed externally and providers vary by course. Examples include BYU Independent Study, Florida Virtual School, Virtual Greenbrush, etc. |
| Wisconsin |
Courses are developed externally |
| Wyoming |
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