Flex Learning: Funding New Pathways for Student Success

Autor/in	DeGrow, Ben
Institution	Mackinac Center for Public Policy
Titel	Flex Learning: Funding New Pathways for Student Success
Quelle	(2021), (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-942502-49-4
Schlagwörter	Academic Achievement; Educational Finance; Online Courses; Conventional Instruction; Distance Education; Dual Enrollment; Apprenticeships; Technical Education; Expenditure per Student; Funding Formulas; Barriers; Access to Education; School Choice; Accountability; Faculty Development; Achievement Tests; Educational Attainment; COVID-19; Pandemics; Kindergarten; Elementary Secondary Education; Michigan + Suchen Sie Ihr Suchwort? Schulleistung; Bildungsfonds; Online course; Online-Kurs; Distance study; Distance learning; Fernunterricht; Doppelstudium; Apprenticeship; Lehre; Technikunterricht; Funding; Finanzierung; Education; Access; Bildung; Zugang; Bildungszugang; Choice of school; Schulwahl; Verantwortung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Bildungsabschluss; Bildungsgut
Abstract	This report explains how Michigan could pursue a flexible funding program that would give learners greater agency, especially for middle-school and secondary students and their families. Charting a path to complete a diploma, every student would be allowed to use a portion of their per-pupil allotment to "purchase" courses from schools for both online and face-to-face instruction. This funding could also be used for dual-enrollment classes, apprenticeships, career and technical training and other learning opportunities from a broad menu of providers. (As Provided).
Anmerkungen	Mackinac Center for Public Policy. 140 West Main Street, P.O. Box 568, Midland, MI 48640. Tel: 800-224-3327; Tel: 989-631-0900; Fax: 989-631-0964; e-mail: mcpp@mackinac.org; Web site: http://www.mackinac.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01