The most noted keys to success in blended and online learning programs were the strong relationships between individual teachers and individual students supported by the comprehensive and flexible online curriculum provided by FuelEd.
Evergreen Education Group completed case studies for nine schools, listed in Table 1, that were using Fuel Education (FuelEd) online curriculum and platforms as the instructional foundation of their online and blended learning programs. The goal of these case studies was to examine and document instructional models, practices, and outcomes of FuelEd-based programs to further the understanding and potential benefits of these programs. A high-level summary of these case studies follows.
The programs in five of the schools were whole school programs, in which the underlying instructional program for the entire school and all of its students was one or multiple forms of an online and blended learning model. Whole school approaches varied with each school incorporating and emphasizing different aspects of online learning, blended learning, project-based learning, and traditional classroom instruction, coupled with unique staffing patterns to provide a wide range of options for their students. The programs in the other four schools were credit recovery and remediation programs serving selected students within a traditional school. Students in these programs most often attended on-campus learning labs to take FuelEd courses to recover credits or improve or accelerate academic performance.
Summary of Common Characteristics in All Schools
Overall, the research team was struck by the upbeat, positive attitudes of students, teachers, and staff, and by the different but impressive results within each program. The most noted keys to success were the strong relationships between individual teachers and individual students supported by the comprehensive and flexible online curriculum provided by FuelEd.
While the whole school and credit recovery programs had fundamentally different goals and objectives, important similarities were observed across programs in all nine schools. These similarities were notable, for example, in how both whole school and credit recovery programs used the entire range of FuelEd curriculum offerings.