Connections Academy Efficacy Report
There was no statistical difference in percentage scoring proficient in math and reading between student cohorts in Connections Academy schools and cohorts in brick-and-mortar schools that were matched on prior achievement, and after adjusting for district-mean student mobility and school-mean student SES and other demographic factors.
Student cohorts in Connections Academy schools statistically outperformed (by 7.9 percentage points) cohorts in other virtual schools (matched on prior achievement) in terms of the percentage scoring proficient in reading on state assessments.
After controlling for prior GPA, subject area, and course level, students who passed GradPoint credit recovery online courses tended to perform as well as students who passed the repeated Connections Academy course offering on math and reading state assessments, as there was no statistically significant difference in performance.
Connections Academy students taking GradPoint credit recovery online courses, after failing a course, were almost twice as likely to pass the course than similar students (matched on prior GPA and after adjusting for demographic and enrollment factors) who repeated with a Connections Academy course offering.
For an overview of Connections Academy and more information:
Learn more about the research behind the findings
We wanted to explore the impact on learning of Connections Academy virtual schools. In 2016 and 2017, we collaborated with Gatti Evaluation to conduct several studies.
Does taking GradPoint credit recovery courses benefit students?
A study exploring whether taking a GradPoint credit recovery course leads to better academic achievement than repeating a failed original credit course
We evaluated whether GradPoint credit recovery courses helped students to effectively make up lost credits, thereby helping them stay on, or get back on, track for high school graduation.
We used propensity score matching to identify a similar sample of students who opted to repeat a failed original credit course. We also used a retrospective cohort design to assess whether students enrolled in GradPoint courses tended to have similar state test performance as students repeating original credit courses.
Course pass rates were nearly two times higher for GradPoint enrollments compared to the sample of original credit course repetitions. Specifically, after adjusting for achievement-related student characteristics and enrollment factors, the average adjusted pass rate for GradPoint enrollments was 85% — significantly higher than the average pass rate of 45% for original credit course repetitions.
Why choose Connections Academy virtual school?
A study exploring why students and families choose a virtual school
We wanted to gain a deeper, clearer understanding of the types of students attending Connections Academy schools. The research revealed seven distinct profiles:
- Academically advanced students
- Academically struggling students
- Students experiencing health problems
- New students who were experiencing bullying
- Returning students who originally enrolled with numerous challenges, including those captured in the previous clusters
- & 7. Students new to Connections Academy schools or returning, both of which were seeking flexibility and choice
In the first phase of the study, conducted of Connections Academy schools with students enrolled at any time during the 2015–2016 academic year, we found that Connections Academy schools serve highly mobile students with complex needs known to impact academic performance. These students’ needs include, among others, health concerns, bullying and safety, looking to be challenged, trying to catch up, and flexible scheduling. These characteristics create a unique student population that differs from traditional brick-and-mortar schools.
How do Connections Academy schools perform?
A study comparing Connections Academy schools to matched non-charter brick-and-mortar and virtual schools
Gatti Evaluation conducted a quasi-experimental matched comparison study to investigate this question.
Student cohorts were all matched on data from either 2014 or 2015, the first year for available data. They were then compared on achievement for the subsequent years. This eliminates any possibility of a confound for time in making the comparisons.
The results provide evidence that Connections Academy students can receive the same quality of education as that offered at their local public school, while simultaneously taking advantage of the benefits offered to them by virtual schools; and that students may be better positioned in Connections Academy schools than other virtual schools.
In the context of the study conducted of Connections Academy schools for students enrolled in the GradPoint credit recovery courses during 2015–2016, Pearson is able to make the following comparative, correlational, and descriptive statements about the efficacy of the Connections Academy school program:
Comparative
Connections Academy students taking GradPoint credit recovery online courses, after failing a course, were almost twice as likely to pass the course than similar students (matched on prior GPA and after adjusting for demographic and enrollment factors) who repeated with a Connections Academy course offering.
Correlational
After controlling for prior GPA, subject area, and course level, students who passed GradPoint credit recovery online courses tended to perform as well as students who passed the repeated Connections Academy course offering on math and reading state assessments, as there was no statistically significant difference in performance.
Descriptive
Connections Academy offers successful intervention solutions for recovering credits to struggling students as evidenced by its high success rate of 85% for GradPoint online credit recovery course completion.
In the context of the study conducted of representative Connections Academy schools for students enrolled during the 2013–2014 to 2015–2016 academic years, Pearson is able to make the following comparative statements about the efficacy of Connections Academy schools:
Comparative
There was no statistical difference in percentage scoring proficient in math and reading between student cohorts in Connections Academy schools and cohorts in brick-and-mortar schools that were matched on prior achievement; and after adjusting for district-mean student mobility and school-mean student SES and other demographic factors.
Comparative
Student cohorts in Connections Academy schools statistically outperformed (by 7.9 percentage points) cohorts in other virtual schools (matched on prior achievement) in terms of the percentage scoring proficient in reading on state assessments.
Comparative
There was no statistical difference in percentage scoring proficient in math between student cohorts in Connections Academy schools and cohorts in other virtual schools that were matched on prior achievement.
Hear directly from Connections Academy students and alumni
Academic achievement
Alex LeViness needed a different school option to be successful. At Connections Academy her grades and outlook on education improved; her talent blossomed. From, “not thinking about college” to Fulbright Scholar.
“I really don’t think that I would be anywhere close to where I am today if I hadn’t had the opportunity to attend Ohio Connections Academy.”
— Alex LeViness, Connections Academy, University of Alabama, US, alumna, Fulbright Scholar — Physics
Personalized learning
Gracie Bennett enrolled in Connections Academy so she could manage school and frequent medical treatments.
Learn about “Amazing Grace” and the toy drive she started at the Riley Children’s Hospital
“At Indiana Connections Academy, I’m able to customize my schedule around health needs so that I don’t miss school or fall behind.”
— Gracie Bennett, Indiana Connections Academy student; recipient, 2018 Riley Children’s Foundation Champion award