Federick M. Hess published today the “Quality Control in K-12 Digital Learning: Three (Imperfect) Approaches” from the Thomas B. Fordham Institute, which is the first in a series of six papers generously funded by the Charles and Helen Schwab Foundation that will look at accountability, funding, governance, and the educator’s role in the digital realm.
The paper explores how digital learning destandardizes and decentralizes educational delivery, which breaks away from traditional school structures. Hess compares the pros and cons of input and process regulation, outcome-based accountability, and market-based control in practice for the best quality control. Hess concludes that while he recommends incorporating all three approaches, there’s no perfect formula or golden mean to achieving quality control in K-12 digital learning.
Click here to read the complete paper.