Ronnell Bolden is nervous about becoming a new mother next month, but she's not worried about falling behind in school when her baby is born.

        That's because Ms. Bolden, 19, of Over-the-Rhine, is enrolled at Cincinnati Public Schools' Virtual High School in Queensgate, which opened last month, one of a handful of such virtual schools in the state.

Miguel Cheatham (front), 15, of Price Hill, and classmates work in a math class at the Cincinnati Public Schools' Virtual High School. (Glenn Hartong photo) | ZOOM |

        The school's 330 students, grade nine through age 22, take online courses at their own pace and can work almost entirely from home, if they choose.

        “In every kind of way, this is better,” Ms. Bolden said. “Going to a regular school, I would feel out of place.”

        While enrollment at CPS has declined nearly every year for the past decade, Virtual High is an exception, with 30 percent more students than projected.

        The school is part of a long-term plan to redesign CPS' high school programming to raise student achievement and improve the district's record of graduating only 51 percent of its high school students.

        Students at Virtual High take courses via the Internet. A home computer is not required. Instead, students receive a password so they can access courses from home, in the library or from 60 computers at the school building in Queensgate.

        Their course work is mapped out online, and they use the Internet for their research. Four full-time teachers and the principal are on hand at the virtual school building for instruction and to answer questions.

        About 1 in 12 students in post-secondary education takes one or more courses online, according to Eduventures Inc., a Boston research firm that covers companies that serve learning markets.

        Higher education is generally ahead of K-12 in adoption of online education offerings, said Jim McVety, an Eduventures analyst. But K-12 online education is in the midst of a boom, he said.

        “Within the next decade, we'll see as many as 25 percent taking a course online,” he said. “Some industry observers say as many as 50 percent.”

VIRTUAL HIGH SCHOOL

• Opened: Sept. 27.     • Where: 1150 W. Eighth St., Suite 120, Queensgate.     • Students: 330     • Applications for enrollment per week: About 12     • Staff: Four full-time teachers plus principal. Plans to add four teachers by December.     • Hours: 9 a.m.-8 p.m. Monday-Thursday; 9 a.m.-3 p.m. Friday.     • Computers: 60, but plans to increase to 100 by January.     • Cost: Free to students ninth grade to age 22 in Cincinnati Public Schools' district; $473 a month to students outside district.     • Courses: English, math, science, social studies, computer literacy and others upon request if available.

        Mr. McVety estimates that about half of the states operate or are planning virtual schools. Unlike CPS, however, most districts don't allow students to take their entire course load online. And few have a free-standing building.

        Instead, many schools offer virtual learning to supplement in-school course offerings, to provide an alternative program for kids with discipline problems, or to help students make up credits.

        John Rothwell, who helped develop plans for the school, said Virtual High will not turn any student away.

        School officials already have received extra funding from the board to lease more space at the school's facility.

        A tour around the former arthritis-clinic-turned-school on West Eighth Street indicated cramped quarters. While the 330 students never attend at once, even 40 students seemed to clog the tiny hallways and small classrooms in the 3,500-square-foot space.

        Principal Steve Hawley said the district plans to add 40 more computers, increase the leased space by 50 percent and double the teaching staff.
       

Neglected populations

        The school is successful because it caters to a neglected population, Mr. Hawley said.

        “We serve kids whose life needs don't fit into a regular schedule,” he said.

        Nearly two-thirds of the virtual school students are over-aged for their grade, having fallen behind or dropped out. About 20 percent of the students, like Ms. Bolden, are pregnant or have children, Mr. Hawley said.

        Mr. Rothwell said 133 of its students were not in school last year.

        Some, like sophomore Miguel Cheatham, 15, and his sister Candice, 16, simply don't want to attend a traditional high school. Both are in a four-person song and dance group called C-Force. They plan to tour next year but want to continue their studies.

        “We'll take our laptops on the road,” Candice said.

        Last week at the school, Miguelworked on a computerized presentation on the rise and fall of the Songhai Empire in ancient West Africa.

        Miguel goes to the virtual school daily from 9 a.m. to 1 p.m., though he has a computer at home.

        “I like this place,” he said. “The teachers will explain anything you want, but you can work at your own pace.”

        Social studies instructor Samuel Johnson Jr. said students need untraditional options for learning

        “You can't use 1965 methods for these millennium kids,” he said.

        The school is not without its challenges.

        Developing schedules for teachers is one because of the school's late hours — until 8 p.m. Monday through Thursday.

        Cheating is difficult to detect because the majority of students do not attend classes in the building. Instead, they connect with teachers by phone or e-mail.

        Students, however, are required to take exams at the school.

        Representatives of the American Federation of Teachers, the nation's second-largest teachers union, have concerns about online education.

        “Some courses do not lend themselves to an online environment,” said AFT spokesman Jamie Horwitz, citing chemistry as an example.

        “Simulating a Bunsen burner online is not quite the same as mixing the chemicals, working with lab partners and lighting the match,” he said.

        Students who learn online have to be self-motivated, Mr. Horwitz said. Technology can also be a problem; computers break down and servers can be busy.

        “If the computer doesn't work, there's no school,” he said.

        But Mr. Horwitz said CPS's virtual school is unique because it has a full-time teaching staff.

Police discipline inconsistent
Same punishments, very different cases
Issue 5 campaign moves to forefront
Against Issue 5
For Issue 5
Officers' trial hinges on moments
Fuller wins backing of two groups
Hockey team open to all
Hosts for conversations growing
Job juggles freedom, security
Name's same but doctor's no terrorist
These classes happen at home
Time to prevent bullying short
Tobias could have avoided conviction, prosecutor says
Tristate A.M. Report
Wright State course could benefit NSA
Some Good News
Anthrax scare
As auctions fade, burley future unclear
Burnt trees still a hazard
Hopes of new NKU arena fading
Land now for recreation
Official: Ky. sheriff focus of inquiry
Service agency plans expansion