{"id":84546,"date":"2024-03-29T15:18:10","date_gmt":"2024-03-29T19:18:10","guid":{"rendered":"https:\/\/michiganvirtual.site.strattic.io\/?post_type=publication&#038;p=84546"},"modified":"2025-03-28T14:57:40","modified_gmt":"2025-03-28T18:57:40","slug":"michigans-k-12-virtual-learning-effectiveness-report-2022-23","status":"publish","type":"publication","link":"https:\/\/michiganvirtual.org\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2022-23\/","title":{"rendered":"Michigan&#8217;s K-12 Virtual Learning Effectiveness Report, 2022-23"},"content":{"rendered":"\n<dl id=\"accordionPastReports\" class=\"accordion\" role=\"presentation\" data-allow-multiple=\"\">\n<dt role=\"heading\" aria-level=\"2\"><button id=\"PastReportsButton\" class=\"accordion-trigger\" type=\"button\" aria-expanded=\"false\" aria-controls=\"PastReports\"><span class=\"accordion-title\">Past Effectiveness Reports<\/span><span class=\"accordion-icon\">&nbsp;<\/span><\/button><\/dt>\n<dd id=\"PastReports\" class=\"accordion-panel\" role=\"region\" hidden=\"\" aria-labelledby=\"PastReportsButton\"><a class=\"lead\" href=\"\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2021-22\/\"><em>Michigan\u2019s K-12 Virtual Learning Effectiveness Report 2021-22<\/em><br><\/a><a class=\"lead\" href=\"\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2020-21\/\"><em>Michigan\u2019s K-12 Virtual Learning Effectiveness Report 2020-21<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2019-20\/\"><em>Michigan\u2019s K-12 Virtual Learning Effectiveness Report 2019-20<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2018-19\/\"><em>Michigan\u2019s K-12 Virtual Learning Effectiveness Report 2018-19<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2017-18\/\"><em>Michigan\u2019s K-12 Virtual Learning Effectiveness Report 2017-18<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2016-17\/\"><em>Michigan\u2019s K-12 Virtual Learning Effectiveness Report 2016-17<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2015-16\/\"><em>Michigan\u2019s K-12 Virtual Learning Effectiveness Report 2015-16<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2014-15\/\"><em>Michigan\u2019s K-12 Virtual Learning Effectiveness Report 2014-15<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2013-14\/\"><em>Michigan\u2019s K-12 Virtual Learning Effectiveness Report 2013-14<\/em><\/a><br><a class=\"lead\" href=\"\/research\/publications\/michigans-k-12-virtual-learning-effectiveness-report-2010-13\/\"><em>Michigan\u2019s K-12 Virtual Learning Effectiveness Report 2010-11 to 2012-13<\/em><\/a><\/dd>\n<\/dl>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link wp-element-button\" href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/03\/Effectiveness-Report-At-A-Glance-Infographic.pdf\" style=\"border-radius:2px\" target=\"_blank\" rel=\"noreferrer noopener\">View Infographic<\/a><\/div>\n\n\n\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link wp-element-button\" href=\"\/research\/effectiveness-reports\/benchmarking-tool\/\" style=\"border-radius:2px\" target=\"_blank\" rel=\"noreferrer noopener\">View Benchmarks Resource<\/a><\/div>\n\n\n\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link wp-element-button\" href=\"https:\/\/michiganvirtual.video.yuja.com\/V\/Video?v=9977523&amp;node=43632807&amp;a=126047844\" style=\"border-radius:2px\" target=\"_blank\" rel=\"noreferrer noopener nofollow\">Watch Report Overview<\/a><\/div>\n<\/div>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"Introduction\">Introduction<\/h2>\n\n\n\n<p>This report presents an analysis of information on virtual learners reported by schools to the state and shares findings in a highly consumable way to aid the evaluation of virtual learning programs. This year\u2019s report is the tenth edition of this annual publication and completes 12 years of data on K-12 virtual learning in Michigan.<\/p>\n\n\n\n<p>The report is organized into several sections. Each section is meant to capture the essential findings without being overly data intensive; however, data tables have been included in the appendices to provide those interested with more in-depth information. Information about the report\u2019s methodology is captured in <a href=\"#appendix-a\" data-type=\"internal\" data-id=\"#appendix-a\">Appendix A<\/a>. Please note that in some tables and figures, the percentage data may not sum to 100% due to rounding.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"Schools\">Schools<\/h2>\n\n\n\n<div class=\"wp-block-group well\"><div class=\"wp-block-group__inner-container is-layout-flow wp-block-group-is-layout-flow\">\n<h3 class=\"wp-block-heading\" id=\"School-Fast-Facts\">Fast Facts<\/h3>\n\n\n\n<ul class=\"wp-block-list\">\n<li>607 school districts reported at least one virtual enrollment. This represented 68% of Michigan school districts.<\/li>\n\n\n\n<li>1,475 schools reported at least one virtual enrollment. This is a decrease of approximately 23% compared to last year&#8217;s value of 1,914.<\/li>\n\n\n\n<li>9% of this year&#8217;s schools did not report a virtual enrollment the prior year. These 126 schools added 41,391 enrollments with a 42% pass rate.<\/li>\n\n\n\n<li>91% of this year&#8217;s schools also reported virtual enrollments last year. They accounted for over 985,000 enrollments with a pass rate of 66%.<\/li>\n\n\n\n<li>565 schools that offered virtual learning the prior year did not report any for this year. <\/li>\n\n\n\n<li>53% of the 1,475 schools with virtual enrollments had 100 or more virtual enrollments. These higher volume schools accounted for 98% of virtual enrollments.<\/li>\n\n\n\n<li>80% of schools with virtual enrollments had a general education school emphasis; 18% had an alternative education emphasis.<\/li>\n\n\n\n<li>89% of schools with virtual learning were LEA schools.<\/li>\n\n\n\n<li>LEA schools accounted for 64% of the virtual enrollments; PSA schools generated 34% of the virtual enrollments.<\/li>\n\n\n\n<li>56% of virtual enrollments came from schools with part-time virtual learning options.<\/li>\n\n\n\n<li>LEA schools represented 74% of the full-time virtual schools.<\/li>\n\n\n\n<li>68% of virtual enrollments came from students in grades 9-12.<\/li>\n\n\n\n<li>37% of virtual enrollments came from suburban schools, the most of any locale.<\/li>\n\n\n\n<li>Schools with a general education emphasis had a 73% virtual pass rate, outperforming those with an alternative education emphasis, which had a pass rate of 50%.<\/li>\n\n\n\n<li>28% of schools had a school-wide virtual pass rate of 90% to 100%, an increase of five percentage points.<\/li>\n<\/ul>\n<\/div><\/div>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"number-of-districts\">Number of Districts and Schools<\/h3>\n\n\n\n<p>For the 2022-23 school year, 607 districts reported having at least one virtual enrollment. This represented 68% of the 899 Michigan public school districts for the year. See the <a href=\"https:\/\/www.mischooldata.org\/districtschool-count?Common_Locations=1-A,0,0,0~2-A,0,0,0&amp;Common_SchoolYear=24&amp;Common_LocationIncludeComparison=False&amp;Portal_InquiryDisplayType=Snapshot\" target=\"_blank\" rel=\"noreferrer noopener nofollow\">MI School Data Report<\/a> for a breakdown of the district count. Within those districts, 1,475 schools reported virtual enrollments, 439 fewer than the prior year. When looking over the last two years, schools fell into three categories, which are also captured in <a href=\"#table-b1\" data-type=\"internal\" data-id=\"#table-b1\">Table B1<\/a>:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><em>Leaving<\/em> &#8211; 565 schools had virtual enrollments the prior year but did not report any virtual enrollments in 2022-2023. Last year, those schools accounted for a total of 320,775 virtual enrollments and had a pass rate of 64%. <\/li>\n\n\n\n<li><em>Returning<\/em> &#8211; 1,349 or 91% of schools in this year&#8217;s dataset reported virtual enrollments in both 2021-22 and 2022-2023. This year, these schools generated over 985,000 enrollments and had a pass rate of 66%, which was two percentage points lower than their rate in 2021-22. <\/li>\n\n\n\n<li><em>New<\/em> &#8211; 126 schools reported virtual enrollments this year that did not last year. Those schools accounted for 41,391 enrollments with a pass rate of 42%.<\/li>\n<\/ul>\n\n\n\n<p>246,496 of this year&#8217;s enrollments came from 23 schools that reported 1,000 or more enrollments than they did in 2021-22. On the other hand, 47 schools reported decreases of 1,000 or more virtual enrollments this year. Even with these declines, these schools yielded close to 160,000 virtual enrollments this year. See <a href=\"#table-b2\" data-type=\"internal\" data-id=\"#table-b2\">Table B2<\/a>. These findings suggest continued volatility from the pandemic. About a quarter of schools in both years saw their pass rates increase by 10 or more percentage points from the prior year. See <a href=\"#table-b3\" data-type=\"internal\" data-id=\"#table-b3\">Table B3<\/a>.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"by-grade-level\">By Grade Level<\/h3>\n\n\n\n<p>There were 1,027,705 virtual enrollments across the 1,475 schools. Students in 12th grade generated the most virtual enrollments (235,542), representing 23% of all virtual enrollments. There continued to be a smaller percentage of high school virtual enrollments than before the pandemic. In the 2019-20 school year, 81% of the virtual enrollments came from students in high school; In 2020-21, the figure dropped to 40%. This year, the percentage of high school enrollments rebounded to reflect 68% of virtual enrollments. It seems likely that this percentage will continue moving upward over the next several years.<\/p>\n\n\n\n<p>The overall pass rate for virtual enrollments was 65%, a decrease of 4 percentage points over the prior year. See <a href=\"#table-g1\" data-type=\"internal\" data-id=\"#table-g1\">Table G1<\/a> for a more specific breakdown of all the completion statuses. This ranged from a high of 87% in both first and second grade to a low of 48% in 9th grade. Interestingly, elementary grades tended to see small percent decreases in pass rates (one to two percentage points) whereas the middle school (6th, 7th, 8th) grades saw decreases of eight percentage points.  Among the high school grades, 9th graders saw a decrease of one percentage point while 10th and 11th graders saw small increases (one and two percentage points respectively).  See <a href=\"#table-b4\" data-type=\"internal\" data-id=\"#table-b4\">Table B4<\/a> for more information.<\/p>\n\n\n\n<p>The fairly consistent pattern of a higher pass rate in non-virtual coursework continued. For 2022-23, virtual learners had a 65% pass rate in their virtual courses, but a 72% pass rate for their non-virtual coursework. See <a href=\"#table-b5\">Table B5<\/a>. As a pre-pandemic comparison, the 2019-20 school year virtual pass rate was 12 percentage points lower than those students&#8217; non-virtual pass rate.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"by-school-level-virtual-pass-rate\">By School-Level Virtual Pass Rate<\/h3>\n\n\n\n<p>Of the 1,475 schools with virtual enrollments, 416 or 28% had school-level virtual pass rates of 90% to 100%. This was five percentage points higher than the prior year. Fifty-eight percent of the schools (855) had virtual pass rates of 70% or higher. This was five percentage points higher than the prior year. See <a href=\"#table-b6\">Table B6<\/a>. Thus, even though the overall pass rate in the state dropped year over year, a higher percentage of schools experienced high levels of student performance.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"by-entity-type\">By Entity Type<\/h3>\n\n\n\n<p>LEA schools and PSA schools accounted for almost all the virtual enrollments with 64% and 34%, respectively. Virtual enrollments came from 1,306 (89%) LEA schools while only 122 (8%) of the schools were PSAs. See <a href=\"#table-b7\">Table B7<\/a>. LEA schools had a higher pass rate (67%) than PSA schools (61%), reversing a two-year pattern. See <a href=\"#table-b8\">Table B8<\/a> or, for a more in-depth look at the completion statuses, see <a href=\"#table-g2\" data-type=\"internal\" data-id=\"#table-g2\">Table G2<\/a>.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"by-full-time-virtual-schools\">By Full-Time Virtual Schools<\/h3>\n\n\n\n<p>The number of full-time virtual schools (77) decreased by 17 from the prior year. Fifty-seven of the 77 full-time virtual schools (74%) were LEA schools. PSA schools (17) accounted for 22% of the full-time virtual schools. See <a href=\"#table-b9\">Table B9<\/a>. Despite the sizable difference in the number of schools, PSAs reported more virtual enrollments (64%) from full-time virtual students statewide compared to LEAs (36%). PSA full-time virtual learners saw higher virtual pass rates (61%) than their counterparts in LEA schools (58%). See <a href=\"#table-b10\">Table B10<\/a> and <a href=\"#table-g3\" data-type=\"internal\" data-id=\"#table-g3\">Table G3<\/a>. Overall, the number of virtual enrollments from full-time virtual schools dropped from 502,284 in 2021-22 to 449,188 this year.&nbsp;Approximately 44%  percent of the virtual enrollments came from full-time virtual learners.<\/p>\n\n\n\n<p>A quick note about full-time virtual schools: Historically, full-time virtual schools have only provided students with 100% of their learning online. Thus, it was safe to designate all enrollments from such a school as being part of a full-time virtual program. Over the last several years, however, LEAs have started to add full-time virtual options to their offerings. In some cases, this is as a separate school, which makes it analogous to cyber schools. However, it seems that schools are increasingly offering multiple forms of online learning (\u201cFull Virtual,\u201d \u201cFace Virtual,\u201d and \u201cSupplemental Virtual\u201d) from the same building code. See page 15 of the <em><a href=\"https:\/\/www.michigan.gov\/cepi\/-\/media\/Project\/Websites\/cepi\/EEM\/EEM_Glossary.pdf#page=15\" target=\"_blank\" rel=\"noreferrer noopener nofollow\">Educational Entity Master Glossary<\/a><\/em> for more information on these field values. This means that some schools report various forms of virtual (and sometimes non-virtual) learning from a single building code. Case in point, 10% of the enrollments from virtual learners in LEA full-time programs were not flagged as being delivered virtually, indicating what may be more of a hybrid approach.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"by-part-time-virtual-schools\">By Part-Time Virtual Schools<\/h3>\n\n\n\n<p>About 95% of the schools offering virtual learning do so to supplement their face-to-face course offerings. These 1,398 schools, referred to in this report as part-time virtual schools, were predominantly LEA schools (89%). See <a href=\"#table-b11\">Table B11<\/a>. Eighty-nine percent of the part-time virtual students were enrolled through LEA schools and 8% through PSA schools. LEA schools accounted for 500,294 virtual enrollments or 86% of the part-time enrollments. In total, enrollments from part-time virtual schools accounted for 56<em>%<\/em> of all the virtual enrollments for the year. LEA schools had a pass rate of 69% whereas PSA schools had a pass rate of 57%. Overall, the pass rate for the part-time virtual schools (68%) was eight percentage points higher than the rate for the full-time virtual schools (60%). See <a href=\"#table-b12\">Table B12<\/a> and <a href=\"#table-g4\" data-type=\"internal\" data-id=\"#table-g4\">Table G4<\/a>.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"by-school-emphasis\">By School Emphasis<\/h3>\n\n\n\n<p>Eighty percent of schools with virtual learning were designated as General Education and produced 650,830 (63%) virtual enrollments. Schools with Alternative Education as their emphasis accounted for almost 374,298 (36%) of the virtual enrollments. See <a href=\"#table-b13\">Table B13<\/a>. There was a considerable difference in virtual pass rates between these two types of schools. General Education schools had a 73% virtual pass rate, whereas Alternative Education schools had a 50% virtual pass rate (see <a href=\"#table-b14\">Table B14<\/a> and <a href=\"#table-g5\" data-type=\"internal\" data-id=\"#table-g5\">Table G5<\/a>), though this varied by entity type. LEA schools, for instance, had a 77% virtual pass rate for General Education schools and a 52% virtual pass rate for Alternative Education schools. See <a href=\"#table-b15\">Table B15<\/a>.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"by-number-of-virtual-enrollments\">By Number of Virtual Enrollments<\/h3>\n\n\n\n<p>Fifty-three percent of schools with virtual enrollments had 100 or more virtual enrollments. These schools were responsible for 98% of the virtual enrollments (1,006,319). See <a href=\"#table-b16\">Table B16<\/a>.<\/p>\n\n\n\n<p>Another trend that continued was that, in general, schools with fewer virtual enrollments per student performed better. Consider, for instance, that 40% of schools with an average of one to two virtual enrollments per virtual learner had a virtual pass rate of 90% to 100%, whereas only 23% of schools with an average of five or more virtual courses per virtual learner had a 90% to 100% pass rate. See <a href=\"#table-b17\">Table B17<\/a>.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"by-locale\">By Locale<\/h3>\n\n\n\n<p>Suburban schools represented 38% of schools with virtual enrollments. Rural settings provided the second most schools with 33%. Suburban schools also tallied the largest percentage of the virtual enrollments at 37%. Rural schools were the next closest providing 28% of the enrollments. See <a href=\"#table-b18\" data-type=\"internal\" data-id=\"#table-b18\">Table B18<\/a>. In each of the four locales, schools with 100 or more virtual enrollments accounted for the largest percentage of schools. See <a href=\"#table-b19\">Table B19<\/a>. Virtual pass rates varied by locale with City schools having the highest virtual pass rate at 73% and Rural schools having the lowest at 62%. See <a href=\"#table-b20\" data-type=\"internal\" data-id=\"#table-b20\">Table B20<\/a>. On the other hand, Rural schools had 47% of their schools achieve building-wide virtual pass rates of 80% or higher. The next closest were Suburban schools with 45% achieving building-wide virtual pass rates of 80% or higher. See <a href=\"#table-b21\">Table B21<\/a>. For more information about locales, including definitions, please see pages 23-24 of the <a href=\"https:\/\/www.michigan.gov\/cepi\/-\/media\/Project\/Websites\/cepi\/EEM\/EEM_Glossary.pdf#page=23\" target=\"_blank\" rel=\"noreferrer noopener nofollow\"><em>Educational Entity Master Glossary<\/em><\/a>.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"by-school-poverty-levels\">By School Free or Reduced-Price Lunch Categories<\/h3>\n\n\n\n<p>Schools were categorized into one of four categories based on the percentage of all learners at the school (not just virtual learners) that qualified for free or reduced-price (FRL) meals:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Low FRL (&lt;=25%)<\/li>\n\n\n\n<li>Mid-Low FRL (&gt;25% to &lt;=50%)<\/li>\n\n\n\n<li>Mid-High FRL (&gt;50% to &lt;=75%)<\/li>\n\n\n\n<li>High FRL (&gt;75%)<\/li>\n<\/ul>\n\n\n\n<p>None of the categories had 50% or more of its schools report virtual learners. Mid-low FRL had the highest percentage at 47%. This reverses the numbers observed last year, where all categories had 50% or more of its schools report virtual learners and is more closely aligned with the percentages from 2019-2020 where the percent of schools with virtual learners for each category was less than 50%. The higher numbers of schools from each category with virtual learners may be attributable to the pandemic, and numbers will likely stabilize in the coming years. See <a href=\"#table-b22\">Table B22<\/a>.<\/p>\n\n\n\n<p>While High FRL schools represented only 37% of schools with virtual programs (369), they accounted for 45% of the virtual enrollments. Mid-High FRL schools accounted for 33% of the enrollments. Low FRL schools, on the other hand, reported less than 10% of the virtual enrollments. The virtual pass rate for Low FRL schools was 86% compared to 60% for Mid-High FRL and 59% for High FRL schools. See <a href=\"#table-b23\">Table B23<\/a>.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"courses\">Courses<\/h2>\n\n\n\n<div class=\"wp-block-group well\"><div class=\"wp-block-group__inner-container is-layout-flow wp-block-group-is-layout-flow\">\n<h3 class=\"wp-block-heading\" id=\"fast-facts\">Fast Facts<\/h3>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Just over 1M virtual enrollments were taken by Michigan K-12 students; the overall pass rate for virtual enrollments was 65%.<\/li>\n\n\n\n<li>Virtual enrollments were spread across 1,051 different course titles.<\/li>\n\n\n\n<li>67% of virtual enrollments occurred in the core subject areas of English Language and Literature, Mathematics, Life and Physical Sciences, and Social Sciences and History.<\/li>\n\n\n\n<li>The course titles with the highest enrollments for each core subject were:\n<ul class=\"wp-block-list\">\n<li>English Language and Literature: English 9, English 10, English 11, and English 12<\/li>\n\n\n\n<li>Mathematics: Geometry, Algebra I, Algebra II, and Consumer Mathematics<\/li>\n\n\n\n<li>Life and Physical Sciences: Biology, Chemistry, Earth Science, and Physical Science<\/li>\n\n\n\n<li>Social Sciences and History: U.S. History\u2014Comprehensive, World History and Geography, Economics, and World History\u2014Overview<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/div><\/div>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"number-of-courses\">Number of Courses<\/h3>\n\n\n\n<p>The 1,027,705 virtual enrollments came from 1,051 different course titles, as determined by unique SCED codes.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"courses-by-subject-area\">Courses by Subject Area<\/h3>\n\n\n\n<p>English Language and Literature was the subject area with the highest number of virtual enrollments (192,171)\u201419% of all virtual enrollments. Mathematics, Social Sciences and History, and Life and Physical Sciences were the next highest enrollment subject areas, each with 15-17% of the virtual enrollments. In high enrollment subject areas (greater than 75,000 virtual enrollments), virtual pass rates varied from a low of 60% in Mathematics to a high of 71% for Visual and Performing Arts. See <a href=\"#table-c1\">Table C1<\/a> and <a href=\"#table-g6\" data-type=\"internal\" data-id=\"#table-g6\">Table G6<\/a>. Only four of the 23 subject areas (Architecture and Construction, Engineering and Technology, Manufacturing, and Religious Education and Theology) had virtual pass rates that were equal to or greater than the non-virtual pass rates for these students. See <a href=\"#table-c2\">Table C2<\/a>. In the years right before the pandemic, only about one or two of the subject areas saw equal to or better performance in the virtual courses. <\/p>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"highest-virtual-enrollment-courses\">Highest Virtual Enrollment Courses<\/h3>\n\n\n\n<p>For English Language and Literature, the most highly enrolled in virtual courses were 9th, 10th, 11th, and 12th grade English\/Language Arts. Of those four, the pass rate was lowest for 9th grade English\/Language Arts (48%) and rose consistently for each subsequent grade level to finish at 63% for 12th grade English\/Language Arts. Three course titles were at the 6-8 grade level and another two were K-5 with the remaining course being multi-grade. See <a href=\"#table-c3\">Table C3<\/a>.<\/p>\n\n\n\n<p>In Mathematics, Geometry, Algebra I, and Algebra II had the most enrollments, each having over 25,000. Middle school Mathematics courses ranged from 6,700 to 7,800 enrollments. The pass rate across the top 10 most enrolled-in virtual mathematics courses ranged from a low of 44% for Algebra I to a high of 80% in Mathematics (grade 5). See <a href=\"#table-c4\">Table C4<\/a>.<\/p>\n\n\n\n<p>Biology (32,460), Chemistry (20,496), and Earth Science (14,679) were the only course titles responsible for 10% or more of the virtual enrollments in Life and Physical Sciences courses. Two others\u2014Physical Science and Earth and Space Science\u2014had more than 7,000 enrollments each. Earth Science had the lowest pass rate (53%) of those in the top 10; the highest was 71% in Science (grade 6). See <a href=\"#table-c5\">Table C5<\/a>.<\/p>\n\n\n\n<p>For Social Sciences and History, both U.S. History\u2013Comprehensive (21,584) and World History and Geography (16,519) yielded 10% or more of the virtual enrollments. Three other titles had more than 10,000 enrollments (Economics, World History\u2014Overview, and U.S. Government\u2014Comprehensive). Pass rates for the top 10 most enrolled in courses ranged from a low of 52% in World History and Geography to a high of 70% in Psychology. See <a href=\"#table-c6\">Table C6<\/a>.<\/p>\n\n\n\n<p>Thirty-four AP courses were taken virtually in 2022-23. There were just over 4,000 virtual AP enrollments, down from 5,300 enrollments in the prior year. AP Psychology was the most popular course accounting for 15% of the enrollments. The pass rate for AP courses taken virtually was 87%. See <a href=\"#table-c7\">Table C7<\/a>. The pass rate for non-virtual AP courses taken by virtual learners was 94%.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"subject-area-enrollments-by-locale\">Subject Area Enrollments by Locale<\/h3>\n\n\n\n<p>Course enrollment patterns were quite consistent across locales. For instance, each locale (Rural, Town, Suburb, and City) reported 15% of their enrollments in Life and Physical Sciences. In English Language and Literature, along with Mathematics, the difference across the locales was within one percentage point. See <a href=\"#table-c8\">Table C8<\/a>. However, pass rates in virtual courses varied across subject areas and locale. For instance, in English Language and Literature, the Rural pass rate was 60% while the pass rate from City schools was 72%. This trend of Rural schools lagging behind the performance of students in other locales was also true for the other core subjects of Mathematics, Life and Physical Sciences, and Social Sciences and History. See <a href=\"#table-c9\">Table C9<\/a>. Last year, Town schools followed this lowest performing locale trend.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"subject-area-enrollments-by-gender\">Subject Area Enrollments by Student Sex<\/h3>\n\n\n\n<p>Males and females enrolled in subject areas in similar proportions. In the four highest enrollment subject areas (English Language and Literature, Mathematics, Life and Physical Sciences, and Social Sciences and History), the proportion of enrollment from males and females was the very same. Pass rates, however, showed more variability by student sex. In 17 of the 21 subject areas with reported pass rates for both sexes, females outperformed males\u2014a trend that has been consistent in past years. Overall, females had a 66% virtual pass rate whereas males had a 64% pass rate. See <a href=\"#table-c10\">Table C10<\/a>.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"courses-by-virtual-method\">Courses by Virtual Method<\/h3>\n\n\n\n<p>Schools classified the virtual courses into one of three methods: Blended Learning, Digital Learning, or Online Learning. See pages 357 and 358 of the <em><em><a href=\"https:\/\/www.michigan.gov\/cepi\/-\/media\/Project\/Websites\/cepi\/MSDS\/2022-23-MSDS-Collections-Details-Manual.pdf#page=357\" target=\"_blank\" rel=\"noreferrer noopener nofollow\">Michigan Student Data System Collection Details Manual Version 5.0<\/a><\/em>.<\/em><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Blended Learning &#8211; A hybrid instructional delivery model where pupils are provided content, instruction, and assessment at a supervised educational facility where the pupil and teacher are in the same physical location and in part through internet-connected learning environments with some degree of pupil control over time, location, and pace of instruction. For a course to be considered blended, at least 30% of the course content is delivered online.<\/li>\n\n\n\n<li>Digital Learning &#8211; A course of study that is capable of generating a credit or a grade that is provided in an interactive internet-connected learning environment that does not contain an instructor within the online environment itself. There may be a teacher of record assigned to the course, but this teacher does not provide instruction to students through the online environment. For a course to be considered online as opposed to blended, all (or almost all) the course content is delivered online.<\/li>\n\n\n\n<li>Online Course &#8211; A course of study that is capable of generating a credit or a grade that is provided in an interactive internet-connected learning environment, where pupils are separated from their teachers by time, location, or both. For a course to be considered online as opposed to blended, all (or almost all) the course content is delivered online.<\/li>\n<\/ul>\n\n\n\n<p><span style=\"font-size: inherit;\">Blended Learning enrollments accounted for 14% of the virtual enrollments and had a pass rate of 78%. Digital Learning totaled 7% of the enrollments with a 61% pass rate. Online courses represented most of the enrollments (79%) and yielded a pass rate of 63%. See <\/span><a style=\"font-size: inherit;\" href=\"#table-c11\">Table C11<\/a><span style=\"font-size: inherit;\">.<\/span><\/p>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"students\">Students<\/h2>\n\n\n\n<div class=\"wp-block-group well\"><div class=\"wp-block-group__inner-container is-layout-flow wp-block-group-is-layout-flow\">\n<h3 class=\"wp-block-heading\" id=\"student-fast-facts\">Fast Facts<\/h3>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Over 159,000 K-12 students took at least one virtual course which represented 11% of Michigan public school students and 12% of Michigan K-12 students.<\/li>\n\n\n\n<li>Elementary and middle school students each tended to reflect about 2% to 5% of students per grade; high school students reflected 13% to 26% per grade.<\/li>\n\n\n\n<li>52% of virtual learners passed all their virtual courses. 18% of virtual learners did not pass any of their virtual courses.<\/li>\n\n\n\n<li>Of the over 28,151 students who did not pass any of their virtual courses, 37% took only one or two courses. About half of these students took and did not pass five or more virtual courses, and twelve percent took and did not pass 11 or more virtual courses.<\/li>\n\n\n\n<li>Female students had a slightly higher pass rate (66%) than did males (64%).<\/li>\n\n\n\n<li>Students in poverty made up the majority of virtual learners (63%) and virtual enrollments (70%). Students in poverty also had a lower pass rate (60% v. 77%).<\/li>\n\n\n\n<li>Part-time virtual learners had higher pass rates (68%) compared to full-time virtual learners (60%).<\/li>\n\n\n\n<li>Students using special education services made up 13% of the virtual learners.<\/li>\n\n\n\n<li>Pass rates were highest for students taking the fewest virtual courses. Students taking one to two virtual courses had a pass rate of 78% whereas those taking five or more had virtual pass rates of 63%.<\/li>\n\n\n\n<li>White students represented 63% of virtual students; African American or Black students were 19%. <\/li>\n\n\n\n<li>Over 870,000 virtual enrollments were from students whose districts were stable (all enrollments from the same district) throughout the year. These enrollments had a virtual pass rate of 70%.<\/li>\n<\/ul>\n<\/div><\/div>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"by-student-grade-level\">By Grade Level<\/h3>\n\n\n\n<p>For the 2022-23 school year, 159,056 Michigan K-12 students, approximately 11% of students in the state, took at least one virtual course. This change represents approximately a 25% decrease from the previous year, and a 62% decrease from 2020-21.  Seventy-three percent of virtual learners came from the high school grades. Each elementary and middle school grade level tended to be around 2% to 5% of the virtual learners with each of the high school grade levels between 13% to 26%. See <a href=\"#table-d1\">Table D1<\/a>.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"by-student-sex\">By Student Sex<\/h3>\n\n\n\n<p>There were slightly more females (81,236) enrolled in virtual courses than males (77,844), though from a percentage perspective, each represented about half of the population. Females had a 2% higher pass rate (66% compared to males at 64%), continuing the trend seen in past years of females outperforming their male counterparts on this measure. See <a href=\"#table-d2\">Table D2<\/a> and <a href=\"#table-g7\" data-type=\"internal\" data-id=\"#table-g7\">Table G7<\/a>.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"student-by-race\/ethnicity\">By Race\/Ethnicity<\/h3>\n\n\n\n<p>White students made up 63% of virtual students with African American or Black students totaling the second highest percentage with 19%. Asian students had the highest pass rate at 79%. See <a href=\"#table-d3\">Table D3<\/a> and <a href=\"#table-g8\" data-type=\"internal\" data-id=\"#table-g8\">Table G8<\/a>. These demographics are similar to the statewide K-12 demographics for 2022-23.<em> <\/em>See <a href=\"https:\/\/www.mischooldata.org\/student-enrollment-counts-report?Common_Locations=1-A,0,0,0~2-A,0,0,0&amp;Common_SchoolYear=24&amp;Common_LocationIncludeComparison=False&amp;Portal_InquiryDisplayType=Snapshot&amp;Common_Subgroup_StudentCountFact2=Ethnicity&amp;Common_Grade=AllGrades&amp;Common_CrossTab=AllStudents\" target=\"_blank\" rel=\"noreferrer noopener nofollow\">Student Enrollment Count Report<\/a>.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"student-by-poverty-status\">By Poverty Status<\/h3>\n\n\n\n<p>Sixty-three percent of virtual learners were classified as living in poverty. This is the same as the prior year and nine percentage points higher than the percentage of K-12 students statewide who were economically disadvantaged. See <a href=\"https:\/\/www.mischooldata.org\/student-enrollment-counts-report?Common_Locations=1-A,0,0,0~2-A,0,0,0&amp;Common_SchoolYear=24&amp;Common_LocationIncludeComparison=False&amp;Portal_InquiryDisplayType=Snapshot&amp;Common_Subgroup_StudentCountFact2=EconomicallyDisadvantaged&amp;Common_Grade=AllGrades&amp;Common_CrossTab=AllStudents\" target=\"_blank\" rel=\"noreferrer noopener nofollow\">Student Enrollment Count Report<\/a>. Students living in poverty took 70% of the virtual enrollments for the year. The pass rate for students in poverty (60%) was 17 percentage points lower than students who were not in poverty (77%). See <a href=\"#table-d4\">Table D4<\/a> and <a href=\"#table-g9\" data-type=\"internal\" data-id=\"#table-g9\">Table G9<\/a>. In 2021-22, the performance gap was 14 percentage points.<\/p>\n\n\n\n<p>Prior to the pandemic, the data consistently showed that students in poverty performed better in their non-virtual courses. The 2020-21 and 2021-22 school years deviated from that pattern. In 2021-22, we saw that students in poverty had a higher pass rate in their virtual courses (64%) than they did in their non-virtual courses (62%). For the 2022-23 year, this trend was reversed and students in poverty did better in their non-virtual courses (64% compared to 60%). Students not in poverty also performed better in their non-virtual courses (by eight percentage points). See <a href=\"#table-d5\">Table D5<\/a>.<\/p>\n\n\n\n<p>Seventy-one percent of full-time virtual learners were in poverty compared to 60% for part-time virtual learners. The pass rate for full-time virtual learners in poverty was 56% compared to 63% for part-time virtual learners. See <a href=\"#table-d6\">Table D6<\/a>. <\/p>\n\n\n\n<p>To get a sense of how the poverty level of schools might impact virtual learning patterns, we categorized schools into one of four categories based on the percentage of all learners at the school (not just virtual learners) that qualified for free or reduced-price (FRL) meals:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Low FRL (&lt;=25%)<\/li>\n\n\n\n<li>Mid-Low FRL (&gt;25% to &lt;=50%)<\/li>\n\n\n\n<li>Mid-High FRL (&gt;50% to &lt;=75%)<\/li>\n\n\n\n<li>High FRL (&gt;75%)<\/li>\n<\/ul>\n\n\n\n<p>About 6% of all Michigan K-12 students who attended Low FRL schools were virtual learners. Nine percent of the state\u2019s students in Mid-Low FRL, and 12% of those in Mid-High FRL schools were virtual learners. Seventeen percent of students in High FRL schools took virtual courses in the 2022-2023 school year. See <a href=\"#table-d7\">Table D7<\/a>. Although overall virtual enrollments have steadily decreased since pandemic highs, this trend has remained relatively stable. For 2020-21, 2021-22, and this current year, schools with higher percentages of students qualifying for FRL also saw higher percentages of virtual learners. <\/p>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"student-by-special-education\">By Special Education Status<\/h3>\n\n\n\n<p>Students using special education services made up 13% of the virtual learners and 14% of the virtual enrollments. These percentages are similar to the statewide percentage of students using special education services (14%) for the 2022-23 school year. See the <a href=\"https:\/\/www.mischooldata.org\/student-enrollment-counts-report?Common_Locations=1-A,0,0,0~2-A,0,0,0&amp;Common_SchoolYear=24&amp;Common_LocationIncludeComparison=False&amp;Portal_InquiryDisplayType=Snapshot&amp;Common_Subgroup_StudentCountFact2=StudentsWithDisabilities&amp;Common_Grade=AllGrades&amp;Common_CrossTab=AllStudents\" data-type=\"URL\" target=\"_blank\" rel=\"noreferrer noopener nofollow\">Student Enrollment Counts Report<\/a>. Students using special education services had a virtual pass rate of 60% compared to 66% for those who did not. See <a href=\"#table-d8\">Table D8<\/a> and <a href=\"#table-g10\" data-type=\"internal\" data-id=\"#table-g10\">Table G10<\/a>.<\/p>\n\n\n\n<p>A newer table in this annual report, <a href=\"#table-d9\" data-type=\"internal\" data-id=\"#table-d9\">Table D9<\/a>, shows how virtual enrollments varied by a students&#8217; primary disability. Just over 8,000 students had &#8220;Specific Learning Disability&#8221; listed as their primary disability. This translated to 38% of the virtual learners receiving special education services. The second and third largest groups were students with Other Health Impairments (4,491) and Emotional Impairment (2,725). These groups represented 21% and 13% respectively of virtual learners receiving special education services. Students with Speech &amp; Language Impairment had the highest virtual pass rate at 82%.<\/p>\n\n\n\n<p><a href=\"#table-d10\" data-type=\"internal\" data-id=\"#table-d10\">Table D10<\/a>, also a newer table, shows how the percentage of virtual learners using special education services by primary disability compares to the overall state rates. For instance, only about five percent of the states&#8217; students with an IEP have &#8220;Emotional Impairment&#8221; listed as their primary disability. However, 26% of those students ended up taking at least one virtual course in 2022-23. These two new tables can assist in tracking how virtual learning is being used to target specific disabilities and how well performance follows.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"homeschool-nonpublic\">By Home-School \/ Nonpublic Student Status<\/h3>\n\n\n\n<p>Another newer table in this annual report shows virtual learning data for home-schooled and nonpublic students enrolling in a public school to augment their education. There were nearly 6,000 such students, and this group of students generated over 20,000 virtual enrollments. These students had a 93% virtual pass rate. See <a href=\"#table-d11\" data-type=\"internal\" data-id=\"#table-d11\">Table D11<\/a>.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"student-by-FT-or-PT\">By Full-Time or Part-Time<\/h3>\n\n\n\n<p>Thirty-one percent of students (48,991) were enrolled in cyber or full-time virtual schools. Students in these schools accounted for 449,188 or 44% of the virtual enrollments for the year. The pass rate for full-time virtual students was 60%. Seventy percent of virtual learning students were part-time virtual learners, taking some courses virtually to supplement their face-to-face schedule. This subset made up 56% of the virtual enrollments and had a pass rate of 68%. See <a href=\"#table-d9\">Table D12<\/a>. The 68% virtual pass rate was four percentage points lower than the non-virtual pass rate for these students. See <a href=\"#table-d10\">Table D13<\/a>.<\/p>\n\n\n\n<p>Another way to conceptualize full\/part time status is to look at the percentage of a student&#8217;s enrollments that were delivered virtually. There were many students (70,126) that had 75% or more of their enrollments reported as being delivered virtually. Examination of pass rates showed students who had fewer than 25% of their enrollments delivered virtually and those who had 75% or more of their enrollments delivered virtually, outperformed the students in the middle two quartile groupings. See <a href=\"#table-d11\" data-type=\"internal\" data-id=\"#table-d11\">Table D14<\/a>. <a href=\"#table-d15\" data-type=\"internal\" data-id=\"#table-d15\">Table D15<\/a> and <a href=\"#table-d16\" data-type=\"internal\" data-id=\"#table-d16\">Table D16<\/a> show how the percentage of students, enrollments, and pass rates changed for LEA schools and PSA schools, respectively.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"by-mobility-status\">By Mobility Status<\/h3>\n\n\n\n<p>For the third consecutive year, mobility data were included as part of the data set. The mobility variable included the following statuses: stable, incoming, or outgoing. According to MI School Data, a student is marked as stable if he or she is in the same school for all collections for the school year, incoming students are those who transferred any time after the fall count day, and mobile students were present for fall count day but not subsequent ones. Some of the enrollments did not include information on this variable and were listed in the data tables as &#8220;Missing.&#8221; More information about this variable is available on the <a href=\"https:\/\/www.mischooldata.org\/student-mobility\/\" data-type=\"URL\" data-id=\"https:\/\/www.mischooldata.org\/student-mobility\/\" target=\"_blank\" rel=\"noreferrer noopener nofollow\">MI School Data Student Mobility page<\/a>. Click on the <em>About this Report<\/em> down arrow on that page and then click <em>About the Data<\/em> to view definitions.<\/p>\n\n\n\n<p>When it came to district stability, over 870,000 (85%) of the virtual enrollments were classified as stable. The pass rate for stable enrollments was 70%. Incoming enrollments to a district represented 6% of the virtual enrollments and had a pass rate of 50%. See <a href=\"#table-d14\" data-type=\"internal\" data-id=\"#table-d14\">Table D17<\/a>.<\/p>\n\n\n\n<p>When looking at mobility from a poverty perspective, we get a more nuanced picture. Eighty-three percent of virtual enrollments from students in poverty were stable compared to 91% for students who were not in poverty. The pass rate for stable, in poverty enrollments was 66% but rose to 80% for stable, not in poverty enrollments. For incoming virtual enrollments, there was a six-percentage point advantage for students who were not in poverty (49% v. 55%). See <a href=\"#table-d15\" data-type=\"internal\" data-id=\"#table-d15\">Table D18<\/a>.<\/p>\n\n\n\n<p>Looking at mobility from a locale perspective showed somewhat similar virtual enrollment percentages across geographies. Rural schools had the lowest percentage of stable enrollments at 82%. Town schools were next at 84%. Suburban schools reported 86% of their enrollments as stable. City schools reported the highest percentage of stable virtual enrollments with 88%. See <a href=\"#table-d16\" data-type=\"internal\" data-id=\"#table-d16\">Table D19<\/a>. Virtual pass rates showed a similar pattern. Stable enrollments from Rural schools had a 68% pass rate whereas the pass rate was 78% for City schools. The incoming pass rates tended to lag the stable pass rates by 15 to 20 percentage points regardless of the locale. See <a href=\"#table-d17\" data-type=\"internal\" data-id=\"#table-d17\">Table D20<\/a>.<\/p>\n\n\n\n<p>A final mobility dimension explored was how enrollment and performance varied across full-time and part-time virtual schools. Full-time virtual or cyber schools had a lower percentage of their virtual enrollments designated as stable (80% v. 89%). The full-time pass rate for stable enrollments also lagged that of students from part-time virtual programs (66% v. 73%). See <a href=\"#table-d18\" data-type=\"internal\" data-id=\"#table-d18\">Table D21<\/a>.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"student-by-non-virtual-course-performance\">By Non-Virtual Course Performance<\/h3>\n\n\n\n<p>Part-time virtual learners with at least three non-virtual courses were classified into one of three categories based on their success in those non-virtual courses. The three categories were:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Passed all Non-Virtual Courses<\/li>\n\n\n\n<li>Did Not Pass 1 or 2 Non-Virtual Courses<\/li>\n\n\n\n<li>Did Not Pass 3 or More Non-Virtual Courses<\/li>\n<\/ul>\n\n\n\n<p>In total, 79% of part-time virtual learners had at least three or more non-virtual enrollments. Of that group, 43% of students passed all their non-virtual courses, 19% did not pass one or two, and 37% did not pass three or more. There were clear differences in virtual pass rates between the three categories. Students passing all their non-virtual courses had an 81% virtual pass rate. Students who did not pass one or two non-virtual courses had a virtual pass rate of 68%, and those with the lowest non-virtual success had a virtual pass rate of only 45%. See <a href=\"#table-d19\">Table D22<\/a>.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"student-by-virtual-course-performance\">By Virtual Course Performance<\/h3>\n\n\n\n<p>Fifty-two percent of virtual learners passed every virtual enrollment they took. This was four percentage points lower than the prior year. Eighteen percent did not pass any of their virtual enrollments, and 30% passed some, but not all their virtual enrollments. Students who passed all their virtual courses were responsible for 39% of the virtual enrollments. Students with mixed success generated 47% of the enrollments, and students who did not pass any of their virtual courses contributed 14% of the virtual enrollments (compared to 13% in 2021-22). See <a href=\"#table-d20\" data-type=\"internal\" data-id=\"#table-d20\">Table D23<\/a>.<\/p>\n\n\n\n<p>For the students who did not pass any of their virtual courses, 37% only took one or two virtual courses. On the other hand, over 14,000 students did not pass five or more virtual courses, and over 3,000 students did not pass 11 or more virtual courses. See <a href=\"#table-d21\" data-type=\"internal\" data-id=\"#table-d21\">Table D24<\/a> and <a href=\"#table-g11\" data-type=\"internal\" data-id=\"#table-g11\">Table G11<\/a>. Further analysis of students failing all their 11 or more virtual courses showed 88% of these students had a single school report data for them. Over half of these students came from full-time virtual programs. Almost 600 students were using special education services (18%) and 2,800 of these students (85%) were in poverty.<\/p>\n\n\n\n<p>What <a href=\"#table-g11\" data-type=\"internal\" data-id=\"#table-g11\">Table G11<\/a> makes clear is that for students who do not pass any of their virtual enrollments, \u201cwithdrawns\u201d were rampant. For the virtual enrollments from students who did not pass any of their virtual enrollments, 50% had a \u201cWithdrawn\u201d status (exited, failing, or passing), and another 21% were classified as \u201cIncomplete.\u201d For those taking 11 or more virtual courses, 47% had a \u201cWithdrawn\u201d status and 22% were marked \u201cIncomplete.\u201d In each case, only 30% and 31% of the virtual enrollments, respectively, were actually classified as \u201cCompleted\/Failed.\u201d Please see the section on <a href=\"#pass-rate-calculations\">Pass Rate Calculations<\/a> for more elaboration on the impact of such issues on pass rates.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"student-by-virtual-usage\">By Virtual Usage<\/h3>\n\n\n\n<p>Continuing pre-pandemic trends, virtual learners had the highest pass rates when they took one or two virtual courses. Students taking one to two virtual courses had a pass rate of 78% compared to a pass rate of 70% for those taking three to four virtual courses and a pass rate of 63% for students taking five or more virtual courses. About 35% of students took one or two virtual courses; however, 53% were found to have taken five or more virtual courses during the year. See <a href=\"#table-d22\" data-type=\"internal\" data-id=\"#table-d22\">Table D25<\/a>.<\/p>\n\n\n\n<p>A new table in this year&#8217;s report, D26, shows pass rate by virtual method and virtual usage. Blended Learning students had the highest overall pass rate (78%) and specifically, those taking one to two or five or more virtual courses were among the highest pass rates at 77% and 78% respectively. Students enrolled in one to two Online Courses were also among the highest pass rates at 78%. For students enrolled in both Digital Learning and Online Courses, pass rates decreased as the number of virtual courses increased (57% and 61% respectively). Students in Blended Learning courses did not display this trend. <\/p>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"student-by-state-assessment\">State Assessment<\/h2>\n\n\n\n<div class=\"wp-block-group well\"><div class=\"wp-block-group__inner-container is-layout-flow wp-block-group-is-layout-flow\">\n<h3 class=\"wp-block-heading\" id=\"state-assessment-fast-facts\">Fast Facts<\/h3>\n\n\n\n<ul class=\"wp-block-list\">\n<li>39% of 11th&nbsp;grade virtual learners who took the SAT scored proficient in the Reading\/Writing component. 19% tested proficient in Math.<\/li>\n\n\n\n<li>For 8th grade students, the percentages were 51 and 22, respectively.<\/li>\n\n\n\n<li>Higher proficiency rates on state assessments were seen with higher non-virtual performance and with students who were not in poverty.<\/li>\n\n\n\n<li>Higher percentages of part-time virtual learners reached levels of proficiency on state assessment measures than their full-time counterparts.<\/li>\n<\/ul>\n<\/div><\/div>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"by-subject-area\">By Subject Area<\/h3>\n\n\n\n<p>State assessment data can be used to provide an independent measure of student performance. Based on SAT and M-STEP data from students in 11th&nbsp;grade, virtual learners showed lower percentages reaching proficiency on the Evidence-Based Reading and Writing (SAT), Mathematics (SAT), Science (M-STEP) and Social Studies (M-STEP) examinations than the statewide proficiency rates. Thirty-nine percent of the 11th&nbsp;grade virtual learners tested proficient in Evidence-Based Reading and Writing, and 19% were proficient in Mathematics. For Science, 29% tested proficient whereas Social Studies had 26% of the virtual learners reach proficiency. See&nbsp;<a href=\"#table-e1\" data-type=\"internal\" data-id=\"#table-e1\">Table E1<\/a>. The pattern was similar for those taking the 8th grade assessments. See <a href=\"#table-e2\" data-type=\"internal\" data-id=\"#table-e12\">Table E2<\/a>.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"by-non-virtual-performance\">By Non-Virtual Performance<\/h3>\n\n\n\n<p>As expected, the percentage of 8th and 11th grade virtual learners testing proficient on these state tests varied considerably when accounting for their non-virtual performance. For instance, students taking a minimum of three non-virtual courses and passing all of them had proficiency rates that exceeded the statewide average for each assessment. Students who did not pass one or two of their non-virtual courses and those not passing three or more of their non-virtual courses had much lower rates of proficiency. See&nbsp;<a href=\"#table-e3\" data-type=\"internal\" data-id=\"#table-e2\">Table E3<\/a> and <a href=\"#table-e4\" data-type=\"internal\" data-id=\"#table-e2\">Table E4<\/a>.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"by-poverty-status\">By Poverty Status<\/h3>\n\n\n\n<p>Students in poverty consistently recorded proficiency rates that were considerably lower than their peers who were not in poverty. As examples, 26% of virtual learners in poverty scored proficient on the 11th grade Evidence-Based Reading and Writing exam compared to 55% for those who were not in poverty. For Mathematics, only 13% of 8th grade virtual learners in poverty scored proficient compared to 38% for those not in poverty. See&nbsp;<a href=\"#table-e5\" data-type=\"internal\" data-id=\"#table-e3\">Table E5<\/a> and <a href=\"#table-e6\" data-type=\"internal\" data-id=\"#table-e3\">Table E6<\/a>.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"by-full-part-time-type\">By Full- or Part-Time Type<\/h3>\n\n\n\n<p>Both 8th and 11th grade students taking virtual courses in a part-time capacity had higher rates of proficiency on the assessments compared to full-time virtual learners. For some assessments, the gap was sizable. For instance, the difference was 14 percentage points for 11th grade Mathematics and 10 points for 8th grade Evidence-Based Reading &amp; Writing. See&nbsp;<a href=\"#table-e7\" data-type=\"internal\" data-id=\"#table-e4\">Table E7<\/a> and <a href=\"#table-e8\" data-type=\"internal\" data-id=\"#table-e4\">Table E8<\/a>.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"maps\">Maps<\/h2>\n\n\n\n<p>Berrien, Gogebic-Ontonagon, and Muskegon Area ISDs\/RESAs had over 25% of students in their service areas take a virtual course in 2022-23. In total, there were 11 ISDs\/RESA with 15% or more of the students taking virtual courses. An additional 17 ISDs\/RESA had at least 10% and less than 15% of their students take a virtual course. Only four ISDs\/RESAs (Clare-Gladwin, Huron, Livingston, and Manistee) had less than 5% of their students take at least one virtual course. See Figure 2.<\/p>\n\n\n\n<h3 class=\"wp-block-heading figure-heading no-toc\">Figure 2. <em><strong>2022-23 Percentage of Students Who Took a Virtual Course (Non-Cyber) by ISD<\/strong><\/em><\/h3>\n\n\n<div class=\"wp-block-image\">\n<figure class=\"aligncenter size-large\"><img decoding=\"async\" src=\"data:image\/gif;base64,R0lGODlhAQABAIAAAAAAAP\/\/\/yH5BAEAAAAALAAAAAABAAEAAAIBRAA7\" data-src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/01\/22-23-Non-Cyber_Percent_Students_Map-Updated-1024x1011.png\" alt=\"Map shows Michigan ISDs colored by the percentage of students who took at least one virtual course. All but four ISDs have some color of blue meaning they had at least 5% or more of their students take a virtual course (non-cyber) in 2022-23. In contrast, 11 ISDs had 15% or more of its students with virtual enrollments; see the preceding paragraph for more detail.\" class=\"wp-image-84847 lazyload\"\/><noscript><img fetchpriority=\"high\" decoding=\"async\" width=\"1024\" height=\"1011\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/01\/22-23-Non-Cyber_Percent_Students_Map-Updated-1024x1011.png\" alt=\"Map shows Michigan ISDs colored by the percentage of students who took at least one virtual course. All but four ISDs have some color of blue meaning they had at least 5% or more of their students take a virtual course (non-cyber) in 2022-23. In contrast, 11 ISDs had 15% or more of its students with virtual enrollments; see the preceding paragraph for more detail.\" class=\"wp-image-84847 lazyload\" srcset=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/01\/22-23-Non-Cyber_Percent_Students_Map-Updated-1024x1011.png 1024w, https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/01\/22-23-Non-Cyber_Percent_Students_Map-Updated-300x296.png 300w, https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/01\/22-23-Non-Cyber_Percent_Students_Map-Updated-768x759.png 768w, https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/01\/22-23-Non-Cyber_Percent_Students_Map-Updated-1536x1517.png 1536w, https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/01\/22-23-Non-Cyber_Percent_Students_Map-Updated.png 1958w\" sizes=\"(max-width: 1024px) 100vw, 1024px\" \/><\/noscript><\/figure><\/div>\n\n\n<p>About one in four students (almost 5,500 students) attending a PSA cyber school resided within the Wayne RESA service area. The Genesee, Ingham, Kent, Macomb, and Oakland ISD service areas were the only other ISDs with 1,000 or more of their resident students attending PSA cyber schools. Forty-three of the 56 ISDs had 100 or more students attending a PSA cyber school. See Figure 3.<\/p>\n\n\n\n<h3 class=\"wp-block-heading figure-heading no-toc\">Figure 3. <em><strong>2022-23 Count of PSA Cyber School Students by Resident ISD<\/strong><\/em><\/h3>\n\n\n\n<figure class=\"wp-block-image size-large is-style-default\"><img decoding=\"async\" src=\"data:image\/gif;base64,R0lGODlhAQABAIAAAAAAAP\/\/\/yH5BAEAAAAALAAAAAABAAEAAAIBRAA7\" data-src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/01\/2022-23-Cyber-Map-Count-Updated-1024x1002.png\" alt=\"Map shows Michigan ISDs colored by the percentage of PSA cyber students by resident ISD. The majority of counties have less than 100 resident students who attend a PSA Cyber school. Counties with the highest percentage include Genesee, Ingham, Kent, Macomb, Oakland, and Wayne.\" class=\"wp-image-84860 lazyload\"\/><noscript><img decoding=\"async\" width=\"1024\" height=\"1002\" src=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/01\/2022-23-Cyber-Map-Count-Updated-1024x1002.png\" alt=\"Map shows Michigan ISDs colored by the percentage of PSA cyber students by resident ISD. The majority of counties have less than 100 resident students who attend a PSA Cyber school. Counties with the highest percentage include Genesee, Ingham, Kent, Macomb, Oakland, and Wayne.\" class=\"wp-image-84860 lazyload\" srcset=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/01\/2022-23-Cyber-Map-Count-Updated-1024x1002.png 1024w, https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/01\/2022-23-Cyber-Map-Count-Updated-300x293.png 300w, https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/01\/2022-23-Cyber-Map-Count-Updated-768x751.png 768w, https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/01\/2022-23-Cyber-Map-Count-Updated-1536x1502.png 1536w, https:\/\/michiganvirtual.org\/wp-content\/uploads\/2024\/01\/2022-23-Cyber-Map-Count-Updated.png 2013w\" sizes=\"(max-width: 1024px) 100vw, 1024px\" \/><\/noscript><\/figure>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"hp-schools\">Reflections on Higher Performing Schools<\/h2>\n\n\n\n<p>As the above sections of the report make clear, virtual learning performance, in general, was quite mixed. The analyses in this section will focus exclusively on those schools that achieved pass rates of 80% or higher to glean a clearer picture of what virtual learning looked like for these schools and programs and how it might have differed, if at all, from the state statistics.<\/p>\n\n\n\n<p>There were 653 Michigan schools with virtual pass rates of 80% or higher, reflecting 44% of all schools in the state with virtual learners. These schools reported 54,634 virtual learners or about 34% of the state&#8217;s virtual learners. When zooming in on these higher performing schools, the data show:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><em>Successful virtual programs can support various numbers of students, enrollments, and courses offerings<\/em> \u2013 These schools showed success with 10 or fewer students (36%) and 100 or more students (26%). See <a href=\"#table-f1\" data-type=\"internal\" data-id=\"#table-f1\">Table F1<\/a>. Some offered few enrollments (125 schools had one to nine virtual enrollments) while others offered many (293 schools had 100 or more). See <a href=\"#table-f2\" data-type=\"internal\" data-id=\"#table-f2\">Table F2<\/a>. They also varied in the number of course titles offered. Thirty-nine percent of these schools offered 10 or fewer virtual courses titles. Twenty-two percent had enrollments between 26 and 50 courses, and 17% of these schools had students in more than 50 different virtual courses. See <a href=\"#table-f3\" data-type=\"internal\" data-id=\"#table-f3\">Table F3<\/a>.<\/li>\n\n\n\n<li><em>LEA and PSA schools can offer successful virtual programs<\/em> \u2013 Forty-five percent of LEA schools with virtual programs had schoolwide virtual pass rates of 80% or higher. For PSA schools, 34% achieved pass rates of 80% or higher. See <a href=\"#table-f4\" data-type=\"internal\" data-id=\"#table-f4\">Table F4<\/a>. Both traditional school districts and charter districts can run successful virtual programs.<\/li>\n\n\n\n<li><em>Schools in cities, suburbs, towns, and rural settings are proving virtual learning success<\/em> \u2013 All locales had schools with virtual pass rates of 80% or higher. Rural schools had almost half of their schools reach this threshold, and Suburban and City school were 45% and 40%, respectively. See <a href=\"#table-f5\" data-type=\"internal\" data-id=\"#table-f5\">Table F5<\/a>. These schools are proving virtual learning can succeed across the various geographies of the state.<\/li>\n\n\n\n<li><em>These schools show strong results across students of different race\/ethnicities<\/em> \u2013 These higher performing schools also showed promise for equitable outcomes for students of different races and ethnicities. The pass rates for African American or Black students (88%) and Hispanic or Latino (91%) were considerably closer to the White pass rate (92%) than it was across all schools. Asian students had the highest pass rate at 93%. See <a href=\"#table-f6\" data-type=\"internal\" data-id=\"#table-f6\">Table F6<\/a>. For these schools, virtual programs appear to be approaching more equitable outcomes.<\/li>\n\n\n\n<li><em>Students in poverty are succeeding in these virtual programs \u2013 <\/em>Recall that across the entire state, students in poverty had a pass rate (60%) that was 17 percentage points lower than those virtual students who were not in poverty. In these 653 schools, the virtual pass rate for students in poverty rose to 89%&#8212;considerably closer to the 94% virtual pass rate for the students in those schools who were not in poverty. Students in poverty continued to represent a large percentage of virtual learners (49%) and virtual enrollments (57%) in these schools, but smaller than the 63% of virtual learners and 70% of virtual enrollments seen across all virtual programs across the state. See <a href=\"#table-f7\" data-type=\"internal\" data-id=\"#table-f7\">Table F7<\/a>. Additionally, virtual program success varied by a school\u2019s free or reduced-lunch category (FRL). Sixty-eight percent of Low FRL schools with virtual learners achieved virtual pass rates of 80% or higher. It was 57% of the Mid-Low FRL schools, 36% of Mid-High FRL schools, and 31% of High FRL schools. See <a href=\"#table-f8\" data-type=\"internal\" data-id=\"#table-f8\">Table F8<\/a>. While some High FRL schools showed it was possible, it was considerably rarer than it was for Low FRL schools.<\/li>\n\n\n\n<li><em>Both full- and part-time programs can run effective virtual programs, but success is rarer for full-time programs<\/em> \u2013 Forty-six percent of part-time programs were able to yield schoolwide virtual pass rates of 80% or higher. It was considerably more difficult for full-time programs to achieve similar success. Only 15 of the 77 full-time programs (19%) reached the 80% pass rate mark. See <a href=\"#table-f9\" data-type=\"internal\" data-id=\"#table-f9\">Table F9<\/a>.<\/li>\n\n\n\n<li><em>Both general education and alternative education programs reached 80% school-wide virtual pass rates<\/em> \u2013 There were 597 general education schools in Michigan that achieved schoolwide virtual pass rates of 80% or higher. These schools represented 51% of general education schools with virtual programs. For alternative programs, 46 schools reached this mark. As a percentage of alternative programs, it represented just 17% of such schools, indicating that while possible, this threshold of success remains a sizable challenge. See <a href=\"#table-f10\" data-type=\"internal\" data-id=\"#table-f10\">Table F10<\/a>.<\/li>\n\n\n\n<li><em>Virtual students can perform at or above their face-to-face performance level<\/em> \u2013 In these 653 schools, there were 10,432 virtual learners who took a minimum of three virtual courses and had data for a minimum of three non-virtual courses. Eighty-five percent of these students had virtual pass rates that met or exceeded their non-virtual pass rates. See <a href=\"#table-f11\" data-type=\"internal\" data-id=\"#table-f11\">Table F11<\/a>.<\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"conclusion\">Conclusion<\/h2>\n\n\n\n<p>This year\u2019s report represents the 13th year of data on the effectiveness of virtual learning in Michigan\u2019s K-12 system. Many trends witnessed in past years continue to exist.<\/p>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-1\"><a href=\"#conclusion\">Table 1<\/a>.&nbsp;Summary of Virtual Learning Metrics by School Year Since 2010-11<\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>School Year<\/strong><\/th><th><strong># of Virtual Learners<\/strong><\/th><th><strong># of Virtual Enrollments<\/strong><\/th><th><strong># of Schools<\/strong><\/th><th><strong>Virtual Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>2010-11<\/td><td>36,348<\/td><td>89,921<\/td><td>654<\/td><td>66%<\/td><\/tr><tr><td>2011-12<\/td><td>52,219<\/td><td>153,583<\/td><td>850<\/td><td>62%<\/td><\/tr><tr><td>2012-13<\/td><td>55,271<\/td><td>185,053<\/td><td>906<\/td><td>60%<\/td><\/tr><tr><td>2013-14<\/td><td>76,122<\/td><td>319,630<\/td><td>1,007<\/td><td>57%<\/td><\/tr><tr><td>2014-15<\/td><td>91,261<\/td><td>445,932<\/td><td>1,072<\/td><td>60%<\/td><\/tr><tr><td>2015-16<\/td><td>90,878<\/td><td>453,570<\/td><td>1,026<\/td><td>58%<\/td><\/tr><tr><td>2016-17<\/td><td>101,359<\/td><td>517,470<\/td><td>1,102<\/td><td>55%<\/td><\/tr><tr><td>2017-18<\/td><td>112,688<\/td><td>581,911<\/td><td>1,158<\/td><td>55%<\/td><\/tr><tr><td>2018-19<\/td><td>120,669<\/td><td>639,130<\/td><td>1,225<\/td><td>55%<\/td><\/tr><tr><td>2019-20<\/td><td>121,900<\/td><td>672,682<\/td><td>1,225<\/td><td>56%<\/td><\/tr><tr><td>2020-21<\/td><td>418,513<\/td><td>3,647,493<\/td><td>2,207<\/td><td>74%<\/td><\/tr><tr><td>2021-22<\/td><td>208,460<\/td><td>1,408,763<\/td><td>1,914<\/td><td>69%<\/td><\/tr><tr><td>2022-23<\/td><td>159,056<\/td><td>1,027,705<\/td><td>1,475<\/td><td>65%<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n<p>As <a href=\"#table-1\">Table 1<\/a> makes clear, the huge influx of virtual learners during the pandemic has mostly subsided and levels seem to be approaching pre-pandemic levels.  Unfortunately, the reduction in virtual learners and enrollments has been accompanied by a nine-percentage point drop in the virtual pass rate since 2020-21.<\/p>\n\n\n\n<p>As we predicted in last year&#8217;s report, the virtual pass rate&#8217;s shift back toward pre-pandemic levels can be seen through a few factors. One was due to volume and performance differences in schools that left and those that entered. One hundred twenty-six new schools were represented in this year&#8217;s data while 565 schools from last year dropped out because they didn&#8217;t have any virtual learners this year. The new schools added around 41K virtual enrollments whereas the departing schools contributed over 320K last year. These figures are pertinent to the drop in the virtual pass rate because the incoming schools had a pass rate that was 22 percentage points lower than the schools that exited (42% v. 64%).<\/p>\n\n\n\n<p>A second shift related to Alternative Education programs. Prior to the pandemic, Alternative Education programs produced close to half the virtual enrollments. At the height of the pandemic, they dropped to just 10%. Since then, the percentage has been rebounding; this year, alternative education enrollments rose back up to be 36% of the virtual enrollments. This is particularly important because the pass rate gap between Alternative Education programs and General Education programs was sizable. For this year, that performance gap was 23 percentage points lower for Alternative Education programs.<\/p>\n\n\n\n<p>A third dynamic to understand relates to the grade levels of virtual learners. Pre-pandemic, we saw about 80% of the virtual enrollments come from the high school level. That percentage dropped to 40% for the 2020-21 school year. This year, the high school percentage was up to 68% of virtual enrollments. With the K-5 pass rates in the 80s and the 6-8th grade pass rates in the mid-60s to just over 70, 9-12th grade enrollments, which ranged this year between 48% and 65%, tend to lower the virtual pass rate. Therefore, as the shift back toward a larger percentage of high school enrollments occurs, the decline in the overall pass rate is predictable.<\/p>\n\n\n\n<p>Given the 2022-23 figures for these three key factors suggest there is likely more correction needed to get closer to pre-pandemic levels, we are likely to see the overall pass rate continue to backslide.<\/p>\n\n\n\n<p>On the positive side, the report also captured examples of schools and students benefiting from virtual learning. Forty-four percent of virtual learners were attending schools that had virtual pass rates of 80% or higher, and equity of outcomes was much closer to desired reality. Clearly, these schools add to the evidence that online learning can and does work for many schools and students. To date, however, these schools reflect more of the exception&#8212;the hope&#8212;rather than the rule. As school, community, and legislative leaders evaluate their virtual learning programs, the data provided in this report can serve as informative benchmarks, and the varied analyses can be used as models to understand local implementation success at a deeper level.<\/p>\n\n\n\n<p>School leaders looking to take the next step forward with their virtual programs may find value in the many <a href=\"https:\/\/michiganvirtual.org\/resources\/\" target=\"_blank\" rel=\"noreferrer noopener\">free resources <\/a>that <em>Michigan Virtual<\/em> has authored. These resources include a series of <a href=\"https:\/\/michiganvirtual.org\/resources\/guides\/\" target=\"_blank\" data-type=\"URL\" data-id=\"https:\/\/michiganvirtual.org\/resources\/guides\/\" rel=\"noreferrer noopener\">practical guides to online learning<\/a> designed for students, parents, teachers, mentors, school administrators, and school board members. <em>Michigan Virtual <\/em>also provides <a href=\"https:\/\/michiganvirtual.org\/research\/online-program-reviews\/\" target=\"_blank\" data-type=\"URL\" data-id=\"https:\/\/michiganvirtual.org\/research\/online-program-reviews\/\" rel=\"noreferrer noopener\">quality reviews of supplemental online learning programs<\/a> to Michigan schools at no cost. There are also the <a href=\"https:\/\/www.nsqol.org\/\" data-type=\"URL\" data-id=\"https:\/\/www.nsqol.org\/\" target=\"_blank\" rel=\"noreferrer noopener nofollow\">National Standards for Quality Online Learning<\/a>, which offer frameworks to evaluate online programs, online teaching, and online courses. Finally, educational leaders looking to communicate and collaborate with others around the future of learning may find value in the <a href=\"https:\/\/futureoflearningcouncil.org\/\" data-type=\"URL\" data-id=\"https:\/\/futureoflearningcouncil.org\/\" target=\"_blank\" rel=\"noreferrer noopener nofollow\">Future of Learning Council<\/a>. <\/p>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"appendix-a\">Appendix A &#8211; Methodology<\/h2>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"covid-19-impact\">COVID-19 Impact<\/h3>\n\n\n\n<p>Readers should note that the COVID-19 pandemic appears to have continued to impact schools throughout the 2022-23 school year. Thus, caution is advised when comparing this year&#8217;s findings with prior years.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"about-the-data\">About the Data<\/h3>\n\n\n\n<p>The data for this report came from the following sources:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Michigan Student Data System \u2013 School Year 2022-2023;<\/li>\n\n\n\n<li>Educational Entity Master (EEM);<\/li>\n\n\n\n<li>Michigan Student Data System Teacher Student Data Link (TSDL) \u2013 Collection Year 2022-2023; and<\/li>\n\n\n\n<li><em><a href=\"https:\/\/michiganvirtual.org\/er21-22\" target=\"_blank\" rel=\"noreferrer noopener\">Michigan\u2019s K-12 Virtual Learning Effectiveness Report, 2021-22<\/a><\/em> \u2013 Used for comparing this year\u2019s data with the 2021-22 school year.<\/li>\n<\/ul>\n\n\n\n<p>Because the data for this report incorporates this variety of sources, the findings within may differ from those found through the MI School Data portal which may use different query parameters.<\/p>\n\n\n\n<p>Enrollments classified as virtual in this report were treated as such due to the TSDL virtual method field indicating virtual delivery. Enrollments where the TSDL virtual method field was set to \u201cBlended Learning,\u201d \u201cDigital Learning,\u201d or \u201cOnline Course\u201d were treated as virtual. According to the <em><em><a href=\"https:\/\/www.michigan.gov\/cepi\/-\/media\/Project\/Websites\/cepi\/MSDS\/2022-23-MSDS-Collections-Details-Manual.pdf#page=357\" target=\"_blank\" rel=\"noreferrer noopener nofollow\">Michigan Student Data System Collection Details Manual Version 5.0<\/a><\/em><\/em>, the virtual method field indicates &#8220;the type of virtual instruction the student is receiving.\u201d (See page 357).<\/p>\n\n\n\n<p>In prior years of the report, additional strategies, such as keyword searches of the local course title field, were used to flag virtual enrollments. Past years demonstrate that such efforts yield a low percentage of the virtual enrollments, and therefore were discontinued starting with the 2020-21 report.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"michigan-virtual-students\">Michigan Virtual Students<\/h3>\n\n\n\n<p>Because this report is published by <em>Michigan Virtual<\/em>, some people have falsely concluded that the data in this report is about <em>Michigan Virtual<\/em> students only. Quite the contrary, the data in this report represent K-12 virtual learning across all providers, and <em>Michigan Virtual<\/em> as a provider would reflect only a small percentage of the virtual enrollments covered in this report. Readers interested in <em>Michigan Virtual <\/em>specific results can find those published in its <a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/11\/Annual-Report-2022-23-FINAL2023-11-29.pdf\" data-type=\"link\" data-id=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/11\/Annual-Report-2022-23-FINAL2023-11-29.pdf\" target=\"_blank\" rel=\"noreferrer noopener\"><em>Annual Report: <\/em><\/a><em><a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/11\/Annual-Report-2022-23-FINAL2023-11-29.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">202<\/a><\/em><a href=\"https:\/\/michiganvirtual.org\/wp-content\/uploads\/2023\/11\/Annual-Report-2022-23-FINAL2023-11-29.pdf\" target=\"_blank\" rel=\"noreferrer noopener\"><em>2-23<\/em><\/a>, which include data on the number of students, districts, and enrollments served as well as its virtual pass rate.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"enrollment-calculations\">Enrollment Calculations<\/h3>\n\n\n\n<p>Enrollment data for this report principally relies on data collected in the MSDS Student Course Component. See page 335 of the&nbsp;<a href=\"https:\/\/www.michigan.gov\/cepi\/-\/media\/Project\/Websites\/cepi\/MSDS\/2022-23-MSDS-Collections-Details-Manual.pdf#page=335\" target=\"_blank\" rel=\"noreferrer noopener nofollow\"><em>Michigan Student Data System Collection Details Manual Version 5.0<\/em><\/a> for more details about this collection. Through this collection, the State collects data for each course a student takes. It is important to note some key variations in the data collection that impact possible approaches to calculating enrollment counts.<\/p>\n\n\n\n<p>An example of known variation is the local naming conventions for course titles. For instance, one school may call a course \u201cEnglish 9\u201d, another \u201c9th Grade English,\u201d and yet another \u201cELA 9.\u201d The Student Course Component resolves this issue by requiring schools to report each enrollment with a Subject Area Code and a Course Identifier Code (SCED Course Code). These codes are created by the National Center for Education Statistics through the <a href=\"https:\/\/nces.ed.gov\/forum\/sced.asp\" target=\"_blank\" rel=\"noreferrer noopener nofollow\">School Courses for the Exchange of Data (SCED)<\/a> initiative. By using these standardized codes, we can compare data more readily across schools.<\/p>\n\n\n\n<p>Another important variation involves course sections. In addition to the course title and SCED Course Code, schools frequently parse a course title into multiple sections. For example, a school with trimester courses may break a course into three sections, one for each trimester. A semester-based school, on the other hand, may break up a course into two sections. Others have chosen to break their courses into even smaller units such as quarters while others report what seem to be course units or lessons. Sometimes, schools use course sections to differentiate the online and face-to-face components of courses. For our purposes, the key point is that there is not always one enrollment record per student per course title.<\/p>\n\n\n\n<p>Multiple course sections for a single course title are not, in and of themselves, problematic. They could be resolved if a weighting variable&#8212;for instance, the fraction of a Carnegie unit each section represents&#8212;was collected. The State does collect a field, Credits Granted, in the Student Course Component that might be used. However, two main drawbacks significantly impair its use. The first is that the field is only required for Migrant-eligible and dual-enrolled students. As such, many enrollments do not have a reported value. The second hindrance is inconsistent reporting of data that do exist. In some cases, schools report the Carnegie unit that was possible to be earned (same value no matter the completion status of the enrollment), although others treat the field value as variable depending on how well the student did (e.g., report a 0.5 for a student with a \u201cCompleted\/Passed\u201d completion status, but a 0.0 for a student who had a \u201cCompleted\/Failed\u201d completion status). These drawbacks make the Credits Granted field unusable as a weighting variable.<\/p>\n\n\n\n<p>The challenge of variable course sections reported is multiplied when more than one school entity reports on the same pupil. The data appear to contain instances of two or more schools reporting on the same enrollments. Flavors of this appear to be a school partnering with an ISD to provide special education services and both reporting the same enrollments. Another example appears to occur when a student transfers from one district and then enrolls in the same courses at the new school. <a href=\"#table-a1\" data-type=\"internal\" data-id=\"#table-a1\">Table A1<\/a> and <a href=\"#table-a2\" data-type=\"internal\" data-id=\"#table-a2\">Table A2<\/a> highlight enrollment variation.<\/p>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-a1\"><a href=\"#enrollment-calculations\" data-type=\"internal\" data-id=\"#enrollment-calculations\">Table A1<\/a>.&nbsp;2022-23 Virtual Enrollment Counts and Pass Rates by Number of Virtual Enrollments Per Student\/SCED Code Pair<\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong># of Virtual Enrolls per Student\/SCED Code Pair<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>1<\/td><td>478,238<\/td><td>47%<\/td><td>64%<\/td><\/tr><tr><td>2<\/td><td>399,908<\/td><td>39%<\/td><td>65%<\/td><\/tr><tr><td>3<\/td><td>58,662<\/td><td>6%<\/td><td>46%<\/td><\/tr><tr><td>4<\/td><td>23,468<\/td><td>2%<\/td><td>46%<\/td><\/tr><tr><td>5<\/td><td>6,370<\/td><td>1%<\/td><td>52%<\/td><\/tr><tr><td>6 or More<\/td><td>61,059<\/td><td>6%<\/td><td>92%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>1,027,705<\/td><td>100%<\/td><td>65%<\/td><\/tr><\/tfoot><\/table><\/figure>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-2\"><a href=\"#enrollment-calculations\" data-type=\"internal\" data-id=\"#enrollment-calculations\">Table A2<\/a>.&nbsp;2022-23 Percentage of Students by Total Student Enrollment Counts (Virtual and Non-Virtual) and Full- or Part-Time Schools<\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Enrollment Count (Virtual and Non-Virtual) <\/strong><\/th><th><strong>Full-Time<\/strong><\/th><th><strong>Part-Time<\/strong><\/th><\/tr><\/thead><tbody><tr><td>1 to 5<\/td><td>11%<\/td><td>8%<\/td><\/tr><tr><td>6 to 10<\/td><td>31%<\/td><td>25%<\/td><\/tr><tr><td>11 to 15<\/td><td>43%<\/td><td>43%<\/td><\/tr><tr><td>16 to 20<\/td><td>11%<\/td><td>18%<\/td><\/tr><tr><td>21+<\/td><td>5%<\/td><td>7%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>100%<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n\n\n\n<p>Given these data limitations, enrollment counts and related data figures in this report should be treated as estimates that, generally speaking, convey the trends observed for the school year.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"pass-rate-calculations\">Pass Rate Calculations<\/h3>\n\n\n\n<p>For this report, the pass rate was calculated based on data reported in the \u201cCompletion Status\u201d field. For more information about the Completion Status field, including definitions for each status, see page 352 of the <a href=\"https:\/\/www.michigan.gov\/cepi\/-\/media\/Project\/Websites\/cepi\/MSDS\/2022-23-MSDS-Collections-Details-Manual.pdf#page=352\" target=\"_blank\" rel=\"noreferrer noopener nofollow\"><em>Michigan Student Data System Collection Details Manual Version 5.0<\/em><\/a>. Column one of Table A3 displays the various statuses reported by schools for the virtual enrollments.<\/p>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-a3\"><a href=\"#pass-rate-calculations\" data-type=\"internal\" data-id=\"#pass-rate-calculations\">Table A3<\/a>.&nbsp;2022-23 Number and Percentage of Virtual Enrollments by Completion Status<\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Completion Status<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>%&nbsp;of Enrolls<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Audited<\/td><td>1,047<\/td><td>0%<\/td><\/tr><tr><td>Completed\/Failed<\/td><td>131,565<\/td><td>13%<\/td><\/tr><tr><td><span style=\"color: #115e6e;\"><strong>Completed\/Passed<\/strong><\/span><\/td><td><span style=\"color: #115e6e;\"><strong>664,561<\/strong><\/span><\/td><td><span style=\"color: #115e6e;\"><strong>65%<\/strong><\/span><\/td><\/tr><tr><td>Incomplete<\/td><td>88,420<\/td><td>9%<\/td><\/tr><tr><td>Ongoing Enrolled<\/td><td>112<\/td><td>0%<\/td><\/tr><tr><td>Tested Out<\/td><td>195<\/td><td>0%<\/td><\/tr><tr><td>Withdrawn\/Exited<\/td><td>93,399<\/td><td>9%<\/td><\/tr><tr><td>Withdrawn\/Failing<\/td><td>12,607<\/td><td>1%<\/td><\/tr><tr><td>Withdrawn\/Passing<\/td><td>35,799<\/td><td>3%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>1,027,705<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n\n\n\n<p>Throughout this report, the pass rate simply represents the percentage of virtual enrollments with a status of \u201cCompleted\/Passed.\u201d Notice that the percentage of enrollments with a \u201cCompleted\/Passed\u201d status in Table A3 matches the statewide pass rate. This pass rate formula remains consistent with past reports.<\/p>\n\n\n\n<p>Please keep in mind that calculating the pass rate in this manner will result in the lowest possible percentage. To illustrate why this is, consider the completion status of \u201cAudited.\u201d These virtual enrollments are not \u201cfailures\u201d per se, but act as such in the formula since they are added to the formula&#8217;s denominator without impacting the numerator. Another example is enrollments with a completion status of \u201cIncomplete.\u201d About 9% of the virtual enrollments in this report were classified as \u201cIncomplete.\u201d As such, they are treated in the report\u2019s pass rate formula as zero passes, even though some may eventually be awarded a passing status. Finally, it is unclear how to best treat enrollments with a \u201cWithdrawn\u201d status. For instance, 3% of the virtual enrollments this year were marked as \u201cWithdrawn\/Passing,\u201d meaning that the student was passing the course at the time the student was withdrawn. Should these enrollments be counted as failures? What about students whose enrollments were marked as \u201cWithdrawn\/Exited\u201d (9% of the virtual enrollments)? Based on the data available, there is no way to determine whether that exiting occurred in the first few weeks of class or the final weeks of class. The data do not provide insight into whether the student was re-enrolled in a different course or whether it was too late for re-enrollment in a credit-bearing opportunity for the student.<\/p>\n\n\n\n<p>The research team raises these issues because they represent questions for which there are no definitive answers. In the end, the team decided to report the pass rate as the percentage of all virtual enrollments that were reported as \u201cCompleted\/Passed.\u201d To provide readers with a better idea of the impact of this approach, additional data tables are provided in <a href=\"#appendix-f\" data-type=\"internal\" data-id=\"#appendix-f\">Appendix G<\/a> to allow interested readers in drawing their own conclusions and calculating their own formulas for many of the pass rates reported.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"appendix-b\">Appendix B &#8211; School Tables<\/h2>\n\n\n\n<p><em>Note: Clicking on the hyperlinked table number will return to the section of the report that discusses the table.<\/em><\/p>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-b1\"><a href=\"#number-of-districts\" data-type=\"internal\" data-id=\"#number-of-districts\">Table B1<\/a>. Two Year Comparison (2021-22 and 2022-23) of Virtual Enrollment Data<\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>School Years<\/strong><\/th><th><strong># of Schools<\/strong><\/th><th><strong>% of 2022-23 Schools<\/strong><\/th><th><strong># of 2022-23 Enrolls<\/strong><\/th><th><strong>% of 2022-23 Enrolls<\/strong><\/th><th><strong>2022-23 Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>2021-22 Only<\/td><td>565<\/td><td>NA<\/td><td>NA<\/td><td>NA<\/td><td>NA<\/td><\/tr><tr><td>2022-23 Only<\/td><td>126<\/td><td>9%<\/td><td>41,391<\/td><td>4%<\/td><td>42%<\/td><\/tr><tr><td>Both Years (2021-22 and 2022-23)<\/td><td>1,349<\/td><td>91%<\/td><td>986,314<\/td><td>96%<\/td><td>66%<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\">Note: The # schools in the &#8220;2021-22 Only&#8221; row had 320,775 enrollments and an 85% pass rate for that year. The 1,349 schools in both years had a pass rate of 64% for 2021-22.<\/figcaption><\/figure>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-b2\"><a href=\"#number-of-districts\" data-type=\"internal\" data-id=\"#number-of-districts\">Table B2<\/a>. Virtual Enrollment Differences for Schools Reporting Virtual Learners in Both 2021-22 and 2022-23<\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Year-to-Year Enroll Difference<br>(2022-23 minus 2021-22)<\/strong><\/th><th><strong># of Schools<\/strong><br><strong>Both Year<\/strong>s<\/th><th><strong>% of Schools<\/strong><br><strong>Both Years<\/strong><\/th><th><strong># of Enrolls<\/strong><br><strong>Current Year<\/strong><\/th><th><strong>% of Enrolls<\/strong><br><strong>Current Year<\/strong><\/th><\/tr><\/thead><tbody><tr><td>+1,000 or More<\/td><td>23<\/td><td>2%<\/td><td>246,496<\/td><td>25%<\/td><\/tr><tr><td>+500 to +999<\/td><td>31<\/td><td>2%<\/td><td>86,733<\/td><td>9%<\/td><\/tr><tr><td>+100 to +499<\/td><td>109<\/td><td>8%<\/td><td>109,393<\/td><td>11%<\/td><\/tr><tr><td>0 to +99<\/td><td>261<\/td><td>19%<\/td><td>78,282<\/td><td>8%<\/td><\/tr><tr><td>-1 to -99<\/td><td>469<\/td><td>35%<\/td><td>80,018<\/td><td>8%<\/td><\/tr><tr><td>-100 to -499<\/td><td>351<\/td><td>26%<\/td><td>165,122<\/td><td>17%<\/td><\/tr><tr><td>-500 to -999<\/td><td>58<\/td><td>4%<\/td><td>61,566<\/td><td>6%<\/td><\/tr><tr><td>-1,000 or More<\/td><td>47<\/td><td>3%<\/td><td>158,704<\/td><td>16%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>1,349<\/td><td>100%<\/td><td>986,314<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-b3\"><a href=\"#number-of-districts\" data-type=\"internal\" data-id=\"#number-of-districts\">Table B3<\/a>. Virtual Pass Rate Differences for Schools Reporting Virtual Learners in Both 2021-22 and 2022-23<\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Year-to-Year Pass Rate Difference<br>(2022-23 minus 2021-22)<\/strong><\/th><th><strong># of Schools<\/strong><br><strong>Both Years<\/strong><\/th><th><strong>% of Schools<\/strong><br><strong>Both Years<\/strong><\/th><th><strong># of Enrolls<\/strong><br><strong>Current Year<\/strong><\/th><th><strong>% of Enrolls<\/strong><br><strong>Current Year<\/strong><\/th><\/tr><\/thead><tbody><tr><td>50 or More Percentage Points Increase<\/td><td>33<\/td><td>2%<\/td><td>7826<\/td><td>1%<\/td><\/tr><tr><td>25 to 49 Percentage Points Increase<\/td><td>92<\/td><td>7%<\/td><td>40,404<\/td><td>4%<\/td><\/tr><tr><td>10 to 24 Percentage Points Increase<\/td><td>219<\/td><td>16%<\/td><td>125,724<\/td><td>13%<\/td><\/tr><tr><td>0 to 9 Percentage Points Increase<\/td><td>369<\/td><td>27%<\/td><td>379,839<\/td><td>39%<\/td><\/tr><tr><td>1 to 9 Percentage Points Decrease<\/td><td>221<\/td><td>16%<\/td><td>334,564<\/td><td>34%<\/td><\/tr><tr><td>10 to 24 Percentage Points Decrease<\/td><td>140<\/td><td>10%<\/td><td>66,288<\/td><td>7%<\/td><\/tr><tr><td>25 to 49 Percentage Points Decrease<\/td><td>66<\/td><td>5%<\/td><td>22,316<\/td><td>2%<\/td><\/tr><tr><td>50 or More Percentage Points Decrease<\/td><td>21<\/td><td>2%<\/td><td>6,073<\/td><td>1%<\/td><\/tr><tr><td>NA &#8211; &lt; 10 Enrolls in One or Both Years<\/td><td>188<\/td><td>14%<\/td><td>3,280<\/td><td>0%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>1,349<\/td><td>100%<\/td><td>986,314<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-b4\"><a href=\"#by-grade-level\">Table B4<\/a>.&nbsp;2022-23 Count and Pass Rate of K-12 Virtual Enrollments by Grade Level<\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Grade Level<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>% Change<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><th><strong>% Change from Prior Year<\/strong><\/th><\/tr><\/thead><tbody><tr><td>K<\/td><td>27,011<\/td><td>3%<\/td><td>-52%<\/td><td>85%<\/td><td>-1%<\/td><\/tr><tr><td>1<\/td><td>29,554<\/td><td>3%<\/td><td>-48%<\/td><td>87%<\/td><td>-1%<\/td><\/tr><tr><td>2<\/td><td>27,790<\/td><td>3%<\/td><td>-52%<\/td><td>87%<\/td><td>-1%<\/td><\/tr><tr><td>3<\/td><td>29,175<\/td><td>3%<\/td><td>-52%<\/td><td>85%<\/td><td>1%<\/td><\/tr><tr><td>4<\/td><td>29,426<\/td><td>3%<\/td><td>-49%<\/td><td>84%<\/td><td>-2%<\/td><\/tr><tr><td>5<\/td><td>30,777<\/td><td>3%<\/td><td>-51%<\/td><td>83%<\/td><td>0%<\/td><\/tr><tr><td>6<\/td><td>42,957<\/td><td>4%<\/td><td>-48%<\/td><td>71%<\/td><td>-8%<\/td><\/tr><tr><td>7<\/td><td>53,178<\/td><td>5%<\/td><td>-39%<\/td><td>67%<\/td><td>-8%<\/td><\/tr><tr><td>8<\/td><td>62,928<\/td><td>6%<\/td><td>-32%<\/td><td>65%<\/td><td>-8%<\/td><\/tr><tr><td>9<\/td><td>135,270<\/td><td>13%<\/td><td>-13%<\/td><td>48%<\/td><td>-1%<\/td><\/tr><tr><td>10<\/td><td>156,972<\/td><td>15%<\/td><td>-12%<\/td><td>57%<\/td><td>1%<\/td><\/tr><tr><td>11<\/td><td>167,125<\/td><td>16%<\/td><td>-12%<\/td><td>61%<\/td><td>2%<\/td><\/tr><tr><td>12<\/td><td>235,542<\/td><td>23%<\/td><td>-13%<\/td><td>65%<\/td><td>0%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>1,027,705<\/td><td>100%<\/td><td>-27%<\/td><td>65%<\/td><td>-4%<\/td><\/tr><\/tfoot><\/table><\/figure>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-b5\"><a href=\"#by-grade-level\">Table B5<\/a>.&nbsp;2022-23 Pass Rate Comparison for Virtual Learners in Their Virtual and Non-Virtual Courses<\/h3>\n\n\n\n<figure id=\"table-b5\" class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Grade Level<\/strong><\/th><th><strong>Virtual Pass Rate<\/strong><\/th><th><strong>Non-Virtual Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>K<\/td><td>85%<\/td><td>71%<\/td><\/tr><tr><td>1<\/td><td>87%<\/td><td>67%<\/td><\/tr><tr><td>2<\/td><td>87%<\/td><td>71%<\/td><\/tr><tr><td>3<\/td><td>85%<\/td><td>75%<\/td><\/tr><tr><td>4<\/td><td>84%<\/td><td>74%<\/td><\/tr><tr><td>5<\/td><td>83%<\/td><td>72%<\/td><\/tr><tr><td>6<\/td><td>71%<\/td><td>63%<\/td><\/tr><tr><td>7<\/td><td>67%<\/td><td>62%<\/td><\/tr><tr><td>8<\/td><td>65%<\/td><td>61%<\/td><\/tr><tr><td>9<\/td><td>48%<\/td><td>61%<\/td><\/tr><tr><td>10<\/td><td>57%<\/td><td>69%<\/td><\/tr><tr><td>11<\/td><td>61%<\/td><td>76%<\/td><\/tr><tr><td>12<\/td><td>65%<\/td><td>82%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>65%<\/td><td>72%<\/td><\/tr><\/tfoot><\/table><\/figure>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-b6\"><a href=\"#by-school-level-virtual-pass-rate\">Table B6<\/a>.&nbsp;2022-23 Number and Percentage of Schools and Virtual Enrollments by School Pass Rate<\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>School Pass Rate<\/strong><\/th><th><strong># of Schools<\/strong><\/th><th><strong>% of Schools<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><\/tr><\/thead><tbody><tr><td>0% to &lt;10%<\/td><td>105<\/td><td>7%<\/td><td>23,680<\/td><td>2%<\/td><\/tr><tr><td>10% to &lt;20%<\/td><td>19<\/td><td>1%<\/td><td>4,785<\/td><td>0%<\/td><\/tr><tr><td>20% to &lt;30%<\/td><td>44<\/td><td>3%<\/td><td>77,261<\/td><td>8%<\/td><\/tr><tr><td>30% to &lt;40%<\/td><td>73<\/td><td>5%<\/td><td>81,429<\/td><td>8%<\/td><\/tr><tr><td>40% to &lt;50%<\/td><td>77<\/td><td>5%<\/td><td>59,605<\/td><td>6%<\/td><\/tr><tr><td>50% to &lt;60%<\/td><td>133<\/td><td>9%<\/td><td>139,677<\/td><td>14%<\/td><\/tr><tr><td>60% to &lt;70%<\/td><td>169<\/td><td>11%<\/td><td>145,284<\/td><td>14%<\/td><\/tr><tr><td>70% to &lt;80%<\/td><td>196<\/td><td>13%<\/td><td>188,561<\/td><td>18%<\/td><\/tr><tr><td>80% to &lt;90%<\/td><td>243<\/td><td>16%<\/td><td>142,333<\/td><td>14%<\/td><\/tr><tr><td>90% to 100%<\/td><td>416<\/td><td>28%<\/td><td>165,090<\/td><td>16%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>1,475<\/td><td>100%<\/td><td>1,027,705<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-b7\"><a href=\"#by-entity-type\">Table B7<\/a>.&nbsp;2022-23 Number and Percentage of Schools and Virtual Enrollments by Entity Type<\/h3>\n\n\n\n<figure id=\"table-b7\" class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Entity Type<\/strong><\/th><th><strong># of Schools<\/strong><\/th><th><strong>% of Schools<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><\/tr><\/thead><tbody><tr><td>ISD School<\/td><td>32<\/td><td>2%<\/td><td>7,450<\/td><td>1%<\/td><\/tr><tr><td>ISD Unique Education Provider<\/td><td>4<\/td><td>0%<\/td><td>312<\/td><td>0%<\/td><\/tr><tr><td>LEA School<\/td><td>1,306<\/td><td>89%<\/td><td>660,604<\/td><td>64%<\/td><\/tr><tr><td>LEA Unique Education Provider<\/td><td>11<\/td><td>1%<\/td><td>5,521<\/td><td>1%<\/td><\/tr><tr><td>PSA School<\/td><td>122<\/td><td>8%<\/td><td>353,818<\/td><td>34%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>1,475<\/td><td>100%<\/td><td>1,027,705<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-b8\"><a href=\"#by-entity-type\">Table B8<\/a>.&nbsp;2022-23 Virtual Pass Rate by Entity Type<\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Entity Type<\/strong><\/th><th><strong>Pass Count<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>ISD School<\/td><td>5,176<\/td><td>7,450<\/td><td>69%<\/td><\/tr><tr><td>ISD Unique Education Provider<\/td><td>NR<\/td><td>312<\/td><td>NR<\/td><\/tr><tr><td>LEA School<\/td><td>439,911<\/td><td>660,604<\/td><td>67%<\/td><\/tr><tr><td>LEA Unique Education Provider<\/td><td>NR<\/td><td>5,521<\/td><td>NR<\/td><\/tr><tr><td>PSA School<\/td><td>214,556<\/td><td>353,818<\/td><td>61%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>664,561<\/td><td>1,027,705<\/td><td>65%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em>Note: Pass Count and Pass Rate data are not reported (NR) if there were fewer<\/em> <em>than 10 schools for that cell or to prevent calculating cell values.<\/em><\/figcaption><\/figure>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-b9\"><a href=\"#by-full-time-virtual-schools\">Table B9<\/a>.&nbsp;2022-23 Number and Percentage of Full-Time (FT) Virtual or Cyber School<\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Entity Type<\/strong><\/th><th><strong># of FT Schools<\/strong><\/th><th><strong>% of FT Schools<\/strong><\/th><\/tr><\/thead><tbody><tr><td>ISD School<\/td><td>1<\/td><td>1%<\/td><\/tr><tr><td>LEA School<\/td><td>57<\/td><td>74%<\/td><\/tr><tr><td>LEA Unique Education Provider<\/td><td>2<\/td><td>3%<\/td><\/tr><tr><td>PSA School<\/td><td>17<\/td><td>22%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>77<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-b10\"><a href=\"#by-full-time-virtual-schools\" data-type=\"internal\" data-id=\"#by-full-time-virtual-schools\">Table B10<\/a>.&nbsp;2022-23 Number and Percentage of Students and Enrollments from Full-Time (FT) Virtual or Cyber Schools with Pass Rates<\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Entity Type<\/strong><\/th><th><strong># of FT Students<\/strong><\/th><th><strong>% of FT Students<\/strong><\/th><th><strong># of FT Enrolls<\/strong><\/th><th><strong>% of FT Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>ISD School<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><\/tr><tr><td>LEA School<\/td><td>21,170<\/td><td>43%<\/td><td>160,310<\/td><td>36%<\/td><td>58%<\/td><\/tr><tr><td>LEA Unique Education Provider<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><\/tr><tr><td>PSA School<\/td><td>27,426<\/td><td>56%<\/td><td>285,582<\/td><td>64%<\/td><td>61%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>48,991<\/td><td>100%<\/td><td>449,188<\/td><td>100%<\/td><td>60%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em>Note: Data are not reported (NR) if there were fewer<\/em> <em>than 10 schools for that cell or to prevent calculating cell values.<\/em><\/figcaption><\/figure>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-b11\"><a href=\"#by-part-time-virtual-schools\">Table B11<\/a>.&nbsp;2022-23 Number and Percentage of Part-Time (PT) Virtual Schools<\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Entity Type<\/strong><\/th><th><strong># of PT Schools<\/strong><\/th><th><strong>% of PT Schools<\/strong><\/th><\/tr><\/thead><tbody><tr><td>ISD School<\/td><td>31<\/td><td>2%<\/td><\/tr><tr><td>ISD Unique Education Provider<\/td><td>4<\/td><td>0%<\/td><\/tr><tr><td>LEA School<\/td><td>1,249<\/td><td>89%<\/td><\/tr><tr><td>LEA Unique Education Provider<\/td><td>9<\/td><td>1%<\/td><\/tr><tr><td>PSA School<\/td><td>105<\/td><td>8%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>1,398<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-b12\"><a href=\"#by-part-time-virtual-schools\">Table B12<\/a>.&nbsp;2022-23 Number and Percentage of Students and Enrollments from Part-Time (PT) Virtual Schools with Pass Rates<\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Entity Type<\/strong><\/th><th><strong># of PT Students<\/strong><\/th><th><strong>% of PT Students<\/strong><\/th><th><strong># of PT Enrolls<\/strong><\/th><th><strong>% of PT Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>ISD School<\/td><td>1,388<\/td><td>1%<\/td><td>4,872<\/td><td>1%<\/td><td>76%<\/td><\/tr><tr><td>ISD Unique Education Provider<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><\/tr><tr><td>LEA School<\/td><td>99,084<\/td><td>89%<\/td><td>500,294<\/td><td>86%<\/td><td>69%<\/td><\/tr><tr><td>LEA Unique Education Provider<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><\/tr><tr><td>PSA School<\/td><td>10,848<\/td><td>10%<\/td><td>68,236<\/td><td>12%<\/td><td>57%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>111,743<\/td><td>100%<\/td><td>578,517<\/td><td>100%<\/td><td>68%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em><em>Note: Because some students took courses across multiple entity types, a student may be counted toward more than one type. The total row, however, reflects the number of unique students.<\/em><\/em><\/figcaption><\/figure>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-b13\"><a href=\"#by-school-emphasis\">Table B13<\/a>.&nbsp;2022-23 Number and Percentage of Schools and Virtual Enrollments by School Emphasis<\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>School Emphasis<\/strong><\/th><th><strong># of Schools<\/strong><\/th><th><strong>% of Schools<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Alternative Education<\/td><td>272<\/td><td>18%<\/td><td>374,298<\/td><td>36%<\/td><\/tr><tr><td>General Education<\/td><td>1,178<\/td><td>80%<\/td><td>650,830<\/td><td>63%<\/td><\/tr><tr><td>Special Education<\/td><td>22<\/td><td>1%<\/td><td>2,345<\/td><td>0%<\/td><\/tr><tr><td>Vocational\/CTE<\/td><td>3<\/td><td>0%<\/td><td>232<\/td><td>0%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>1,475<\/td><td>100%<\/td><td>1,027,705<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-b14\"><a href=\"#by-school-emphasis\">Table B14<\/a>.&nbsp;2022-23 Virtual Pass Rate by School Emphasis<\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>School Emphasis<\/strong><\/th><th><strong>Pass Count<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Alternative Education<\/td><td>186,874<\/td><td>374,298<\/td><td>50%<\/td><\/tr><tr><td>General Education<\/td><td>476,198<\/td><td>650,830<\/td><td>73%<\/td><\/tr><tr><td>Special Education<\/td><td>NR<\/td><td>2,345<\/td><td>NR<\/td><\/tr><tr><td>Vocational\/CTE<\/td><td>NR<\/td><td>232<\/td><td>NR<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>664,561<\/td><td>1,027,705<\/td><td>65%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em>Note: Data are not reported (NR) if there were fewer<\/em> <em>than 10 schools for that cell or to prevent calculating cell values.<\/em><\/figcaption><\/figure>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-b15\"><a href=\"#by-school-emphasis\" data-type=\"internal\" data-id=\"#by-school-emphasis\">Table B15<\/a>.&nbsp;2022-23 Virtual Pass Rates for General Education and Alternative Education Schools by Entity Type<\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Entity Type<\/strong><\/th><th><strong>General Ed Pass Rate<\/strong><\/th><th><strong>Alternative Ed Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>ISD School<\/td><td>NR<\/td><td>NR<\/td><\/tr><tr><td>ISD Unique Education Provider<\/td><td>NR<\/td><td>NR<\/td><\/tr><tr><td>LEA School<\/td><td>77%<\/td><td>52%<\/td><\/tr><tr><td>LEA Unique Education Provider<\/td><td>NR<\/td><td>NR<\/td><\/tr><tr><td>PSA School<\/td><td>67%<\/td><td>43%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>73%<\/td><td>50%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em>Note: Data are not reported (NR) if there were fewer<\/em> <em>than 10 schools for that cell or to prevent calculating cell values.<\/em><\/figcaption><\/figure>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-b16\"><a href=\"#by-number-of-virtual-enrollments\">Table B16<\/a>.&nbsp;2022-23 Number and Percentage of Schools and Virtual Enrollments by Number of Virtual Enrollments per School<\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong># of Virtual Enrolls Per School<\/strong><\/th><th><strong># of Schools<\/strong><\/th><th><strong>% of Schools<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><\/tr><\/thead><tbody><tr><td>1 to 9<\/td><td>218<\/td><td>15%<\/td><td>928<\/td><td>0%<\/td><\/tr><tr><td>10 to 19<\/td><td>109<\/td><td>7%<\/td><td>1,492<\/td><td>0%<\/td><\/tr><tr><td>20 to 29<\/td><td>75<\/td><td>5%<\/td><td>1,796<\/td><td>0%<\/td><\/tr><tr><td>30 to 39<\/td><td>67<\/td><td>5%<\/td><td>2,292<\/td><td>0%<\/td><\/tr><tr><td>40 to 49<\/td><td>26<\/td><td>2%<\/td><td>1,173<\/td><td>0%<\/td><\/tr><tr><td>50 to 59<\/td><td>53<\/td><td>4%<\/td><td>2,893<\/td><td>0%<\/td><\/tr><tr><td>60 to 69<\/td><td>47<\/td><td>3%<\/td><td>3,012<\/td><td>0%<\/td><\/tr><tr><td>70 to 79<\/td><td>27<\/td><td>2%<\/td><td>2,014<\/td><td>0%<\/td><\/tr><tr><td>80 to 89<\/td><td>34<\/td><td>2%<\/td><td>2,844<\/td><td>0%<\/td><\/tr><tr><td>90 to 99<\/td><td>31<\/td><td>2%<\/td><td>2,942<\/td><td>0%<\/td><\/tr><tr><td>100+<\/td><td>788<\/td><td>53%<\/td><td>1,006,319<\/td><td>98%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>1,475<\/td><td>100%<\/td><td>1,027,705<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-b17\"><a href=\"#by-number-of-virtual-enrollments\">Table B17<\/a>.&nbsp;2022-23 Percentage of Schools by Ratio of Virtual Courses to Student and School Pass Rate<\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>School Pass Rate<\/strong><\/th><th><strong>1 to 2 Virtual Courses \/&nbsp;Learner<\/strong><\/th><th><strong>3 to 4 Virtual Courses \/ Learner<\/strong><\/th><th><strong>5+ Virtual Courses \/ Learner<\/strong><\/th><\/tr><\/thead><tbody><tr><td>0% to &lt;10%<\/td><td>7%<\/td><td>6%<\/td><td>8%<\/td><\/tr><tr><td>10% to &lt;20%<\/td><td>1%<\/td><td>1%<\/td><td>2%<\/td><\/tr><tr><td>20% to &lt;30%<\/td><td>2%<\/td><td>1%<\/td><td>5%<\/td><\/tr><tr><td>30% to &lt;40%<\/td><td>2%<\/td><td>2%<\/td><td>8%<\/td><\/tr><tr><td>40% to &lt;50%<\/td><td>2%<\/td><td>5%<\/td><td>7%<\/td><\/tr><tr><td>50% to &lt;60%<\/td><td>6%<\/td><td>7%<\/td><td>12%<\/td><\/tr><tr><td>60% to &lt;70%<\/td><td>8%<\/td><td>11%<\/td><td>14%<\/td><\/tr><tr><td>70% to &lt;80%<\/td><td>11%<\/td><td>18%<\/td><td>12%<\/td><\/tr><tr><td>80% to &lt;90%<\/td><td>21%<\/td><td>23%<\/td><td>10%<\/td><\/tr><tr><td>90% to 100%<\/td><td>40%<\/td><td>26%<\/td><td>23%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>100%<\/td><td>100%<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-b18\"><a href=\"#by-locale\">Table B18<\/a>.&nbsp;2022-23 Number and Percentage of Schools and Virtual Enrollments by Locale<\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Locale<\/strong><\/th><th><strong># of Schools<\/strong><\/th><th><strong>% of Schools<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Rural<\/td><td>490<\/td><td>33%<\/td><td>284,824<\/td><td>28%<\/td><\/tr><tr><td>Town<\/td><td>195<\/td><td>13%<\/td><td>103,102<\/td><td>10%<\/td><\/tr><tr><td>Suburb<\/td><td>554<\/td><td>38%<\/td><td>380,999<\/td><td>37%<\/td><\/tr><tr><td>City<\/td><td>233<\/td><td>16%<\/td><td>229,972<\/td><td>22%<\/td><\/tr><tr><td>Not Specified<\/td><td>3<\/td><td>0%<\/td><td>28,808<\/td><td>3%<\/td><\/tr><\/tbody><tfoot><tr><td><strong>Total<\/strong><\/td><td>1,475<\/td><td>100%<\/td><td>1,027,705<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-b19\"><a href=\"#by-locale\">Table B19<\/a>.&nbsp;2022-23 Percentage of Schools with Virtual Enrollments by Virtual Enrollment Totals and Locale<\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Locale<\/strong><\/th><th><strong>1 to 24 Enrolls<\/strong><\/th><th><strong>25 to 49 Enrolls<\/strong><\/th><th><strong>50 to 74 Enrolls<\/strong><\/th><th><strong>75 to 99 Enrolls<\/strong><\/th><th><strong>100+ Enrolls<\/strong><\/th><th><strong>Total<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Rural<\/td><td>23%<\/td><td>9%<\/td><td>9%<\/td><td>6%<\/td><td>53%<\/td><td>100%<\/td><\/tr><tr><td>Town<\/td><td>21%<\/td><td>11%<\/td><td>8%<\/td><td>6%<\/td><td>55%<\/td><td>100%<\/td><\/tr><tr><td>Suburb<\/td><td>28%<\/td><td>7%<\/td><td>7%<\/td><td>6%<\/td><td>52%<\/td><td>100%<\/td><\/tr><tr><td>City<\/td><td>26%<\/td><td>8%<\/td><td>7%<\/td><td>3%<\/td><td>56%<\/td><td>100%<\/td><\/tr><tr><td>Not Specified<\/td><td>33%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>67%<\/td><td>100%<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-b20\"><a href=\"#by-locale\">Table B20<\/a>.&nbsp;2022-23 Virtual Pass Rate by Locale<\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Locale<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><th><strong>% Change from 21-22<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Rural<\/td><td>62%<\/td><td>-5%<\/td><\/tr><tr><td>Town<\/td><td>66%<\/td><td>5%<\/td><\/tr><tr><td>Suburb<\/td><td>64%<\/td><td>-6%<\/td><\/tr><tr><td>City<\/td><td>73%<\/td><td>2%<\/td><\/tr><tr><td>Not Specified<\/td><td>NR<\/td><td>NR<\/td><\/tr><\/tbody><tfoot><tr><td>Total <\/td><td>65%<\/td><td>-4%<\/td><\/tr><\/tfoot><\/table><\/figure>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-b21\"><a href=\"#by-locale\">Table B21<\/a>.&nbsp;2022-23 Percentage of Schools with Virtual Enrollments by Building Pass Rate and Locale<\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Locale<\/strong><\/th><th><strong>0% to 20% Pass Rate<\/strong><\/th><th><strong>20% to 40% Pass Rate<\/strong><\/th><th><strong>40% to 60% Pass Rate<\/strong><\/th><th><strong>60% to 80% Pass Rate<\/strong><\/th><th><strong>80% to 100% Pass Rate<\/strong><\/th><th><strong>Total<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Rural<\/td><td>6%<\/td><td>9%<\/td><td>13%<\/td><td>25%<\/td><td>47%<\/td><td>100%<\/td><\/tr><tr><td>Town<\/td><td>7%<\/td><td>10%<\/td><td>17%<\/td><td>28%<\/td><td>39%<\/td><td>100%<\/td><\/tr><tr><td>Suburb<\/td><td>9%<\/td><td>6%<\/td><td>14%<\/td><td>25%<\/td><td>45%<\/td><td>100%<\/td><\/tr><tr><td>City<\/td><td>14%<\/td><td>10%<\/td><td>16%<\/td><td>21%<\/td><td>40%<\/td><td>100%<\/td><\/tr><tr><td>Not Specified<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><td>100%<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-b22\"><a href=\"#by-school-poverty-levels\">Table B22<\/a>.&nbsp;2022-23 Number and Percentage of Schools with Virtual Enrollments by School Free or Reduced-Price Lunch Categories<\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Free or Reduced-Price Lunch Category<\/strong><\/th><th><strong># of Schools with Virtual Learners<\/strong><\/th><th><strong># of MI Schools (All)<\/strong><\/th><th><strong>% of Schools<\/strong> <strong>with Virtual Learners<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Low FRL (&lt;=25%)<\/td><td>153<\/td><td>378<\/td><td>40%<\/td><\/tr><tr><td>Mid-Low FRL (&gt;25% to &lt;=50%)<\/td><td>408<\/td><td>871<\/td><td>47%<\/td><\/tr><tr><td>Mid-High FRL (&gt;50% to &lt;=75%)<\/td><td>538<\/td><td>1,169<\/td><td>46%<\/td><\/tr><tr><td>High FRL (&gt;75%)<\/td><td>369<\/td><td>989<\/td><td>37%<\/td><\/tr><tr><td>Missing<\/td><td>7<\/td><td>NA<\/td><td>NA<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>1,475<\/td><td>3,407<\/td><td>43%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em>Note: All Michigan K-12 schools with building codes were used to calculate the state figures.<\/em> State data are available through <a href=\"https:\/\/www.mischooldata.org\/student-enrollment-counts-report\/\" rel=\"nofollow noopener\" target=\"_blank\">MI School Data<\/a>.<\/figcaption><\/figure>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-b23\"><a href=\"#by-school-poverty-levels\" data-type=\"internal\" data-id=\"#by-school-poverty-levels\">Table B23<\/a>.&nbsp;2022-23 Number and Pass Rate of Virtual Enrollments by School Free or Reduced-Price Lunch Categories<\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong><strong>Free or Reduced-Price Lunch Category<\/strong><\/strong><\/th><th><strong>Pass Count<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Low FRL (&lt;=25%)<\/td><td>NR<\/td><td>NR<\/td><td>&lt;10%<\/td><td>86%<\/td><\/tr><tr><td>Mid-Low FRL (&gt;25% to &lt;=50%)<\/td><td>145,481<\/td><td>176,847<\/td><td>17%<\/td><td>82%<\/td><\/tr><tr><td>Mid-High FRL (&gt;50% to &lt;=75%)<\/td><td>205,522<\/td><td>340,435<\/td><td>33%<\/td><td>60%<\/td><\/tr><tr><td>High FRL (&gt;75%)<\/td><td>269,321<\/td><td>459,216<\/td><td>45%<\/td><td>59%<\/td><\/tr><tr><td>Missing<\/td><td>NR<\/td><td>NR<\/td><td>&lt;10%<\/td><td>NR<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>664,561<\/td><td>1,027,705<\/td><td>100%<\/td><td>65%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em>Note: Data are not reported (NR) if there were fewer<\/em> <em>than 10 schools for that cell or to prevent calculating cell values.<\/em><\/figcaption><\/figure>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"appendix-c\">Appendix C &#8211; Course Tables<\/h2>\n\n\n\n<p><em>Note: Clicking on the hyperlinked table number will return to the section of the report that discusses the table.<\/em><\/p>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-c1\"><a href=\"#courses-by-subject-area\">Table C1<\/a>.&nbsp;2022-23 Number and Percentage of Virtual Enrollments with Pass Rate by Subject Area<\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Subject Area<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Agriculture, Food, and Natural Resources<\/td><td>781<\/td><td>0%<\/td><td>75%<\/td><\/tr><tr><td>Architecture and Construction<\/td><td>354<\/td><td>0%<\/td><td>87%<\/td><\/tr><tr><td>Business and Marketing<\/td><td>12,888<\/td><td>1%<\/td><td>75%<\/td><\/tr><tr><td>Communication and Audio\/Visual Technology<\/td><td>3,920<\/td><td>0%<\/td><td>68%<\/td><\/tr><tr><td>Engineering and Technology<\/td><td>1,980<\/td><td>0%<\/td><td>76%<\/td><\/tr><tr><td>English Language and Literature<\/td><td>192,171<\/td><td>19%<\/td><td>63%<\/td><\/tr><tr><td>Health Care Sciences<\/td><td>3,281<\/td><td>0%<\/td><td>77%<\/td><\/tr><tr><td>Hospitality and Tourism<\/td><td>1,273<\/td><td>0%<\/td><td>70%<\/td><\/tr><tr><td>Human Services<\/td><td>12,146<\/td><td>1%<\/td><td>72%<\/td><\/tr><tr><td>Information Technology<\/td><td>15,341<\/td><td>1%<\/td><td>68%<\/td><\/tr><tr><td>Life and Physical Sciences<\/td><td>153,619<\/td><td>15%<\/td><td>63%<\/td><\/tr><tr><td>Manufacturing<\/td><td>459<\/td><td>0%<\/td><td>88%<\/td><\/tr><tr><td>Mathematics<\/td><td>173,430<\/td><td>17%<\/td><td>60%<\/td><\/tr><tr><td>Military Science<\/td><td>59<\/td><td>0%<\/td><td>56%<\/td><\/tr><tr><td>Miscellaneous<\/td><td>62,614<\/td><td>6%<\/td><td>72%<\/td><\/tr><tr><td>Nonsubject Specific<\/td><td>7,184<\/td><td>1%<\/td><td>76%<\/td><\/tr><tr><td>Physical, Health, and Safety Education<\/td><td>85,613<\/td><td>8%<\/td><td>67%<\/td><\/tr><tr><td>Public, Protective, and Government Services<\/td><td>2,302<\/td><td>0%<\/td><td>74%<\/td><\/tr><tr><td>Religious Education and Theology<\/td><td>108<\/td><td>0%<\/td><td>87%<\/td><\/tr><tr><td>Social Sciences and History<\/td><td>166,333<\/td><td>16%<\/td><td>64%<\/td><\/tr><tr><td>Transportation, Distribution, and Logistics<\/td><td>82<\/td><td>0%<\/td><td>78%<\/td><\/tr><tr><td>Visual and Performing Arts<\/td><td>81,370<\/td><td>8%<\/td><td>71%<\/td><\/tr><tr><td>World Languages<\/td><td>50,397<\/td><td>5%<\/td><td>59%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>1,027,705<\/td><td>100%<\/td><td>65%<\/td><\/tr><\/tfoot><\/table><\/figure>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-c2\"><a href=\"#courses-by-subject-area\">Table C2<\/a>.&nbsp;2022-23 Pass Rate Comparison for Virtual Learners for Their Virtual and Non-Virtual Courses by Subject Area<\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Subject Area<\/strong><\/th><th><strong>Virtual Pass Rate<\/strong><\/th><th><strong>Non-Virtual Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Agriculture, Food, and Natural Resources<\/td><td>75%<\/td><td>82%<\/td><\/tr><tr><td>Architecture and Construction<\/td><td>87%<\/td><td>81%<\/td><\/tr><tr><td>Business and Marketing<\/td><td>75%<\/td><td>81%<\/td><\/tr><tr><td>Communication and Audio\/Visual Technology<\/td><td>68%<\/td><td>83%<\/td><\/tr><tr><td>Engineering and Technology<\/td><td>76%<\/td><td>76%<\/td><\/tr><tr><td>English Language and Literature<\/td><td>63%<\/td><td>72%<\/td><\/tr><tr><td>Health Care Sciences<\/td><td>77%<\/td><td>80%<\/td><\/tr><tr><td>Hospitality and Tourism<\/td><td>70%<\/td><td>80%<\/td><\/tr><tr><td>Human Services<\/td><td>72%<\/td><td>76%<\/td><\/tr><tr><td>Information Technology<\/td><td>68%<\/td><td>73%<\/td><\/tr><tr><td>Life and Physical Sciences<\/td><td>63%<\/td><td>70%<\/td><\/tr><tr><td>Manufacturing<\/td><td>88%<\/td><td>82%<\/td><\/tr><tr><td>Mathematics<\/td><td>60%<\/td><td>68%<\/td><\/tr><tr><td>Military Science<\/td><td>56%<\/td><td>68%<\/td><\/tr><tr><td>Miscellaneous<\/td><td>72%<\/td><td>73%<\/td><\/tr><tr><td>Nonsubject Specific<\/td><td>76%<\/td><td>77%<\/td><\/tr><tr><td>Physical, Health, and Safety Education<\/td><td>67%<\/td><td>75%<\/td><\/tr><tr><td>Public, Protective, and Government Services<\/td><td>74%<\/td><td>82%<\/td><\/tr><tr><td>Religious Education and Theology<\/td><td>87%<\/td><td>85%<\/td><\/tr><tr><td>Social Sciences and History<\/td><td>64%<\/td><td>71%<\/td><\/tr><tr><td>Transportation, Distribution, and Logistics<\/td><td>78%<\/td><td>81%<\/td><\/tr><tr><td>Visual and Performing Arts<\/td><td>71%<\/td><td>78%<\/td><\/tr><tr><td>World Languages<\/td><td>59%<\/td><td>72%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>65%<\/td><td>72%<\/td><\/tr><\/tfoot><\/table><\/figure>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-c3\"><a href=\"#highest-virtual-enrollment-courses\">Table C3<\/a>.&nbsp;2022-23 Number and Percentage of Virtual Enrollments with Pass Rate by Course Title for the Top 10 Most Enrolled in English Language and Literature Courses<\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>English Language and Literature Course Titles<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>English\/Language Arts I (9th grade)<\/td><td>30,662<\/td><td>16%<\/td><td>48%<\/td><\/tr><tr><td>English\/Language Arts II (10th grade)<\/td><td>29,271<\/td><td>15%<\/td><td>55%<\/td><\/tr><tr><td>English\/Language Arts III (11th grade)<\/td><td>26,575<\/td><td>14%<\/td><td>59%<\/td><\/tr><tr><td>English\/Language Arts IV (12th grade)<\/td><td>23,533<\/td><td>12%<\/td><td>63%<\/td><\/tr><tr><td>Language Arts (grade 8)<\/td><td>8,978<\/td><td>5%<\/td><td>63%<\/td><\/tr><tr><td>Language Arts (grade 7)<\/td><td>7,726<\/td><td>4%<\/td><td>66%<\/td><\/tr><tr><td>Language Arts (grade 6)<\/td><td>6,034<\/td><td>3%<\/td><td>70%<\/td><\/tr><tr><td>Language Arts (grade 5)<\/td><td>3,657<\/td><td>2%<\/td><td>80%<\/td><\/tr><tr><td>Language Arts (grade 2)<\/td><td>3,313<\/td><td>2%<\/td><td>86%<\/td><\/tr><tr><td>Language Arts\u2014General<\/td><td>3,270<\/td><td>2%<\/td><td>56%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>143,019<\/td><td>74%<\/td><td>59%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em>Note: % of Enrolls based on overall total of 192,171 for this subject area.<\/em><\/figcaption><\/figure>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-c4\"><a href=\"#highest-virtual-enrollment-courses\">Table C4<\/a>.&nbsp;2022-23 Number and Percentage of Virtual Enrollments with Pass Rate by Course Title for the Top 10 Most Enrolled in Mathematics Courses<\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Mathematics Course Titles<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Geometry<\/td><td>31,110<\/td><td>18%<\/td><td>54%<\/td><\/tr><tr><td>Algebra I<\/td><td>30,402<\/td><td>18%<\/td><td>44%<\/td><\/tr><tr><td>Algebra II<\/td><td>25,732<\/td><td>15%<\/td><td>61%<\/td><\/tr><tr><td>Consumer Mathematics<\/td><td>10,202<\/td><td>6%<\/td><td>71%<\/td><\/tr><tr><td>Mathematics (grade 7)<\/td><td>7,846<\/td><td>5%<\/td><td>63%<\/td><\/tr><tr><td>Mathematics (grade 8)<\/td><td>7,060<\/td><td>4%<\/td><td>59%<\/td><\/tr><tr><td>Mathematics (grade 6)<\/td><td>6,758<\/td><td>4%<\/td><td>70%<\/td><\/tr><tr><td>Pre-Algebra<\/td><td>4,695<\/td><td>3%<\/td><td>54%<\/td><\/tr><tr><td>Mathematics\u2014Other<\/td><td>4,231<\/td><td>2%<\/td><td>48%<\/td><\/tr><tr><td>Mathematics (grade 5)<\/td><td>3,913<\/td><td>2%<\/td><td>80%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>131,949<\/td><td>76%<\/td><td>57%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em>Note: % of Enrolls based on overall total of 173,430 for this subject area.<\/em><\/figcaption><\/figure>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-c5\"><a href=\"#highest-virtual-enrollment-courses\">Table C5<\/a>.&nbsp;2022-23 Number and Percentage of Virtual Enrollments with Pass Rate by Course Title for the Top 10 Most Enrolled in Life and Physical Sciences Courses<\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Life and Physical Sciences Course Titles<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Biology<\/td><td>32,460<\/td><td>21%<\/td><td>54%<\/td><\/tr><tr><td>Chemistry<\/td><td>20,496<\/td><td>13%<\/td><td>61%<\/td><\/tr><tr><td>Earth Science<\/td><td>14,679<\/td><td>10%<\/td><td>53%<\/td><\/tr><tr><td>Physical Science<\/td><td>11,894<\/td><td>8%<\/td><td>57%<\/td><\/tr><tr><td>Earth and Space Science<\/td><td>7,079<\/td><td>5%<\/td><td>62%<\/td><\/tr><tr><td>Science (grade 7)<\/td><td>6,511<\/td><td>4%<\/td><td>66%<\/td><\/tr><tr><td>Science (grade 8)<\/td><td>6,339<\/td><td>4%<\/td><td>62%<\/td><\/tr><tr><td>Environmental Science<\/td><td>5,757<\/td><td>4%<\/td><td>57%<\/td><\/tr><tr><td>Physics<\/td><td>5,510<\/td><td>4%<\/td><td>64%<\/td><\/tr><tr><td>Science (grade 6)<\/td><td>5,084<\/td><td>3%<\/td><td>71%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>115,809<\/td><td>75%<\/td><td>58%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em>Note: % of Enrolls based on overall total of 153,619 for this subject area.<\/em><\/figcaption><\/figure>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-c6\"><a href=\"#highest-virtual-enrollment-courses\">Table C6<\/a>.&nbsp;2022-23 Number and Percentage of Virtual Enrollments with Pass Rate by Course Title for the Top 10 Most Enrolled in Social Sciences and History Courses<\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Social Sciences and History Course Titles<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>U.S. History\u2014Comprehensive<\/td><td>21,584<\/td><td>13%<\/td><td>55%<\/td><\/tr><tr><td>World History and Geography<\/td><td>16,519<\/td><td>10%<\/td><td>52%<\/td><\/tr><tr><td>Economics<\/td><td>14,773<\/td><td>9%<\/td><td>64%<\/td><\/tr><tr><td>World History\u2014Overview<\/td><td>14,259<\/td><td>9%<\/td><td>60%<\/td><\/tr><tr><td>U.S. Government\u2014Comprehensive<\/td><td>10,133<\/td><td>6%<\/td><td>62%<\/td><\/tr><tr><td>Social Studies (grade 8)<\/td><td>7,409<\/td><td>4%<\/td><td>62%<\/td><\/tr><tr><td>Civics<\/td><td>6,775<\/td><td>4%<\/td><td>57%<\/td><\/tr><tr><td>Psychology<\/td><td>6,547<\/td><td>4%<\/td><td>70%<\/td><\/tr><tr><td>Social Studies (grade 7)<\/td><td>5,762<\/td><td>3%<\/td><td>65%<\/td><\/tr><tr><td>Modern U.S. History<\/td><td>5,681<\/td><td>3%<\/td><td>55%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>109,442<\/td><td>66%<\/td><td>59%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em>Note: % of Enrolls based on overall total of 166,333 for this subject area.<\/em><\/figcaption><\/figure>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-c7\"><a href=\"#highest-virtual-enrollment-courses\">Table C7<\/a>.&nbsp;2022-23 Number and Percentage of Virtual Enrollments with Pass Rate for AP Courses<\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>AP Course Title<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>AP 2-D Art and Design<\/td><td>20<\/td><td>0%<\/td><td>NR<\/td><\/tr><tr><td>AP 3-D Art and Design<\/td><td>8<\/td><td>0%<\/td><td>NR<\/td><\/tr><tr><td>AP Art History<\/td><td>94<\/td><td>2%<\/td><td>64%<\/td><\/tr><tr><td>AP Biology<\/td><td>204<\/td><td>5%<\/td><td>86%<\/td><\/tr><tr><td>AP Calculus AB<\/td><td>218<\/td><td>5%<\/td><td>93%<\/td><\/tr><tr><td>AP Calculus BC<\/td><td>60<\/td><td>1%<\/td><td>82%<\/td><\/tr><tr><td>AP Chemistry<\/td><td>108<\/td><td>3%<\/td><td>73%<\/td><\/tr><tr><td>AP Chinese Languages: Language and Culture<\/td><td>13<\/td><td>0%<\/td><td>NR<\/td><\/tr><tr><td>AP Computer Science A<\/td><td>313<\/td><td>8%<\/td><td>90%<\/td><\/tr><tr><td>AP Computer Science Principles<\/td><td>41<\/td><td>1%<\/td><td>98%<\/td><\/tr><tr><td>AP Drawing<\/td><td>17<\/td><td>0%<\/td><td>NR<\/td><\/tr><tr><td>AP Economics<\/td><td>14<\/td><td>0%<\/td><td>NR<\/td><\/tr><tr><td>AP English Language and Composition<\/td><td>334<\/td><td>8%<\/td><td>87%<\/td><\/tr><tr><td>AP English Literature and Composition<\/td><td>233<\/td><td>6%<\/td><td>86%<\/td><\/tr><tr><td>AP Environmental Science<\/td><td>156<\/td><td>4%<\/td><td>91%<\/td><\/tr><tr><td>AP European History<\/td><td>8<\/td><td>0%<\/td><td>NR<\/td><\/tr><tr><td>AP French Language and Culture<\/td><td>11<\/td><td>0%<\/td><td>NR<\/td><\/tr><tr><td>AP Government<\/td><td>56<\/td><td>1%<\/td><td>46%<\/td><\/tr><tr><td>AP Human Geography<\/td><td>100<\/td><td>2%<\/td><td>89%<\/td><\/tr><tr><td>AP Macroeconomics<\/td><td>192<\/td><td>5%<\/td><td>91%<\/td><\/tr><tr><td>AP Microeconomics<\/td><td>153<\/td><td>4%<\/td><td>94%<\/td><\/tr><tr><td>AP Music Theory<\/td><td>44<\/td><td>1%<\/td><td>84%<\/td><\/tr><tr><td>AP Physics 1<\/td><td>80<\/td><td>2%<\/td><td>83%<\/td><\/tr><tr><td>AP Physics 2<\/td><td>11<\/td><td>0%<\/td><td>NR<\/td><\/tr><tr><td>AP Physics C<\/td><td>74<\/td><td>2%<\/td><td>89%<\/td><\/tr><tr><td>AP Physics C: Electricity and Magnetism<\/td><td>2<\/td><td>0%<\/td><td>NR<\/td><\/tr><tr><td>AP Physics C: Mechanics<\/td><td>2<\/td><td>0%<\/td><td>NR<\/td><\/tr><tr><td>AP Psychology<\/td><td>625<\/td><td>15%<\/td><td>85%<\/td><\/tr><tr><td>AP Spanish Language and Culture<\/td><td>54<\/td><td>1%<\/td><td>78%<\/td><\/tr><tr><td>AP Spanish Literature and Culture<\/td><td>2<\/td><td>0%<\/td><td>NR<\/td><\/tr><tr><td>AP Statistics<\/td><td>292<\/td><td>7%<\/td><td>94%<\/td><\/tr><tr><td>AP U.S. Government and Politics<\/td><td>146<\/td><td>4%<\/td><td>86%<\/td><\/tr><tr><td>AP U.S. History<\/td><td>220<\/td><td>5%<\/td><td>85%<\/td><\/tr><tr><td>AP World History: Modern<\/td><td>142<\/td><td>4%<\/td><td>87%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>4,047<\/td><td>100%<\/td><td>87%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em>Note: An additional 451 enrollments had a course type listed as Advanced Placement but did not match an AP SCED Code. Similarly, there existed 19 local course titles with AP in the title that did not have an AP SCED Code. Thus, it is very likely the data above underreports the number of students taking AP courses virtually. Pass Rates are not reported (NR) if there were fewer than 25 for that cell.<\/em><\/figcaption><\/figure>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-c8\"><a href=\"#subject-area-enrollments-by-locale\" data-type=\"internal\" data-id=\"#subject-area-enrollments-by-locale\">Table C8<\/a>.&nbsp;2022-23 Virtual Enrollments Percentage by Subject Area and Locale<\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Subject Area<\/strong><\/th><th><strong>% Rural<\/strong><\/th><th><strong>% Town<\/strong><\/th><th><strong>% Suburb<\/strong><\/th><th>% City<\/th><th><strong>% Not Specified<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Agriculture, Food, and Natural Resources<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Architecture and Construction<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Business and Marketing<\/td><td>1%<\/td><td>2%<\/td><td>2%<\/td><td>1%<\/td><td>0%<\/td><\/tr><tr><td>Communication and Audio\/Visual Technology<\/td><td>0%<\/td><td>0%<\/td><td>1%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Engineering and Technology<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>English Language and Literature<\/td><td>19%<\/td><td>19%<\/td><td>18%<\/td><td>19%<\/td><td>22%<\/td><\/tr><tr><td>Health Care Sciences<\/td><td>0%<\/td><td>1%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Hospitality and Tourism<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Human Services<\/td><td>1%<\/td><td>2%<\/td><td>2%<\/td><td>1%<\/td><td>1%<\/td><\/tr><tr><td>Information Technology<\/td><td>1%<\/td><td>1%<\/td><td>2%<\/td><td>2%<\/td><td>0%<\/td><\/tr><tr><td>Life and Physical Sciences<\/td><td>15%<\/td><td>15%<\/td><td>15%<\/td><td>15%<\/td><td>16%<\/td><\/tr><tr><td>Manufacturing<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Mathematics<\/td><td>17%<\/td><td>17%<\/td><td>17%<\/td><td>16%<\/td><td>18%<\/td><\/tr><tr><td>Military Science<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Miscellaneous<\/td><td>5%<\/td><td>5%<\/td><td>7%<\/td><td>7%<\/td><td>2%<\/td><\/tr><tr><td>Nonsubject Specific<\/td><td>1%<\/td><td>0%<\/td><td>1%<\/td><td>1%<\/td><td>0%<\/td><\/tr><tr><td>Physical, Health, and Safety Education<\/td><td>9%<\/td><td>8%<\/td><td>8%<\/td><td>8%<\/td><td>7%<\/td><\/tr><tr><td>Public, Protective, and Government Services<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Religious Education and Theology<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Social Sciences and History<\/td><td>17%<\/td><td>17%<\/td><td>16%<\/td><td>15%<\/td><td>18%<\/td><\/tr><tr><td>Transportation, Distribution, and Logistics<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Visual and Performing Arts<\/td><td>8%<\/td><td>6%<\/td><td>6%<\/td><td>11%<\/td><td>10%<\/td><\/tr><tr><td>World Languages<\/td><td>5%<\/td><td>5%<\/td><td>5%<\/td><td>4%<\/td><td>5%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>100%<\/td><td>100%<\/td><td>100%<\/td><td>100%<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-c9\"><a href=\"#subject-area-enrollments-by-locale\" data-type=\"internal\" data-id=\"#subject-area-enrollments-by-locale\">Table C9<\/a>.&nbsp;2022-23 Virtual Enrollment Pass Rates by Subject Area and Locale<\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Subject Area<\/strong><\/th><th><strong>Rural Pass Rate<\/strong><\/th><th><strong>Town Pass Rate<\/strong><\/th><th><strong>Suburban Pass Rate<\/strong><\/th><th><strong>City Pass Rate<\/strong><\/th><th><strong>Not Specified Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Agriculture, Food, and Natural Resources<\/td><td>70%<\/td><td>74%<\/td><td>80%<\/td><td>85%<\/td><td>NR<\/td><\/tr><tr><td>Architecture and Construction<\/td><td>86%<\/td><td>91%<\/td><td>81%<\/td><td>NR<\/td><td>NR<\/td><\/tr><tr><td>Business and Marketing<\/td><td>72%<\/td><td>79%<\/td><td>76%<\/td><td>69%<\/td><td>NR<\/td><\/tr><tr><td>Communication and Audio\/Visual Technology<\/td><td>64%<\/td><td>62%<\/td><td>69%<\/td><td>80%<\/td><td>NR<\/td><\/tr><tr><td>Engineering and Technology<\/td><td>62%<\/td><td>94%<\/td><td>86%<\/td><td>87%<\/td><td>NR<\/td><\/tr><tr><td>English Language and Literature<\/td><td>60%<\/td><td>63%<\/td><td>62%<\/td><td>72%<\/td><td>34%<\/td><\/tr><tr><td>Health Care Sciences<\/td><td>82%<\/td><td>82%<\/td><td>70%<\/td><td>77%<\/td><td>NR<\/td><\/tr><tr><td>Hospitality and Tourism<\/td><td>77%<\/td><td>66%<\/td><td>78%<\/td><td>44%<\/td><td>NR<\/td><\/tr><tr><td>Human Services<\/td><td>73%<\/td><td>75%<\/td><td>70%<\/td><td>82%<\/td><td>6%<\/td><\/tr><tr><td>Information Technology<\/td><td>61%<\/td><td>61%<\/td><td>69%<\/td><td>75%<\/td><td>NR<\/td><\/tr><tr><td>Life and Physical Sciences<\/td><td>60%<\/td><td>64%<\/td><td>64%<\/td><td>71%<\/td><td>31%<\/td><\/tr><tr><td>Manufacturing<\/td><td>90%<\/td><td>96%<\/td><td>90%<\/td><td>80%<\/td><td>NR<\/td><\/tr><tr><td>Mathematics<\/td><td>57%<\/td><td>59%<\/td><td>61%<\/td><td>68%<\/td><td>30%<\/td><\/tr><tr><td>Military Science<\/td><td>NR<\/td><td>NR<\/td><td>49%<\/td><td>NR<\/td><td>NR<\/td><\/tr><tr><td>Miscellaneous<\/td><td>70%<\/td><td>65%<\/td><td>74%<\/td><td>71%<\/td><td>89%<\/td><\/tr><tr><td>Nonsubject Specific<\/td><td>68%<\/td><td>76%<\/td><td>78%<\/td><td>86%<\/td><td>NR<\/td><\/tr><tr><td>Physical, Health, and Safety Education<\/td><td>66%<\/td><td>73%<\/td><td>62%<\/td><td>78%<\/td><td>39%<\/td><\/tr><tr><td>Public, Protective, and Government Services<\/td><td>72%<\/td><td>80%<\/td><td>74%<\/td><td>67%<\/td><td>NR<\/td><\/tr><tr><td>Religious Education and Theology<\/td><td>NR<\/td><td>NR<\/td><td>92%<\/td><td>NR<\/td><td>NR<\/td><\/tr><tr><td>Social Sciences and History<\/td><td>61%<\/td><td>66%<\/td><td>65%<\/td><td>71%<\/td><td>30%<\/td><\/tr><tr><td>Transportation, Distribution, and Logistics<\/td><td>87%<\/td><td>NR<\/td><td>NR<\/td><td>67%<\/td><td>NR<\/td><\/tr><tr><td>Visual and Performing Arts<\/td><td>67%<\/td><td>72%<\/td><td>68%<\/td><td>82%<\/td><td>33%<\/td><\/tr><tr><td>World Languages<\/td><td>55%<\/td><td>69%<\/td><td>59%<\/td><td>63%<\/td><td>27%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>62%<\/td><td>66%<\/td><td>64%<\/td><td>73%<\/td><td>33%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em>Note: Data are not reported (NR) if there were fewer<\/em> <em>than 25 virtual enrollments for that cell.<\/em><\/figcaption><\/figure>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-c10\"><a href=\"#subject-area-enrollments-by-gender\" data-type=\"internal\" data-id=\"#subject-area-enrollments-by-gender\">Table C10<\/a>.&nbsp;2022-23 Number and Percentage of Virtual Enrollments with Pass Rates by Subject Area and Student Sex<\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Subject Area<\/strong><\/th><th><strong># of Female Enrolls<\/strong><\/th><th><strong># of Male Enrolls<\/strong><\/th><th><strong>% of Female Enrolls<\/strong><\/th><th><strong>% of Male Enrolls<\/strong><\/th><th><strong>Female Pass Rate<\/strong><\/th><th><strong>Male Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Agriculture, Food, and Natural Resources<\/td><td>480<\/td><td>301<\/td><td>0%<\/td><td>0%<\/td><td>77%<\/td><td>72%<\/td><\/tr><tr><td>Architecture and Construction<\/td><td>73<\/td><td>281<\/td><td>0%<\/td><td>0%<\/td><td>90%<\/td><td>86%<\/td><\/tr><tr><td>Business and Marketing<\/td><td>6,502<\/td><td>6,386<\/td><td>1%<\/td><td>1%<\/td><td>76%<\/td><td>74%<\/td><\/tr><tr><td>Communication and Audio\/Visual Technology<\/td><td>2,086<\/td><td>1,834<\/td><td>0%<\/td><td>0%<\/td><td>69%<\/td><td>67%<\/td><\/tr><tr><td>Engineering and Technology<\/td><td>811<\/td><td>1,169<\/td><td>0%<\/td><td>0%<\/td><td>76%<\/td><td>77%<\/td><\/tr><tr><td>English Language and Literature<\/td><td>97,125<\/td><td>95,046<\/td><td>19%<\/td><td>19%<\/td><td>64%<\/td><td>62%<\/td><\/tr><tr><td>Health Care Sciences<\/td><td>2,484<\/td><td>797<\/td><td>0%<\/td><td>0%<\/td><td>78%<\/td><td>71%<\/td><\/tr><tr><td>Hospitality and Tourism<\/td><td>751<\/td><td>522<\/td><td>0%<\/td><td>0%<\/td><td>71%<\/td><td>69%<\/td><\/tr><tr><td>Human Services<\/td><td>6,889<\/td><td>5,257<\/td><td>1%<\/td><td>1%<\/td><td>74%<\/td><td>70%<\/td><\/tr><tr><td>Information Technology<\/td><td>6,872<\/td><td>8,469<\/td><td>1%<\/td><td>2%<\/td><td>68%<\/td><td>69%<\/td><\/tr><tr><td>Life and Physical Sciences<\/td><td>77,209<\/td><td>76,410<\/td><td>15%<\/td><td>15%<\/td><td>64%<\/td><td>62%<\/td><\/tr><tr><td>Manufacturing<\/td><td>94<\/td><td>365<\/td><td>0%<\/td><td>0%<\/td><td>89%<\/td><td>87%<\/td><\/tr><tr><td>Mathematics<\/td><td>87,202<\/td><td>86,228<\/td><td>17%<\/td><td>17%<\/td><td>61%<\/td><td>60%<\/td><\/tr><tr><td>Military Science<\/td><td>NR<\/td><td>37<\/td><td>0%<\/td><td>0%<\/td><td>NR<\/td><td>59%<\/td><\/tr><tr><td>Miscellaneous<\/td><td>31,604<\/td><td>31,010<\/td><td>6%<\/td><td>6%<\/td><td>74%<\/td><td>70%<\/td><\/tr><tr><td>Nonsubject Specific<\/td><td>3,462<\/td><td>3,722<\/td><td>1%<\/td><td>1%<\/td><td>75%<\/td><td>77%<\/td><\/tr><tr><td>Physical, Health, and Safety Education<\/td><td>43,317<\/td><td>42,296<\/td><td>8%<\/td><td>8%<\/td><td>68%<\/td><td>66%<\/td><\/tr><tr><td>Public, Protective, and Government Services<\/td><td>1,451<\/td><td>851<\/td><td>0%<\/td><td>0%<\/td><td>75%<\/td><td>72%<\/td><\/tr><tr><td>Religious Education and Theology<\/td><td>57<\/td><td>51<\/td><td>0%<\/td><td>0%<\/td><td>86%<\/td><td>88%<\/td><\/tr><tr><td>Social Sciences and History<\/td><td>85,519<\/td><td>80,814<\/td><td>16%<\/td><td>16%<\/td><td>65%<\/td><td>63%<\/td><\/tr><tr><td>Transportation, Distribution, and Logistics<\/td><td>NR<\/td><td>70<\/td><td>0%<\/td><td>0%<\/td><td>NR<\/td><td>84%<\/td><\/tr><tr><td>Visual and Performing Arts<\/td><td>42,340<\/td><td>39,030<\/td><td>8%<\/td><td>8%<\/td><td>72%<\/td><td>70%<\/td><\/tr><tr><td>World Languages<\/td><td>26,653<\/td><td>23,744<\/td><td>5%<\/td><td>5%<\/td><td>61%<\/td><td>56%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>523,015<\/td><td>504,690<\/td><td>100%<\/td><td>100%<\/td><td>66%<\/td><td>64%<\/td><\/tr><\/tfoot><\/table><\/figure>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-c11\"><a href=\"#courses-by-virtual-method\" data-type=\"internal\" data-id=\"#courses-by-virtual-method\">Table C11<\/a>.&nbsp;2022-23 Number and Percentage of Virtual Enrollments with Pass Rate by Virtual Method<\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Virtual Method<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Blended Learning<\/td><td>142,713<\/td><td>14%<\/td><td>78%<\/td><\/tr><tr><td>Digital Learning<\/td><td>76,180<\/td><td>7%<\/td><td>61%<\/td><\/tr><tr><td>Online Course<\/td><td>808,812<\/td><td>79%<\/td><td>63%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>1,027,705<\/td><td>100%<\/td><td>65%<\/td><\/tr><\/tfoot><\/table><\/figure>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"appendix-d\">Appendix D &#8211; Student Tables<\/h2>\n\n\n\n<p><em>Note: Clicking on the hyperlinked table number will return to the section of the report that discusses the table.<\/em><\/p>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-d1\"><a href=\"#by-student-grade-level\">Table D1<\/a>.&nbsp;2022-23 Number and Percentage of Virtual Students with Percent Year over Year Change<\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Grade Level<\/strong><\/th><th><strong># of Students<\/strong><\/th><th><strong>% of Students<\/strong><\/th><th><strong>% Change from Prior Year<\/strong><\/th><\/tr><\/thead><tbody><tr><td>K<\/td><td>3,260<\/td><td>2%<\/td><td>-55%<\/td><\/tr><tr><td>1<\/td><td>3,952<\/td><td>2%<\/td><td>-52%<\/td><\/tr><tr><td>2<\/td><td>3,387<\/td><td>2%<\/td><td>-57%<\/td><\/tr><tr><td>3<\/td><td>3,753<\/td><td>2%<\/td><td>-52%<\/td><\/tr><tr><td>4<\/td><td>3,649<\/td><td>2%<\/td><td>-52%<\/td><\/tr><tr><td>5<\/td><td>4,043<\/td><td>3%<\/td><td>-52%<\/td><\/tr><tr><td>6<\/td><td>5,457<\/td><td>3%<\/td><td>-41%<\/td><\/tr><tr><td>7<\/td><td>7,061<\/td><td>4%<\/td><td>-30%<\/td><\/tr><tr><td>8<\/td><td>8,692<\/td><td>5%<\/td><td>-24%<\/td><\/tr><tr><td>9<\/td><td>20,590<\/td><td>13%<\/td><td>-11%<\/td><\/tr><tr><td>10<\/td><td>25,972<\/td><td>16%<\/td><td>-12%<\/td><\/tr><tr><td>11<\/td><td>29,644<\/td><td>19%<\/td><td>-10%<\/td><\/tr><tr><td>12<\/td><td>40,668<\/td><td>26%<\/td><td>-12%<\/td><\/tr><\/tbody><tfoot><tr><td><strong>Total<\/strong><\/td><td>159,056<\/td><td>100%<\/td><td>-24%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em>Note: Because some students took courses across multiple grade levels, a student may be counted toward more than one grade level. The total row, however, reflects the number of unique students.<\/em><\/figcaption><\/figure>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-d2\"><a href=\"#by-student-sex\" data-type=\"internal\" data-id=\"#by-student-sex\">Table D2<\/a>.&nbsp;2022-23 Number and Percentage of Students and Virtual Enrollments with Pass Rate by Student Sex<\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Student Sex<\/strong><\/th><th><strong># of Students<\/strong><\/th><th><strong>% of Students<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Female<\/td><td>81,236<\/td><td>51%<\/td><td>523,015<\/td><td>51%<\/td><td>66%<\/td><\/tr><tr><td>Male<\/td><td>77,844<\/td><td>49%<\/td><td>504,690<\/td><td>49%<\/td><td>64%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>159,056<\/td><td>100%<\/td><td>1,027,705<\/td><td>100%<\/td><td>65%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em>Note: The sum of<em> the number of students<\/em> exceeds the total n<\/em>u<em>mber because a few students had enrollments across multiple schools where one school listed the student as one sex, but the other school reported a different value. The unique total was used to emphasize the true number of virtual students.<\/em><\/figcaption><\/figure>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-d3\"><a href=\"#student-by-race\/ethnicity\">Table D3<\/a>.&nbsp;2022-23 Number and Percentage of Students and Virtual Enrollments with Pass Rates by Race\/Ethnicity<\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Race \/Ethnicity<\/strong><\/th><th><strong># of Students<\/strong><\/th><th><strong>% of Students<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>African-American or Black<\/td><td>30,941<\/td><td>19%<\/td><td>220,517<\/td><td>21%<\/td><td>56%<\/td><\/tr><tr><td>American Indian or Alaska Native<\/td><td>1,181<\/td><td>1%<\/td><td>7,538<\/td><td>1%<\/td><td>56%<\/td><\/tr><tr><td>Asian<\/td><td>2,757<\/td><td>2%<\/td><td>13,490<\/td><td>1%<\/td><td>79%<\/td><\/tr><tr><td>Hispanic or Latino<\/td><td>14,250<\/td><td>9%<\/td><td>97,730<\/td><td>10%<\/td><td>61%<\/td><\/tr><tr><td>Native Hawaiian or Pacific Islander<\/td><td>127<\/td><td>0%<\/td><td>794<\/td><td>0%<\/td><td>60%<\/td><\/tr><tr><td>White<\/td><td>99,861<\/td><td>63%<\/td><td>615,261<\/td><td>60%<\/td><td>69%<\/td><\/tr><tr><td>Two or More Races<\/td><td>9,281<\/td><td>6%<\/td><td>68,571<\/td><td>7%<\/td><td>64%<\/td><\/tr><tr><td>Unknown<\/td><td>1,343<\/td><td>1%<\/td><td>3,804<\/td><td>0%<\/td><td>47%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>159,056<\/td><td>100%<\/td><td>1,027,705<\/td><td>100%<\/td><td>65%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em>Note: The sum of<em> the number of students<\/em> exceeds the total n<\/em>u<em>mber because a few students had enrollments across multiple schools where one school listed the student as one race\/ethnicity, but the other school reported a different value. The unique total was used to emphasize the true number of virtual students.<\/em><\/figcaption><\/figure>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-d4\"><a href=\"#student-by-poverty-status\">Table D4<\/a>.&nbsp;2022-23 Number and Percentage of Students and Virtual Enrollments with Pass Rate by Poverty Status<\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Poverty Status<\/strong><\/th><th><strong># of Students<\/strong><\/th><th><strong>% of Students<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Yes<\/td><td>100,702<\/td><td>63%<\/td><td>722,606<\/td><td>70%<\/td><td>60%<\/td><\/tr><tr><td>No<\/td><td>57,210<\/td><td>36%<\/td><td>300,555<\/td><td>29%<\/td><td>77%<\/td><\/tr><tr><td>Unknown<\/td><td>1,445<\/td><td>1%<\/td><td>4,544<\/td><td>0%<\/td><td>52%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>159,056<\/td><td>100%<\/td><td>1,027,705<\/td><td>100%<\/td><td>65%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em>Note: <em>The sum of<em> the number of students<\/em> exceeds the total n<\/em>u<em>mber because a<\/em> few students had enrollments across multiple schools where one school listed the student as one poverty status, but the other school reported a different value. The unique total was used to emphasize the true number of virtual students.<\/em><\/figcaption><\/figure>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-d5\"><a href=\"#student-by-poverty-status\">Table D5<\/a>.&nbsp;2022-23 Pass Rate Comparison for Virtual Learners for Their Virtual and Non-Virtual Courses by Poverty Status<\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Poverty Status<\/strong><\/th><th><strong>Virtual Pass Rate<\/strong><\/th><th><strong>Non-Virtual Pass Rate<\/strong><\/th><th><strong>Virtual Pass Rate &#8211; Non-Virtual Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Yes<\/td><td>60%<\/td><td>64%<\/td><td>-4%<\/td><\/tr><tr><td>No<\/td><td>77%<\/td><td>85%<\/td><td>-9%<\/td><\/tr><tr><td>Unknown<\/td><td>52%<\/td><td>25%<\/td><td>27%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>65%<\/td><td>72%<\/td><td>-8%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em>Note: The Virtual Pass Rate \u2013 Non-Virtual Pass Rate calculation was run prior to rounding. That rounding effect accounts for what may appear to be calculation errors.<\/em><\/figcaption><\/figure>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-d6\"><a href=\"#student-by-poverty-status\" data-type=\"internal\" data-id=\"#student-by-poverty-status\">Table D6<\/a>.&nbsp;2022-23 Percentage of Virtual Learners and Virtual Enrollments in Poverty with Pass Rate by Virtual Type<\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Virtual Type<\/strong><\/th><th>% of Virtual Learners in Poverty<\/th><th>% of Virtual Enrolls from Learners in Poverty<\/th><th><strong>Pass Rate for Virtual Learners in Poverty<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Full-Time Virtual<\/td><td>71%<\/td><td>74%<\/td><td>56%<\/td><\/tr><tr><td>Part-Time Virtual<\/td><td>60%<\/td><td>68%<\/td><td>63%<\/td><\/tr><\/tbody><tfoot><tr><td><strong>Total<\/strong><\/td><td>63%<\/td><td>70%<\/td><td>60%<\/td><\/tr><\/tfoot><\/table><\/figure>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-d7\"><a href=\"#student-by-poverty-status\">Table D7<\/a>.&nbsp;2022-23 Number and Percentage of Students and Virtual Enrollments by School Free or Reduced-Price Lunch Category<\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Free or Reduced-Price Lunch Category<\/strong><\/th><th><strong># of Virtual Students<\/strong><\/th><th><strong># of All MI Students<\/strong><\/th><th><strong>% of Virtual Students<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Low FRL (&lt;=25%)<\/td><td>14,645<\/td><td>228,435<\/td><td>6%<\/td><\/tr><tr><td>Mid-Low FRL (&gt;25% to &lt;=50%)<\/td><td>37,256<\/td><td>409,534<\/td><td>9%<\/td><\/tr><tr><td>Mid-High FRL (&gt;50% to &lt;=75%)<\/td><td>51,117<\/td><td>422,292<\/td><td>12%<\/td><\/tr><tr><td>High FRL (&gt;75%)<\/td><td>57,349<\/td><td>330,848<\/td><td>17%<\/td><\/tr><tr><td>Missing<\/td><td>1,110<\/td><td>NA<\/td><td>NA<\/td><\/tr><\/tbody><tfoot><tr><td><strong>Total<\/strong><\/td><td>159,056<\/td><td>1,437,279<\/td><td>11%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em>Note: <em>The sum of<em> the number of students<\/em> exceeds the total n<\/em>u<em>mber<\/em> because some students had enrollments across categories. The unique total was used to emphasize the true number of virtual students. Also, all Michigan K-12 schools with building codes were used to calculate the state figures.<\/em> The 1.4M total also reflects the number of unique MI K-12 students.<\/figcaption><\/figure>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-d8\"><a href=\"#student-by-special-education\" data-type=\"internal\" data-id=\"#student-by-special-education\">Table D8<\/a>.&nbsp;2022-23 Number and Percentage of Students and Virtual Enrollments with Pass Rate by Special Education Status<\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Special Education Status<\/strong><\/th><th><strong># of Students<\/strong><\/th><th><strong>% of Students<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Yes<\/td><td>21,050<\/td><td>13%<\/td><td>147,945<\/td><td>14%<\/td><td>60%<\/td><\/tr><tr><td>No<\/td><td>136,862<\/td><td>86%<\/td><td>875,216<\/td><td>85%<\/td><td>66%<\/td><\/tr><tr><td>Unknown<\/td><td>1,445<\/td><td>1%<\/td><td>4,544<\/td><td>0%<\/td><td>52%<\/td><\/tr><\/tbody><tfoot><tr><td><strong>Total<\/strong><\/td><td>159,056<\/td><td>100%<\/td><td>1,027,705<\/td><td>100%<\/td><td>65%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em>Note: <em><em><em>The sum of the student rows<\/em> exceeds<\/em><\/em> the total number because some students had enrollments across multiple schools where one school listed the student under a specific special education status, but the other school reported a different status. The unique total was used to emphasize the true number of virtual students.<\/em><\/figcaption><\/figure>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-d9\"><a href=\"#student-by-special-education\" data-type=\"internal\" data-id=\"#student-by-special-education\">Table D9<\/a>.&nbsp;2022-23 Number and Percentage of Students and Virtual Enrollments with Pass Rate by Primary Disability<\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Primary Disability<\/strong><\/th><th><strong># of Students<\/strong><\/th><th><strong>% of Students<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Autism Spectrum Disorder<\/td><td>1,709<\/td><td>8%<\/td><td>11,565<\/td><td>8%<\/td><td>73%<\/td><\/tr><tr><td>Cognitive Impairment<\/td><td>1,275<\/td><td>6%<\/td><td>7,895<\/td><td>5%<\/td><td>60%<\/td><\/tr><tr><td>Deaf-Blindness<\/td><td>NR<\/td><td>0%<\/td><td>NR<\/td><td>0%<\/td><td>NR<\/td><\/tr><tr><td>Deaf or Hard of Hearing<\/td><td>141<\/td><td>1%<\/td><td>948<\/td><td>1%<\/td><td>61%<\/td><\/tr><tr><td>Early Childhood Developmental Delay<\/td><td>NR<\/td><td>0%<\/td><td>NR<\/td><td>0%<\/td><td>NR<\/td><\/tr><tr><td>Emotional Impairment<\/td><td>2,725<\/td><td>13%<\/td><td>19,239<\/td><td>13%<\/td><td>47%<\/td><\/tr><tr><td>Physical Impairment<\/td><td>71<\/td><td>0%<\/td><td>531<\/td><td>0%<\/td><td>81%<\/td><\/tr><tr><td>Specific Learning Disability<\/td><td>8,044<\/td><td>38%<\/td><td>55,380<\/td><td>37%<\/td><td>58%<\/td><\/tr><tr><td>Speech and Language Impairment<\/td><td>1,841<\/td><td>9%<\/td><td>17,491<\/td><td>12%<\/td><td>82%<\/td><\/tr><tr><td>Severe Multiple Impairment<\/td><td>111<\/td><td>1%<\/td><td>224<\/td><td>0%<\/td><td>78%<\/td><\/tr><tr><td>Traumatic Brain Injury<\/td><td>53<\/td><td>0%<\/td><td>349<\/td><td>0%<\/td><td>69%<\/td><\/tr><tr><td>Visual Impairment<\/td><td>59<\/td><td>0%<\/td><td>344<\/td><td>0%<\/td><td>63%<\/td><\/tr><tr><td>Other Health Impairment<\/td><td>4,491<\/td><td>21%<\/td><td>30,007<\/td><td>20%<\/td><td>56%<\/td><\/tr><tr><td>MISSING\/None-Listed<\/td><td>617<\/td><td>3%<\/td><td>3,583<\/td><td>2%<\/td><td>32%<\/td><\/tr><\/tbody><tfoot><tr><td><strong>Total<\/strong><\/td><td>21,050<\/td><td>100%<\/td><td>147,945<\/td><td>100%<\/td><td>60%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em>Note: <em><em><em>The sum of the student rows<\/em> exceeds<\/em><\/em> the total number because some students had enrollments across multiple schools where one school listed the student with a specific primary disability, but the other school reported a different primary disability. The unique total was used to emphasize the true number of virtual students.<\/em> <em>Additionally,<\/em> <em>data are not reported (NR) out of caution for confidentiality.<\/em><\/figcaption><\/figure>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-d10\"><a href=\"#student-by-special-education\" data-type=\"internal\" data-id=\"#student-by-special-education\">Table D10<\/a>.&nbsp;2022-23 Number and Percentage of Virtual Students Compared to All MI Students with IEPs by Primary Disability<\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Primary Disability<\/strong><\/th><th><strong># of Virtual Students<\/strong><\/th><th>#<strong> of All MI Students with IEPs <\/strong><\/th><th><strong>% of All MI Students with IEPs Who Took a Virtual<\/strong> <strong>Course<\/strong><\/th><th><strong>% of All MI Students with IEPs<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Autism Spectrum Disorder<\/td><td>1,709<\/td><td>25,147<\/td><td>7%<\/td><td>12%<\/td><\/tr><tr><td>Cognitive Impairment<\/td><td>1,275<\/td><td>16,521<\/td><td>8%<\/td><td>8%<\/td><\/tr><tr><td>Deaf-Blindness<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><\/tr><tr><td>Deaf or Hard of Hearing<\/td><td>141<\/td><td>2,183<\/td><td>6%<\/td><td>1%<\/td><\/tr><tr><td>Early Childhood Developmental Delay<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><\/tr><tr><td>Emotional Impairment<\/td><td>2,725<\/td><td>10,291<\/td><td>26%<\/td><td>5%<\/td><\/tr><tr><td>Physical Impairment<\/td><td>71<\/td><td>1,308<\/td><td>5%<\/td><td>1%<\/td><\/tr><tr><td>Specific Learning Disability<\/td><td>8,044<\/td><td>54,418<\/td><td>15%<\/td><td>26%<\/td><\/tr><tr><td>Speech and Language Impairment<\/td><td>1,841<\/td><td>57,667<\/td><td>3%<\/td><td>27%<\/td><\/tr><tr><td>Severe Multiple Impairment<\/td><td>111<\/td><td>2,763<\/td><td>4%<\/td><td>1%<\/td><\/tr><tr><td>Traumatic Brain Injury<\/td><td>53<\/td><td>398<\/td><td>13%<\/td><td>0%<\/td><\/tr><tr><td>Visual Impairment<\/td><td>59<\/td><td>728<\/td><td>8%<\/td><td>0%<\/td><\/tr><tr><td>Other Health Impairment<\/td><td>4,491<\/td><td>30,186<\/td><td>15%<\/td><td>14%<\/td><\/tr><tr><td>MISSING\/None-Listed<\/td><td>617<\/td><td>NA<\/td><td>NA<\/td><td>NA<\/td><\/tr><\/tbody><tfoot><tr><td><strong>Total<\/strong><\/td><td>21,050<\/td><td>209,937<\/td><td>10%<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em>Note: <em><em><em>The sum of the student rows<\/em> exceeds<\/em><\/em> the total number because some students had enrollments across multiple schools where one school listed the student with a specific primary disability, but the other school reported a different primary disability. The unique total was used to emphasize the true number of virtual students.<\/em> <em>Additionally,<\/em> <em>data are not reported (NR) out of caution for confidentiality<\/em>.<\/figcaption><\/figure>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-d11\"><a href=\"#homeschool-nonpublic\" data-type=\"internal\" data-id=\"#homeschool-nonpublic\">Table D11<\/a>.&nbsp;2022-23 Number and Percentage of Virtual Enrollments by Home-School\/Nonpublic Student Status<\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Home-School or Nonpublic Student<\/strong> <strong>Status<\/strong><\/th><th><strong># of Students<\/strong><\/th><th><strong>% of Students<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>No<\/td><td>153,077<\/td><td>96%<\/td><td>1,007,001<\/td><td>98%<\/td><td>64%<\/td><\/tr><tr><td>Yes<\/td><td>5,993<\/td><td>4%<\/td><td>20,704<\/td><td>2%<\/td><td>93%<\/td><\/tr><\/tbody><tfoot><tr><td><strong>Total<\/strong><\/td><td>159,056<\/td><td>100%<\/td><td>1,027,705<\/td><td>100%<\/td><td>65%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em>Note: <em><em><em><em>The sum of the student rows<\/em> exceeds<\/em><\/em><\/em> the total number because a few students had enrollments that were recorded for both statuses. The unique total was used to emphasize the true number of virtual students.<\/em><\/figcaption><\/figure>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-d12\"><a href=\"#student-by-FT-or-PT\" data-type=\"internal\" data-id=\"#student-by-FT-or-PT\">Table D12<\/a>.&nbsp;2022-23 Number and Percentage of Virtual Enrollments with Pass Rate by Full- or Part-Time Status<\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Virtual Subset<\/strong><\/th><th><strong># of Students<\/strong><\/th><th><strong>% of Students<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Full-Time Virtual<\/td><td>48,991<\/td><td>31%<\/td><td>449,188<\/td><td>44%<\/td><td>60%<\/td><\/tr><tr><td>Part-Time Virtual<\/td><td>111,743<\/td><td>70%<\/td><td>578,517<\/td><td>56%<\/td><td>68%<\/td><\/tr><\/tbody><tfoot><tr><td><strong>Total<\/strong><\/td><td>159,056<\/td><td>100%<\/td><td>1,027,705<\/td><td>100%<\/td><td>65%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em>Note: <em><em><em><em>The sum of the student rows<\/em> exceeds<\/em><\/em><\/em> the total number because some students had enrollments in both full-time and part-time virtual schools. The unique total was used to emphasize the true number of virtual students.<\/em><\/figcaption><\/figure>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-d13\"><a href=\"#student-by-FT-or-PT\" data-type=\"internal\" data-id=\"#student-by-FT-or-PT\">Table D13<\/a>.&nbsp;2022-23 Pass Rate Comparison for Full- and Part-Time Virtual Learners<\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Virtual Subset<\/strong><\/th><th><strong>Virtual Pass Rate<\/strong><\/th><th><strong>Non-Virtual Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Full-Time Virtual<\/td><td>60%<\/td><td>87%<\/td><\/tr><tr><td>Part-Time Virtual<\/td><td>68%<\/td><td>72%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>65%<\/td><td>72%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em>Note: There were 18,184 non-virtual enrollments reported for Full-Time Virtual students.<\/em><\/figcaption><\/figure>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-d14\"><a href=\"#student-by-FT-or-PT\" data-type=\"internal\" data-id=\"#student-by-FT-or-PT\">Table D14<\/a>. 2022-23 Number and Percentage of Virtual Enrollments with Pass Rates by Students&#8217; Percentage of Enrollments Delivered Virtually<\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>% of Enrollments an Individual Student Took Virtually<\/strong><\/th><th><strong># of Students<\/strong><\/th><th><strong>% of Students<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>&lt;25% of Enrolls Virtual<\/td><td>52,937<\/td><td>33%<\/td><td>83,839<\/td><td>8%<\/td><td>74%<\/td><\/tr><tr><td>25% to 49% of Enrolls Virtual<\/td><td>21,826<\/td><td>14%<\/td><td>105,714<\/td><td>10%<\/td><td>58%<\/td><\/tr><tr><td>50% to 74% of Enrolls Virtual<\/td><td>14,167<\/td><td>9%<\/td><td>122,715<\/td><td>12%<\/td><td>52%<\/td><\/tr><tr><td>75% or More of Enrolls Virtual<\/td><td>70,126<\/td><td>44%<\/td><td>715,437<\/td><td>70%<\/td><td>67%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>159,056<\/td><td>100%<\/td><td>1,027,705<\/td><td>100%<\/td><td>65%<\/td><\/tr><\/tfoot><\/table><\/figure>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-d15\"><a href=\"#student-by-FT-or-PT\" data-type=\"internal\" data-id=\"#student-by-FT-or-PT\">Table D15<\/a>. 2022-23 Number and Percentage of Virtual Enrollments from LEA Schools Only with Pass Rates by Students&#8217; Percentage of Enrollments Delivered Virtually <\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>% of Enrollments Delivered Virtually<\/strong><\/th><th><strong># of Students<\/strong><\/th><th><strong>% of Students<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>&lt;25% of Enrolls Virtual<\/td><td>49,607<\/td><td>41%<\/td><td>76,989<\/td><td>12%<\/td><td>76%<\/td><\/tr><tr><td>25% to 49% of Enrolls Virtual<\/td><td>17,561<\/td><td>15%<\/td><td>77,656<\/td><td>12%<\/td><td>64%<\/td><\/tr><tr><td>50% to 74% of Enrolls Virtual<\/td><td>10,049<\/td><td>8%<\/td><td>81,325<\/td><td>12%<\/td><td>56%<\/td><\/tr><tr><td>75% or More of Enrolls Virtual<\/td><td>42,389<\/td><td>35%<\/td><td>424,634<\/td><td>64%<\/td><td>67%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>119,606<\/td><td>100%<\/td><td>660,604<\/td><td>100%<\/td><td>67%<\/td><\/tr><\/tfoot><\/table><\/figure>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-d16\"><a href=\"#student-by-FT-or-PT\" data-type=\"internal\" data-id=\"#student-by-FT-or-PT\">Table D16<\/a>. 2022-23 Number and Percentage of Virtual Enrollments from PSA Schools Only with Pass Rates by Students&#8217; Percentage of Enrollments Delivered Virtually<\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>% of Enrollments Delivered Virtually<\/strong><\/th><th><strong># of Students<\/strong><\/th><th><strong>% of Students<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>&lt;25% of Enrolls Virtual<\/td><td>2,747<\/td><td>7%<\/td><td>4,205<\/td><td>1%<\/td><td>58%<\/td><\/tr><tr><td>25% to 49% of Enrolls Virtual<\/td><td>1,370<\/td><td>4%<\/td><td>7,033<\/td><td>2%<\/td><td>45%<\/td><\/tr><tr><td>50% to 74% of Enrolls Virtual<\/td><td>1,368<\/td><td>4%<\/td><td>11,206<\/td><td>3%<\/td><td>46%<\/td><\/tr><tr><td>75% or More of Enrolls Virtual<\/td><td>32,634<\/td><td>86%<\/td><td>331,374<\/td><td>94%<\/td><td>61%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>38,119<\/td><td>100%<\/td><td>353,818<\/td><td>100%<\/td><td>61%<\/td><\/tr><\/tfoot><\/table><\/figure>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-d17\"><a href=\"#by-mobility-status\" data-type=\"internal\" data-id=\"#by-mobility-status\">Table D17<\/a>. 2022-23 Number and Percentage of Virtual Enrollments with Pass Rates by District Mobility <\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>District Mobility<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Stable<\/td><td>871,940<\/td><td>85%<\/td><td>70%<\/td><\/tr><tr><td>Incoming<\/td><td>59,388<\/td><td>6%<\/td><td>50%<\/td><\/tr><tr><td>Outgoing<\/td><td>92,573<\/td><td>9%<\/td><td>23%<\/td><\/tr><tr><td>Missing<\/td><td>3,804<\/td><td>0%<\/td><td>47%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>1,027,705<\/td><td>100%<\/td><td>65%<\/td><\/tr><\/tfoot><\/table><\/figure>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-d18\"><a href=\"#by-mobility-status\" data-type=\"internal\" data-id=\"#by-mobility-status\">Table D18<\/a>. 2022-23 Number and Percentage of Virtual Enrollments with Pass Rates by District Mobility and Known Poverty Status<\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>District Mobility<\/strong><\/th><th><strong># of In Poverty Enrolls<\/strong><\/th><th><strong># of Not In Poverty Enrolls<\/strong><\/th><th><strong>% of In Poverty Enrolls<\/strong><\/th><th><strong>% of Not In Poverty Enrolls<\/strong><\/th><th><strong>In Poverty<br>Pass Rate<\/strong><\/th><th><strong>Not In Poverty<br>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Stable<\/td><td>596,930<\/td><td>274,292<\/td><td>83%<\/td><td>91%<\/td><td>66%<\/td><td>80%<\/td><\/tr><tr><td>Incoming<\/td><td>50,372<\/td><td>9,016<\/td><td>7%<\/td><td>3%<\/td><td>49%<\/td><td>55%<\/td><\/tr><tr><td>Outgoing<\/td><td>75,304<\/td><td>17,247<\/td><td>10%<\/td><td>6%<\/td><td>20%<\/td><td>36%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>722,606<\/td><td>300,555<\/td><td>100%<\/td><td>100%<\/td><td>60%<\/td><td>77%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\">Note: Table excludes 4,544 enrollments that had an Unknown for the PovertyFlag variable.<\/figcaption><\/figure>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-d19\"><a href=\"#by-mobility-status\" data-type=\"internal\" data-id=\"#by-mobility-status\">Table D19<\/a>. 2022-23 Percentage of Virtual Enrollments by District Mobility and Locale<\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>District Mobility<\/strong><\/th><th><strong>% of Rural Enrolls<\/strong><\/th><th><strong>% of Town Enrolls<\/strong><\/th><th><strong>% of Suburban Enrolls<\/strong><\/th><th><strong>% of City Enrolls<\/strong><\/th><th><strong>% of Not Specified Enrolls<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Stable<\/td><td>82%<\/td><td>84%<\/td><td>86%<\/td><td>88%<\/td><td>72%<\/td><\/tr><tr><td>Incoming<\/td><td>8%<\/td><td>3%<\/td><td>5%<\/td><td>5%<\/td><td>16%<\/td><\/tr><tr><td>Outgoing<\/td><td>10%<\/td><td>13%<\/td><td>8%<\/td><td>7%<\/td><td>12%<\/td><\/tr><tr><td>Missing<\/td><td>0%<\/td><td>0%<\/td><td>1%<\/td><td>0%<\/td><td>0%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>100%<\/td><td>100%<\/td><td>100%<\/td><td>100%<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-d20\"><a href=\"#by-mobility-status\" data-type=\"internal\" data-id=\"#by-mobility-status\">Table D20<\/a>. 2022-23 Virtual Pass Rates by District Mobility and Locale<\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>District Mobility<\/strong><\/th><th><strong>Rural Pass Rate<\/strong><\/th><th><strong>Town Pass Rate<\/strong><\/th><th><strong>Suburban Pass Rate<\/strong><\/th><th><strong>City Pass Rate<\/strong><\/th><th><strong>Not Specified Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Stable<\/td><td>68%<\/td><td>71%<\/td><td>69%<\/td><td>78%<\/td><td>39%<\/td><\/tr><tr><td>Incoming<\/td><td>48%<\/td><td>57%<\/td><td>55%<\/td><td>56%<\/td><td>26%<\/td><\/tr><tr><td>Outgoing<\/td><td>22%<\/td><td>31%<\/td><td>23%<\/td><td>21%<\/td><td>5%<\/td><\/tr><tr><td>Missing<\/td><td>43%<\/td><td>57%<\/td><td>49%<\/td><td>36%<\/td><td>NR<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>62%<\/td><td>66%<\/td><td>64%<\/td><td>73%<\/td><td>33%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\">NR reported for cells with less than 25 enrollments.<\/figcaption><\/figure>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-d21\"><a href=\"#by-mobility-status\" data-type=\"internal\" data-id=\"#by-mobility-status\">Table D21<\/a>. 2022-23 Percentage of Virtual Enrollments with Pass Rates by District Mobility and Full-Time (FT) or Part-Time (PT) Virtual Status<\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>District Mobility<\/strong><\/th><th><strong>% of FT Enrolls<\/strong><\/th><th><strong>% of PT Enrolls<\/strong><\/th><th><strong>FT Pass Rate<\/strong><\/th><th><strong>PT Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Stable<\/td><td>80%<\/td><td>89%<\/td><td>66%<\/td><td>73%<\/td><\/tr><tr><td>Incoming<\/td><td>9%<\/td><td>3%<\/td><td>50%<\/td><td>51%<\/td><\/tr><tr><td>Outgoing<\/td><td>10%<\/td><td>8%<\/td><td>23%<\/td><td>23%<\/td><\/tr><tr><td>Missing<\/td><td>0%<\/td><td>0%<\/td><td>44%<\/td><td>48%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>100%<\/td><td>100%<\/td><td>60%<\/td><td>68%<\/td><\/tr><\/tfoot><\/table><\/figure>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-d22\"><a href=\"#student-by-non-virtual-course-performance\" data-type=\"internal\" data-id=\"#student-by-non-virtual-course-performance\">Table D22<\/a>.&nbsp;2022-23 Number and Percentage of Part-Time Virtual Students and Virtual Enrollments with Pass Rate by Non-Virtual Performance (Minimum of 3 Non-Virtual Enrollments)<\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Non-Virtual Performance<\/strong><\/th><th><strong># of Students<\/strong><\/th><th><strong>% of Students<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Passed All NV Courses<\/td><td>38,052<\/td><td>43%<\/td><td>99,469<\/td><td>30%<\/td><td>81%<\/td><\/tr><tr><td>Did Not Pass 1 or 2 NV Courses<\/td><td>17,053<\/td><td>19%<\/td><td>58,479<\/td><td>18%<\/td><td>68%<\/td><\/tr><tr><td>Did Not Pass 3 or More NV Courses<\/td><td>33,033<\/td><td>37%<\/td><td>176,214<\/td><td>53%<\/td><td>45%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>88,138<\/td><td>100%<\/td><td>334,162<\/td><td>100%<\/td><td>60%<\/td><\/tr><\/tfoot><\/table><\/figure>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-d23\"><a href=\"#student-by-virtual-course-performance\" data-type=\"internal\" data-id=\"#student-by-virtual-course-performance\">Table D23<\/a>.&nbsp;2022-23 Number and Percentage of Students and Virtual Enrollments by Virtual Course Performance<\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Virtual Course Performance<\/strong><\/th><th><strong># of Students<\/strong><\/th><th><strong>% of Students<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Passed All<\/td><td>82,799<\/td><td>52%<\/td><td>404,257<\/td><td>39%<\/td><td>100%<\/td><\/tr><tr><td>Passed Some, But Not All<\/td><td>48,106<\/td><td>30%<\/td><td>480,723<\/td><td>47%<\/td><td>54%<\/td><\/tr><tr><td>Didn&#8217;t Pass Any<\/td><td>28,151<\/td><td>18%<\/td><td>142,725<\/td><td>14%<\/td><td>0%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>159,056<\/td><td>100%<\/td><td>1,027,705<\/td><td>100%<\/td><td>65%<\/td><\/tr><\/tfoot><\/table><\/figure>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-d24\"><a href=\"#student-by-virtual-course-performance\" data-type=\"internal\" data-id=\"#student-by-virtual-course-performance\">Table D24<\/a>.&nbsp;2022-23 Number and Percentage of Virtual Students Who Did Not Pass Any Virtual Courses by the Number of Virtual Courses They Took<\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong># of Virtual Courses Not Passed<\/strong><\/th><th><strong># of Students<\/strong><\/th><th><strong>% of Students<\/strong><\/th><\/tr><\/thead><tbody><tr><td>1 to 2<\/td><td>10,295<\/td><td>37%<\/td><\/tr><tr><td>3 to 4<\/td><td>3,435<\/td><td>12%<\/td><\/tr><tr><td>5 to 6<\/td><td>6,824<\/td><td>24%<\/td><\/tr><tr><td>7 to 8<\/td><td>3,043<\/td><td>11%<\/td><\/tr><tr><td>9 to 10<\/td><td>1,260<\/td><td>4%<\/td><\/tr><tr><td>11+<\/td><td>3,294<\/td><td>12%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>28,151<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-d25\"><a href=\"#student-by-virtual-usage\">Table D25<\/a>.&nbsp;2022-23 Number and Percentage of Students and Virtual Enrollments with Pass Rates by Virtual Usage<\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Virtual Usage<\/strong><\/th><th><strong># of Students<\/strong><\/th><th><strong>% of Students<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>1 to 2 Virtual Courses<\/td><td>55,874<\/td><td>35%<\/td><td>77,431<\/td><td>8%<\/td><td>78%<\/td><\/tr><tr><td>3 to 4 Virtual Courses<\/td><td>19,307<\/td><td>12%<\/td><td>66,965<\/td><td>7%<\/td><td>70%<\/td><\/tr><tr><td>5 or More Virtual Courses<\/td><td>83,875<\/td><td>53%<\/td><td>883,309<\/td><td>86%<\/td><td>63%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>159,056<\/td><td>100%<\/td><td>1,027,705<\/td><td>100%<\/td><td>65%<\/td><\/tr><\/tfoot><\/table><\/figure>\n\n\n\n<h3 class=\"wp-block-heading\">Table D26. 2022-23 Virtual Method Virtual Pass Rate by Virtual Usage<\/h3>\n\n\n\n<figure class=\"wp-block-table\"><table><tbody><tr><td><strong>Virtual Usage<\/strong><\/td><td><strong>Blended Learning<br>Pass Rate<\/strong><\/td><td><strong>Digital Learning<br>Pass Rate<\/strong><\/td><td><strong>Online Course<br>Pass Rate<\/strong><\/td><td><strong>Total<\/strong><br><strong>Pass Rate<\/strong><\/td><\/tr><tr><td>1 to 2 Virtual Courses<\/td><td>77%<\/td><td>70%<\/td><td>78%<\/td><td>78%<\/td><\/tr><tr><td>3 to 4 Virtual Courses<\/td><td>56%<\/td><td>69%<\/td><td>71%<\/td><td>70%<\/td><\/tr><tr><td>5 or More Virtual Courses<\/td><td>78%<\/td><td>57%<\/td><td>61%<\/td><td>63%<\/td><\/tr><tr><td><strong>Total Pass Rate<\/strong><\/td><td>78%<\/td><td>61%<\/td><td>63%<\/td><td>65%<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"appendix-e\">Appendix E &#8211; State Assessment Tables<\/h2>\n\n\n\n<p><em>Note: Clicking on the hyperlinked table number will return to the section of the report that discusses the table.<\/em><\/p>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-e1\"><a href=\"#by-subject-area\" data-type=\"internal\" data-id=\"#by-subject-area-11\">Table E1<\/a>. 2022-23 Comparison of Virtual and State Proficiency Rates on 11th Grade State Assessment Measures<\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Assessment<\/strong><\/th><th><strong>Virtual Learners<\/strong><\/th><th><strong>All Learners Statewide<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Evidence-Based Reading &amp; Writing (SAT)<\/td><td>39%<\/td><td>52%<\/td><\/tr><tr><td>Mathematics (SAT)<\/td><td>19%<\/td><td>30%<\/td><\/tr><tr><td>Science (M-STEP)<\/td><td>29%<\/td><td>39%<\/td><\/tr><tr><td>Social Studies (M-STEP)<\/td><td>26%<\/td><td>36%<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\"><em>Note: Statewide assessment data were available from the&nbsp;<\/em>MI School Data Portal<em>.&nbsp;<\/em>SAT measures are on the <a href=\"https:\/\/www.mischooldata.org\/college-readiness\/\" target=\"_blank\" data-type=\"URL\" data-id=\"https:\/\/www.mischooldata.org\/college-readiness\/\" rel=\"noreferrer noopener nofollow\">College Readiness report<\/a>. The M-STEP measures can be found on the <a href=\"https:\/\/www.mischooldata.org\/high-school-state-testing-performance\/\" data-type=\"URL\" data-id=\"https:\/\/www.mischooldata.org\/high-school-state-testing-performance\/\" rel=\"nofollow noopener\" target=\"_blank\">High School State Testing Performance report<\/a>.<\/figcaption><\/figure>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-e2\"><a href=\"#by-subject-area\" data-type=\"internal\" data-id=\"#by-subject-area\">Table E2<\/a>. 2022-23 Comparison of Virtual and State Proficiency Rates on 8th Grade State Assessment Measures<\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Assessment<\/strong><\/th><th><strong>Virtual Learners<\/strong><\/th><th><strong>All Learners Statewide<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Evidence-Based Reading &amp; Writing (SAT)<\/td><td>51%<\/td><td>60%<\/td><\/tr><tr><td>Mathematics (SAT)<\/td><td>22%<\/td><td>36%<\/td><\/tr><tr><td>Science (M-STEP)<\/td><td>29%<\/td><td>37%<\/td><\/tr><tr><td>Social Studies (M-STEP)<\/td><td>18%<\/td><td>27%<\/td><\/tr><\/tbody><\/table><figcaption class=\"wp-element-caption\"><em>Note: Statewide assessment data were available from the&nbsp;<\/em>MI School Data Portal<em>.&nbsp;<\/em>SAT measures are on the <a href=\"https:\/\/www.mischooldata.org\/college-readiness\/\" target=\"_blank\" data-type=\"URL\" data-id=\"https:\/\/www.mischooldata.org\/college-readiness\/\" rel=\"noreferrer noopener nofollow\">College Readiness report<\/a>. The M-STEP measures can be found on the <a href=\"https:\/\/www.mischooldata.org\/high-school-state-testing-performance\/\" data-type=\"URL\" data-id=\"https:\/\/www.mischooldata.org\/high-school-state-testing-performance\/\" rel=\"nofollow noopener\" target=\"_blank\">High School State Testing Performance report<\/a>.<\/figcaption><\/figure>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-e3\"><a href=\"#by-non-virtual-performance\" data-type=\"internal\" data-id=\"#by-non-virtual-performance\">Table E3<\/a>. 2022-23 11th Grade State Assessment Proficiency Rates for Virtual Learners with Three or More Non-Virtual Enrollments by Non-Virtual Performance<\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Assessment<\/strong><\/th><th><strong>Pass All NV<\/strong><\/th><th><strong>Did Not Pass 1 or 2 NV<\/strong><\/th><th><strong>Did Not Pass 3 or More NV<\/strong><\/th><th><strong>All Learners Statewide<\/strong><\/th><\/tr><\/thead><tbody><tr><td> Evidence-Based Reading &amp; Writing (SAT)<\/td><td>58%<\/td><td>39%<\/td><td>20%<\/td><td>52%<\/td><\/tr><tr><td> Mathematics (SAT)<\/td><td>35%<\/td><td>17%<\/td><td>7%<\/td><td>30%<\/td><\/tr><tr><td> Science (M-STEP)<\/td><td>42%<\/td><td>27%<\/td><td>16%<\/td><td>39%<\/td><\/tr><tr><td> Social Studies (M-STEP) <\/td><td>39%<\/td><td>22%<\/td><td>12%<\/td><td>36%<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-e4\"><a href=\"#by-non-virtual-performance\" data-type=\"internal\" data-id=\"#by-non-virtual-performance\">Table E4<\/a>. 2022-23 8th Grade State Assessment Proficiency Rates for Virtual Learners with Three or More Non-Virtual Enrollments by Non-Virtual Performance<\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Assessment<\/strong><\/th><th><strong>Pass All NV<\/strong><\/th><th><strong>Did Not Pass 1 or 2 NV<\/strong><\/th><th><strong>Did Not Pass 3 or More NV<\/strong><\/th><th><strong>All Learners Statewide<\/strong><\/th><\/tr><\/thead><tbody><tr><td> Evidence-Based Reading &amp; Writing (SAT)<\/td><td>69%<\/td><td>49%<\/td><td>34%<\/td><td>60%<\/td><\/tr><tr><td> Mathematics (SAT)<\/td><td>42%<\/td><td>23%<\/td><td>7%<\/td><td>36%<\/td><\/tr><tr><td> Science (M-STEP)<\/td><td>44%<\/td><td>27%<\/td><td>15%<\/td><td>37%<\/td><\/tr><tr><td> Social Studies (M-STEP) <\/td><td>34%<\/td><td>20%<\/td><td>7%<\/td><td>27%<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-e5\"><a href=\"#by-poverty-status\" data-type=\"internal\" data-id=\"#by-poverty-status\">Table E5<\/a>. 2022-23 11th Grade State Assessment Proficiency Rates for Virtual Learners by Poverty Status<\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Assessment<\/strong><\/th><th><strong>In Poverty<\/strong><\/th><th><strong>Not In Poverty<\/strong><\/th><th><strong>All Virtual Learners<\/strong><\/th><th><strong>All Learners Statewide<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Evidence-Based Reading &amp; Writing (SAT)<\/td><td>26%<\/td><td>55%<\/td><td>39%<\/td><td>52%<\/td><\/tr><tr><td>Mathematics (SAT)<\/td><td>8%<\/td><td>31%<\/td><td>19%<\/td><td>30%<\/td><\/tr><tr><td>Science (M-STEP)<\/td><td>20%<\/td><td>40%<\/td><td>29%<\/td><td>39%<\/td><\/tr><tr><td>Social Studies (M-STEP) <\/td><td>16%<\/td><td>38%<\/td><td>26%<\/td><td>36%<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-e6\"><a href=\"#by-poverty-status\" data-type=\"internal\" data-id=\"#by-poverty-status\">Table E6<\/a>. 2022-23 8th Grade State Assessment Proficiency Rates for Virtual Learners by Poverty Status<\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Assessment<\/strong><\/th><th><strong>In Poverty<\/strong><\/th><th><strong>Not In Poverty<\/strong><\/th><th><strong>All Virtual Learners<\/strong><\/th><th><strong>All Learners Statewide<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Evidence-Based Reading &amp; Writing (SAT)<\/td><td>43%<\/td><td>64%<\/td><td>51%<\/td><td>60%<\/td><\/tr><tr><td>Mathematics (SAT)<\/td><td>13%<\/td><td>38%<\/td><td>22%<\/td><td>36%<\/td><\/tr><tr><td>Science (M-STEP)<\/td><td>21%<\/td><td>44%<\/td><td>29%<\/td><td>37%<\/td><\/tr><tr><td>Social Studies (M-STEP) <\/td><td>11%<\/td><td>30%<\/td><td>18%<\/td><td>27%<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-e7\"><a href=\"#by-full-part-time-type\" data-type=\"internal\" data-id=\"#by-full-part-time-type\">Table E7<\/a>. 2022-23 11th Grade State Assessment Proficiency Rates for Virtual Learners by Virtual Type<\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Assessment<\/strong><\/th><th><strong>Part-Time<\/strong><\/th><th><strong>Full-Time<\/strong><\/th><th><strong>All Virtual Learners<\/strong><\/th><th><strong>All Learners Statewide<\/strong><\/th><\/tr><\/thead><tbody><tr><td> Evidence-Based Reading &amp; Writing (SAT)<\/td><td>41%<\/td><td>30%<\/td><td>39%<\/td><td>52%<\/td><\/tr><tr><td> Mathematics (SAT)<\/td><td>21%<\/td><td>7%<\/td><td>19%<\/td><td>30%<\/td><\/tr><tr><td> Science (M-STEP)<\/td><td>30%<\/td><td>24%<\/td><td>29%<\/td><td>39%<\/td><\/tr><tr><td> Social Studies (M-STEP) <\/td><td>26%<\/td><td>23%<\/td><td>26%<\/td><td>36%<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-e8\"><a href=\"#by-full-part-time-type\" data-type=\"internal\" data-id=\"#by-full-part-time-type\">Table E8<\/a>. 2022-23 8th Grade State Assessment Proficiency Rates for Virtual Learners by Virtual Type<\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Assessment<\/strong><\/th><th><strong>Part-Time<\/strong><\/th><th><strong>Full-Time<\/strong><\/th><th><strong>All Virtual Learners<\/strong><\/th><th><strong>All Learners Statewide<\/strong><\/th><\/tr><\/thead><tbody><tr><td> Evidence-Based Reading &amp; Writing (SAT)<\/td><td>51%<\/td><td>51%<\/td><td>51%<\/td><td>60%<\/td><\/tr><tr><td> Mathematics (SAT)<\/td><td>26%<\/td><td>16%<\/td><td>22%<\/td><td>36%<\/td><\/tr><tr><td> Science (M-STEP)<\/td><td>30%<\/td><td>28%<\/td><td>29%<\/td><td>37%<\/td><\/tr><tr><td> Social Studies (M-STEP) <\/td><td>20%<\/td><td>16%<\/td><td>18%<\/td><td>27%<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"appendix-e\">Appendix F &#8211; Higher Performing Schools Tables<\/h2>\n\n\n\n<p><em>Note: Clicking on the hyperlinked table number will return to the section of the report that discusses the table.<\/em><\/p>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-f1\"><a href=\"#hp-schools\" data-type=\"internal\" data-id=\"#hp-schools\">Table F1<\/a>. 2022-23 Number and Percentage of Schools with 80% or Higher Pass Rate by Virtual Learner Count Category<\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Virtual Learner Count<\/strong><\/th><th><strong>School Count<\/strong><\/th><th><strong>% of Schools<\/strong><\/th><\/tr><\/thead><tbody><tr><td>10 or Fewer<\/td><td>238<\/td><td>36%<\/td><\/tr><tr><td>11 to 25<\/td><td>80<\/td><td>12%<\/td><\/tr><tr><td>26 to 50<\/td><td>83<\/td><td>13%<\/td><\/tr><tr><td>51 to 99<\/td><td>79<\/td><td>12%<\/td><\/tr><tr><td>100 or More<\/td><td>173<\/td><td>26%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>653<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-f2\"><a href=\"#hp-schools\" data-type=\"internal\" data-id=\"#hp-schools\">Table F2<\/a>. 2022-23 Number and Percentage of Schools and Virtual Enrollments from Schools with 80% or Higher Pass Rate by Virtual Count Category<\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Virtual Enroll Count<\/strong><\/th><th><strong># of Schools<\/strong><\/th><th><strong>% of Schools<\/strong><\/th><th><strong># of Virtual Enrolls<\/strong><\/th><th><strong>% of Virtual Enrolls<\/strong><\/th><\/tr><\/thead><tbody><tr><td>1 to 9<\/td><td>125<\/td><td>19%<\/td><td>536<\/td><td>0%<\/td><\/tr><tr><td>10 to 29<\/td><td>102<\/td><td>16%<\/td><td>1,764<\/td><td>1%<\/td><\/tr><tr><td>30 to 49<\/td><td>47<\/td><td>7%<\/td><td>1,694<\/td><td>1%<\/td><\/tr><tr><td>50 to 99<\/td><td>86<\/td><td>13%<\/td><td>6,083<\/td><td>2%<\/td><\/tr><tr><td>100 or More<\/td><td>293<\/td><td>45%<\/td><td>276,369<\/td><td>96%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>653<\/td><td>100%<\/td><td>286,446<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-f3\"><a href=\"#hp-schools\" data-type=\"internal\" data-id=\"#hp-schools\">Table F3<\/a>. 2022-23 Number and Percentage of Schools with 80% or Higher Pass Rate by Number of Virtual Courses Offered<\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Virtual Courses Offered<\/strong><\/th><th><strong># of Schools<\/strong><\/th><th><strong>% of Schools<\/strong><\/th><\/tr><\/thead><tbody><tr><td>10 or Fewer<\/td><td>257<\/td><td>39%<\/td><\/tr><tr><td>11 to 25<\/td><td>143<\/td><td>22%<\/td><\/tr><tr><td>26 to 50<\/td><td>144<\/td><td>22%<\/td><\/tr><tr><td>More than 50<\/td><td>109<\/td><td>17%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>653<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-f4\"><a href=\"#hp-schools\" data-type=\"internal\" data-id=\"#hp-schools\">Table F4<\/a>. 2022-23 Number and Percentage of Schools with 80% or Higher Pass Rate as a Percentage of All Virtual Schools<\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Entity Type<\/strong><\/th><th><strong># of Higher Performing Schools<\/strong><\/th><th><strong># of Virtual Schools<\/strong><\/th><th><strong>% of Virtual Schools<\/strong><\/th><\/tr><\/thead><tbody><tr><td>ISD School<\/td><td>11<\/td><td>32<\/td><td>34%<\/td><\/tr><tr><td>ISD Unique Education Provider<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><\/tr><tr><td>LEA School<\/td><td>591<\/td><td>1,306<\/td><td>45%<\/td><\/tr><tr><td>LEA Unique Education Provider<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><\/tr><tr><td>PSA School<\/td><td>41<\/td><td>122<\/td><td>34%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>653<\/td><td>1,475<\/td><td>44%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em>Note: Data are not reported (NR) out of caution for confidentiality.<\/em><\/figcaption><\/figure>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-f5\"><a href=\"#hp-schools\" data-type=\"internal\" data-id=\"#hp-schools\">Table F5<\/a>. 2022-23 Number and Percentage of Schools with 80% or Higher Pass Rate by Locale<\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Locale<\/strong><\/th><th><strong># of Higher Performing Schools<\/strong><\/th><th><strong># of Virtual Schools<\/strong><\/th><th><strong>% of Virtual Schools<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Rural<\/td><td>232<\/td><td>490<\/td><td>47%<\/td><\/tr><tr><td>Town<\/td><td>76<\/td><td>195<\/td><td>39%<\/td><\/tr><tr><td>Suburb<\/td><td>250<\/td><td>554<\/td><td>45%<\/td><\/tr><tr><td>City<\/td><td>93<\/td><td>233<\/td><td>40%<\/td><\/tr><tr><td>Not Specified<\/td><td>2<\/td><td>3<\/td><td>67%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>653<\/td><td>1,475<\/td><td>44%<\/td><\/tr><\/tfoot><\/table><\/figure>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-f6\"><a href=\"#hp-schools\" data-type=\"internal\" data-id=\"#hp-schools\">Table F6<\/a>. 2022-23 Number of Students and Virtual Enrollments with Pass Rate Data from Schools with 80% or Higher Pass Rate by Race\/Ethnicity<\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Race\/Ethnicity<\/strong><\/th><th><strong># of Students<\/strong><\/th><th><strong># of Pass<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>African-American or Black<\/td><td>6,898<\/td><td>33,509<\/td><td>37,938<\/td><td>88%<\/td><\/tr><tr><td>American Indian or Alaska Native<\/td><td>313<\/td><td>1,475<\/td><td>1,818<\/td><td>81%<\/td><\/tr><tr><td>Asian<\/td><td>1,341<\/td><td>4,825<\/td><td>5,210<\/td><td>93%<\/td><\/tr><tr><td>Hispanic or Latino<\/td><td>4,541<\/td><td>24,008<\/td><td>26,457<\/td><td>91%<\/td><\/tr><tr><td>Native Hawaiian or Pacific Islander<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><\/tr><tr><td>Two or More Races<\/td><td>2,999<\/td><td>18,253<\/td><td>20,336<\/td><td>90%<\/td><\/tr><tr><td>Unknown<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><\/tr><tr><td>White<\/td><td>38,249<\/td><td>178,469<\/td><td>193,905<\/td><td>92%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>54,634<\/td><td>261,169<\/td><td>286,446<\/td><td>91%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em>Note: Data are not reported (NR) out of caution for confidentiality.<\/em><\/figcaption><\/figure>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-f7\"><a href=\"#hp-schools\" data-type=\"internal\" data-id=\"#hp-schools\">Table F7<\/a>. 2022-23 Number of Students and Virtual Enrollments with Pass Rate Data from Schools with 80% or Higher Pass Rate by Poverty Status<\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Poverty Status<\/strong><\/th><th><strong># of Students<\/strong><\/th><th><strong>% of Students<\/strong><\/th><th># of Pass<\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>% of Enrolls<\/strong><\/th><th><strong>Pass Rate<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Y<\/td><td>27,000<\/td><td>49%<\/td><td>146,000<\/td><td>163,245<\/td><td>57%<\/td><td>89%<\/td><\/tr><tr><td>N<\/td><td>27,350<\/td><td>50%<\/td><td>114,654<\/td><td>122,546<\/td><td>43%<\/td><td>94%<\/td><\/tr><tr><td>Unknown<\/td><td>315<\/td><td>1%<\/td><td>515<\/td><td>655<\/td><td>0%<\/td><td>79%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>54,634<\/td><td>100%<\/td><td>261,169<\/td><td>286,446<\/td><td>100%<\/td><td>91%<\/td><\/tr><\/tfoot><\/table><\/figure>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-f8\"><a href=\"#hp-schools\" data-type=\"internal\" data-id=\"#hp-schools\">Table F8<\/a>. 2022-23 Number and Percentage of Schools with 80% or Higher Pass Rate by School Free or Reduced-Price Lunch Category<\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Free or Reduced-Price Lunch Category<\/strong><\/th><th><strong># of Higher Performing Schools<\/strong><\/th><th><strong>% of Higher Performing Schools<\/strong><\/th><th><strong># of All Virtual Schools<\/strong><\/th><th><strong>% of All Virtual Schools<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Low FRL (&lt;=25%)<\/td><td>104<\/td><td>16%<\/td><td>153<\/td><td>68%<\/td><\/tr><tr><td>Mid-Low FRL (&gt;25% to &lt;=50%)<\/td><td>232<\/td><td>36%<\/td><td>408<\/td><td>57%<\/td><\/tr><tr><td>Mid-High FRL (&gt;50% to &lt;=75%)<\/td><td>195<\/td><td>30%<\/td><td>538<\/td><td>36%<\/td><\/tr><tr><td>High FRL (&gt;75%)<\/td><td>116<\/td><td>18%<\/td><td>369<\/td><td>31%<\/td><\/tr><tr><td>Missing<\/td><td>6<\/td><td>1%<\/td><td>7<\/td><td>86%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>653<\/td><td>100%<\/td><td>1,475<\/td><td>44%<\/td><\/tr><\/tfoot><\/table><\/figure>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-f9\"><a href=\"#hp-schools\" data-type=\"internal\" data-id=\"#hp-schools\">Table F9<\/a>. 2022-23 Number and Percentage of Schools with 80% or Higher Pass Rate by Full- or Part-Time Status<\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Full- or Part-Time Status<\/strong><\/th><th><strong># of Higher Performing Schools<\/strong><\/th><th><strong>% of Higher Performing Schools<\/strong><\/th><th><strong># of All Virtual Schools<\/strong><\/th><th><strong>% of All Virtual Schools<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Full-Time<\/td><td>15<\/td><td>2%<\/td><td>77<\/td><td>19%<\/td><\/tr><tr><td>Part-Time<\/td><td>638<\/td><td>98%<\/td><td>1,398<\/td><td>46%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>653<\/td><td>100%<\/td><td>1,475<\/td><td>44%<\/td><\/tr><\/tfoot><\/table><\/figure>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-f10\"><a href=\"#hp-schools\" data-type=\"internal\" data-id=\"#hp-schools\">Table F10<\/a>. 2022-23 Number and Percentage of Schools with 80% or Higher Pass Rate by School Emphasis<\/h3>\n\n\n\n<figure class=\"wp-block-table\"><table><thead><tr><th><strong>School Emphasis<\/strong><\/th><th><strong># of Higher Performing Schools<\/strong><\/th><th><strong># of All Virtual Schools<\/strong><\/th><th><strong>% of All Virtual Schools<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Alternative Education<\/td><td>46<\/td><td>272<\/td><td>17%<\/td><\/tr><tr><td>General Education<\/td><td>597<\/td><td>1,178<\/td><td>51%<\/td><\/tr><tr><td>Special Education<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><\/tr><tr><td>Vocational\/CTE<\/td><td>NR<\/td><td>NR<\/td><td>NR<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>653<\/td><td>1,475<\/td><td>44%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em>Note: Data are not reported (NR) out of caution for confidentiality.<\/em><\/figcaption><\/figure>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-f11\"><a href=\"#hp-schools\" data-type=\"internal\" data-id=\"#hp-schools\">Table F11<\/a>. 2022-23 Number and Percentage of Students* from Schools with 80% or Higher Pass Rate by Pass Rate Difference Category<\/h3>\n\n\n\n<figure class=\"wp-block-table\"><table><thead><tr><th><strong>Pass Rate Difference Category<\/strong><\/th><th><strong># of Students<\/strong><\/th><th><strong>% of Students<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Virtual Less than Non-Virtual<\/td><td>1,589<\/td><td>15%<\/td><\/tr><tr><td>Virtual Met\/Exceeded Non-Virtual<\/td><td>8,843<\/td><td>85%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>10,432<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\">* Note: Only virtual learners who took a minimum of three virtual courses and three non-virtual courses are included in the table.<\/figcaption><\/figure>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"appendix-f\">Appendix G &#8211; Completion Status Tables<\/h2>\n\n\n\n<p><em>Note: Clicking on the hyperlinked table number will return to the section of the report that discusses the table.<\/em><\/p>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-g1\"><a href=\"#by-grade-level\" data-type=\"internal\" data-id=\"#by-grade-level\">Table G1<\/a>.&nbsp;2022-23 Number and Percentage of Virtual Enrollments by Completion Status<\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Completion Status<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>%&nbsp;of Enrolls<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Audited<\/td><td>1,047<\/td><td>0%<\/td><\/tr><tr><td>Completed\/Failed<\/td><td>131,565<\/td><td>13%<\/td><\/tr><tr><td>Completed\/Passed<\/td><td>664,561<\/td><td>65%<\/td><\/tr><tr><td>Incomplete<\/td><td>88,420<\/td><td>9%<\/td><\/tr><tr><td>Ongoing Enrolled<\/td><td>112<\/td><td>0%<\/td><\/tr><tr><td>Tested Out<\/td><td>195<\/td><td>0%<\/td><\/tr><tr><td>Withdrawn\/Exited<\/td><td>93,399<\/td><td>9%<\/td><\/tr><tr><td>Withdrawn\/Failing<\/td><td>12,607<\/td><td>1%<\/td><\/tr><tr><td>Withdrawn\/Passing<\/td><td>35,799<\/td><td>3%<\/td><\/tr><\/tbody><tfoot><tr><td><strong>Total<\/strong><\/td><td>1,027,705<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-g2\"><a href=\"#by-entity-type\" data-type=\"internal\" data-id=\"#by-entity-type\">Table G2<\/a>.&nbsp;2022-23 Percentage of Virtual Enrollments by Completion Status and Entity Type<\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Completion Status<\/strong><\/th><th><strong>ISD School % of Enrolls<\/strong><\/th><th><strong>ISD UEP %&nbsp;of Enrolls<\/strong><\/th><th><strong><strong>LEA School %&nbsp;of Enrolls<\/strong><\/strong><\/th><th><strong>LEA UEP %&nbsp;of Enrolls<\/strong><\/th><th><strong>PSA School %&nbsp;of Enrolls<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Audited<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Completed\/Failed<\/td><td>7%<\/td><td>1%<\/td><td>12%<\/td><td>5%<\/td><td>15%<\/td><\/tr><tr><td>Completed\/Passed<\/td><td>69%<\/td><td>84%<\/td><td>67%<\/td><td>84%<\/td><td>61%<\/td><\/tr><tr><td>Incomplete<\/td><td>8%<\/td><td>7%<\/td><td>9%<\/td><td>0%<\/td><td>8%<\/td><\/tr><tr><td>Ongoing Enrolled<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Tested Out<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Withdrawn\/Exited<\/td><td>14%<\/td><td>8%<\/td><td>8%<\/td><td>8%<\/td><td>10%<\/td><\/tr><tr><td>Withdrawn\/Failing<\/td><td>0%<\/td><td>0%<\/td><td>1%<\/td><td>0%<\/td><td>3%<\/td><\/tr><tr><td>Withdrawn\/Passing<\/td><td>2%<\/td><td>0%<\/td><td>3%<\/td><td>2%<\/td><td>4%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>100%<\/td><td>100%<\/td><td>100%<\/td><td>100%<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em>Note: UEP = Unique Education Provider<\/em>. State School omitted due to limited enrollments.<\/figcaption><\/figure>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-g3\"><a href=\"#by-full-time-virtual-schools\" data-type=\"internal\" data-id=\"#by-full-time-virtual-schools\">Table G3<\/a>.&nbsp;2022-23 Number and Percentage of Full-Time Virtual Enrollments by Completion Status<\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Completion Status<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>%&nbsp;of Enrolls<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Audited<\/td><td>165<\/td><td>0%<\/td><\/tr><tr><td>Completed\/Failed<\/td><td>60,957<\/td><td>14%<\/td><\/tr><tr><td>Completed\/Passed<\/td><td>270,775<\/td><td>60%<\/td><\/tr><tr><td>Incomplete<\/td><td>53,120<\/td><td>12%<\/td><\/tr><tr><td>Ongoing Enrolled<\/td><td>NR<\/td><td>0%<\/td><\/tr><tr><td>Tested Out<\/td><td>NR<\/td><td>0%<\/td><\/tr><tr><td>Withdrawn\/Exited<\/td><td>37,943<\/td><td>8%<\/td><\/tr><tr><td>Withdrawn\/Failing<\/td><td>9,148<\/td><td>2%<\/td><\/tr><tr><td>Withdrawn\/Passing<\/td><td>16,991<\/td><td>4%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>449,188<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-g4\"><a href=\"#by-part-time-virtual-schools\" data-type=\"internal\" data-id=\"#by-part-time-virtual-schools\">Table G4<\/a>.&nbsp;2022-23 Number and Percentage of Part-Time Virtual Enrollments by Completion Status<\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Completion Status<\/strong><\/th><th><strong># of Enrolls<\/strong><\/th><th><strong>%&nbsp;of Enrolls<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Audited<\/td><td>882<\/td><td>0%<\/td><\/tr><tr><td>Completed\/Failed<\/td><td>70,608<\/td><td>12%<\/td><\/tr><tr><td>Completed\/Passed<\/td><td>393,786<\/td><td>68%<\/td><\/tr><tr><td>Incomplete<\/td><td>35,300<\/td><td>6%<\/td><\/tr><tr><td>Ongoing Enrolled<\/td><td>106<\/td><td>0%<\/td><\/tr><tr><td>Tested Out<\/td><td>112<\/td><td>0%<\/td><\/tr><tr><td>Withdrawn\/Exited<\/td><td>55,456<\/td><td>10%<\/td><\/tr><tr><td>Withdrawn\/Failing<\/td><td>3,459<\/td><td>1%<\/td><\/tr><tr><td>Withdrawn\/Passing<\/td><td>18,808<\/td><td>3%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>578,517<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-g5\"><a href=\"#by-school-emphasis\" data-type=\"internal\" data-id=\"#by-school-emphasis\">Table G5<\/a>.&nbsp;2022-23 Percentage of Virtual Enrollments by Completion Status and School Emphasis<\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Completion Status<\/strong><\/th><th><strong>Alt Ed % of Enrolls<\/strong><\/th><th><strong>Gen Ed %&nbsp;of Enrolls<\/strong><\/th><th><strong>Special Ed %&nbsp;of Enrolls<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Audited<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Completed\/Failed<\/td><td>12%<\/td><td>13%<\/td><td>5%<\/td><\/tr><tr><td>Completed\/Passed<\/td><td>50%<\/td><td>73%<\/td><td>56%<\/td><\/tr><tr><td>Incomplete<\/td><td>20%<\/td><td>2%<\/td><td>1%<\/td><\/tr><tr><td>Ongoing Enrolled<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Tested Out<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Withdrawn\/Exited<\/td><td>14%<\/td><td>6%<\/td><td>34%<\/td><\/tr><tr><td>Withdrawn\/Failing<\/td><td>1%<\/td><td>1%<\/td><td>0%<\/td><\/tr><tr><td>Withdrawn\/Passing<\/td><td>3%<\/td><td>4%<\/td><td>4%<\/td><\/tr><\/tbody><tfoot><tr><td>Total <\/td><td>100%<\/td><td>100%<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em>Note: Reportable Programs and Vocational\/CTE are not reported here because each had fewer<\/em> <em>than 10 schools.<\/em><\/figcaption><\/figure>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-g6\"><a href=\"#courses-by-subject-area\">Table G6<\/a>.&nbsp;2022-23 Percentage of Virtual Enrollments by Completion Status and Core Subject Area<\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Completion Status<\/strong><\/th><th><strong>English % of Enrolls<\/strong><\/th><th><strong>Math %&nbsp;of Enrolls<\/strong><\/th><th><strong>Science %&nbsp;of Enrolls<\/strong><\/th><th><strong>Social Sci %&nbsp;of Enrolls<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Audited<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Completed\/Failed<\/td><td>13%<\/td><td>15%<\/td><td>13%<\/td><td>13%<\/td><\/tr><tr><td>Completed\/Passed<\/td><td>63%<\/td><td>60%<\/td><td>63%<\/td><td>64%<\/td><\/tr><tr><td>Incomplete<\/td><td>9%<\/td><td>10%<\/td><td>9%<\/td><td>9%<\/td><\/tr><tr><td>Ongoing Enrolled<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Tested Out<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Withdrawn\/Exited<\/td><td>9%<\/td><td>10%<\/td><td>9%<\/td><td>9%<\/td><\/tr><tr><td>Withdrawn\/Failing<\/td><td>1%<\/td><td>1%<\/td><td>1%<\/td><td>1%<\/td><\/tr><tr><td>Withdrawn\/Passing<\/td><td>3%<\/td><td>3%<\/td><td>3%<\/td><td>3%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>100%<\/td><td>100%<\/td><td>100%<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-g7\"><a href=\"#by-student-sex\" data-type=\"internal\" data-id=\"#by-student-sex\">Table G7<\/a>.&nbsp;2022-23 Percentage of Virtual Enrollments by Completion Status and Student Sex<\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Completion Status<\/strong><\/th><th><strong>Females % of Enrolls<\/strong><\/th><th><strong>Males %&nbsp;of Enrolls<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Audited<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Completed\/Failed<\/td><td>12%<\/td><td>13%<\/td><\/tr><tr><td>Completed\/Passed<\/td><td>66%<\/td><td>64%<\/td><\/tr><tr><td>Incomplete<\/td><td>9%<\/td><td>9%<\/td><\/tr><tr><td>Ongoing Enrolled<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Tested Out<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Withdrawn\/Exited<\/td><td>9%<\/td><td>10%<\/td><\/tr><tr><td>Withdrawn\/Failing<\/td><td>1%<\/td><td>1%<\/td><\/tr><tr><td>Withdrawn\/Passing<\/td><td>3%<\/td><td>4%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>100%<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-g8\"><a href=\"#student-by-race\/ethnicity\" data-type=\"internal\" data-id=\"#student-by-race\/ethnicity\">Table G8<\/a>.&nbsp;2022-23 Percentage of Virtual Enrollments by Completion Status and Race \/ Ethnicity<\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Completion Status<\/strong><\/th><th><strong>African American or Black % of Enrolls<\/strong><\/th><th><strong>American Indian or Alaska Native %&nbsp;of Enrolls<\/strong><\/th><th><strong>Asian %&nbsp;of Enrolls<\/strong><\/th><th><strong>Hispanic or Latino %&nbsp;of Enrolls<\/strong><\/th><th><strong>White % of Enrolls<\/strong><\/th><th> <strong>Two or More Races % of Enrolls<\/strong><\/th><th><strong>Unknown % of Enrolls<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Audited<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Completed\/Failed<\/td><td>16%<\/td><td>13%<\/td><td>6%<\/td><td>13%<\/td><td>12%<\/td><td>14%<\/td><td>10%<\/td><\/tr><tr><td>Completed\/Passed<\/td><td>56%<\/td><td>56%<\/td><td>79%<\/td><td>61%<\/td><td>69%<\/td><td>64%<\/td><td>47%<\/td><\/tr><tr><td>Incomplete<\/td><td>11%<\/td><td>15%<\/td><td>4%<\/td><td>11%<\/td><td>8%<\/td><td>7%<\/td><td>15%<\/td><\/tr><tr><td>Ongoing Enrolled<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Tested Out<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Withdrawn\/Exited<\/td><td>12%<\/td><td>10%<\/td><td>6%<\/td><td>10%<\/td><td>8%<\/td><td>9%<\/td><td>24%<\/td><\/tr><tr><td>Withdrawn\/Failing<\/td><td>2%<\/td><td>1%<\/td><td>1%<\/td><td>1%<\/td><td>1%<\/td><td>2%<\/td><td>0%<\/td><\/tr><tr><td>Withdrawn\/Passing<\/td><td>4%<\/td><td>5%<\/td><td>4%<\/td><td>4%<\/td><td>3%<\/td><td>4%<\/td><td>5%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>100%<\/td><td>100%<\/td><td>100%<\/td><td>100%<\/td><td>100%<\/td><td>100%<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><figcaption class=\"wp-element-caption\"><em>Note: Only Race \/ Ethnicities with 1,000 or more students are reported in the table.<\/em><\/figcaption><\/figure>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-g9\"><a href=\"#student-by-poverty-status\">Table G9<\/a>.\u00a02022-23 Number and Percentage of Virtual Enrollments by Completion Status and Poverty Status<\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Completion Status<\/strong><\/th><th><strong>In Poverty % of Enrolls<\/strong><\/th><th><strong>Not In Poverty %&nbsp;of Enrolls<\/strong><\/th><th><strong>Unknown %&nbsp;of Enrolls<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Audited<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Completed\/Failed<\/td><td>15%<\/td><td>8%<\/td><td>10%<\/td><\/tr><tr><td>Completed\/Passed<\/td><td>60%<\/td><td>77%<\/td><td>52%<\/td><\/tr><tr><td>Incomplete<\/td><td>10%<\/td><td>6%<\/td><td>13%<\/td><\/tr><tr><td>Ongoing Enrolled<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Tested Out<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Withdrawn\/Exited<\/td><td>10%<\/td><td>6%<\/td><td>20%<\/td><\/tr><tr><td>Withdrawn\/Failing<\/td><td>1%<\/td><td>1%<\/td><td>0%<\/td><\/tr><tr><td>Withdrawn\/Passing<\/td><td>4%<\/td><td>3%<\/td><td>5%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>100%<\/td><td>100%<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-g10\"><a href=\"#student-by-special-education\">Table G10<\/a>.&nbsp;2022-23 Number and Percentage of Virtual Enrollments by Completion Status and Special Education Status<\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><strong>Completion Status<\/strong><\/th><th><strong>In Special Ed % of Enrolls<\/strong><\/th><th><strong>Not In Special Ed %&nbsp;of Enrolls<\/strong><\/th><th><strong>Unknown %&nbsp;of Enrolls<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Audited<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Completed\/Failed<\/td><td>16%<\/td><td>12%<\/td><td>10%<\/td><\/tr><tr><td>Completed\/Passed<\/td><td>60%<\/td><td>66%<\/td><td>52%<\/td><\/tr><tr><td>Incomplete<\/td><td>8%<\/td><td>9%<\/td><td>13%<\/td><\/tr><tr><td>Ongoing Enrolled<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Tested Out<\/td><td>0%<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Withdrawn\/Exited<\/td><td>10%<\/td><td>9%<\/td><td>20%<\/td><\/tr><tr><td>Withdrawn\/Failing<\/td><td>2%<\/td><td>1%<\/td><td>0%<\/td><\/tr><tr><td>Withdrawn\/Passing<\/td><td>4%<\/td><td>3%<\/td><td>5%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>100%<\/td><td>100%<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n\n\n\n<h3 class=\"wp-block-heading table-heading no-toc\" id=\"table-g11\"><a href=\"#student-by-virtual-course-performance\">Table G11<\/a>.&nbsp;2022-23 Percentage of Virtual Enrollments by Completion Status for Students Who Did Not Pass Any of Their Virtual Courses<\/h3>\n\n\n\n<figure class=\"wp-block-table formatted-right\"><table><thead><tr><th><span style=\"font-weight: 400;\">Completion Status<\/span><\/th><th><span style=\"font-weight: 400;\">At Least One % of Enrolls<\/span><\/th><th><span style=\"font-weight: 400;\">11 or More %&nbsp;of Enrolls<\/span><\/th><\/tr><\/thead><tbody><tr><td>Audited<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Completed\/Failed<\/td><td>30%<\/td><td>31%<\/td><\/tr><tr><td>Completed\/Passed<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Incomplete<\/td><td>21%<\/td><td>22%<\/td><\/tr><tr><td>Ongoing Enrolled<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Tested Out<\/td><td>0%<\/td><td>0%<\/td><\/tr><tr><td>Withdrawn\/Exited<\/td><td>35%<\/td><td>37%<\/td><\/tr><tr><td>Withdrawn\/Failing<\/td><td>5%<\/td><td>3%<\/td><\/tr><tr><td>Withdrawn\/Passing<\/td><td>10%<\/td><td>7%<\/td><\/tr><\/tbody><tfoot><tr><td>Total<\/td><td>100%<\/td><td>100%<\/td><\/tr><\/tfoot><\/table><\/figure>\n","protected":false},"excerpt":{"rendered":"<p>Based on pupil completion and performance data reported by public schools to MDE or CEPI, this report highlights 2022-23 enrollment totals, completion rates, and the overall impact of virtual courses on K-12 pupils. Detailed findings are presented in sections on schools, courses, and students, as well as over 80 data tables.<\/p>\n","protected":false},"author":62,"featured_media":86414,"template":"","class_list":["post-84546","publication","type-publication","status-publish","has-post-thumbnail","hentry","publication_category-effectiveness-reports","publication_category-michigan"],"acf":[],"publishpress_future_action":{"enabled":false,"date":"2025-06-27 09:43:03","action":"change-status","newStatus":"draft","terms":[],"taxonomy":"publication_category"},"publishpress_future_workflow_manual_trigger":{"enabledWorkflows":[]},"_links":{"self":[{"href":"https:\/\/michiganvirtual.org\/wp-json\/wp\/v2\/publication\/84546","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/michiganvirtual.org\/wp-json\/wp\/v2\/publication"}],"about":[{"href":"https:\/\/michiganvirtual.org\/wp-json\/wp\/v2\/types\/publication"}],"author":[{"embeddable":true,"href":"https:\/\/michiganvirtual.org\/wp-json\/wp\/v2\/users\/62"}],"version-history":[{"count":102,"href":"https:\/\/michiganvirtual.org\/wp-json\/wp\/v2\/publication\/84546\/revisions"}],"predecessor-version":[{"id":91272,"href":"https:\/\/michiganvirtual.org\/wp-json\/wp\/v2\/publication\/84546\/revisions\/91272"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/michiganvirtual.org\/wp-json\/wp\/v2\/media\/86414"}],"wp:attachment":[{"href":"https:\/\/michiganvirtual.org\/wp-json\/wp\/v2\/media?parent=84546"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}