BPS VIRTUAL

SCHOOLS PROJECT
DECEMBER 11, 2018
Sanjul Bhakri, Aryn Bussey, Jina Hur, Erika Ninoyu, and Yuliya Paylor
Overview

➔ Introduction of the Problem

➔Characteristics of Virtual School (VS) Students
➔ Virtual School Models to Scale
➔Market Research
➔ Budget Assumptions and Considerations
➔Further Considerations
Introduction of the Problem
• Boston Public Schools (BPS) is interested in exploring the possibility of
opening a BPS Virtual School to serve students in need of a flexible learning
environment:
• Currently, the average per pupil funding amount for VS students in
Massachusetts is $10,774 . But, Greenfield Commonwealth VS and TECCA
receives only about $6,700 per pupil.
• Each year, Boston Public Schools (BPS) loses approximately 150 students
(representing over $1 million in funds) to statewide virtual charter schools.
• Over 2,000 students across all 36 high schools take online courses for
remediation or acceleration purposes.
Characteristics Of Virtual School Students
• Students enrolling in virtual schools are significantly more likely to be
economically disadvantaged, at-risk academically, or have experienced
some form of bullying and/or school phobia.
• The percentage of students with disabilities enrolled in a Commonwealth
Virtual School is growing at a faster rate than the state average.
• In contrast, many top- performing students, athletes, performers, and
artists are also leaving the district for more flexible and accelerated
learning options.
VS Models To Scale

Enhanced Full Virtual

School Model:

Minimum Viable Full Virtual School

This model is a hybrid
Model: Model:
of the minimum viable
Designed after the product and the full
Credit recovery virtual school model
and in-house Home and Hospital
program which offers with the addition of a
course brick and mortar
acceleration students
uninterrupted and location for students to
services. receive additional in-
equal access to their
school’s curriculum. person instructional
support and
educational services.
 Market Research

Program Researched other state and local virtual school models in Massachusetts,
Florida, Denver, and Philadelphia;

Interface Researched other virtual school platforms;

Reviewed the BPS Teachers Union contract & other activity cost drivers to
Staffing determine staff classifications, salaries, staff time requirements, and other
staffing considerations; and

Reviewed MassCore requirements and the minimum course requirements for

Academic entrance into a 4-year Massachusetts college/university.
General Key Assumptions
• Number of students: 250
• Per Pupil Funding:
• Enhanced Full VS Model: $5,000
• Full VS Model and Minimum Viable Model: $3,000
• Basic Course Offerings:
• English/Language Arts;
• Math;
• Science;
• Social Studies/History;
• Foreign Language;
• Arts; and
• Additional Core Classes (i.e. Health, Physical Education, etc.).
• Special Education Population: 20% (50 students)
Minimum Viable Model Budget

● Total Operating Revenues: $ 750,000.00

● Total Operating Expenses: $ 641,087.90
○ # of Administrative Staff: 2
○ # of Instructional Staff: 4
● Budgetary Surplus: $ 108,912.10

Per Pupil Cost: $2,564.35

Full VS Model Budget

● Total Operating Revenues: $ 750,000.00

● Total Operating Expenses: $ 1,277,142.90

○ # of Administrative Staff: 2
○ # of Instructional Staff: 8.1

● Budgetary Deficit: $ (527,142.90)

Per Pupil Cost: $5,108.57

Enhanced Full VS Model Budget

● Total Operating Revenues: $ 1,250,000.00

● Total Operating Expenses: $ 2,002,045.08

○ # of Administrative Staff: 4
○ # of Instructional Staff: 8.1
○ # of Support Staff: 7
● Budgetary Deficit: $ (752,045.08)

Per Pupil Cost: $8,008.06

 Further Considerations
● Curing attendance, course completion, and academic
achievement issues that plague to VS sector.
● Focus on student-teacher engagement and interaction; and
● Focus on STE & MATH Courses.

● Identifying ways to better serve marginalized groups of

students
● Develop a formal curriculum for English learner (EL) students; and
● Ensure instructional content serves the needs of students with
disabilities.
● Enhance Professional Development for teaching staff
Appendix
Attendance, course completion, and academic
achievement rates for the Greenville
Commonwealth Virtual School (GCVS)
GCVS (FY2015)
Students in Grade Courses Completed
Grade Level Courses Attempted Courses Passed (%)
Level (%)

K 37 257 92.2% 100%

1 54 372 100% 100%
2 37 268 95.1% 100%
3 30 236 99.5% 100%
4 38 263 96.9% 100%
5 54 375 96.2% 100%
6 65 445 86.5% 100%
7 60 421 95.2% 100%
8 65 457 96.9% 100%
9 39 411 97.1% 67.9%
10 30 333 95.2% 80.4%
11 26 256 96.1% 81.7%
12 11 94 92.6% 90.8%
Totals 546 4,188 89.5% 93.9%
Attendance, course completion, and academic
achievement rates for the Tecca Commonwealth
Academy (TECCA)
TECCA (FY2015)
Students in Grade Courses Courses
Grade Level Courses Passed (%)
Level Attempted Completed (%)

K 7 63 100% 93.7%
1 7 63 100% 100%
2 9 87 94.3% 100%
3 8 72 100% 75%
4 5 48 97.9% 97.9%
5 9 77 94.8% 93.2%
6 19 197 99.5% 93.9%
7 22 228 99.1% 78.7%
8 27 275 98.9% 82.7%
9 53 493 99.6% 63.1%
10 42 378 99.2% 70.1%
11 24 220 99.1% 84.4%
12 11 138 99.3% 91.2%
Totals 243 2,339 78.7% 79.5%
 Subject proficiency rates for GCVS and TECCA
students versus students from traditional
public schools in Massachusetts
Commonwealth Virtual School Enrollment by
Special Population