Can Blended Learning Improve Equity in One of Nation’s Most Diverse Districts?

This article details the shift of New Jersey’s Morris School District (MSD) to a blended-learning model in an effort to meet diverse student needs. MSD hopes to increase gains for student populations, such as English Language Learners (ELLs) and low-income students, which continue to see slower growth despite overall district improvement.  So far, the district has found results at the elementary school level promising especially for African-American, Hispanic and low-income students; while improvement at the middle and high school level for students of color and ELLs is harder to see.

Using technology as a means to bridge some of these achievement gaps shows some encouraging results and potential for more long-term success in MSD.  The short case study presented in this article may be useful to illustrate blended learning in action and can be a guide or cautionary tale in implementation.

Source Organization: EdSurge

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