Michigan’s K-12 Virtual Learning Effectiveness Report, 2023-24

Introduction

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’s report is the 12th edition of this annual publication and completes 14 years of data on K-12 virtual learning in Michigan.

The report is organized into several sections. Each section is meant to capture the essential findings without being overly intensive; however, data tables have been included in the appendices to provide those interested with more in-depth information. Information about the report’s methodology is captured in Appendix A. Please note that in some tables and figures, percentages may not sum to 100% due to rounding.

Schools

Number of Districts and Schools

For the 2023-24 school year, 613 districts reported having at least one virtual enrollment. This represented approximately 68% of the 899 Michigan public school districts for the year. See the MI School Data Report for a breakdown of the district count. Within those districts, 1,421 schools reported virtual enrollments, 54 fewer than the prior year. When looking over the last two years, schools fell into three categories, which are also captured in Table B1:

• Leaving – 198 schools had virtual enrollments the prior year (2022-23) but did not report any virtual enrollments in 2023-2024. Last year, those schools accounted for a total of 27,830 virtual enrollments and had a pass rate of 70%.
• Returning – 1,277 or 90% of schools in this year’s dataset reported virtual enrollments in both 2022-23 and 2023-2024. This year, these schools generated 991,942 enrollments and had a pass rate of 63%, which was three percentage points lower than their rate in 2022-23.
• New – 144 schools reported virtual enrollments this year that did not last year. Those schools accounted for 27,719 enrollments, with a pass rate of 77%.

394,331 of this year’s enrollments came from 30 schools that reported 1,000 or more enrollments than they did in 2022-23. On the other hand, 27 schools reported decreases of 1,000 or more virtual enrollments this year. Despite these declines, these schools yielded 65,155 virtual enrollments this year. See Table B2. These declines are less drastic than in previous years, suggesting that volatility from the pandemic may be starting to slow. About 17.4% of schools in both years saw their pass rates increase by 10 or more percentage points from the prior year. See Table B3.

By Grade Level

There were 1,019,661 virtual enrollments across the 1,421 schools. Students in 12th grade generated the most virtual enrollments (249,246), representing 24% 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; this year, high school enrollments accounted for approximately 71% of the virtual enrollments. It seems likely that this percentage will continue moving upward over the next several years.

The overall pass rate for virtual enrollments was 63%, a decrease of 2 percentage points over the prior year, which may be expected as high school enrollments continue to rebound. See Table G1 for a more specific breakdown of all the completion statuses. This ranged from a high of 82% in first grade to a low of 45% in 9th grade.

This year, elementary grades tended to see larger percentage decreases than last year (two to eight percentage points), whereas the middle school grades (6^th, 7^th, 8^th) saw increases of between one to four percentage points. Among the high school grades, 9^th and 10^th grades saw small decreases (three and two percentage points, respectively), while 11th and 12th grades saw small increases (one and two percentage points, respectively). See Table B4 for more information.

The fairly consistent pattern of a higher pass rate in non-virtual coursework continued. For 2023-24, virtual learners had a 63% pass rate in their virtual courses but a 74% pass rate for their non-virtual coursework. See Table B5. As a pre-pandemic comparison, the 2019-20 school year virtual pass rate was 12 percentage points lower than those students’ non-virtual pass rate.

By School-Level Virtual Pass Rate

Of the 1,421 schools with virtual enrollments, 411, or 29%, had school-level virtual pass rates of 90% to 100%. This was one percentage point higher than the prior year. Approximately 61% percent of the schools (865) had virtual pass rates of 70% or higher. This was three percentage points higher than the prior year. See Table B6. 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.

By Entity Type

LEA schools and PSA schools accounted for almost all the virtual enrollments, with 60% and 38%, respectively. Virtual enrollments came from 1,251 (88%) LEA schools, while only 128 (9%) of the schools were PSAs. See Table B7. LEA schools had a higher pass rate (64%) than PSA schools (60%), continuing last year’s trend, although pass rates for both entities dropped. See Table B8 or, for a more in-depth look at the completion statuses, see Table G2.

To put this in perspective, as of January 2025, roughly 44% of all LEA schools had a virtual program, compared to approximately 23% of ISD schools. The percentages of State and PSA schools with virtual programs were similar at approximately 33 and 35%, respectively.

By Full-Time Virtual Schools

The number of full-time virtual schools (76) decreased by one from the prior year. Fifty-five of the 76 full-time virtual schools (72%) were LEA schools. PSA schools (18) accounted for 24% of the full-time virtual schools. See Table B9. Despite the sizable difference in the number of schools, PSAs reported more virtual enrollments (62%) from full-time virtual students statewide compared to LEAs (37%). PSA full-time virtual learners saw higher virtual pass rates (62%) than their counterparts in LEA schools (55%). See Table B10 and Table G3. Overall, the number of virtual enrollments from full-time virtual schools increased from 449,188 in 2022-2023 to 499,793 this year. Approximately 49% percent of the virtual enrollments came from full-time virtual learners.

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 a separate school, which makes it analogous to cyber schools. However, it seems that schools are increasingly offering multiple forms of online learning (“Full Virtual,” “Face Virtual,” and “Supplemental Virtual”) from the same building code. See page 15 of the Educational Entity Master Glossary 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, 12% 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.

By Part-Time Virtual Schools

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 Table B11. Eighty-eight percent of the part-time virtual students were enrolled through LEA schools, and 11% through PSA schools. LEA schools accounted for 431,372 virtual enrollments or 83% of the part-time enrollments. In total, enrollments from part-time virtual schools accounted for approximately 51% of all the virtual enrollments for the year. LEA schools had a pass rate of 68%, whereas PSA schools had a pass rate of 54%. Overall, the pass rate for the part-time virtual schools (67%) was seven percentage points higher than the rate for the full-time virtual schools (60%). See Table B12 and Table G4.

By School Emphasis

Seventy-nine percent of schools with virtual learning were designated as General Education and produced 608,000 (60%) virtual enrollments. Schools with Alternative Education as their emphasis accounted for 409,964 (40%) of the virtual enrollments. See Table B13. There was a considerable difference in virtual pass rates between these two types of schools. General Education schools had a 72% virtual pass rate, whereas Alternative Education schools had a 51% virtual pass rate (see Table B14 and Table G5), though this varied by entity type. LEA schools, for instance, had a 76% virtual pass rate for General Education schools and a 53% virtual pass rate for Alternative Education schools. See Table B15.

By Number of Virtual Enrollments

Fifty-six percent of schools with virtual enrollments had 100 or more virtual enrollments. These schools were responsible for 98% of the virtual enrollments (1,000,507). See Table B16.

Interestingly, last year’s trend that schools with fewer virtual enrollments per student performed better was absent. The trend in which, in general, schools with 1-2 enrollments per student or 5+ enrollments per student performed better than those with 3-4 enrollments per student continued. Indeed, 40% of schools with an average of one to two virtual enrollments per virtual learner had a pass rate of 90-100%, and 40% of schools with an average of five or more virtual courses per student also had a pass rate between 90-100%. See Table B17.

By Locale

Suburban schools represented 36% of schools with virtual enrollments. Rural settings provided the second most schools with 34%. Suburban schools also tallied the largest percentage of the virtual enrollments at 38%. Rural schools were the next closest, providing 30% of the enrollments. See Table B18. In each of the four locales, schools with 100 or more virtual enrollments accounted for the largest percentage of schools. See Table B19. Virtual pass rates varied by locale. City schools, which had the highest virtual pass rate in 2022-23, had the lowest pass rate this year at 62%. This represents an eleven-percentage point drop. Suburban schools had the highest at 68%. See Table B20. On the other hand, Rural and Suburban schools had 47% of their schools achieve building-wide virtual pass rates of 80% or higher. See Table B21. For more information about locales, including definitions, please see pages 23-24 of the Educational Entity Master Glossary.

By School Free or Reduced-Price Lunch Categories

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:

• Low FRL (<=25%)
• Mid-Low FRL (>25% to <=50%)
• Mid-High FRL (>50% to <=75%)
• High FRL (>75%)

Similarly to last year, none of the categories had 50% or more of its schools report virtual learners. Mid-high FRL had the highest percentage at 47%. The higher numbers of schools from each category with virtual learners may be attributable to the pandemic, and numbers will likely continue to stabilize in the coming years. See Table B22.

While High FRL schools represented only 37% of schools with virtual learners (369), they accounted for 44% of the virtual enrollments. Mid-High FRL schools accounted for 36% of the enrollments. Low FRL schools, on the other hand, reported less than 5% of the virtual enrollments. The virtual pass rate for Low FRL schools was 85% compared to 57% for Mid-High FRL and 60% for High FRL schools. See Table B23.

By High Enrollment Schools

There were over 200 schools that had 1,000 or more virtual enrollments. It is worth noting that these high enrollment schools were less defined by having a larger number of virtual students (88,136 versus 67,835) and more about the number of virtual enrolls per student (8.9 virtual courses per student in the high enrollment schools compared to 3.5 in the non-high enrollment schools).

For high enrollment schools, both LEAs (153 schools) and PSAs (46 schools) had virtual pass rates of 61%. The corresponding virtual pass rates for virtual enrollments from schools with less than 1,000 enrollments moved in opposite directions. For non-high enrollment schools, the LEA schools’ virtual pass rate was nine percentage points higher (70%), whereas the PSA schools’ virtual pass rate was seven percentage points lower (54%). See Table B24 and Table B25.

There was close to a 50-50 split in the number of Alternative Education (104) and General Education (100) high enrollment schools. The virtual pass rate for these schools was 50% and 70%, respectively. In both cases, students from non-high enrollment schools performed better – three percentage points and five percentage points, respectively. See Table B26 and Table B27.

Courses

Number of Courses

The 1,019,661 virtual enrollments came from 1,091 different course titles, as determined by unique SCED codes.

Courses by Subject Area

English Language and Literature was, again, the subject area with the highest number of virtual enrollments (186,987)—18% of all virtual enrollments. In fact, since 2013-14, English Language and Literature has consistently been the highest enrollment subject area. Mathematics (17%), Social Sciences and History (16%), and Life and Physical Sciences (15%) were the next highest enrollment subject areas. In high enrollment subject areas (greater than 75,000 virtual enrollments), virtual pass rates varied from a low of 59% in Mathematics to a high of 64% in both Physical, Health, and Safety Education and Social Sciences and History. See Table C1 and Table G6. Six of the 23 subject areas (Agriculture, Food, and Natural Resources; Engineering and Technology; Manufacturing; Miscellaneous; Nonsubject Specific; and Transportation, Distribution, and Logistics) had virtual pass rates that were equal to or greater than the non-virtual pass rates for these students. See Table C2. For comparison, in the years just prior to the pandemic, only one or two of the subject areas saw equal or better performance in the virtual courses.

Highest Virtual Enrollment Courses

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 (46%) and rose fairly consistently for each subsequent grade level to finish at 63% for 12th grade English/Language Arts. The next three course titles were at the 6-8 grade level, followed by a multi-grade course and two in the K-5 level (grade 1 and kindergarten). See Table C3.

Geometry, Algebra I, and Algebra II had the most Mathematics enrollments, each having over 27,000. Middle school Mathematics courses ranged from 6,900 to 8,800 enrollments. The pass rate across the top 10 most enrolled-in virtual Mathematics courses ranged from a low of 46% for Algebra I to a high of 77% in Consumer Mathematics. See Table C4.

Biology (34,536), Chemistry (20,687), and Earth Science (14,904) were the highest enrollment course titles, responsible for 10% or more of the virtual enrollments in Life and Physical Sciences courses. Three others—Physical Science, Earth and Space Science, and Environmental Science—each had more than 7,000 enrollments. Earth Science had the lowest pass rate (52%) of those in the top 10; the highest was 73% in both Science (grade 6) and Science (grade 7). See Table C5.

For Social Sciences and History, both U.S. History–Comprehensive (22,878) and World History and Geography (19,245) yielded 10% or more of the virtual enrollments. Three other titles had more than 10,000 enrollments (Economics, World History—Overview, and U.S. Government—Comprehensive). Pass rates for the top 10 most enrolled in courses ranged from a low of 49% in World History and Geography to a high of 77% in Psychology. See Table C6.

Thirty-three AP courses were taken virtually in 2023-24. There were just under 4,900 virtual AP enrollments, up from around 4,000 enrollments the prior year. AP Psychology was the most popular course, accounting for 17% of the enrollments. The pass rate for AP courses taken virtually was 87%. See Table C7. The pass rate for non-virtual AP courses taken by virtual learners was 95%.

There were just over 2,600 students who took at least one AP course virtually. For close to half (45%) of these students, AP courses were the only virtual courses taken. Students whose only virtual courses were AP accounted for over 2,200 enrollments or about 45% of the virtual AP enrollments for the year. These students had a virtual pass rate of 91%, four percentage points higher than the state virtual AP pass rate. In addition, of the 925 schools that had virtual enrollments in 9^th, 10^th, 11^th, or 12^th grade, 269 schools (29%) had virtual AP enrollments.

Subject Area Enrollments by Locale

Course enrollment patterns were quite consistent across locales. For instance, in Social Sciences and History, Life and Physical Sciences, and Physical, Health, and Safety Education, the difference in the percentage of virtual enrollments across the locales (Rural, Town, Suburb, and City) was within one to two percentage points. See Table C8. However, pass rates in virtual courses varied across subject areas and locale. For instance, in English Language and Literature, the pass rates ranged from City and Rural at 58% and 60%, respectively, up to 66% for Suburban schools. These trends—City and Rural schools lagging behind the performance of students in other locales and Suburban schools outperforming students in other locales—were also true for the other core subjects of Mathematics, Life and Physical Sciences, and Social Sciences and History. See Table C9. Last year, it was Town and Rural schools that followed the lowest-performing locale trend.

Subject Area Enrollments by Student Sex

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 enrollments from males and females was the very same or within one percent of the other. Pass rates, however, showed more variability by student sex. In 15 of the 19 subject areas with reported pass rates for both sexes, females outperformed males—a trend that has been consistent in past years. Overall, females had a 65% virtual pass rate whereas males had a 62% pass rate. See Table C10.

Courses by Virtual Method

Schools classified virtual courses into one of three methods: Blended Learning, Digital Learning, or Online Learning. See pages 346 and 347 of the Michigan Student Data System Collection Details Manual Version 4.0.

• Blended Learning – 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.
• Digital Learning – 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.
• Online Course – 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.

Blended Learning enrollments accounted for 7% of the virtual enrollments and had a pass rate of 68%. Digital Learning totaled 9% of the enrollments with a 63% pass rate. Online courses represented most of the enrollments (84%) and yielded a pass rate of 63%. Perhaps worth noting are the striking 1,273 schools (128,675 students) with online course enrollments as compared to the 188 schools (11,590 students) with blended learning enrollments. See Table C11.

Students

By Grade Level

For the 2023-24 school year, 154,087 Michigan K-12 students, approximately 11% of students in the state, took at least one virtual course. This change represents approximately a 3% decrease from the previous year, and a 26% decrease from 2021-22. Seventy-five 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 27%. See Table D1.

By Student Sex

There were slightly more females (78,908) enrolled in virtual courses than males (75,209), though from a percentage perspective, each represented about half of the population. Females had a 3% higher pass rate (65% compared to males at 62%), continuing the trend seen in past years of females outperforming their male counterparts on this measure. See Table D2 and Table G7.

By Race/Ethnicity

White students represented 62% of virtual students with African American or Black students totaling the second highest percentage with 19%. While African American or Black students represented 19% of virtual students, approximately 60% of schools enrolled at least one African American or Black student (93% of schools enrolled at least one White student). Asian students had the highest pass rate at 80%. See Table D3 and Table G8. These demographics are similar to the statewide K-12 demographics for 2023-24.See Student Enrollment Count Report.

By Poverty Status

Sixty-four percent of virtual learners were classified as living in poverty. This is 1% higher than the prior year and approximately 10 percentage points higher than the percentage of K-12 students statewide who were economically disadvantaged. See Student Enrollment Count Report. Students living in poverty took 71% of the virtual enrollments for the year. When looking from a school-level perspective, 93% of Michigan schools enrolled at least one student in poverty in a virtual course. Comparatively, 86% of schools enrolled at least one student who was not in poverty in a virtual course. The pass rate for students in poverty (58%) was 19 percentage points lower than students who were not in poverty (77%). See Table D4 and Table G9. In 2022-23, the performance gap was 17 percentage points.

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%). This remained consistent for the 2023-24 year with both students in poverty and those not performing better in their non-virtual courses. See Table D5.

Seventy-four percent of full-time virtual learners were in poverty compared to 60% of part-time virtual learners. The pass rate for full-time virtual learners in poverty was 56% compared to 60% for part-time virtual learners. See Table D6.

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:

• Low FRL (<=25%)
• Mid-Low FRL (>25% to <=50%)
• Mid-High FRL (>50% to <=75%)
• High FRL (>75%)

About 6% of all Michigan K-12 students who attended Low FRL schools were virtual learners. Nine percent of the state’s 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 2023-2024 school year. See Table D7. Although overall virtual enrollments have steadily decreased since pandemic highs, this trend has remained relatively stable. From 2020-21 through the current year, schools with higher percentages of students qualifying for FRL also saw higher percentages of virtual learners.

By Special Education Status

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 2023-24 school year. See the Student Enrollment Counts Report. Seventy-six percent of Michigan schools enrolled a Special Education student in a virtual course. Students using special education services had a virtual pass rate of 56% compared to 64% for those who did not. See Table D8 and Table G10.

Table D9, shows how virtual enrollments varied by a students’ primary disability. Just over 7,900 students had “Specific Learning Disability” listed as their primary disability. This translated to 39% of the virtual learners receiving special education services. The second and third largest groups were students with Other Health Impairments (4,451) and Emotional Impairment (2,667). These groups represented 22% and 13% respectively of virtual learners receiving special education services. Students with Physical Impairment had the highest virtual pass rate at 79%.

Table D10 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’ students with an IEP have “Emotional Impairment” listed as their primary disability. However, 26% of those students ended up taking at least one virtual course in 2023-24. These two tables can assist in tracking how virtual learning is being used to target specific disabilities and how well performance follows.

By Home-School / Nonpublic Student Status

Table D11 shows virtual learning data for home-schooled and nonpublic students enrolling in a public school to augment their education. There were just over 7,500 such students, and this group of students generated over 34,000 virtual enrollments, an increase of approximately 14,000 enrollments from the 2022-23 year. These students had a 93% virtual pass rate.

By Full-Time or Part-Time

Thirty-three percent of students (50,803) were enrolled in cyber or full-time virtual schools. Students in these schools accounted for 449,793 or 49% of the virtual enrollments for the year. The pass rate for full-time virtual students was 60%. Sixty-eight 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 51% of the virtual enrollments and had a pass rate of 67%. See Table D12. The 67% virtual pass rate was six percentage points lower than the non-virtual pass rate for these students. See Table D13.

Another way to conceptualize full/part-time status is to look at the percentage of a student’s enrollments that were delivered virtually. There were many students (67,800) that had 75% or more of their enrollments reported as being delivered virtually. Examination of pass rates showed that 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 groups. See Table D14. Table D15 and Table D16 show how the percentage of students, enrollments, and pass rates changed for LEA schools and PSA schools, respectively.

By Mobility Status

For the fourth 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 “Missing.” More information about this variable is available on the MI School Data Student Mobility page. Click on the About this Report down arrow on that page and then click About the Data to view definitions.

When it came to district stability, over 840,000 (83%) of the virtual enrollments were classified as stable. The pass rate for stable enrollments was 69%. Incoming enrollments to a district represented 7% of the virtual enrollments and had a pass rate of 49%. See Table D17.

When looking at mobility from a poverty perspective, we get a more nuanced picture. Eighty percent of virtual enrollments from students in poverty were stable compared to 90% for students who were not in poverty. The pass rate for stable, in poverty enrollments was 64% but rose to 80% for stable, not in poverty enrollments. For incoming virtual enrollments, there was a nine-percentage point advantage for students who were not in poverty (48% v. 57%). See Table D18.

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 83% followed by City schools at 84%. Suburban schools reported 85% of their enrollments as stable. See Table D19. Virtual pass rates showed a similar pattern. Stable enrollments from Rural schools had a 69% pass rate whereas the pass rate was 73% for Suburban schools. The incoming pass rates tended to lag the stable pass rates regardless of the locale. See Table D20.

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 compared to part-time (77% v. 88%). The full-time pass rate for stable enrollments also lagged that of students from part-time virtual programs (66% v. 71%). See Table D21.

By Non-Virtual Course Performance

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:

• Passed all Non-Virtual Courses
• Did Not Pass 1 or 2 Non-Virtual Courses
• Did Not Pass 3 or More Non-Virtual Courses

In total, 82% of part-time virtual learners had at least three or more non-virtual enrollments. Of that group, 45% of students passed all their non-virtual courses, 18% 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 84% virtual pass rate. Students who did not pass one or two non-virtual courses had a virtual pass rate of 70%, and those with the lowest non-virtual success had a virtual pass rate of only 45%. See Table D22.

By Virtual Course Performance

Fifty-two percent of virtual learners passed every virtual enrollment they took. This was the same as the prior year. Seventeen percent did not pass any of their virtual enrollments, and 31% passed some, but not all of their virtual enrollments. Students who passed all their virtual courses were responsible for 37% of the virtual enrollments. Students with mixed success generated 48% of the enrollments, and students who did not pass any of their virtual courses accounted for 15% of the virtual enrollments (compared to 14% in 2022-23). See Table D23.

For the students who did not pass any of their virtual courses, 33% only took one or two virtual courses. On the other hand, over 15,000 students did not pass five or more virtual courses, and close to 5,000 students did not pass 11 or more virtual courses. See Table D24 and Table G11. This is the first time since the 2018-19 school year where the percentage of virtual learners who didn’t pass any virtual courses and failed 11 or more exceeded 3% of the population. Further analysis of students failing all their 11 or more virtual courses showed 89% of these students had a single school report data for them. Close to 70% of these students came from full-time virtual programs. Over 800 students used special education services (17%), and over 4,000 of these students (85%) were in poverty.

What Table G11 makes clear is that for students who do not pass any of their virtual enrollments, “withdrawns” were rampant. For the virtual enrollments from students who did not pass any of their virtual enrollments, 47% had a “Withdrawn” status (exited, failing, or passing), and another 24% were classified as “Incomplete.” For those taking 11 or more virtual courses, 39% had a “Withdrawn” status, and 36% were marked “Incomplete.” In each case, only 28% and 24% of the virtual enrollments, respectively, were actually classified as “Completed/Failed.” Please see the section on Pass Rate Calculations for more elaboration on the impact of such issues on pass rates.

By Virtual Usage

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 80% compared to a pass rate of 73% for those taking three to four virtual courses and a pass rate of 61% for students taking five or more virtual courses. About 34% of students took one or two virtual courses; however, 54% were found to have taken five or more virtual courses during the year. See Table D25.

A new table in last year’s report, Table D26, shows pass rate by virtual method and virtual usage. Blended Learning students had the highest overall pass rate (68%) and specifically, those taking one to two virtual courses were among the highest pass rates at 79%. Students enrolled in one to two Online Courses were also among the highest pass rates at 80%. For the Digital Learning and Online Course virtual usage methods, pass rates decreased as virtual course usage increased.

State Assessment

By Subject Area

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 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. Forty-one percent of the 11th grade virtual learners tested proficient in Evidence-Based Reading and Writing, and 17% were proficient in Mathematics. For Science, 30% tested proficient whereas Social Studies had 32% of the virtual learners reach proficiency. See Table E1. The pattern was similar for those taking the 8th grade assessments. See Table E2.

By Non-Virtual Performance

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 Table E3 and Table E4.

By Poverty Status

Students in poverty consistently recorded proficiency rates that were considerably lower than their peers who were not in poverty. As examples, 27% of virtual learners in poverty scored proficient on the 11th grade Evidence-Based Reading and Writing exam compared to 59% for those who were not in poverty. For Mathematics, only 9% of 8th grade virtual learners in poverty scored proficient compared to 37% for those not in poverty. See Table E5 and Table E6.

By Full- or Part-Time Type

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 13 percentage points for 11th grade Mathematics and 14 points for 8th grade Mathematics. See Table E7 and Table E8.

Maps

Berrien, Alpena-Montmorency-Alcona, and Muskegon Area ISDs/RESAs had over 20% of students in their service areas take a virtual course in 2023-24. In total, there were 10 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 three ISDs/RESAs (Macomb, Livingston, and Manistee) had less than 5% of their students take at least one virtual course. See Figure 2.

Figure 2. 2023-24 Percentage of Students Who Took a Virtual Course (Non-Cyber) by ISD

Over one in four students (almost 5,700 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-five of the 56 ISDs had 100 or more students attending a PSA cyber school. See Figure 3.

Figure 3. 2023-24 Count of PSA Cyber School Students by Resident ISD

Reflections on Higher Performing Schools

As the above sections of the report make clear, virtual learning performance, in general, has continued to produce mixed results. 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.

There were 648 Michigan schools with virtual pass rates of 80% or higher, reflecting 46% of all schools in the state with virtual learners. These schools reported 56,860 virtual learners or about 37% of the state’s virtual learners. When zooming in on these higher performing schools, the data show:

• Successful virtual programs can support various numbers of students, enrollments, and courses offerings – These schools showed success with 10 or fewer students (35%) and 100 or more students (27%). See Table F1. Some offered few enrollments (116 schools had one to nine virtual enrollments) while others offered many (292 schools had 100 or more). See Table F2. They also varied in the number of course titles offered. Thirty-eight 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 Table F3.
• LEA and PSA schools can offer successful virtual programs – Forty-six percent of LEA schools with virtual programs had schoolwide virtual pass rates of 80% or higher. For PSA schools, 38% achieved pass rates of 80% or higher. See Table F4. Both traditional school districts and charter districts can run successful virtual programs.
• Schools in cities, suburbs, towns, and rural settings are proving virtual learning success – All locales had schools with virtual pass rates of 80% or higher. Rural and Suburban schools had almost half (47%) of their schools reach this threshold, and City schools were close behind at 45%. See Table F5. These schools are provide evidence of virtual learning success across the various geographies of the state.
• These schools show strong results across students of different race/ethnicities – 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 (89%) were considerably closer to the White pass rate (91%) than it was across all schools. Asian students had the highest pass rate at 93%. See Table F6. For these schools, virtual programs appear to be approaching more equitable outcomes.
• Students in poverty are succeeding in these virtual programs – Recall that across the entire state, students in poverty had a pass rate (58%) that was 19 percentage points lower than those virtual students who were not in poverty. In these 648 schools, the virtual pass rate for students in poverty rose to 88%—considerably closer to the 93% virtual pass rate for the students in those schools who were not in poverty. In these higher performing schools, students in poverty continued to represent a large percentage of virtual learners (49%) and virtual enrollments (53%), but those percentages were considerably smaller than the 64% of virtual learners and 71% of virtual enrollments seen across all virtual programs across the state. See Table F7. Additionally, virtual program success varied by a school’s free or reduced-lunch category (FRL). Sixty-nine percent of Low FRL schools with virtual learners achieved virtual pass rates of 80% or higher. The virtual pass rate was 60% of the Mid-Low FRL schools, 40% of Mid-High FRL schools, and 30% of High FRL schools. See Table F8. While some High FRL schools showed it was possible, it was considerably rarer than it was for Low FRL schools.
• Both full- and part-time programs can run effective virtual programs, but success is rarer for full-time programs – Forty-seven 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 76 full-time programs (20%) reached the 80% pass rate mark. See Table F9.
• Both general education and alternative education programs reached 80% school-wide virtual pass rates – There were 587 general education schools in Michigan that achieved schoolwide virtual pass rates of 80% or higher. These schools represented 52% of general education schools with virtual programs. For alternative programs, 50 schools reached this mark. As a percentage of alternative programs, it represented just 19% of such schools, indicating that while it is possible, this threshold of success remains a sizable challenge. See Table F10.
• Virtual students can perform at or above their face-to-face performance level – In these 648 schools, there were 11,664 virtual learners who took a minimum of three virtual courses and had data for a minimum of three non-virtual courses. Eighty percent of these students had virtual pass rates that met or exceeded their non-virtual pass rates. See Table F11.

Conclusion

This year’s report represents the 14th year of data on the effectiveness of virtual learning in Michigan’s K-12 system. Many trends witnessed in past years continue to exist.

Table 1. Summary of Virtual Learning Metrics by School Year Since 2010-11

School Year	# of Virtual Learners	# of Virtual Enrollments	# of Schools	Virtual Pass Rate
2010-11	36,348	89,921	654	66%
2011-12	52,219	153,583	850	62%
2012-13	55,271	185,053	906	60%
2013-14	76,122	319,630	1,007	57%
2014-15	91,261	445,932	1,072	60%
2015-16	90,878	453,570	1,026	58%
2016-17	101,359	517,470	1,102	55%
2017-18	112,688	581,911	1,158	55%
2018-19	120,669	639,130	1,225	55%
2019-20	121,900	672,682	1,225	56%
2020-21	418,513	3,647,493	2,207	74%
2021-22	208,460	1,408,763	1,914	69%
2022-23	159,056	1,027,705	1,475	65%
2023-24	154,087	1,019,661	1,421	63%

As Table 1 makes clear, the huge influx of virtual learners during the pandemic has mostly subsided and levels seem to be more in line with pre-pandemic trends. Unfortunately, the reduction in virtual learners and enrollments has been accompanied by an 11-percentage point drop in the virtual pass rate since 2020-21.

As we predicted in last year’s report, the virtual pass rate continued to shift toward pre-pandemic levels. We have been monitoring several factors likely to impact the rate. The first is changes in schools entering and existing. One hundred forty-four new schools were represented in this year’s data while 198 schools from last year dropped out because they didn’t have any virtual learners this year. The new schools added close to 28,000 virtual enrollments, roughly the same amount as the departing schools contributed last year. Interestingly, the new schools outperformed the departing schools; new schools had a 77% pass rate this year while the schools that left had a 70% pass rate the prior year. Obviously, the weight of this change on the pass rate was minimal compared to schools who were in both last year and this year. There were 1,277 schools in both years. The pass rate for these schools dropped from 65% to 63%.

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 40% of the virtual enrollments, 4 percentage points higher than the prior year. 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 21 percentage points lower for Alternative Education programs.

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 71% of virtual enrollments, three percentage points higher than the prior year. With the K-5 pass rates at 80% and the 6-8th grade pass rate at 70%, enrollments at these levels tend to prop up the overall virtual pass rate. For instance, if the elementary, middle school, and high school virtual pass rates remained the same, but the proportion of virtual enrollments were the same as the 2019-20 school year, we would have seen the virtual pass rate drop by about 1.5%. Therefore, if virtual enrollments continue to shift toward a larger percentage of high school enrollments, a slight decline in the overall pass rate is predictable.

Given the 2023-24 figures for these three key factors, we predict there is likely more correction coming. Thus, we believe the overall pass rate will continue to backslide. That said, there is optimism that the floor may be closer to 60% rather than the 55% that was consistently observed prior to the pandemic.

On the positive side, the report also captured examples of schools and students benefiting from virtual learning. Forty-six percent of virtual learners attended 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—the hope—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.

School leaders looking to take the next step forward with their virtual programs may find value in the many free resources that Michigan Virtual has authored. These resources include a series of practical guides to online learning designed for students, parents, teachers, mentors, school administrators, and school board members. Michigan Virtual also provides quality reviews of supplemental online learning programs to Michigan schools at no cost. There are also the National Standards for Quality Online Learning, 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 Future of Learning Council.

Appendix A – Methodology

COVID-19 Impact

Readers should note that the COVID-19 pandemic appears to have significantly impacted data from 2019-20 through the 2022-23 reports. It may still be impacting this year’s data; caution is advised when comparing this year’s findings with prior years.

About the Data

The data for this report came from the following sources:

• Michigan Student Data System – School Year 2023-2024;
• Educational Entity Master (EEM);
• Michigan Student Data System Teacher Student Data Link (TSDL) – Collection Year 2023-2024; and
• Michigan’s K-12 Virtual Learning Effectiveness Report, 2022-23 – Used for comparing this year’s data with the 2022-23 school year.

Because the data for this report incorporates a variety of sources, the findings within may differ from those found through the MI School Data portal which may use different query parameters.

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 “Blended Learning,” “Digital Learning,” or “Online Course” were treated as virtual. According to the Michigan Student Data System Collection Details Manual Version 4.0, the virtual method field indicates “the type of virtual instruction the student is receiving.” (See page 346).

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 demonstrated that such efforts yield a low percentage of the virtual enrollments. This effort was discontinued starting with the 2020-21 report.

Michigan Virtual Students

Because this report is published by Michigan Virtual, some people have falsely concluded that the data in this report is about Michigan Virtual students only. Quite the contrary, the data in this report represent K-12 virtual learning across all providers, and Michigan Virtual as a provider would reflect only a small percentage of the virtual enrollments covered in this report. Readers interested in Michigan Virtual specific results can find those published in its Annual Report: 2023-24, which include data on the number of students, districts, and enrollments served as well as its virtual pass rate.

Enrollment Calculations

Enrollment data for this report principally relies on data collected in the MSDS Student Course Component. See page 324 of the Michigan Student Data System Collection Details Manual Version 4.0 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.

An example of known variation is the local naming conventions for course titles. For instance, one school may call a course “English 9”, another “9th Grade English,” and yet another “ELA 9.” 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 School Courses for the Exchange of Data (SCED) initiative. By using these standardized codes, we can compare data more readily across schools.

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.

Multiple course sections for a single course title are not, in and of themselves, problematic. They could be resolved if a weighting variable—for instance, the fraction of a Carnegie unit each section represents—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 “Completed/Passed” completion status, but a 0.0 for a student who had a “Completed/Failed” completion status). These drawbacks make the Credits Granted field unusable as a weighting variable.

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. Table A1 and Table A2 highlight enrollment variation.

Table A1. 2023-24 Virtual Enrollment Counts and Pass Rates by Number of Virtual Enrollments Per Student/SCED Code Pair

# of Virtual Enrolls per Student/SCED Code Pair	# of Enrolls	% of Enrolls	Pass Rate
1	458,870	45%	62%
2	437,280	43%	65%
3	54,081	5%	50%
4	25,544	3%	52%
5	4,275	0%	50%
6 or More	39,611	4%	84%
Total	1,019,661	100%	63%

Table A2. 2023-24 Percentage of Students by Total Student Enrollment Counts (Virtual and Non-Virtual) and Full- or Part-Time Schools

Enrollment Count (Virtual and Non-Virtual)	Full-Time	Part-Time
1 to 5	8%	7%
6 to 10	25%	22%
11 to 15	48%	42%
16 to 20	13%	18%
21+	7%	11%
Total	100%	100%

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.

Pass Rate Calculations

For this report, the pass rate was calculated based on data reported in the “Completion Status” field. For more information about the Completion Status field, including definitions for each status, see page 341 of the Michigan Student Data System Collection Details Manual Version 4.0. Column one of Table A3 displays the various statuses reported by schools for the virtual enrollments.

Table A3. 2022-23 Number and Percentage of Virtual Enrollments by Completion Status

Completion Status	# of Enrolls	% of Enrolls
Audited	1,130	0%
Completed/Failed	142,346	14%
Completed/Passed	644,484	63%
Incomplete	93,503	9%
Ongoing Enrolled	74	0%
Tested Out	203	0%
Withdrawn/Exited	86,654	8%
Withdrawn/Failing	15,725	2%
Withdrawn/Passing	35,542	3%
Total	1,019,661	100%

Throughout this report, the pass rate simply represents the percentage of virtual enrollments with a status of “Completed/Passed.” Notice that the percentage of enrollments with a “Completed/Passed” status in Table A3 matches the statewide pass rate. This pass rate formula remains consistent with past reports.

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 “Audited.” These virtual enrollments are not “failures” per se, but act as such in the formula since they are added to the formula’s denominator without impacting the numerator. Another example is enrollments with a completion status of “Incomplete.” About 9% of the virtual enrollments in this report were classified as “Incomplete.” As such, they are treated in the report’s 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 “Withdrawn” status. For instance, 3% of the virtual enrollments this year were marked as “Withdrawn/Passing,” 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 “Withdrawn/Exited” (8% 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.

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 “Completed/Passed.” To provide readers with a better idea of the impact of this approach, additional data tables are provided in Appendix G that allow interested readers to draw their own conclusions and to calculate their own formulas for many of the pass rates reported.

Appendix B – School Tables

Note: Click on the hyperlinked table number to return to the section of the report that discusses the table.

Table B1. Two Year Comparison (2022-23 and 2023-24) of Virtual Enrollment Data with Pass Rates

School Years	# of Schools	% of 2023-24 Schools	# of 2023-24 Enrolls	% of 2023-24 Enrolls	2023-24 Pass Rate
2022-23 Only	198	NA	NA	NA	NA
2023-24 Only	144	10%	27,719	3%	77%
Both Years (2022-23 and 2023-24)	1,277	90%	991,942	97%	63%

Table B2. Virtual Enrollment Differences for Schools Reporting Virtual Learners in Both 2022-23 and 2023-24

Year-to-Year Enroll Difference (2023-24 minus 2022-23)	# of Schools Both Years	% of Schools Both Years	# of Enrolls Current Year	% of Enrolls Current Year
+1,000 or More	30	2%	394,331	40%
+500 to +999	29	2%	45,163	5%
+100 to +499	163	13%	176,164	18%
0 to +99	402	31%	93,243	9%
-1 to -99	432	34%	81,607	8%
-100 to -499	173	14%	99,766	10%
-500 to -999	21	2%	36,513	4%
-1,000 or More	27	2%	65,155	7%
Total	1,277	100%	991,942	100%

Table B3. Virtual Pass Rate Differences for Schools Reporting Virtual Learners in Both 2022-23 and 2023-24

Year-to-Year Pass Rate Difference (2023-24 minus 2022-23)	# of Schools Both Years	% of Schools Both Years	# of Enrolls Current Year	% of Enrolls Current Year
50 or More Percentage Points Increase	15	1%	2,585	0%
25 to 49 Percentage Points Increase	56	4%	50,033	5%
10 to 24 Percentage Points Increase	151	12%	90,146	9%
0 to 9 Percentage Points Increase	381	30%	400,140	40%
1 to 9 Percentage Points Decrease	292	23%	367,259	37%
10 to 24 Percentage Points Decrease	136	11%	48,901	5%
25 to 49 Percentage Points Decrease	41	3%	19,551	2%
50 or More Percentage Points Decrease	19	1%	5,875	1%
NA – < 10 Enrolls in One or Both Years	186	15%	7,452	1%
Total	1,277	100%	991,942	100%

Table B4. 2023-24 K-12 Virtual Enrollment Data by Grade Level

Grade Level	# of Schools	# of Enrolls	% of Enrolls	% Change	Pass Rate	% Change from Prior Year
K	106	18,134	2%	-33%	77%	-8%
1	124	21,615	2%	-27%	82%	-5%
2	129	21,108	2%	-24%	81%	-6%
3	156	21,867	2%	-25%	78%	-7%
4	159	21,724	2%	-26%	78%	-6%
5	186	24,468	2%	-20%	80%	-2%
6	302	43,907	4%	2%	73%	2%
7	348	55,313	5%	4%	72%	4%
8	458	66,177	6%	5%	67%	1%
9	767	143,589	14%	6%	45%	-3%
10	848	161,486	16%	3%	55%	-2%
11	875	171,027	17%	2%	62%	1%
12	878	249,246	24%	6%	67%	2%
Total	1,421	1,019,661	100%	-1%	63%	-1%

Table B5. 2023-24 Pass Rate Comparison for Students in Their Virtual and Non-Virtual Courses by Grade Level

Grade Level	Virtual Pass Rate	Non-Virtual Pass Rate
K	77%	64%
1	82%	71%
2	81%	70%
3	78%	67%
4	78%	68%
5	80%	68%
6	73%	68%
7	72%	59%
8	67%	59%
9	45%	61%
10	55%	69%
11	62%	78%
12	67%	86%
Total	63%	74%

Table B6. 2023-24 Number and Percentage of Schools and Virtual Enrollments by School Pass Rate

School Pass Rate	# of Schools	% of Schools	# of Enrolls	% of Enrolls
0% to <10%	90	6%	26,286	3%
10% to <20%	23	2%	3,665	0%
20% to <30%	38	3%	77,005	8%
30% to <40%	67	5%	91,531	9%
40% to <50%	67	5%	41,759	4%
50% to <60%	113	8%	177,946	17%
60% to <70%	158	11%	164,527	16%
70% to <80%	205	14%	143,440	14%
80% to <90%	249	18%	165,485	16%
90% to 100%	411	29%	128,017	13%
Total	1,421	100%	1,019,661	100%

Table B7. 2023-24 Number and Percentage of Schools and Virtual Enrollments by Entity Type

Entity Type	# of Schools	% of Schools	# of Enrolls	% of Enrolls
ISD School	27	2%	7,371	1%
ISD Unique Education Provider	NR	0%	NR	0%
LEA School	1,251	88%	614,063	60%
LEA Unique Education Provider	10	1%	9,059	1%
PSA School	128	9%	388,846	38%
State School	NR	0%	NR	0%
Total	1,421	100%	1,019,661	100%

Table B8. 2023-24 Number of Virtual Enrollments and Virtual Pass Rate by Entity Type

Entity Type	# of Enrolls	Pass Rate
ISD School	7,371	70%
ISD Unique Education Provider	301	NR
LEA School	614,063	64%
LEA Unique Education Provider	9,059	93%
PSA School	388,846	60%
State School	21	NR
Total	1,019,661	63%

Table B9. 2023-24 Number and Percentage of Full-Time (FT) Virtual or Cyber School by Entity Type

Entity Type	# of FT Schools	% of FT Schools
ISD School	NR	NR
LEA School	55	72%
LEA Unique Education Provider	NR	NR
PSA School	18	24%
Total	76	100%

Table B10. 2023-24 Number and Percentage of Students and Enrollments from Full-Time (FT) Virtual or Cyber Schools with Virtual Pass Rates by Entity Type

Entity Type	# of FT Students	% of FT Students	# of FT Enrolls	% of FT Enrolls	Pass Rate
ISD School	353	1%	3,157	1%	NR
LEA School	20,919	41%	182,691	37%	55%
LEA Unique Education Provider	270	1%	2,308	0%	NR
PSA School	29,497	58%	311,637	62%	62%
Total	50,803	100%	499,793	100%	60%

Table B11. 2023-24 Number and Percentage of Part-Time (PT) Virtual Schools by Entity Type

Entity Type	# of PT Schools	% of PT Schools
ISD School	26	2%
ISD Unique Education Provider	4	0%
LEA School	1,196	89%
LEA Unique Education Provider	8	1%
PSA School	110	8%
State School	1	0%
Total	1,398	100%

Table B12. 2023-24 Number and Percentage of Students and Enrollments from Part-Time (PT) Virtual Schools with Virtual Pass Rates by Entity Type

Entity Type	# of PT Students	% of PT Students	# of PT Enrolls	% of PT Enrolls	Pass Rate
ISD School	1,183	1%	4,214	1%	81%
ISD Unique Education Provider	NR	0%	NR	0%	NR
LEA School	92,108	88%	431,372	83%	68%
LEA Unique Education Provider	1,014	1%	6,751	1%	NR
PSA School	11,297	11%	77,209	15%	54%
State School	NR	0%	NR	0%	NR
Total	105,101	100%	519,868	100%	67%

Table B13. 2023-24 Number and Percentage of Schools and Virtual Enrollments by School Emphasis

School Emphasis	# of Schools	% of Schools	# of Enrolls	% of Enrolls
Alternative Education	267	19%	409,964	40%
General Education	1,129	79%	608,000	60%
Special Education or Vocational/CTE	25	2%	1,697	0%
Total	1,421	100%	1,019,661	100%

Table B14. 2023-24 Number of Virtual Enrollments and Virtual Pass Rate by School Emphasis

School Emphasis	# of Enrolls	Pass Rate
Alternative Education	409,964	51%
General Education	608,000	72%
Special Education	1,476	62%
Vocational/CTE	221	NR
Total	1,019,661	63%

Table B15. 2023-24 Virtual Pass Rates for General Education and Alternative Education Schools by Entity Type

Entity Type	General Ed Pass Rate	Alternative Ed Pass Rate
ISD School	NR	NR
LEA School	76%	53%
LEA Unique Education Provider	NR	NR
PSA School	67%	40%
Total	72%	51%

Table B16. 2023-24 Number and Percentage of Schools and Virtual Enrollments by Number of Virtual Enrollments per School

# of Virtual Enrolls Per School	# of Schools	% of Schools	# of Enrolls	% of Enrolls
1 to 9	186	13%	810	0%
10 to 19	106	7%	1,515	0%
20 to 29	80	6%	1,919	0%
30 to 39	48	3%	1,607	0%
40 to 49	46	3%	2,052	0%
50 to 59	35	2%	1,912	0%
60 to 69	36	3%	2,307	0%
70 to 79	29	2%	2,119	0%
80 to 89	30	2%	2,543	0%
90 to 99	25	2%	2,370	0%
100+	800	56%	1,000,507	98%
Total	1,421	100%	1,019,661	100%

Table B17. 2023-24 Percentage of Schools by Ratio of Virtual Courses to Student and School Pass Rate

School Pass Rate	1 to 2 Virtual Courses / Student	3 to 4 Virtual Courses / Student	5+ Virtual Courses / Student
0% to <10%	4%	5%	18%
10% to <20%	0%	0%	7%
20% to <30%	1%	2%	9%
30% to <40%	2%	3%	16%
40% to <50%	2%	4%	14%
50% to <60%	4%	10%	20%
60% to <70%	8%	12%	28%
70% to <80%	14%	18%	25%
80% to <90%	23%	21%	23%
90% to 100%	40%	25%	40%
Total	100%	100%	100%

Table B18. 2023-24 Number and Percentage of Schools and Virtual Enrollments by Locale

Locale	# of Schools	% of Schools	# of Enrolls	% of Enrolls
Rural	480	34%	302,372	30%
Town	199	14%	119,894	12%
Suburb	514	36%	383,139	38%
City	220	15%	165,829	16%
Not Specified	8	1%	48,427	5%
Total	1,421	100%	1,019,661	100%

Table B19. 2023-24 Percentage of Schools with Virtual Enrollments by Virtual Enrollment Totals and Locale

Locale	1 to 24 Enrolls	25 to 49 Enrolls	50 to 74 Enrolls	75 to 99 Enrolls	100+ Enrolls	Total
Rural	23%	8%	8%	7%	54%	100%
Town	26%	9%	5%	3%	57%	100%
Suburb	25%	8%	6%	4%	57%	100%
City	22%	12%	4%	2%	60%	100%
Not Specified	13%	0%	13%	0%	75%	100%

Table B20. 2023-24 Virtual Pass Rate by Locale

Locale	Pass Rate	% Change from 22-23
Rural	63%	1%
Town	67%	1%
Suburb	68%	4%
City	62%	-11%
Not Specified	NR	NR
Total	63%	-2%

Table B21. 2023-24 Percentage of Schools with Virtual Enrollments by Building Pass Rate and Locale

Locale	0% to 20% Pass Rate	20% to 40% Pass Rate	40% to 60% Pass Rate	60% to 80% Pass Rate	80% to 100% Pass Rate	Total
Rural	5%	7%	13%	28%	47%	100%
Town	8%	7%	14%	31%	40%	100%
Suburb	9%	7%	13%	24%	47%	100%
City	10%	10%	11%	24%	45%	100%
Not Specified	NR	NR	NR	NR	NR	100%
Total	8%	8%	13%	26%	46%	100%

Table B22. 2023-24 Number and Percentage of Schools with Virtual Enrollments by School Free or Reduced-Price Lunch Categories

Free or Reduced-Price Lunch Category	# of Schools with Virtual Students	# of MI Schools (All)	% of Schools with Virtual Learners
Low FRL (<=25%)	149	367	41%
Mid-Low FRL (>25% to <=50%)	367	880	42%
Mid-High FRL (>50% to <=75%)	532	1,142	47%
High FRL (>75%)	369	989	37%
Missing	4	NA	NA
Total	1,421	3,378	42%

Table B23. 2023-24 Number and Percentage of Virtual Enrollments with Virtual Pass Rate by School Free or Reduced-Price Lunch Categories

Free or Reduced-Price Lunch Category	# of Enrolls	% of Enrolls	Pass Rate
Low FRL (<=25%)	45,113	4%	85%
Mid-Low FRL (>25% to <=50%)	158,591	16%	82%
Mid-High FRL (>50% to <=75%)	362,492	36%	57%
High FRL (>75%)	453,235	44%	60%
Missing	230	0%	NR
Total	1,019,661	100%	63%

Table B24. 2023-24 Number of Schools, Students, and Enrolls for Schools with 1,000 or More Virtual Enrollments with Courses Per Student and Pass Rate by Entity Type

Entity Type	# of Schools	# of Students	# of Enrolls	Courses Per Student	Pass Rate
LEA School	153	51,329	399,576	7.8	61%
PSA School	46	35,998	368,459	10.2	61%
Other	5	1,600	12,488	7.8	NR
Total	204	88,136	780,523	8.9	61%

Table B25. 2023-24 Number of Schools, Students, and Enrolls for Schools with Less Than 1,000 Virtual Enrollments with Courses Per Student and Pass Rate by Entity Type

Entity Type	# of Schools	# of Students	# of Enrolls	Courses Per Student	Pass Rate
LEA School	1,098	61,815	214,487	3.5	70%
PSA School	82	4,743	20,387	4.3	54%
Other	37	1,513	4,264	2.8	75%
Total	1,217	67,835	239,138	3.5	69%

Table B26. 2023-24 Number of Schools, Students, and Enrolls for Schools with 1,000 or More Virtual Enrollments with Courses Per Student and Pass Rate by School Emphasis

School Emphasis	# of Schools	# of Students	# of Enrolls	Courses Per Student	Pass Rate
Alternative Education	104	36,075	344,091	9.5	50%
General Education	100	52,775	436,432	8.3	70%
Total	204	88,136	780,523	8.9	61%

Table B27. 2023-24 Number of Schools, Students, and Enrolls for Schools with Less Than 1,000 Virtual Enrollments with Courses Per Student and Pass Rate by School Emphasis

School Emphasis	# of Schools	# of Students	# of Enrolls	Courses Per Student	Pass Rate
Alternative Education	163	9,845	65,873	6.7	53%
General Education	1,029	57,451	171,568	3.0	75%
Other	25	884	1,697	1.9	65%
Total	1,217	67,835	239,138	3.5	69%

Appendix C – Course Tables

Note: Click on the hyperlinked table number to return to the section of the report that discusses the table.

Table C1. 2023-24 Number of Schools, Virtual Students, and Virtual Enrollments with Percentage of Virtual Enrollments and Virtual Pass Rate by Subject Area

Subject Area	# of Schools	# of Students	# of Enrolls	% of Enrolls	Pass Rate
Agriculture, Food, and Natural Resources	166	917	1,118	0%	82%
Architecture and Construction	71	294	450	0%	81%
Business and Marketing	557	9,842	13,474	1%	76%
Communication and Audio/Visual Technology	300	2,987	3,638	0%	75%
Engineering and Technology	174	1,795	2,311	0%	84%
English Language and Literature	1,220	89,666	186,987	18%	61%
Health Care Sciences	361	2,748	3,564	0%	79%
Hospitality and Tourism	146	1,015	1,295	0%	71%
Human Services	433	9,551	11,544	1%	72%
Information Technology	610	12,956	16,882	2%	72%
Life and Physical Sciences	1,219	84,189	154,632	15%	62%
Manufacturing	41	310	493	0%	89%
Mathematics	1,260	89,313	176,483	17%	59%
Military Science	15	34	NR	0%	NR
Miscellaneous	833	33,170	65,017	6%	72%
Nonsubject Specific	120	4,213	8,135	1%	93%
Physical, Health, and Safety Education	993	50,269	76,184	7%	64%
Public, Protective, and Government Services	265	1,513	1,836	0%	81%
Religious Education and Theology	46	92	NR	0%	NR
Social Sciences and History	1,224	88,751	165,739	16%	64%
Transportation, Distribution, and Logistics	26	96	126	0%	87%
Visual and Performing Arts	912	48,208	75,628	7%	63%
World Languages	910	32,417	53,984	5%	58%
Total	1,421	154,087	1,019,661	100%	63%

Table C2. 2023-24 Pass Rate Comparison for Students in Their Virtual and Non-Virtual Courses by Subject Area

Subject Area	Virtual Pass Rate	Non-Virtual Pass Rate
Agriculture, Food, and Natural Resources	82%	81%
Architecture and Construction	81%	82%
Business and Marketing	76%	85%
Communication and Audio/Visual Technology	75%	84%
Engineering and Technology	84%	78%
English Language and Literature	61%	73%
Health Care Sciences	79%	87%
Hospitality and Tourism	71%	82%
Human Services	72%	81%
Information Technology	72%	76%
Life and Physical Sciences	62%	71%
Manufacturing	89%	80%
Mathematics	59%	69%
Military Science	NR	74%
Miscellaneous	72%	72%
Nonsubject Specific	93%	57%
Physical, Health, and Safety Education	64%	75%
Public, Protective, and Government Services	81%	83%
Religious Education and Theology	NR	88%
Social Sciences and History	64%	72%
Transportation, Distribution, and Logistics	87%	83%
Visual and Performing Arts	63%	80%
World Languages	58%	74%
Total	63%	73%

Table C3. 2023-24 Number of Schools, Virtual Students, and Virtual Enrollments with Percentage of Virtual Enrollments and Virtual Pass Rate by Course Title for the Top 10 Most Enrolled in English Language and Literature Courses

English Language and Literature Course Titles	# of Schools	# of Students	# of Enrolls	% of Enrolls	Pass Rate
English/Language Arts I (9th grade)	707	19,990	30,558	16%	46%
English/Language Arts II (10th grade)	683	19,977	30,404	16%	53%
English/Language Arts III (11th grade)	648	17,680	28,227	15%	59%
English/Language Arts IV (12th grade)	638	14,631	25,516	14%	63%
Language Arts (grade 8)	322	5,491	9,880	5%	63%
Language Arts (grade 7)	262	4,264	8,055	4%	70%
Language Arts (grade 6)	201	3,188	6,294	3%	71%
Language Arts—General	60	2,544	3,943	2%	55%
Language Arts (grade 1)	72	1,821	3,186	2%	78%
Language Arts (kindergarten)	64	1,523	3,131	2%	73%
Total	1,082	72,772	149,194	80%	58%

Table C4. 2023-24 Number of Schools, Virtual Students, and Virtual Enrollments with Percentage of Virtual Enrollments and Virtual Pass Rate by Course Title for the Top 10 Most Enrolled in Mathematics Courses

Mathematics Course Titles	# of Schools	# of Students	# of Enrolls	% of Enrolls	Pass Rate
Geometry	735	21,611	33,731	19%	54%
Algebra I	659	19,514	30,133	17%	46%
Algebra II	683	17,666	27,827	16%	61%
Consumer Mathematics	401	7,385	10,916	6%	77%
Mathematics (grade 7)	284	4,770	8,790	5%	67%
Mathematics (grade 8)	281	4,869	8,647	5%	59%
Mathematics (grade 6)	246	3,554	6,929	4%	69%
Business Mathematics	188	2,922	4,516	3%	48%
Mathematics—Other	179	2,660	4,209	2%	54%
Pre-Algebra	214	2,792	4,092	2%	51%
Total	1,082	69,195	139,790	79%	57%

Table C5. 2023-24 Number of Schools, Virtual Students, and Virtual Enrollments with Percentage of Virtual Enrollments and Virtual Pass Rate by Course Title for the Top 10 Most Enrolled in Life and Physical Sciences Courses

Life and Physical Sciences Course Titles	# of Schools	# of Students	# of Enrolls	% of Enrolls	Pass Rate
Biology	721	22,635	34,536	22%	53%
Chemistry	598	13,552	20,687	13%	60%
Earth Science	392	9,794	14,904	10%	52%
Physical Science	340	8,712	13,815	9%	55%
Earth and Space Science	242	5,378	8,027	5%	65%
Environmental Science	352	4,708	7,010	5%	54%
Science (grade 8)	274	3,760	6,994	5%	68%
Science (grade 7)	251	3,651	6,926	4%	73%
Science (grade 6)	214	2,809	5,531	4%	73%
Physics	360	3,835	5,451	4%	65%
Total	1,038	65,372	123,881	80%	58%

Table C6. 2023-24 Number of Schools, Virtual Students, and Virtual Enrollments with Percentage of Virtual Enrollments and Virtual Pass Rate by Course Title for the Top 10 Most Enrolled in Social Sciences and History Courses

Social Sciences and History Course Titles	# of Schools	# of Students	# of Enrolls	% of Enrolls	Pass Rate
U.S. History—Comprehensive	563	15,347	22,878	14%	53%
World History and Geography	437	12,491	19,245	12%	49%
Economics	672	14,034	15,374	9%	64%
World History—Overview	355	8,915	13,591	8%	60%
U.S. Government—Comprehensive	383	9,271	10,116	6%	63%
Social Studies (grade 8)	235	4,630	8,682	5%	66%
Social Studies (grade 7)	189	3,490	6,750	4%	73%
Civics	342	5,652	6,428	4%	58%
Psychology	483	5,118	6,325	4%	77%
Social Studies (grade 6)	197	3,270	5,911	4%	75%
Total	1,045	63,324	115,300	70%	61%

Table C7. 2023-24 Number of Schools, Virtual Students, and Virtual Enrollments with Percentage of Virtual Enrollments and Virtual Pass Rate for AP Courses

AP Course Title	# of Schools	# of Students	# of Enrolls	% of Enrolls	Pass Rate
AP Art History	39	210	307	6%	74%
AP Biology	53	110	179	4%	85%
AP Calculus AB	54	115	177	4%	80%
AP Calculus BC	37	82	149	3%	93%
AP Chemistry	34	87	152	3%	83%
AP Chinese Languages: Language and Culture	NR	NR	NR	NR	NR
AP Comparative Government and Politics	NR	NR	NR	NR	NR
AP Computer Science A	73	198	333	7%	87%
AP Computer Science Principles	16	49	NR	NR	NR
AP Drawing	NR	NR	NR	NR	NR
AP Economics	NR	NR	NR	NR	NR
AP English Language and Composition	81	173	263	5%	83%
AP English Literature and Composition	58	180	289	6%	89%
AP Environmental Science	59	164	285	6%	86%
AP European History	17	29	NR	NR	NR
AP French Language and Culture	NR	NR	NR	NR	NR
AP Government	16	69	NR	NR	NR
AP Human Geography	31	68	114	2%	93%
AP Macroeconomics	63	184	198	4%	89%
AP Microeconomics	61	152	163	3%	91%
AP Music Theory	NR	33	NR	NR	NR
AP Physics 1	29	49	NR	NR	NR
AP Physics 2	11	NR	NR	NR	NR
AP Physics C	28	69	117	2%	90%
AP Physics C: Electricity and Magnetism	NR	NR	NR	NR	NR
AP Physics C: Mechanics	NR	NR	NR	NR	NR
AP Psychology	115	471	808	17%	89%
AP Spanish Language and Culture	35	72	118	2%	82%
AP Spanish Literature and Culture	NR	NR	NR	NR	NR
AP Statistics	64	193	344	7%	92%
AP U.S. Government and Politics	55	151	159	3%	93%
AP U.S. History	53	121	185	4%	87%
AP World History: Modern	28	79	121	2%	90%
Total	269	2,618	4,877	100%	87%

Table C8. 2023-24 Virtual Enrollments Percentage by Locale and Subject Area

Subject Area	% Rural	% Town	% Suburb	% City	% Not Specified
Agriculture, Food, and Natural Resources	0%	0%	0%	0%	0%
Architecture and Construction	0%	0%	0%	0%	0%
Business and Marketing	1%	2%	2%	1%	0%
Communication and Audio/Visual Technology	0%	0%	1%	0%	0%
Engineering and Technology	0%	0%	0%	0%	0%
English Language and Literature	18%	20%	18%	17%	21%
Health Care Sciences	0%	1%	0%	0%	0%
Hospitality and Tourism	0%	0%	0%	0%	0%
Human Services	1%	2%	1%	1%	1%
Information Technology	1%	1%	2%	3%	0%
Life and Physical Sciences	15%	14%	15%	16%	18%
Manufacturing	0%	0%	0%	0%	0%
Mathematics	17%	16%	17%	19%	19%
Military Science	0%	0%	0%	0%	0%
Miscellaneous	5%	5%	8%	7%	2%
Nonsubject Specific	2%	0%	1%	0%	0%
Physical, Health, and Safety Education	8%	9%	7%	7%	6%
Public, Protective, and Government Services	0%	0%	0%	0%	0%
Religious Education and Theology	0%	0%	0%	0%	0%
Social Sciences and History	17%	16%	16%	16%	17%
Transportation, Distribution, and Logistics	0%	0%	0%	0%	0%
Visual and Performing Arts	8%	8%	6%	8%	11%
World Languages	5%	5%	6%	5%	6%
Total	100%	100%	100%	100%	100%

Table C9. 2023-24 Virtual Enrollment Pass Rates by Locale and Subject Area

Subject Area	Rural Pass Rate	Town Pass Rate	Suburban Pass Rate	City Pass Rate	Not Specified Pass Rate
Agriculture, Food, and Natural Resources	78%	87%	85%	NR	NR
Architecture and Construction	84%	71%	NR	NR	NR
Business and Marketing	74%	79%	78%	66%	NR
Communication and Audio/Visual Technology	73%	84%	76%	68%	NR
Engineering and Technology	83%	81%	88%	83%	NR
English Language and Literature	60%	64%	66%	58%	NR
Health Care Sciences	83%	76%	78%	78%	NR
Hospitality and Tourism	75%	66%	80%	42%	NR
Human Services	75%	73%	74%	78%	NR
Information Technology	77%	62%	68%	73%	NR
Life and Physical Sciences	62%	64%	68%	62%	NR
Manufacturing	95%	NR	NR	NR	NR
Mathematics	58%	62%	65%	59%	NR
Military Science	NR	NR	NR	NR	NR
Miscellaneous	68%	65%	81%	56%	NR
Nonsubject Specific	95%	83%	88%	89%	NR
Physical, Health, and Safety Education	61%	76%	64%	68%	NR
Public, Protective, and Government Services	78%	77%	84%	NR	NR
Religious Education and Theology	NR	NR	NR	NR	NR
Social Sciences and History	64%	68%	68%	61%	NR
Transportation, Distribution, and Logistics	NR	NR	NR	NR	NR
Visual and Performing Arts	63%	70%	65%	71%	NR
World Languages	57%	65%	64%	56%	NR
Total	63%	67%	68%	62%	NR

Table C10. 2023-24 Number and Percentage of Virtual Enrollments with Pass Rates by Student Sex and Subject Area

Subject Area	# of Female Enrolls	# of Male Enrolls	% of Female Enrolls	% of Male Enrolls	Female Pass Rate	Male Pass Rate
Agriculture, Food, and Natural Resources	708	410	0%	0%	83%	80%
Architecture and Construction	NR	380	0%	0%	NR	81%
Business and Marketing	6,816	6,658	1%	1%	77%	75%
Communication and Audio/Visual Technology	2,021	1,617	0%	0%	76%	73%
Engineering and Technology	938	1,373	0%	0%	83%	84%
English Language and Literature	94,085	92,902	18%	19%	62%	59%
Health Care Sciences	2,712	852	1%	0%	82%	70%
Hospitality and Tourism	777	518	0%	0%	73%	67%
Human Services	6,571	4,973	1%	1%	73%	72%
Information Technology	7,404	9,478	1%	2%	72%	72%
Life and Physical Sciences	78,189	76,443	15%	15%	63%	61%
Manufacturing	132	361	0%	0%	89%	89%
Mathematics	88,755	87,728	17%	18%	60%	58%
Military Science	NR	NR	0%	0%	NR	NR
Miscellaneous	32,858	32,159	6%	6%	74%	70%
Nonsubject Specific	3,873	4,262	1%	1%	92%	93%
Physical, Health, and Safety Education	38,622	37,562	7%	8%	65%	63%
Public, Protective, and Government Services	1,199	637	0%	0%	84%	74%
Religious Education and Theology	NR	NR	0%	0%	NR	NR
Social Sciences and History	85,311	80,428	16%	16%	65%	62%
Transportation, Distribution, and Logistics	NR	115	0%	0%	NR	87%
Visual and Performing Arts	39,746	35,882	8%	7%	65%	61%
World Languages	28,775	25,209	6%	5%	61%	55%
Total	519,654	500,007	100%	100%	65%	62%

Table C11. 2023-24 Number of Schools, Virtual Students, and Virtual Enrollments with Percentage of Virtual Enrollments and Pass Rate by Virtual Method

Virtual Method	# of Schools	# of Students	# of Enrolls	% of Enrolls	Pass Rate
Blended Learning	188	11,590	71,982	7%	68%
Digital Learning	320	20,526	92,344	9%	63%
Online Course	1,273	128,675	855,335	84%	63%
Total	1,421	154,087	1,019,661	100%	63%

Appendix D – Student Tables

Note: Click on the hyperlinked table number ro return to the section of the report that discusses the table.

Table D1. 2023-24 Number of Schools and Virtual Students with Percentage of Virtual Students and Percent Year over Year Change

Grade Level	# of Schools	# of Students	% of Students	% Change from Prior Year
K	106	2,700	2%	-17%
1	124	3,495	2%	-12%
2	129	3,267	2%	-4%
3	156	3,300	2%	-12%
4	159	3,271	2%	-10%
5	186	3,698	2%	-9%
6	302	5,133	3%	-6%
7	348	6,599	4%	-7%
8	458	7,925	5%	-9%
9	767	20,312	13%	-1%
10	848	24,966	16%	-4%
11	875	29,132	19%	-2%
12	878	41,404	27%	2%
Total	1,421	154,087	100%	-3%

Table D2. 2023-24 Number of Schools, Virtual Students, Virtual Enrollments with Percentage of Virtual Students and Virtual Enrollments and Virtual Pass Rate by Student Sex

Student Sex	# of Schools	# of Students	% of Students	# of Enrolls	% of Enrolls	Pass Rate
Female	1,307	78,908	51%	519,654	51%	65%
Male	1,334	75,209	49%	500,007	49%	62%
Total	1,421	154,087	100%	1,019,661	100%	63%

Table D3. 2023-24 Number of Schools, Virtual Students, Virtual Enrollments with Percentage of Virtual Students and Virtual Enrollments and Virtual Pass Rate by Race/Ethnicity

Race /Ethnicity	# of Schools	# of Students	% of Students	# of Enrolls	% of Enrolls	Pass Rate
African-American or Black	851	30,032	19%	220,164	22%	56%
American Indian or Alaska Native	350	1,140	1%	7,300	1%	58%
Asian	461	3,036	2%	15,079	1%	80%
Hispanic or Latino	939	14,242	9%	96,407	9%	58%
Native Hawaiian or Pacific Islander	97	146	0%	842	0%	59%
White	1,327	95,563	62%	606,440	59%	67%
Two or More Races	928	9,355	6%	69,266	7%	62%
Unknown	163	1,221	1%	4,163	0%	49%
Total	1,421	154,087	100%	1,019,661	100%	63%

Table D4. 2023-24 Number of Schools, Virtual Students, Virtual Enrollments with Percentage of Virtual Students and Virtual Enrollments and Virtual Pass Rate by Poverty Status

Poverty Status	# of Schools	# of Students	% of Students	# of Enrolls	% of Enrolls	Pass Rate
Yes	1,325	98,758	64%	725,593	71%	58%
No	1,224	54,242	35%	288,994	28%	77%
Unknown	165	1,360	1%	5,074	0%	50%
Total	1,421	154,087	100%	1,019,661	100%	63%

Table D5. 2023-24 Pass Rate Comparison for Students in Their Virtual and Non-Virtual Courses by Poverty Status

Poverty Status	Virtual Pass Rate	Non-Virtual Pass Rate	Virtual Pass Rate – Non-Virtual Pass Rate
Yes	58%	65%	-7%
No	77%	87%	-10%
Unknown	50%	28%	23%
Total	63%	74%	-10%

Table D6. 2023-24 Percentage of Virtual Students and Virtual Enrollments in Poverty with Pass Rate by Virtual Type

Virtual Type	% of Students in Poverty	% of Enrolls from Students in Poverty	Pass Rate for Students in Poverty
Full-Time Virtual	74%	76%	56%
Part-Time Virtual	60%	67%	60%
Total	64%	71%	58%

Table D7. 2023-24 Number and Percentage of Virtual Students by Free or Reduced-Price Lunch Category

Free or Reduced-Price Lunch Category	# of Virtual Students	# of All MI Students	% of Virtual Students
Low FRL (<=25%)	14,444	225,731	6%
Mid-Low FRL (>25% to <=50%)	35,732	410,300	9%
Mid-High FRL (>50% to <=75%)	48,088	408,365	12%
High FRL (>75%)	58,060	336,506	17%
Missing	192	NA	NA
Total	154,087	1,373,686	11%

Table D8. 2023-24 Number of Schools, Virtual Students, Virtual Enrollments with Percentage of Virtual Students and Virtual Enrollments and Virtual Pass Rate by Special Education Status

Special Education Status	# of Schools	# of Students	% of Students	# of Enrolls	% of Enrolls	Pass Rate
Yes	1,081	20,501	13%	147,081	14%	56%
No	1,365	132,498	86%	867,506	85%	64%
Unknown	165	1,360	1%	5,074	0%	50%
Total	1,421	154,087	100%	1,019,661	100%	63%

Table D9. 2023-24 Number of Schools, Virtual Students, Virtual Enrollments with Percentage of Virtual Students and Virtual Enrollments and Virtual Pass Rate by Primary Disability

Primary Disability	# of Schools	# of Students	% of Students	# of Enrolls	% of Enrolls	Pass Rate
Autism Spectrum Disorder	395	1,660	8%	11,534	8%	73%
Cognitive Impairment	283	1,228	6%	7,832	5%	56%
Deaf-Blindness	NR	NR	0%	NR	0%	NR
Deaf or Hard of Hearing	98	127	1%	800	1%	66%
Early Childhood Developmental Delay	25	NR	0%	268	0%	NR
Emotional Impairment	661	2,667	13%	20,376	14%	46%
Physical Impairment	48	71	0%	532	0%	79%
Specific Learning Disability	857	7,916	39%	55,976	38%	56%
Speech and Language Impairment	331	1,657	8%	12,160	8%	70%
Severe Multiple Impairment	NR	100	0%	NR	0%	NR
Traumatic Brain Injury	47	56	0%	389	0%	59%
Visual Impairment	59	65	0%	349	0%	63%
Other Health Impairment	794	4,451	22%	33,082	22%	55%
MISSING/None-Listed	156	557	3%	3,522	2%	32%
Total	1,081	20,501	100%	147,081	100%	56%

Table D10. 2023-24 Number and Percentage of Virtual Students Compared to All MI Students with IEPs by Primary Disability

Primary Disability	# of Virtual Students	# of All MI Students with IEPs	% of All MI Students with IEPs Who Took a Virtual Course	% of All MI Students with IEPs
Autism Spectrum Disorder	1,660	27,582	6%	13%
Cognitive Impairment	1,228	16,749	7%	8%
Deaf-Blindness	NR	NR	NR	NR
Deaf or Hard of Hearing	127	2,162	6%	1%
Early Childhood Developmental Delay	NR	NR	NR	NR
Emotional Impairment	2,667	10,364	26%	5%
Physical Impairment	71	1,252	6%	1%
Specific Learning Disability	7,916	55,324	14%	25%
Speech and Language Impairment	1,657	60,048	3%	28%
Severe Multiple Impairment	100	2,689	4%	1%
Traumatic Brain Injury	56	393	14%	0%
Visual Impairment	65	696	9%	0%
Other Health Impairment	4,451	31,121	14%	14%
MISSING/None-Listed	557	NA	NA	NA
Total	20,501	217,569	9%	100%

Table D11. 2023-24 Number of Schools, Virtual Students, Virtual Enrollments with Percentage of Virtual Students and Virtual Enrollments and Virtual Pass Rate by Home-School/Nonpublic Student Status

Home-School or Nonpublic Student Status	# of Schools	# of Students	% of Students	# of Enrolls	% of Enrolls	Pass Rate
No	1,411	146,601	95%	985,133	97%	62%
Yes	83	7,503	5%	34,528	3%	93%
Total	1,421	154,087	100%	1,019,661	100%	63%

Table D12. 2023-24 Number of Schools, Virtual Students, Virtual Enrollments with Percentage of Virtual Students and Virtual Enrollments and Virtual Pass Rate by Full- or Part-Time Status

Virtual Subset	# of Schools	# of Students	% of Students	# of Enrolls	% of Enrolls	Pass Rate
Full-Time Virtual	76	50,803	33%	499,793	49%	60%
Part-Time Virtual	1,345	105,101	68%	519,868	51%	67%
Total	1,421	154,087	100%	1,019,661	100%	63%

Table D13. 2023-24 Pass Rate Comparison for Full- and Part-Time Virtual Students by Virtual Subset

Virtual Subset	Virtual Pass Rate	Non-Virtual Pass Rate
Full-Time Virtual	60%	89%
Part-Time Virtual	67%	73%
Total	63%	74%

Table D14. 2023-24 Number and Percentage of Virtual Students and Virtual Enrollments with Pass Rates by Students’ Percentage of Enrollments Taken Virtually

% of Enrollments Taken Virtually	# of Students	% of Students	# of Enrolls	% of Enrolls	Pass Rate
<25% of Enrolls Virtual	51,941	34%	88,496	9%	75%
25% to 49% of Enrolls Virtual	20,926	14%	109,899	11%	58%
50% to 74% of Enrolls Virtual	13,420	9%	124,469	12%	55%
75% or More of Enrolls Virtual	67,800	44%	696,797	68%	64%
Total	154,087	100%	1,019,661	100%	63%

Table D15. 2023-24 Number and Percentage of Virtual Students and Virtual Enrollments from LEA Schools Only with Pass Rates by Students’ Percentage of Enrollments Taken Virtually

% of Enrollments Taken Virtually	# of Students	% of Students	# of Enrolls	% of Enrolls	Pass Rate
<25% of Enrolls Virtual	48,446	43%	79,426	13%	77%
25% to 49% of Enrolls Virtual	15,779	14%	74,059	12%	65%
50% to 74% of Enrolls Virtual	8,684	8%	74,628	12%	59%
75% or More of Enrolls Virtual	39,480	35%	385,950	63%	63%
Total	112,389	100%	614,063	100%	64%

Table D16. 2023-24 Number and Percentage of Virtual Students and Virtual Enrollments from PSA Schools Only with Pass Rates by Students’ Percentage of Enrollments Taken Virtually

% of Enrollments Taken Virtually	# of Students	% of Students	# of Enrolls	% of Enrolls	Pass Rate
<25% of Enrolls Virtual	2,951	7%	5,563	1%	61%
25% to 49% of Enrolls Virtual	1,846	5%	10,690	3%	43%
50% to 74% of Enrolls Virtual	1,538	4%	14,547	4%	49%
75% or More of Enrolls Virtual	34,257	84%	358,046	92%	61%
Total	40,592	100%	388,846	100%	60%

Table D17. 2023-24 Number of Schools, Virtual Students, Virtual Enrollments with Percentage of Virtual Students and Virtual Enrollments and Virtual Pass Rate by District Mobility

District Mobility	# of Schools	# of Students	% of Schools	# of Enrolls	% of Enrolls	Pass Rate
Stable	1,393	132,883	86%	844,557	83%	69%
Incoming	657	8,905	6%	69,599	7%	49%
Outgoing	929	13,929	9%	101,342	10%	25%
Missing	163	1,221	1%	4,163	0%	49%
Total	1,421	154,087	100%	1,019,661	100%	63%

Table D18. 2023-24 Number and Percentage of Virtual Enrollments with Pass Rates by Known Poverty Status and District Mobility

District Mobility	# of In Poverty Enrolls	# of Not In Poverty Enrolls	% of In Poverty Enrolls	% of Not In Poverty Enrolls	In Poverty Pass Rate	Not In Poverty Pass Rate
Stable	582,480	261,285	80%	90%	64%	80%
Incoming	59,804	9,778	8%	3%	48%	57%
Outgoing	83,309	17,931	11%	6%	21%	42%
Total	725,593	288,994	100%	100%	58%	77%

Table D19. 2023-24 Percentage of Virtual Enrollments by Locale and District Mobility

District Mobility	% of Rural Enrolls	% of Town Enrolls	% of Suburban Enrolls	% of City Enrolls	% of Not Specified Enrolls
Stable	82%	83%	85%	84%	69%
Incoming	8%	6%	6%	5%	18%
Outgoing	10%	11%	9%	10%	13%
Missing	0%	0%	1%	1%	0%
Total	100%	100%	100%	100%	100%

Table D20. 2023-24 Virtual Pass Rates by Locale and District Mobility

District Mobility	Rural Pass Rate	Town Pass Rate	Suburban Pass Rate	City Pass Rate	Not Specified Pass Rate
Stable	69%	72%	73%	68%	NR
Incoming	46%	64%	60%	47%	NR
Outgoing	22%	30%	32%	20%	NR
Missing	24%	71%	49%	46%	NR
Total	63%	67%	68%	62%	NR

Table D21. 2023-24 Percentage of Virtual Enrollments with Pass Rates by Full-Time (FT) or Part-Time (PT) Virtual Status and District Mobility

District Mobility	% of FT Enrolls	% of PT Enrolls	FT Pass Rate	PT Pass Rate
Stable	77%	88%	66%	71%
Incoming	11%	3%	49%	48%
Outgoing	12%	8%	27%	22%
Missing	0%	1%	43%	51%
Total	100%	100%	60%	67%

Table D22. 2023-24 Number and Percentage of Part-Time Virtual Students and Virtual Enrollments with Pass Rate by Non-Virtual Performance (Minimum of 3 Non-Virtual Enrollments)

Non-Virtual Performance	# of Students	% of Students	# of Enrolls	% of Enrolls	Pass Rate
Passed All NV Courses	38,879	45%	119,628	33%	84%
Did Not Pass 1 or 2 NV Courses	15,624	18%	58,050	16%	70%
Did Not Pass 3 or More NV Courses	31,681	37%	186,901	51%	45%
Total	86,184	100%	364,579	100%	62%

Table D23. 2023-24 Number and Percentage of Virtual Students and Virtual Enrollments with Virtual Pass Rate by Virtual Course Performance

Virtual Course Performance	# of Students	% of Students	# of Enrolls	% of Enrolls	Pass Rate
Passed All	79,645	52%	378,886	37%	100%
Passed Some, But Not All	47,726	31%	484,938	48%	55%
Didn’t Pass Any	26,716	17%	155,837	15%	0%
Total	154,087	100%	1,019,661	100%	63%

Table D24. 2023-24 Number and Percentage of Virtual Students Who Did Not Pass Any Virtual Courses by the Number of Virtual Courses They Took

# of Virtual Courses Not Passed	# of Students	% of Students
1 to 2	8,830	33%
3 to 4	2,705	10%
5 to 6	5,519	21%
7 to 8	3,426	13%
9 to 10	1,393	5%
11+	4,843	18%
Total	26,716	100%

Table D25. 2023-24 Number and Percentage of Virtual Students and Virtual Enrollments with Pass Rates by Virtual Usage

Virtual Usage	# of Students	% of Students	# of Enrolls	% of Enrolls	Pass Rate
1 to 2 Virtual Courses	52,430	34%	74,372	7%	80%
3 to 4 Virtual Courses	17,691	11%	61,762	6%	73%
5 or More Virtual Courses	83,966	54%	883,527	87%	61%
Total	154,087	100%	1,019,661	100%	63%

Table D26. 2023-24 Virtual Pass Rate by Virtual Method and Virtual Usage

Virtual Usage	Blended Learning Pass Rate	Digital Learning Pass Rate	Online Course Pass Rate	Total Pass Rate
1 to 2 Virtual Courses	79%	71%	80%	80%
3 to 4 Virtual Courses	64%	64%	74%	73%
5 or More Virtual Courses	67%	61%	61%	61%
Total	68%	63%	63%	63%

Appendix E – State Assessment Tables

Note: Click on the hyperlinked table number to return to the section of the report that discusses the table.

Table E1. 2023-24 Comparison of Virtual and State Proficiency Rates on 11th Grade State Assessment Measures

Assessment	Virtual Learners	All Learners Statewide
Evidence-Based Reading & Writing (SAT)	41%	51%
Mathematics (SAT)	17%	26%
Science (M-STEP)	30%	38%
Social Studies (M-STEP)	32%	40%

Table E2. 2023-24 Comparison of Virtual and State Proficiency Rates on 8th Grade State Assessment Measures

Assessment	Virtual Learners	All Learners Statewide
Evidence-Based Reading & Writing (SAT)	55%	65%
Mathematics (SAT)	17%	33%
Science (M-STEP)	28%	39%
Social Studies (M-STEP)	19%	30%

Table E3. 2023-24 11th Grade State Assessment Proficiency Rates for Virtual Learners with Three or More Non-Virtual Enrollments by Non-Virtual Performance

Assessment	Passed All NV	Did Not Pass 1 or 2 NV	Did Not Pass 3 or More NV	All Learners Statewide
Evidence-Based Reading & Writing (SAT)	64%	35%	21%	51%
Mathematics (SAT)	36%	12%	4%	26%
Science (M-STEP)	47%	25%	14%	38%
Social Studies (M-STEP)	49%	26%	15%	40%

Table E4. 2023-24 8th Grade State Assessment Proficiency Rates for Virtual Learners with Three or More Non-Virtual Enrollments by Non-Virtual Performance

Assessment	Passed All NV	Did Not Pass 1 or 2 NV	Did Not Pass 3 or More NV	All Learners Statewide
Evidence-Based Reading & Writing (SAT)	68%	58%	39%	65%
Mathematics (SAT)	35%	23%	7%	33%
Science (M-STEP)	45%	30%	15%	39%
Social Studies (M-STEP)	35%	23%	8%	30%

Table E5. 2023-24 11th Grade State Assessment Proficiency Rates for Virtual Learners by Poverty Status

Assessment	In Poverty	Not In Poverty	All Virtual Learners	All Learners Statewide
Evidence-Based Reading & Writing (SAT)	27%	59%	41%	51%
Mathematics (SAT)	7%	31%	17%	26%
Science (M-STEP)	20%	44%	30%	38%
Social Studies (M-STEP)	21%	45%	32%	40%

Table E6. 2023-24 8th Grade State Assessment Proficiency Rates for Virtual Learners by Poverty Status

Assessment	In Poverty	Not In Poverty	All Virtual Learners	All Learners Statewide
Evidence-Based Reading & Writing (SAT)	46%	74%	55%	65%
Mathematics (SAT)	9%	37%	17%	33%
Science (M-STEP)	20%	49%	28%	39%
Social Studies (M-STEP)	12%	37%	19%	30%

Table E7. 2023-24 11th Grade State Assessment Proficiency Rates for Virtual Learners by Virtual Type

Assessment	Part-Time	Full-Time	All Virtual Learners	All Learners Statewide
Evidence-Based Reading & Writing (SAT)	43%	32%	41%	51%
Mathematics (SAT)	20%	7%	17%	26%
Science (M-STEP)	31%	24%	30%	38%
Social Studies (M-STEP)	33%	24%	32%	40%

Table E8. 2023-24 8th Grade State Assessment Proficiency Rates for Virtual Learners by Virtual Type

Assessment	Part-Time	Full-Time	All Virtual Learners	All Learners Statewide
Evidence-Based Reading & Writing (SAT)	57%	52%	55%	65%
Mathematics (SAT)	24%	10%	17%	33%
Science (M-STEP)	33%	24%	28%	39%
Social Studies (M-STEP)	24%	13%	19%	30%

Appendix F – Higher Performing Schools Tables

Note: Click on the hyperlinked table number to return to the section of the report that discusses the table.

Table F1. 2023-24 Number and Percentage of Schools with 80% or Higher Pass Rate by Virtual Learner Count Category

Virtual Learner Count	School Count	% of Schools
10 or Fewer	228	35%
11 to 25	75	12%
26 to 50	85	13%
51 to 99	86	13%
100 or More	174	27%
Total	648	100%

Table F2. 2023-24 Number and Percentage of Schools and Virtual Enrollments from Schools with 80% or Higher Pass Rate by Virtual Count Category

Virtual Enroll Count	# of Schools	% of Schools	# of Virtual Enrolls	% of Virtual Enrolls
1 to 9	116	18%	468	0%
10 to 29	109	17%	2,020	1%
30 to 49	45	7%	1,787	1%
50 to 99	86	13%	6,135	2%
100 or More	292	45%	254,930	96%
Total	648	100%	265,340	100%

Table F3. 2023-24 Number and Percentage of Schools with 80% or Higher Pass Rate by Number of Virtual Courses Offered

Virtual Courses Offered	# of Schools	% of Schools
10 or Fewer	246	38%
11 to 25	153	24%
26 to 50	142	22%
More than 50	107	17%
Total	648	100%

Table F4. 2023-24 Number and Percentage of Schools with 80% or Higher Pass Rate as a Percentage of All Virtual Schools

Entity Type	# of Higher Performing Schools	# of Virtual Schools	% of Virtual Schools
ISD School	12	27	44%
ISD Unique Education Provider	NR	NR	NR
LEA School	576	1,251	46%
LEA Unique Education Provider	NR	NR	NR
PSA School	49	128	38%
State School	NR	NR	NR
Total	648	1,421	46%

Table F5. 2022-23 Number and Percentage of Schools with 80% or Higher Pass Rate by Locale

Locale	# of Higher Performing Schools	# of Virtual Schools	% of Virtual Schools
Rural	224	480	47%
Town	80	199	40%
Suburb	242	514	47%
City	98	220	45%
Not Specified	4	8	50%
Total	648	1,421	46%

Table F6. 2022-23 Number of Students and Virtual Enrollments with Pass Rate Data from Schools with 80% or Higher Pass Rate by Race/Ethnicity

Race/Ethnicity	# of Students	# of Enrolls	Pass Rate
African-American or Black	7,043	36,101	88%
American Indian or Alaska Native	338	1,504	87%
Asian	1,695	6,381	93%
Hispanic or Latino	4,691	20,840	89%
Native Hawaiian or Pacific Islander	61	244	88%
Two or More Races	3,112	18,021	87%
Unknown	371	911	82%
White	39,607	181,338	91%
Total	56,860	265,340	90%

Table F7. 2023-24 Number of Students and Virtual Enrollments with Pass Rate Data from Schools with 80% or Higher Pass Rate by Poverty Status

Poverty Status	# of Students	% of Students	# of Enrolls	% of Enrolls	Pass Rate
Y	27,632	49%	140,054	53%	88%
N	28,889	51%	124,345	47%	93%
Unknown	393	1%	941	0%	82%
Total	56,860	100%	265,340	100%	90%

Table F8. 2023-24 Number and Percentage of Schools with 80% or Higher Pass Rate by School Free or Reduced-Price Lunch Category

Free or Reduced-Price Lunch Category	# of Higher Performing Schools	% of Higher Performing Schools	# of All Virtual Schools	% of All Virtual Schools
Low FRL (<=25%)	103	16%	149	69%
Mid-Low FRL (>25% to <=50%)	220	34%	367	60%
Mid-High FRL (>50% to <=75%)	212	33%	532	40%
High FRL (>75%)	111	17%	369	30%
Missing	2	0%	4	50%
Total	648	100%	1,421	46%

Table F9. 2023-24 Number and Percentage of Schools with 80% or Higher Pass Rate by Full- or Part-Time Status

Full- or Part-Time Status	# of Higher Performing Schools	% of Higher Performing Schools	# of All Virtual Schools	% of All Virtual Schools
Full-Time	15	2%	76	20%
Part-Time	633	98%	1,345	47%
Total	648	100%	1,421	46%

Table F10. 2023-24 Number and Percentage of Schools with 80% or Higher Pass Rate by School Emphasis

School Emphasis	# of Higher Performing Schools	# of All Virtual Schools	% of All Virtual Schools
Alternative Education	50	267	19%
General Education	587	1,129	52%
Special Education	NR	NR	NR
Vocational/CTE	NR	NR	NR
Total	648	1,421	46%

Table F11. 2023-24 Number and Percentage of Students* from Schools with 80% or Higher Pass Rate by Pass Rate Difference Category

Pass Rate Difference Category	# of Students	% of Students
Virtual Less than Non-Virtual	2,299	20%
Virtual Met/Exceeded Non-Virtual	9,365	80%
Total	11,664	100%

Appendix G – Completion Status Tables

Note: Click on the hyperlinked table number to return to the section of the report that discusses the table.

Table G1. 2023-24 Number and Percentage of Virtual Enrollments by Completion Status

Completion Status	# of Enrolls	% of Enrolls
Audited	1,130	0%
Completed/Failed	142,346	14%
Completed/Passed	644,484	63%
Incomplete	93,503	9%
Ongoing Enrolled	NR	0%
Tested Out	NR	0%
Withdrawn/Exited	86,654	8%
Withdrawn/Failing	15,725	2%
Withdrawn/Passing	35,542	3%
Total	1,019,661	100%

Table G2. 2023-24 Percentage of Virtual Enrollments by Completion Status and Entity Type

Completion Status	ISD School % of Enrolls	ISD UEP % of Enrolls	LEA School % of Enrolls	LEA UEP % of Enrolls	PSA School % of Enrolls
Audited	0%	0%	0%	0%	0%
Completed/Failed	7%	0%	14%	2%	15%
Completed/Passed	70%	88%	64%	93%	60%
Incomplete	6%	8%	11%	0%	6%
Ongoing Enrolled	0%	0%	0%	0%	0%
Tested Out	0%	0%	0%	0%	0%
Withdrawn/Exited	9%	3%	7%	3%	11%
Withdrawn/Failing	2%	0%	0%	0%	3%
Withdrawn/Passing	6%	0%	3%	1%	4%
Total	100%	100%	100%	100%	100%

Table G3. 2023-24 Number and Percentage of Full-Time Virtual Enrollments by Completion Status

Completion Status	# of Enrolls	% of Enrolls
Audited	NR	0%
Completed/Failed	66,806	13%
Completed/Passed	298,141	60%
Incomplete	56,908	11%
Ongoing Enrolled	NR	0%
Tested Out	100	0%
Withdrawn/Exited	40,921	8%
Withdrawn/Failing	13,681	3%
Withdrawn/Passing	23,199	5%
Total	499,793	100%

Table G4. 2023-24 Number and Percentage of Part-Time Virtual Enrollments by Completion Status

Completion Status	# of Enrolls	% of Enrolls
Audited	1,095	0%
Completed/Failed	75,540	15%
Completed/Passed	346,343	67%
Incomplete	36,595	7%
Ongoing Enrolled	NR	0%
Tested Out	NR	0%
Withdrawn/Exited	45,733	9%
Withdrawn/Failing	2,044	0%
Withdrawn/Passing	12,343	2%
Total	519,868	100%

Table G5. 2023-24 Percentage of Virtual Enrollments by Completion Status and School Emphasis

Completion Status	Alt Ed % of Enrolls	Gen Ed % of Enrolls	Special Ed % of Enrolls
Audited	0%	0%	0%
Completed/Failed	13%	15%	11%
Completed/Passed	51%	72%	62%
Incomplete	20%	2%	6%
Ongoing Enrolled	0%	0%	0%
Tested Out	0%	0%	0%
Withdrawn/Exited	12%	6%	21%
Withdrawn/Failing	1%	2%	0%
Withdrawn/Passing	4%	3%	0%
Total	100%	100%	100%

Table G6. 2023-24 Percentage of Virtual Enrollments by Completion Status and Core Subject Area

Completion Status	English % of Enrolls	Math % of Enrolls	Science % of Enrolls	Social Sci % of Enrolls
Audited	0%	0%	0%	0%
Completed/Failed	15%	16%	14%	14%
Completed/Passed	61%	59%	62%	64%
Incomplete	10%	11%	10%	9%
Ongoing Enrolled	0%	0%	0%	0%
Tested Out	0%	0%	0%	0%
Withdrawn/Exited	8%	9%	9%	8%
Withdrawn/Failing	2%	2%	2%	2%
Withdrawn/Passing	4%	3%	3%	3%
Total	100%	100%	100%	100%

Table G7. 2023-24 Percentage of Virtual Enrollments by Completion Status and Student Sex

Completion Status	Females % of Enrolls	Males % of Enrolls
Audited	0%	0%
Completed/Failed	13%	15%
Completed/Passed	65%	62%
Incomplete	9%	9%
Ongoing Enrolled	0%	0%
Tested Out	0%	0%
Withdrawn/Exited	8%	9%
Withdrawn/Failing	2%	2%
Withdrawn/Passing	3%	3%
Total	100%	100%

Table G8. 2023-24 Percentage of Virtual Enrollments by Completion Status and Race / Ethnicity

Completion Status	African American or Black % of Enrolls	American Indian or Alaska Native % of Enrolls	Asian % of Enrolls	Hispanic or Latino % of Enrolls	White % of Enrolls	Two or More Races % of Enrolls	Unknown % of Enrolls
Audited	0%	0%	0%	0%	0%	0%	0%
Completed/Failed	18%	16%	7%	13%	13%	16%	11%
Completed/Passed	56%	58%	80%	58%	67%	62%	49%
Incomplete	9%	13%	3%	13%	9%	7%	9%
Ongoing Enrolled	0%	0%	0%	0%	0%	0%	0%
Tested Out	0%	0%	0%	0%	0%	0%	0%
Withdrawn/Exited	11%	8%	5%	11%	7%	9%	25%
Withdrawn/Failing	2%	2%	1%	2%	1%	2%	1%
Withdrawn/Passing	5%	3%	4%	4%	3%	4%	5%
Total	100%	100%	100%	100%	100%	100%	100%

Table G9. 2023-24 Number and Percentage of Virtual Enrollments by Completion Status and Poverty Status

Completion Status	In Poverty % of Enrolls	Not In Poverty % of Enrolls	Unknown % of Enrolls
Audited	0%	0%	0%
Completed/Failed	16%	8%	11%
Completed/Passed	58%	77%	50%
Incomplete	10%	6%	8%
Ongoing Enrolled	0%	0%	0%
Tested Out	0%	0%	0%
Withdrawn/Exited	10%	5%	24%
Withdrawn/Failing	2%	1%	1%
Withdrawn/Passing	4%	2%	5%
Total	100%	100%	100%

Table G10. 2023-24 Number and Percentage of Virtual Enrollments by Completion Status and Special Education Status

Completion Status	In Special Ed % of Enrolls	Not In Special Ed % of Enrolls	Unknown % of Enrolls
Audited	0%	0%	0%
Completed/Failed	18%	13%	11%
Completed/Passed	56%	64%	50%
Incomplete	10%	9%	8%
Ongoing Enrolled	0%	0%	0%
Tested Out	0%	0%	0%
Withdrawn/Exited	10%	8%	24%
Withdrawn/Failing	2%	1%	1%
Withdrawn/Passing	4%	3%	5%
Total	100%	100%	100%

Table G11. 2023-24 Percentage of Virtual Enrollments by Completion Status for Students Who Did Not Pass Any of Their Virtual Courses

Completion Status	At Least One % of Enrolls	11 or More % of Enrolls
Audited	0%	0%
Completed/Failed	28%	24%
Completed/Passed	0%	0%
Incomplete	24%	36%
Ongoing Enrolled	0%	0%
Tested Out	0%	0%
Withdrawn/Exited	28%	24%
Withdrawn/Failing	6%	3%
Withdrawn/Passing	13%	12%
Total	100%	100%