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Moving from inputs to outputs to outcomes
The future of education policy
Click here to download the full policy brief.
By Michael B. Horn and Katherine Mackey
The fast-growing field of online learning, in which over 4 million K–12 students1 and over 75 percent of school districts nationwide2 are utilizing some form of online learning, has the potential to transform the nation’s education system into a student-centric one that allows each child to reach her human potential. But currently the vast majority of policy does not reward operators for moving toward this potential.
Instead, as Innosight Institute’s case studies over the past two years reveal, the majority of policy is still focused on rewarding the systems, providers, and operators that best meet certain input measures, most of which are inappropriate for judging this emerging disruptive innovation of online learning. Focusing on inputs has the effect of locking a system into a set way of doing things and inhibiting innovation; focusing on outcomes, on the other hand, encourages continuous improvement against a set of overall goals and, in this case, can unlock a path toward the creation of a high-quality student-centric system. To this point it appears that policies that create access to online learning—as evidenced in the rapid growth of the movement—are outpacing policies that reward quality for each student.
Although the opportunity to use online learning to transition to a student-centric system remains bright, policymakers must take action to realize the promise. Below are a few policy recommendations that stem from the particular case studies we have chronicled over the past two years:
• Pay online providers not just for serving children, but also for student performance.
• Reward not just for output-based performance—as in, when a student completes a course—but for real learning outcomes independently verified.
• Reward operators for individual student growth that takes into account formative and summative assessments.
• Allow students to demonstrate competency through assessments, portfolios, or other means anytime they complete a course, not just at limited fixed times throughout the year.
• Eliminate input-based rules, such as student-to-teacher-ratios, seat-time, and teacher- certification requirements.
• Give school operators control over their budgets and allow them to have significantly more freedom in how they allocate dollars.
• Ensure the proper infrastructure—Internet access and Internet-access devices—is in place.
eLumen Collaborative is an independent academic R&D firm focused entirely on creating the theory and practice and technological means for student learning outcomes to be the new currency by which student achievement, both individually and collectively, is precisely tracked. Our goal is educational GPS; the institutional capacity to know where any student or any defined set of students stands, in real time, relative to any set of expected student learning outcomes. Much of this we have already accomplished, and 32 institutions of higher education are beginning to work with us. Curtis Johnson, co-author with Clayton Christensen of Disrupting Class, has recently become aware of what we are doing and has commented:
“eLumen offers an intellectual growth system that actually prepares students for what comes next and allows faculty to focus on content once again. eLumen’s system makes affordable and easy what many institutions have promised but not delivered: a college education that is individualized, assessed in real time on relevant measures, easy to track and share. This is destined to disrupt higher education as we have long known it. And that is a good thing.”
Thank you for all you continue to do to promote improved education. As a blended learning specialist, it is amazing difficult to get face to face educators to change their paradigm.
[...] State Legislation – Read Innosight’s paper on Moving from Inputs to Outputs to Outcomes. Next, forward a summary to the Governor’s office, State Information Technology Services, the [...]
Michael the education community cannot thank you enough for the research that the organization performs. I agree and the suggestions provide a better accountability structure for all involved.