I put a question mark on the title of this post because I’m a writer and we’re not used to happy days. And even if we have them, must of us grump around anyway like the self-pitying louts we are.

NEVERTHELESS… there is a potential bonanza for book writers (or authors, as we pretentious types prefer to call ourselves) in the news that Amazon ^[1]has gone into competition with the expected Apple tablet and, as of June 30, is offering authors and publishers a 70% royalty for their copyrighted work to be published on the Kindle.

The devil is hugely in the details on this, but this is something of a revolution and could be very good news for writers indeed, but not such good news for publishers. As a relatively established – and suddenly greedy – writer I’m thinking, what do I need a publisher for? Why should I split the 70% with those thieves? For what? Cover art? I can hire someone myself for peanuts (well, large size peanuts anyway). Publicity? I can bribe my fellow bloggers with a flat beer to promote the damn thing. And, okay, a few of those publishers are or have pretty good editors, but there’s always spellcheck and that weird grammar helper on Microsoft Word. (Does anyone know how to use that?) And now Amazon (and Apple) provide the distribution. I don’t even have to lick envelopes. Or pay my daughter to do it.

All right, I’m joking around a bit, but I’m still digesting this. When I was young, I aspired to have my books published by fancy names like Random House and Simon & Schuster and succeeded on occasion, but they only paid a ten percent royalty. The lure was they gave me an advance against those royalties, which sometimes earned out and sometimes didn’t, but that lure is seeming much less appealing at a seven-to-one ratio. It doesn’t even take a scratch pad to do the simple math. Sell fifty thousand downloads of a book for $8 a pop on Amazon and you just made yourself $280,000. This would have been an amazing bonanza for Georges Simenon who wrote his crime novels in eleven days. I’m lazy. It usually takes me six months to write a book. Of course, it could be I won’t sell anywhere near fifty thousand downloads, but the risk involved has suddenly gotten a lot more attractive, just as it has, I assume, for many other authors and would be authors. If publishers wish to succeed in this brave new e-world, they are going to have to drastically alter their royalty schedules. Massachusetts wasn’t the only revolution this week.

Abstract: Virtual or online learning is revolutionizing American education. It has the potential to dramatically expand the educational opportunities of American students, largely overcoming the geographic and demographic restrictions. Virtual learning also has the potential to improve the quality of instruction, while increasing productivity and lowering costs, ultimately reducing the burden on taxpayers. Local, state, and federal policymakers should reform education policies and funding to facilitate online learning, particularly by allowing funding to follow the students to their learning institutions of choice.

Historically, American students’ learning opportunities have been limited and shaped by factors beyond their control. Geography has been an important factor. Does the child live near a good school? If not, do her parents have the financial means to place her in a quality learning environment? Access to quality instruction has been another factor. Was the child placed in a class with the best teacher? Are the teacher’s lessons–designed to instruct a classroom of 16 or more students–tailored to her level, learning style, and interests?

The development and proliferation of online learning and virtual learning options is beginning to break down these barriers. In the future, students will be able to receive customized instruction from teachers anywhere in the United States or even in the world. The best teachers will use technology to reach many more students. Virtual and blended-learning programs will enable mass customization in education, allowing students to learn at their own pace in ways that are tailored to their learning styles and interests.

The online learning revolution is already underway in the United States. As many as 1 million children (roughly 2 percent of the K-12 student population) are participating in some form of online learning. Today, 27 states offer statewide virtual schools that allow students to take a class online, and 24 states and the District of Columbia offer students the opportunity to attend a virtual school full-time. Growing numbers of school districts are offering virtual learning options that include supplemental instruction or blended-learning programs, which use online learning in combination with face-to-face instruction.[1] ^[1] Enrollment in online learning programs is expected to grow over the next decade. One analysis has predicted that half of high school classes will be online within a decade.[2] ^[2]

Students appear to be benefiting from online learning programs. While evidence about the effectiveness of K-12 online learning programs is limited, there is reason to believe that students can learn effectively online. In 2009, the U.S. Department of Education published a meta-analysis of evidence-based studies of K-12 and postsecondary online learning programs.[3] ^[3] The study reported that “students who took all or part of their class online performed better, on average, than those taking the same course through traditional face-to-face instruction.”[4] ^[4] In addition, online learning has the potential to improve productivity and lower the cost of education, reducing the burden on taxpayers.[5] ^[5]

The available empirical evidence on the effectiveness of online learning programs suggests that federal and state policymakers should enact policies to expand online learning opportunities. State policymakers could enact policies that expand, replace, or supplement the learning opportunities available in traditional schools. Federal policymakers could reform policies to allow states to develop innovative online learning programs and expand students’ learning options. Moreover, specific federal agencies–including the Department of Defense, State Department, and the Bureau of Indian Affairs (BIA)–could use online learning to better accomplish their educational missions.

What Is Online or Virtual Learning?

Online learning is quite different from the traditional concept of education, which involves a school building, a classroom with rows of desks, and a teacher standing next to a chalkboard. What does it mean to say that a child is being taught through an online or virtual education program? How would a child interact with a teacher online, and how would such an online program be funded or governed?

Existing online or virtual learning programs differ from traditional education in a number of significant ways:

• Scope. Online programs can be either comprehensive or supplementary to a child’s education. Some online learning programs are full-time. The students enrolled in a full-time online learning program do not attend a traditional brick-and-mortar school, but learn almost entirely online. Supplemental programs offer students the opportunity to take individual courses in an online setting to complement their instruction in a traditional school. For example, a student who wishes to take a class that is not offered by his or her school, such as an advanced placement course, could enroll in an online learning program in that subject.
• Teacher interaction. Online learning can be delivered in multiple ways. Students can participate in online learning through either synchronous or asynchronous instruction. In synchronous instruction, students and instructors interact in real time. In asynchronous instruction, students learn at their own pace and on their own time schedules. Teachers evaluate their performance and provide feedback, such as grading performance on assignments and answering questions. In both settings, online learning programs generally require regular communication between teachers and students by phone, e-mail, instant messaging, and video conferencing.
• Physical location. Some online learning programs allow students to learn exclusively from home, essentially on their own. Other online learning programs are housed in a physical location like a school. In addition, some schools offer “blended learning,” which combines online learning with face-to-face instruction.
• Jurisdiction. Online learning programs can be funded publicly or privately. Among the public programs, online learning programs can be funded and governed by the state or school district. Many states now offer statewide online learning programs or virtual schools, which allow students to enroll in individual classes. Some states have “cyber schools” or virtual charter schools that students can “attend” full-time. In addition, many school districts and schools offer their own online learning options within the traditional school setting. In these respects, online learning programs can be funded or governed by the levels of government that traditionally oversee American public education: states, school districts, and chartering authorities. However, these jurisdictions, which are largely based on geography, are beginning to change because online learning allows students to receive instruction across district, state, and even national boundaries.
• Range of students served. Online learning programs can serve students of all ages and learning backgrounds. Most online learning programs focus on serving older or high school students. A survey of school district administrators about online learning reported that an estimated 64 percent of students participating in fully online programs are in grades 9-12. Elementary students (grades K-5) comprise 21 percent and middle school and junior high school students (grades 6-8) account for the remaining 15 percent.[6] ^[6] The survey also revealed that online learning programs are serving a diverse range of student needs from advanced coursework to remedial education. For example, a majority of respondents agreed that each of the following were important reasons for online learning: “Offering courses not otherwise available at the school”; “Meeting the needs of specific groups of students”; “Offering Advanced Placement or college-level courses”; and “Permitting students who failed a course to take it again.”[7] ^[7]

The Potential Benefits of Online Learning

Given the many ways that the information revolution and the Internet have already changed and improved the lives of Americans, the potential educational benefits of online learning are very significant. A number of scholars and analysts have examined the potential benefits of online learning. Terry M. Moe and John E. Chubb predicted that virtual education will fundamentally transform K-12 public education in the United States for the better in their 2009 book Liberating Learning: Technology, Politics, and the Future of American Education.[8] ^[8] Clayton Christianson, a professor of business at Harvard University, and his coauthors Curtis Johnson and Michael Horn discussed how online learning will revolutionize learning in Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns.[9] ^[9] Education experts Elizabeth Kanna, Lisa Gillis, and Christina Culver examined the potential benefits of virtual learning from a parent’s perspective in Virtual Schooling: A Guide to Optimizing Your Child’s Education.[10] ^[10]

Therefore, it is reasonable to expect virtual education to improve learning opportunities for American students in a number of ways:

• Increased access to high-quality teachers. Online learning could address main discrepancies in American education–the disparate access to high-quality teachers and instruction caused by socioeconomic and geographic differences. A child’s chances of attending a school with high-quality teachers largely depend on where she lives, which is shaped by her parents’ financial means. Online learning could give all students, regardless of where they live, access to the best instructors. It could also address teacher shortages. In some subjects, such as science and mathematics, some schools have difficulty employing skilled teachers and therefore cannot offer students instruction in certain subjects. However, through online learning, a student attending a school without a physics teacher, for example, could learn physics from a teacher in another school district or even in another state.
• Mass customization and optimization. Public education in the United States generally treats students in a standardized manner. For example, students are typically grouped by age, rather than by achievement level or learning style. Online learning has the potential to provide all children with customized education. Students can receive instruction at their own pace and in ways tailored to their unique learning styles and interests. Increased customization can make the learning process more enjoyable and productive. Moreover, it will also allow for more accurate feedback on students’ progress, enabling parents to monitor their children’s progress more closely and to hone accountability.
• Increased flexibility. Online learning can provide students with greater flexibility in when and how they learn. Most instruction in American schools occurs each year between fall and spring and on weekdays between 8 am and 4 pm. Virtual learning allows students to learn anytime at their own pace. This allows students and families to use their time more efficiently to pursue other interests and activities. In addition, the flexibility of online learning can particularly benefit students who have specific challenges in their education, such as those who must change schools frequently and those who have fallen behind in their studies.
• Improved flexibility for teachers. Online learning will also provide teachers with new career options and increasingly give teachers more freedom to instruct students in more productive ways. This has the potential to expand the talent pool of the teacher workforce and improve teacher quality overall. For example, teachers who are parents could value the flexibility of teaching from home, which allows them to balance their career more easily with their parental responsibilities.
• Improved productivity and efficiency.Online learning has the potential to improve productivity and lower the cost of education, thereby reducing the burden on taxpayers. Moe and Chubb made this point in Liberating Learning: “Schools can be operated at lower cost, relying more on technology (which is relatively cheap) and less on labor (which is relatively expensive).”[11] ^[11] They estimate that a school could reduce its teaching staff by approximately one-sixth if elementary school students spent one hour per day learning electronically. The cost savings could be used in a number of ways, such as investing more in teacher training or teacher pay to improve teacher quality and effectiveness.[12] ^[12]
• Innovation. The increasing use of online learning will provide instructors and online learning operators with incentives to innovate and develop new learning tools that could improve students’ learning options in ways unimaginable today.

The Empirical Evidence

While there is good reason to anticipate these theoretical or potential benefits, some evidence is already clear. Initial empirical evidence suggests that students can benefit from online learning options. A 2009 report from the U.S. Department of Education presented the findings of a meta-analysis of the evidence-based studies of online-learning programs, including 44 studies involving postsecondary students and seven studies involving K-12 students.[13] ^[13] The meta-analysis reported that, “students who took all or part of their class online performed better, on average, than those taking the same course through traditional face-to-face instruction.”[14] ^[14]

The report included other findings that may help policymakers understand how online learning affects students’ learning. For example, the report stated that instruction combining online learning with face-to-face elements produced better results than purely online instruction. Moreover, the researchers reported that students who participated in online learning and who spent more time on task benefited the most.

Many of these studies involved older students, and the researchers suggest caution when interpreting their findings, but the preliminary evidence suggests that online learning can provide a quality educational experience. This should give policymakers the confidence to expand the opportunities for online learning.

Virtual Learning in the United States

A recent estimate found that more than 1 million K-12 students participated in online courses in 2007-2008, an increase of 47 percent over 2005- 2006.[15] ^[15] This amounts to approximately 2 percent of the K-12 student population. The Evergreen Education Group reported in November 2009 that 27 states have state virtual schools and 24 states have full-time, statewide online schools. In all, 45 states and the District of Columbia have a state virtual school or online initiative, full-time online schools, or both. Delaware, New Jersey, New York, Rhode Island, and Vermont are the only states without a statewide virtual school or full-time online schools.[16] ^[16]

In addition to these statewide or full-time virtual schools, many school districts offer blended or full-time online learning courses. The 2009 Sloan Consortium survey found that 75 percent of districts had one or more students participating in some form of online learning. Moreover, 66 percent of school districts with students participating in online learning expected participation to increase.[17] ^[17]

Parents and policymakers should note that the availability of online learning programs varies widely from state to state. For example, a student in Florida has more opportunities to learn online than a student in Maryland. The Florida Virtual School is the largest statewide, supplemental virtual learning program in the country with an enrollment of 154,000 in 2008-2009, compared to only 710 students in the Maryland Virtual School program.[18] ^[18] These different participation levels are primarily the result of differences in access and funding. The Florida Virtual School is a statewide supplemental program offered to all Florida students and supported by state government funding. In Maryland, students must obtain permission from their school districts before participating in the Maryland Virtual Program.

In addition to these publicly supported virtual learning programs, parents and students also have access to independent online learning programs offered by providers that range from companies, such as K12, and universities, such as Johns Hopkins University.[19] ^[19] The for-profit education industry accounts for approximately 10 percent of the education sector.[20] ^[20] As virtual learning becomes more popular, parents should expect to have increased opportunity to purchase online learning services from a diverse range of independent providers.

How to Expand Learning Options Through Online Learning

State and federal policymakers could enact a number of educational reforms that would improve learning options for students.

What State and Local Policymakers Should Do. State and local policymakers are best positioned to reform K-12 education and expand online learning options. If policymakers wish to provide online learning options to students in their state, they will need to transform the current system of education finance and governance, which funds and regulates a system that was largely designed in the 19th and 20th centuries. In general, policymakers need to reform education policies to create a venue for online learning (such as a state virtual school or cyber charter schools), incorporate online learning into the traditional school system, and perhaps most importantly reform funding systems to facilitate greater parental choice, including access to online learning programs.

To expand learning opportunities for students in their communities by reforming education policies that strengthen online education, state and local policymakers should:

• Enact or expand statewide virtual schools. Every state could create (or expand) a statewide virtual school program to allow students across the state to participate in a supplementary or full-time online learning program. Today, the Florida Virtual School is a model of a thriving statewide virtual school program. Policymakers also need to reform funding formulas to enable students to choose to enroll in statewide virtual programs without requiring the permission of their schools or school districts.
• Reform charter school laws to allow virtual charter schools. Today, 40 states and the District of Columbia have charter school laws that allow the creation of independently managed public schools. However, not all states allow online or virtual charter schools. To expand access to online learning, policymakers should pass charter school laws that allow the creation of online or virtual charter schools.
• Enact or expand hybrid online learning programs. In addition to creating new vehicles for online or virtual learning, school districts and public schools can implement online learning programs on their own. By creating hybrid learning programs or enacting online learning programs at the school or district level, they can complement traditional instruction offered in the schools. School districts could partner with existing online learning programs and share best practices with other schools on how best to incorporate online learning into their curricula.
• Explore opportunities to partner with other states, schools, and online learning providers. While policymakers and legislators traditionally design education policies within states and district boundaries, states and school districts will have increasing opportunities to partner with other communities and organizations. For example, states could form partnerships or cooperatives to provide regional virtual schools. States could also work with public and private universities to develop online learning programs. Policymakers interested in expanding online learning opportunities for students in their state or community could develop creative policies to provide the best online learning programs.
• Allow funds to follow the student. Whether students have access to online learning options will largely be determined by policymakers’ willingness to reform education funding to facilitate greater parental choice. This factor largely explains why the Florida Virtual School enrolls 154,000 students while the Maryland Virtual School enrolls only 710 students. If policymakers want to open the possibilities of online learning to all students, they must reform school funding mechanisms to allow the money to follow the students to their providers of choice. This could include reforming a state’s share of per-pupil funding to allow payment of a per-credit amount to a statewide virtual school if the student takes a course online. In other words, if a student takes one-fifth of her courses online, one-fifth of her share of the school’s per-student enrollment funding should be redirected to the virtual school. States could also provide scholarships or vouchers directly to parents to purchase online learning services for their children.

What Federal Policymakers Should Do. The federal government’s role in public education has traditionally been limited. However, since the 1960s, the federal government has become increasingly involved in funding and regulating public education. As of the 2004-2005 school year, the federal government provided 9.2 percent of the funding for public elementary and secondary schools in the United States.[21] ^[21]

To improve learning opportunities for students, Congress and the Administration should:

• Reform U.S. Department of Education programs to allow state flexibility and student-centered funding. The Elementary and Secondary Education Act of 1965 established the Department of Education’s basic approach to funding K-12 education. The current version of that law, No Child Left Behind, will soon be considered for reauthorization. When Congress reauthorizes federal education funding, policymakers should allow states greater flexibility in how they use federal education funding, including funding virtual education programs. In addition, states should have the option to allow Title 1 federal funds to follow disadvantaged students to schools of their choice, including online or virtual learning programs.
• Reform federal K-12 education programs outside the Department of Education to use online learning. Beyond the Department of Education, dozens of federal departments and agencies fund K-12 education programs. Federal policymakers should consider using online or virtual learning to improve effectiveness and efficiency of these programs. For example, the Department of Defense Education Activity (DODEA) currently educates approximately 85,000 children of military personnel[22] ^[22] and is developing plans to create an online virtual high school for the 2010-2011 school year.[23] ^[23] A virtual school for the children of military personnel would likely expand their educational opportunities and minimize disruptions caused by transferring to new schools when their parents are transferred to new assignments.Themission of the Bureau of Indian Education (BIE) is to “to provide quality education opportunities from early childhood through life in accordance with a tribe’s needs for cultural and economic well-being, in keeping with the wide diversity of Indian tribes and Alaska Native villages as distinct cultural and governmental entities.”[24] ^[24] The BIE serves 42,000 Indian students in 184 schools on 64 reservations and in 23 states. Many of these schools are in remote locations and face some of the same challenges of rural schools, including small teacher pools and limited course offerings. A virtual school for BIE students could expand learning opportunities for Native American students and strengthen their ties with students from other communities. Such a virtual school could be voluntary and structured in a culturally sensitive manner consistent with BIE’s mission.The State Department assists the families of personnel serving overseas by providing an allowance to purchase education for their children.[25] ^[25] According to the State Department, access to quality schooling for their children is an important consideration for Foreign Service officers and others when choosing overseas posts. Like the DODEA, the State Department could create a K-12 virtual school for its personnel or it could expand its “home study” reimbursement program by creating partnerships with virtual schools in the United States.

  Through the Chafee Foster Care Independence Program (CFCIP), the federal government currently provides funding to states to assist with the education of children in foster care. Since instability is a common problem for foster children,[26] ^[26] virtual school programs could be particularly beneficial. Congress could reform the CFCIP to allow foster children to use the federally funded education and job training vouchers for virtual learning programs.

Conclusion

Online learning has the potential to revolutionize American education. Today, as many as 1 million children are participating in some form of online learning. Twenty-seven states offer statewide virtual schools that allow students to take classes online, and 24 states and the District of Columbia offer students the opportunity to attend a full-time virtual school. School districts are increasingly offering virtual learning options, such as supplemental instruction or blended-learning programs that combine online learning with face-to-face instruction.[27] ^[27] Enrollment in online learning programs is expected to grow over the next decade. One analysis estimates that half of high school classes will be online within a decade.[28] ^[28]

Students appear to be benefiting from online learning programs. A meta-analysis of empirical evidence on online learning programs found that students learn as well or better online as in a traditional school setting. Other potential benefits included expanded access to talented teachers, customized learning, more flexibility for families, and improved school productivity.

Local, state, and federal policymakers would be wise to reform education policies to expand students’ learning options by increasing their access to online learning.

Dan Lips ^[29] is Senior Policy Analyst in Education in the Domestic Policy Studies Department at The Heritage Foundation.

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[1] ^[30]John Watson, Butch Gemin, Jennifer Ryan, and Matthew Weeks, Keeping Pace with K-12 Online Learning: An Annual Review of State-Level Policy and Practice, Evergreen Education Group, November 2009, at http://www.kpk12.com/downloads/KeepingPace09-fullreport.pdf ^[31] (November 16, 2009).

[2] ^[32]Clayton M. Christensen and Michael B. Horn, “How Do We Transform Our Schools?” Education Next, Vol. 8, No. 3 (Summer 2008), at http://educationnext.org/how-do-we-transform-our-schools ^[33] (November 16, 2009).

[3] ^[34]Barbara Means, Yukie Toyama, Robert Murphy, Marianne Bakia, and Karla Jones, “Evaluation of Evidence-Based Practice in Online Learning: A Meta-Analysis and Review of Online Learning Studies,” U.S. Department of Education, May 2009, at http://www.ed.gov/rschstat/eval/tech/evidence
-based-practices/finalreport.pdf ^[35] (November 16, 2009).

[4] ^[36]Ibid., p. xiv.

[5] ^[37]For example, Florida Tax Watch analyzed the fiscal impact of the Florida Virtual School, a model statewide virtual school, and reported that an enrolled student received $1,048 less in government funding than a student attending a traditional public school. This savings estimate does not include the costs for school facilities and maintenance if the student had enrolled in public school. Florida Tax Watch, Center for Educational Performance and Accountability, “Final Report: A Comprehensive Assessment of Florida Virtual School,” November 5, 2007, p. 77, at http://www.floridataxwatch.org
/resources/pdf/110507FinalReportFLVS.pdf ^[38] (November 23, 2009).

[6] ^[39]Anthony G. Piccianno and Jeff Seaman, “K-12 Online Learning: A 2008 Follow-Up of the Survey of U.S. School District Administrators,” Sloan Consortium, Hunter College, and Babson Survey Research Group, January 2009, at http://www.sloanconsortium.org/publications/survey/pdf/k-12_online
_learning_2008.pdf ^[40] (December 28, 2009).

[7] ^[41]Ibid., p. 12.

[8] ^[42]Terry M. Moe and John E. Chubb, Liberating Learning: Technology, Politics, and the Future of American Education (San Francisco: Jossey-Bass, 2009).

[9] ^[43]Clayton M. Christianson, Curtis W. Johnson, and Michael B. Horn, Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns (New York: McGraw-Hill, 2008).

[10] ^[44]Elizabeth Kanna and Lisa Gillis, Virtual Schooling: A Guide to Optimizing Your Child’s Education (New York: Palgrave MacMillen, 2009).

[11] ^[45]Moe and Chubb, Liberating Learning, p. 7.

[12] ^[46]Ibid., p. 80.

[13] ^[47]Means et al., “Evaluation of Evidence-Based Practice in Online Learning.”

[14] ^[48]Ibid., p. xiv.

[15] ^[49]Picciano and Seamon, “K-12 Online Learning.”

[16] ^[50]Watson et al., Keeping Pace with K-12 Online Learning.

[17] ^[51]Ibid.

[18] ^[52]Ibid.

[19] ^[53]For more information on K12 and the Center for Talented Youth, see K12, “Enroll or Buy,” Web site, at http://www.k12.com/enroll-or-buy ^[54] (December 28, 2009), and Johns Hopkins University, Center for Talented Youth, Web site, at http://cty.jhu.edu/ctyonline ^[55] (December 28, 2009).

[20] ^[56]Carrie Lips, “Edupreneurs: A Survey of For-Profit Education,” Cato Institute Policy Analysis No. 386, November 20, 2000, at http://www.cato.org/pubs/pas/pa386.pdf ^[57] (December 28, 2009).

[21] ^[58]U.S. Department of Education, National Center for Education Statistics, Digest of Education Statistics: 2008, Table 173, at http://www.nces.ed.gov
/programs/digest/d08/tables/dt08_173.asp ^[59] (November 23, 2009).

[22] ^[60]Department of Defense Education Activity, “DoDEA Facts,” at http://www.dodea.edu/home/about.cfm?cId=facts ^[61] (November 23, 2009).

[23] ^[62]Zach Miners, “Military to Debut Virtual School,” U.S. News & World Report, November 5, 2009, at http://www.usnews.com/education/articles/2009
/11/05/military-to-debut-virtual-school.html ^[63] (December 28, 2009).

[24] ^[64]U.S. Department of the Interior, “The Bureau of Indian Education (BIE),” updated October 19, 2009, at http://www.bia.gov/WhatWeDo/Service
Overview/IndianEducation/index.htm ^[65] (November 23, 2009).

[25] ^[66]U.S. Department of State, Education Options for Foreign Service Family Members, chap. 5, at http://www.state.gov/m/dghr/flo/c23960.htm ^[67] (November 23, 2009).

[26] ^[68]Dan Lips, “Foster Care Children Need Better Educational Opportunities,” Heritage Foundation Backgrounder No. 2039, June 5, 2007, at http://www.heritage.org/research/education/bg2039.cfm ^[69].

[27] ^[70]Watson et al., Keeping Pace with K-12 Online Learning.

[28] ^[71]Christensen and Horn, “How Do We Transform Our Schools?”

Nightingale-Conant presents Earl Nightingale

The Strangest Secret

Some years ago, the late Nobel prize-winning Dr. Albert Schweitzer was asked by a reporter, “Doctor, what’s wrong with men today?” The great doctor was silent a moment, and then he said, “Men simply don’t think!”

It’s about this that I want to talk with you. We live today in a golden age. This is an era that humanity has looked forward to, dreamed of, and worked toward for thousands of years. We live in the richest era that ever existed on the face of the earth … a land of abundant opportunity for everyone.

However, if you take 100 individuals who start even at the age of 25, do you have any idea what will happen to those men and women by the time they’re 65? These 100 people believe they’re going to be successful. They are eager toward life, there is a certain sparkle in their eye, an erectness to their carriage, and life seems like a pretty interesting adventure to them.

But by the time they’re 65, only one will be rich, four will be financially independent, five will still be working, and 54 will be broke — depending on others for life’s necessities.

Only five out of 100 make the grade! Why do so many fail? What has happened to the sparkle that was there when they were 25? What has become of the dreams, the hopes, the plans … and why is there such a large disparity between what these people intended to do and what they actually accomplished?

THE DEFINITION OF SUCCESS

First, we have to define success and here is the best definition I’ve ever been able to find: “Success is the progressive realization of a worthy ideal.”

A success is the school teacher who is teaching because that’s what he or she wants to do. A success is the entrepreneur who start his own company because that was his dream — that’s what he wanted to do. A success is the salesperson who wants to become the best salesperson in his or her company and sets forth on the pursuit of that goal.

A success is anyone who is realizing a worthy predetermined ideal, because that’s what he or she decided to do … deliberately. But only one out of 20 does that! The rest are “failures.”

Rollo May, the distinguished psychiatrist, wrote a wonderful book called Man’s Search for Himself, and in this book he says: “The opposite of courage in our society is not cowardice … it is conformity.” And there you have the reason for so many failures. Conformity — people acting like everyone else, without knowing why or where they are going.

We learn to read by the time we’re seven. We learn to make a living by the time we’re 30. Often by that time we’re not only making a living, we’re supporting a family. And yet by the time we’re 65, we haven’t learned how to become financially independent in the richest land that has ever been known. Why? We conform! Most of us are acting like the wrong percentage group — the 95 who don’t succeed.

GOALS

Have you ever wondered why so many people work so hard and honestly without ever achieving anything in particular, and why others don’t seem to work hard, yet seem to get everything? They seem to have the “magic touch.” You’ve heard people say, “Everything he touches turns to gold.” Have you ever noticed that a person who becomes successful tends to continue to become more successful? And, on the other hand, have you noticed how someone who’s a failure tends to continue to fail?

The difference is goals. People with goals succeed because they know where they’re going. It’s that simple. Failures, on the other hand, believe that their lives are shaped by circumstances … by things that happen to them … by exterior forces.

Think of a ship with the complete voyage mapped out and planned. The captain and crew know exactly where the ship is going and how long it will take — it has a definite goal. And 9,999 times out of 10,000, it will get there.

Now let’s take another ship — just like the first — only let’s not put a crew on it, or a captain at the helm. Let’s give it no aiming point, no goal, and no destination. We just start the engines and let it go. I think you’ll agree that if it gets out of the harbor at all, it will either sink or wind up on some deserted beach — a derelict. It can’t go anyplace because it has no destination and no guidance.

It’s the same with a human being. However, the human race is fixed, not to prevent the strong from winning, but to prevent the weak from losing. Society today can be likened to a convoy in time of war. The entire society is slowed down to protect its weakest link, just as the naval convoy has to go at the speed that will permit its slowest vessel to remain in formation.

That’s why it’s so easy to make a living today. It takes no particular brains or talent to make a living and support a family today. We have a plateau of so-called “security.” So, to succeed, all we must do is decide how high above this plateau we want to aim.

Throughout history, the great wise men and teachers, philosophers, and prophets have disagreed with one another on many different things. It is only on this one point that they are in complete and unanimous agreement — the key to success and the key to failure is this:

WE BECOME WHATWE THINK ABOUT

This is The Strangest Secret! Now, why do I say it’s strange, and why do I call it a secret? Actually, it isn’t a secret at all. It was first promulgated by some of the earliest wise men, and it appears again and again throughout the Bible. But very few people have learned it or understand it. That’s why it’s strange, and why for some equally strange reason it virtually remains a secret.

Marcus Aurelius, the great Roman Emperor, said: “A man’s life is what his thoughts make of it.”

Disraeli said this: “Everything comes if a man will only wait … a human being with a settled purpose must accomplish it, and nothing can resist a will that will stake even existence for its fulfillment.”

William James said: “We need only in cold blood act as if the thing in question were real, and it will become infallibly real by growing into such a connection with our life that it will become real. It will become so knit with habit and emotion that our interests in it will be those which characterize belief.” He continues, ” … only you must, then, really wish these things, and wish them exclusively, and not wish at the same time a hundred other incompatible things just as strongly.”

My old friend Dr. Norman Vincent Peale put it this way: “If you think in negative terms, you will get negative results. If you think in positive terms, you will achieve positive results.” George Bernard Shaw said: “People are always blaming their circumstances for what they are. I don’t believe in circumstances. The people who get on in this world are the people who get up and look for the circumstances they want, and if they can’t find them, make them.”

Well, it’s pretty apparent, isn’t it? We become what we think about. A person who is thinking about a concrete and worthwhile goal is going to reach it, because that’s what he’s thinking about. Conversely, the person who has no goal, who doesn’t know where he’s going, and whose thoughts must therefore be thoughts of confusion, anxiety, fear, and worry will thereby create a life of frustration, fear, anxiety and worry. And if he thinks about nothing … he becomes nothing.

AS YE SOW — SO SHALLYE REAP

The human mind is much like a farmer’s land. The land gives the farmer a choice. He may plant in that land whatever he chooses. The land doesn’t care what is planted. It’s up to the farmer to make the decision. The mind, like the land, will return what you plant, but it doesn’t care what you plant. If the farmer plants too seeds — one a seed of corn, the other nightshade, a deadly poison, waters and takes care of the land, what will happen?

Remember, the land doesn’t care. It will return poison in just as wonderful abundance as it will corn. So up come the two plants — one corn, one poison as it’s written in the Bible, “As ye sow, so shall ye reap.”

The human mind is far more fertile, far more incredible and mysterious than the land, but it works the same way. It doesn’t care what we plant … success … or failure. A concrete, worthwhile goal … or confusion, misunderstanding, fear, anxiety, and so on. But what we plant it must return to us.

The problem is that our mind comes as standard equipment at birth. It’s free. And things that are given to us for nothing, we place little value on. Things that we pay money for, we value.

The paradox is that exactly the reverse is true. Everything that’s really worthwhile in life came to us free — our minds, our souls, our bodies, our hopes, our dreams, our ambitions, our intelligence, our love of family and children and friends and country. All these priceless possessions are free.

But the things that cost us money are actually very cheap and can be replaced at any time. A good man can be completely wiped out and make another fortune. He can do that several times. Even if our home burns down, we can rebuild it. But the things we got for nothing, we can never replace.

Our mind can do any kind of job we assign to it, but generally speaking, we use it for little jobs instead of big ones. So decide now. What is it you want? Plant your goal in your mind. It’s the most important decision you’ll ever make in your entire life.

Do you want to excel at your particular job? Do you want to go places in your company … in your community? Do you want to get rich? All you have got to do is plant that seed in your mind, care for it, work steadily toward your goal, and it will become a reality.

It not only will, there’s no way that it cannot. You see, that’s a law — like the laws of Sir Isaac Newton, the laws of gravity. If you get on top of a building and jump off, you’ll always go down — you’ll never go up.

And it’s the same with all the other laws of nature. They always work. They’re inflexible. Think about your goal in a relaxed, positive way. Picture yourself in your mind’s eye as having already achieved this goal. See yourself doing the things you will be doing when you have reached your goal.

Every one of us is the sum total of our own thoughts. We are where we are because that’s exactly where we really want or feel we deserve to be — whether we’ll admit that or not. Each of us must live off the fruit of our thoughts in the future, because what you think today and tomorrow — next month and next year — will mold your life and determine your future. You’re guided by your mind.

I remember one time I was driving through e a s t e r n Arizona and I saw one of those giant earthmoving machines roaring along the road with what looked like 30 tons of dirt in it — a tremendous, incredible machine — and there was a little man perched way up on top with the wheel in his hands, guiding it. As I drove along I was struck by the similarity of that machine to the human mind. Just suppose you’re sitting at the controls of such a vast source of energy. Are you going to sit back and fold your arms and let it run itself into a ditch? Or are you going to keep both hands firmly on the wheel and control and direct this power to a specific, worthwhile purpose? It’s up to you. You’re in the driver’s seat. You see, the very law that gives us success is a doubleedged sword. We must control our thinking. The same rule that can lead people to lives of success, wealth, happiness, and all the things they ever dreamed of — that very same law can lead them into the gutter. It’s all in how they use it … for good or for bad. That is The Strangest Secret!

Do what the experts since the dawn of recorded history have told us to do: pay the price, by becoming the person you want to become. It’s not nearly as difficult as living unsuccessfully.

The moment you decide on a goal to work toward, you’re immediately a successful person — you are then in that rare group of people who know where they’re going. Out of every hundred people, you belong to the top five. Don’t concern yourself too much with how you are going to achieve your goal — leave that completely to a power greater than yourself. All you have to do is know where you’re going. The answers will come to you of their own accord, and at the right time.

Start today. You have nothing to lose — but you have your whole life to win.

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30-DAYACTION IDEAS FOR PUTTING THE STRANGEST SECRET TO WORK FOR YOU

For the next 30-days follow each of these steps every day until you have achieved your goal.

1. Write on a card what it is you want more that anything else. It may be more money. Perhaps you’d like to double your income or make a specific amount of money. It may be a beautiful home. It may be success at your job. It may be a particular position in life. It could be a more harmonious family.

Write down on your card specifically what it is you want. Make sure it’s a single goal and clearly defined. You needn’t show it to anyone, but carry it with you so that you can look at it several times a day. Think about it in a cheerful, relaxed, positive way each morning when you get up, and immediately you have something to work for — something to get out of bed for, something to live for.

Look at it every chance you get during the day and just before going to bed at night. As you look at it, remember that you must become what you think about, and since you’re thinking about your goal, you realize that soon it will be yours. In fact, it’s really yours the moment you write it down and begin to think about it.

2. Stop thinking about what it is you fear. Each time a fearful or negative thought comes into your mind, replace it with a mental picture of your positive and worthwhile goal. And there will come a time when you’ll feel like giving up. It’s easier for a human being to think negatively than positively. That’s why only five percent are successful! You must begin now to place yourself in that group.

“Act as though it were impossible to fail,” as Dorothea Brande said. No matter what your goal — if you’ve kept your goal before you every day — you’ll wonder and marvel at this new life you’ve found.

3. Your success will always be measured by the quality and quantity of service you render. Most people will tell you that they want to make money, without understanding this law. The only people who make money work in a mint. The rest of us must earn money. This is what causes those who keep looking for something for nothing, or a free ride, to fail in life. Success is not the result of making money; earning money is the result of success — and success is in direct proportion to our service.

Most people have this law backwards. It’s like the man who stands in front of the stove and says to it: “Give me heat and then I’ll add the wood.” How many men and women do you know, or do you suppose there are today, who take the same attitude toward life? There are millions.

We’ve got to put the fuel in before we can expect heat. Likewise, we’ve got to be of service first before we can expect money. Don’t concern yourself with the money. Be of service … build … work … dream … create! Do this and you’ll find there is no limit to the prosperity and abundance that will come to you.

Don’t start your test until you’ve made up your mind to stick with it. If you should fail during your first 30 days — by that I mean suddenly find yourself overwhelmed by negative thoughts — simply start over again from that point and go 30 more days. Gradually, your new habit will form, until you find yourself one of that wonderful minority to whom virtually nothing is impossible.

Above all … don’t worry! Worry brings fear, and fear is crippling. The only thing that can cause you to worry during your test is trying to do it all yourself. Know that all you have to do is hold your goal before you; everything else will take care of itself.

Take this 30-day test, then repeat it … then repeat it again. Each time it will become more a part of you until you’ll wonder how you could have ever have lived any other way. Live this new way and the floodgates of abundance will open and pour over you more riches than you may have dreamed existed. Money? Yes, lots of it. But what’s more important, you’ll have peace … you’ll be in that wonderful minority who lead calm, cheerful, successful lives.

Learn more about Earl Nightingale and his many timeless books and audio programs.

At this time every year, commentators across the United States engage in an exercise I’ll call Hypothetical King, in which we try to imagine what Dr. Martin Luther King Jr. would say about the war in Afghanistan, the bank bailouts, or Mo’Nique winning best supporting actress for Precious at the Golden Globes. We extrapolate from his words and deeds and hope we’re right but can never be sure.

I’d like to engage in an exercise that’s almost the reverse of that. Instead of Hypothetical King existing in 2010, I’d like to imagine a world in which today’s tools exist in King’s day. I want to know what Dr. King would make of Twitter, the insistent social-media service that asks its users to describe “What’s happening?” in 140 characters or less.

Twitter is everything today: news source, stock ticker, pop-culture meme tracker, font of inane narcissistic chatter, time suck, marketing tool, and promised savior of journalism/capitalism/democracy/[insert dying institution here]. As someone who more or less lives on Twitter, I obviously want to believe that King would have used the service to its full extent.

By Brent Bozell

Created 2010-01-16 15:30

When people think of the public morals of Europe, the word “decadence” comes to mind. Sex, drugs, and the decline and fall of the churches all define the trend. Amsterdam, for example is celebrated as “San Francisco times ten.”

But that portrait doesn’t fit as well in Eastern Europe. Take Lithuania, a small Catholic country of 3.3 million people that was forced to be a captive nation within the Soviet Union for five decades. At the end of 2009, their parliament, the Seimas, amended a new law passed in July for the protection of minors. It passed 58 to 4, with 25 abstaining.

The law limits a broad range of public information considered harmful to children, including graphic violence, instructions on how to make explosives, presentation of drug use in a positive light, pornography and ridicule or harassment based on race, religion, wealth or sexual orientation. The amendments also make clear that the legal restrictions apply to education, the mass media, advertising and all other types of public information, not to parents in the home.

The original bill — which drew widespread condemnation from the European Union — banned the promotion among minors of “homosexual, bisexual, and polyamorous relations.” The bill was passed in reaction to attempts to introduce a fairy tale about two princes falling in love into the curriculum for kindergarteners in the public schools.

The libertines never respect parental wishes for grade-school innocence and can never, ever wait until children reach sexual maturity to begin “teaching tolerance.” They insist on parental subterfuge with lessons pushing “sexual orientation” education on children who can’t even write out their ABCs yet.

In September, the European Parliament voted 349 to 218 against the Lithuanian law, and directed their “Agency for Fundamental Rights” to opine on whether the law offends European anti-discrimination standards. Any such opinion would be “non-binding,” though activists would likely use it to intimidate Lithuania into overturning their policy.

Lithuania responded by asking the European Court of Justice to declare that resolution null and void, as an intrusion on a democratic government’s sovereignty. The court surprisingly agreed the European Parliament had overreached.

An earlier proposal by the Alliance of Liberals and Democrats for Europe, the “progressive” parliamentary faction, would have moved to suspend Lithuania pursuant to Article 7 of the Treaty on European Union, the 1992 pact that created the EU. This lobbying campaign is much more democratic than being in the Soviet Union, but it might feel like foreign domination of a different kind.

But the international “human rights” lobbyists turned that analogy upside down. Nicola Duckworth of Amnesty International cast the Lithuanians as the Soviets. “Twenty years after the fall of the Berlin wall, the Lithuanian parliament is turning the clock back by imposing draconian limitations on the flow of information and the freedom of expression and stigmatizing part of the population,” she said.

Duckworth added that anyone who was convicted of violating the protection-of-minors law would be considered a “prisoner of conscience.” Any agitator who wants to teach 5-year-olds about the two gay princes is apparently the new century’s Andrei Sakharov.

If Amnesty International ultimately wins in Lithuania, it wouldn’t be the first time. Great Britain passed a law in 1988 (Section 28 of the Local Government Act) against promoting homosexuality in schools. But the United Nations Committee on the Rights of the Child demanded a repeal, which it received in 2003. No prosecutions were ever brought in the 15 years the law was on the books.

Remember Amnesty International and the U.N. (and of course, the French) when people complain about how America’s entertainment conglomerates spread a disrespectful virus of “cultural imperialism.”

Last summer, as Lithuania passed its law, Britain represented Western European decadence in public education. A National Health Service leaflet advised teenaged school children that they have a “right” to an enjoyable sex life and that regular intercourse can be good for their cardiovascular health. Its slogan: “An orgasm a day keeps the doctor away.” The government also proclaimed: “Health promotion experts advocate five portions of fruit and veg a day and 30 minutes’ physical activity three times a week. What about sex or masturbation twice a week?”

There was a similar story in Spain. The government of the Extremadura region in the west recently suggested children be taught “self-exploration and self-pleasure.” It launched a masturbation advice (and advocacy) campaign based around the slogan “Pleasure is in your own hands.”

In their press statements, the “human rights” activists advocate freedom of expression and denounce the spreading of stigmas. But when it comes to traditional faith, values and parental rights in Europe, the freedom of expression flows only toward the decadent sexual “progressives,” and the stigmas blow back on any parents who object.

Source URL:
http://newsbusters.org/blogs/brent-bozell/2010/01/16/bozell-column-europes-decadent-education

Ray Kurzweil’s Crystal Ball

Sunday, December 13th 2009, 8:31 PM