Editor's note: This is the sixth post in Fordham's 2016 Wonkathon. We've asked assorted education policy experts to answer this question: What are the "sleeper provisions" of ESSA that might encourage the further expansion of parental choice, at least if advocates seize the opportunity? Prior entries can be found here, here, here, here, and here.
What course would you have wanted to take in high school if you’d had the chance?
For me, it’s economics. I’ve started many meetings about course access with that question as an icebreaker. The first few times, I even had the “brilliant” idea to drop the responses into a word cloud. But that ended up being a dud when everyone gave different answers and astronomy, law and policy, psychology, photography, geometry, Japanese, physics, and accounting were all the same size.
Cool story, but what’s course access?
It is a policy under which kids get access to a range of supplemental courses approved by their states that may not otherwise be available in the schools they attend full-time. Think of it as an evolution from states solely being providers of supplemental courses through virtual programs. The state’s role in course access is one of quality assurance...