paper academy of virtual education

Schools across the U.S. have turned to Paper’s online tutoring. Some worry it’s falling short.

School districts in the U.S. have spent millions on purchasing virtual tutoring services like Paper, but educators and district officials have found that the platform frustrates some of the students that need help the most. (Patrick T. Fallon / AFP via Getty Images)

Officials in Columbus City Schools were looking for a solution last year to some of the educational fallout of the pandemic — and they thought they found it in Paper, a popular virtual tutoring company that says it offers high-quality support for students at a lower price point.

The district spent $913,000 in COVID relief funds for Paper to provide its middle and high school students with access to 24/7, on-demand tutoring.

But Columbus quietly cut ties with the company in September because too few students were using the tool. District records obtained by Chalkbeat show that less than 8% of students with access logged on last school year. Half of those students used it just once. In some schools, not a single student logged on.

“I’ve had personal experience with it with my student,” school board president Jennifer Adair said of her rising seventh grader at a June meeting . “It was frustrating, and annoying, and she didn’t want to use it again.”

School districts across the country have spent millions in COVID relief dollars to purchase services from virtual tutoring companies to try to plug pandemic learning gaps. Paper, an eight-year-old company based in Montreal, has emerged as one of the most popular players in the market. It holds multi-million dollar contracts with some of the nation’s largest school districts and has splashy billboards in cities like Tampa and Chicago.

But educators and officials in districts that were among the first to contract with Paper say its text-based tutoring service often frustrates the students who need the most help, isn’t easily used by the youngest students, and can go unused altogether.

Philip Cutler, the co-founder and CEO of Paper, says the company has made several changes to respond to student and district feedback, with more in the works. Paper is piloting a voice notes feature aimed at helping younger children and English learners more easily use the platform. And the company has taken several steps to try to boost usage. 

At a time when many students need academic help, Cutler says his company has proven it can deliver that on a large scale.

“It would be fantastic if we could have a tutor who sits next to a student for eight hours a day while they’re in class and helps re-explain everything to them,” Cutler said in a November interview. “Are we able to do that for 60 million students? I don’t think so. We need to make sure that there is something that actually can be applied to millions of students, that they can take advantage of.”

Still, schools’ reliance on programs like Paper worries observers like Allison Socol, a vice president at the education civil rights group The Education Trust who wrote a guide to spotting quality tutoring programs. Even with staffing challenges, she says, schools can do better.

“I am purposely not going to call it tutoring, because it’s not,” said Socol, of on-demand virtual help. “It doesn’t mean it’s not useful to some students. But is it useful at the scale that we need, and is it worth the amount of money that a lot of districts are spending? My gut says no, and a lot of the emerging data also says no.”

Why on-demand tutoring, and Paper, took off during pandemic

Paper traces its origins back to when Cutler saw firsthand how private tutoring can fuel academic inequities. While attending a teaching program at McGill University, Cutler ran a tutoring business that catered to children of wealthy families. “The other 90% needed the help the most but didn’t have the resources at home,” he said in an interview last year , “and no one was serving that side of the market.” 

Cutler co-founded Paper in 2014, shortly after he graduated, and within four years the company had some district clients. But Paper really took off during the pandemic. 

Schools, flush with COVID cash, wanted to offer tutoring to their students, but often struggled to staff and schedule those programs. Many districts couldn’t find enough teachers , who were often too exhausted and stressed to tutor for extra pay. And in a tight labor market , other adults were hard to recruit, too.

Paper offered a solution: It found and hired the tutors, and connected them to students whenever they needed help. Paper said its on-demand model could help schools reach struggling students who had to work or care for siblings after school, or who didn’t have a parent at home to help them with assignments.

“Paper aims to address the inequities facing all students, especially those from marginalized groups,” the company said .

Paper says it now works with 400 districts across the U.S. and Canada. Among its clients are four of the nation’s 10 largest districts: Los Angeles Unified, Clark County in Nevada, and Palm Beach and Hillsborough counties in Florida. Other big clients include the school districts in Boston; Prince William County, Virginia; and Jefferson County, Kentucky. Together, those contracts are worth $24 million and counting, records obtained by Chalkbeat show. (Los Angeles’ contract has yet to be finalized, Cutler said.)

Paper also holds statewide contracts worth $12 million total to provide virtual tutoring to students in grades 3-12 across Mississippi and to high schoolers in Tennessee.

Here’s how the service works: Students log on to Paper, type in a question, and get matched with a tutor. Students chat with the tutor over text message, and they can draw a problem on a virtual whiteboard. But the student can’t see or hear the tutor in real time, since there’s no live audio or video.

Even Paper’s marketing materials illustrate why that setup can be hard for some kids.

In transcripts of real tutoring sessions Paper provides to potential clients as “exemplary,” the company includes a session in which an elementary schooler needs help with basic math.

“I need help taking away,” the student types.

The tutor asks if the student knows why they’re having a hard time with subtraction.

“10000 - 0872,” the child responds. Drawing on the virtual whiteboard, the student reaches an incorrect answer: 2666.

“Can you explain what you did on the top with the 0’s?” the tutor asks. The student struggles to explain, starting with, “well I crossed it out.”

“Yeah! Do you know why you had to do that?” the tutor asked. 

The student then left the session before getting guidance. But Paper noted they “left a glowing review for the tutor.”

Costs balloon when few students use Paper’s online tutoring

In Columbus, 14-year-old Zion Holbert used Paper last year to get feedback on a writing assignment comparing themes in “The Hunger Games” books to historical events. He found the site confusing at first, but eventually he figured out how to upload his work and he took some of the tutor’s editing suggestions. 

His mother, Lucetta Holbert, appreciated how quickly the feedback came in. “It was really nice because I’m not a really good writer,” she said, “so that took the pressure off me to try to figure out how to do all this comparing and contrasting.”

But Zion never tried Paper again, though he was struggling with some math concepts, like fractions, that he learned when school was remote. When he wanted math help, he’d stay after school to review problems with his homeroom teacher or visit the library to work with a volunteer tutor.

His advice to other students? Paper can be helpful for English class, “if you’re stuck and you got work you want someone to read and you’re at home.” But if you have a more complicated question, seek out a teacher at school. “In person, you can just show them and they can help you,” Zion said.

One of Paper’s biggest selling points is that districts can offer unlimited virtual tutoring to many students at a fixed price. A Chalkbeat review of 13 recent district contracts show the cost per student can range from $21 to $183, though the median price was around $40. (Cutler says rates vary based on district size, contract length, and how much help the district needs to get started.)

But when students like Zion don’t return to the service or don’t use Paper at all, the true per-student cost is much higher.

Paper charged Columbus schools $38 per student for tutoring access, but district officials noted that the cost ballooned to $446 per student who actually used the service.

Santa Ana Unified in California paid Paper over $1.1 million last year to provide access to nearly 41,000 students. But just over 1,000 students logged on for tutoring or essay help from December 2021 to May, district records show, ultimately costing the district nearly $1,100 per child. (The district is no longer using Paper.)

Cutler says he believes Paper’s product is worth the cost when the number of help sessions roughly equals the number of students with access to the tool. Even by that generous standard — which can count the same student multiple times — the company often falls short.

In Hillsborough County, Florida, around 16,000 students used Paper from September 2021 to this September, or just under 14% of the middle and high schoolers with access. Those students logged around 47,000 tutoring sessions and essay reviews, district officials said — less than half of what Paper had projected. The usage was so off that the company ended up owing the school district over half a million dollars.

Usage looked similar in Palm Beach County, Florida. Some 104,000 middle and high schoolers had access to Paper, and they completed around 53,000 tutoring and essay review sessions last school year, district records show. That was within the projection in the district’s contract, but under what the company considers a good deal.

But school board members there had another concern : students from high-poverty schools used Paper less than their peers at more affluent schools.

Paper says usage rates improve when the company and district make concerted efforts to reach out to teachers, students, and families to tell them about the service. But others say the numbers reflect a problem baked into Paper’s opt-in model.

“It’s not necessarily the virtual part of it,” said Socol of The Education Trust. “Online homework help puts the responsibility on the student to say: ‘I don’t understand this individual question on my homework, let me reach out to a potentially random adult who I don’t have a relationship with.’”

Research released last month seems to back that up. In California’s Aspire charter school network, only 1 in 5 of the middle and high school students in the study used Paper in spring 2021. But higher-achieving students were almost twice as likely to use the platform as students who’d gotten at least one D or F the prior semester — the exact students the charter network had hired Paper to help.

More struggling students did try Paper when school leaders urged them and their parents to do so, but “take-up remained low,” the researchers wrote.

“If you expect them to bring their questions to the tutoring, that’s very difficult, too, because many students don’t quite know what they understand or don’t,” said Susanna Loeb, an education professor at Brown University who co-authored the study. “As a strategy for supporting students in need, it’s not a good strategy.” 

Jillian Eichenauer, a middle school math teacher at an Aspire school just south of Los Angeles, has seen that in her classroom. Last year, she had her eighth graders redo problems they got wrong on their tests with Paper, but she didn’t turn to the tool if they were struggling with a concept, like writing an equation.

“I usually try to direct them to do that when it’s like a check for your answer, rather than get help,” Eichenauer said. “Some of them require re-teaching, which Paper is not very beneficial for.”

Paper’s shortcomings for young kids, English learners

Young students and students learning English as a new language have an especially hard time using Paper, educators say, though the company markets itself as being accessible to both. Paper employs tutors who can speak Spanish, French, and Mandarin, which has been a draw for many district clients.

But in several places, usage was especially low for those two groups of students. In Santa Ana Unified, a mostly Latino district where 40% of students are English learners, just four students used Paper in Spanish, data provided by the district for last school year show. No first or second graders logged on, and only two third graders did.

In Palm Beach County, only about 1% of tutoring and essay help sessions were conducted in a language other than English last school year, though 11% of students who had access were English learners.

Several districts, including Boston, Clark County, and Los Angeles, are paying Paper to use with children as young as 5, though experts in early literacy say kindergartners and first graders typically aren’t able to read and respond to a virtual tutor over text-based chat. Struggling readers in second grade are likely to have trouble, too.

Amanda Samples, the executive director of academic support and school improvement for DeSoto County schools in Mississippi, which uses Paper in grades 3-12 through the state’s initiative, says that when she reviews tutoring session logs, she can tell some younger students don’t realize the virtual tutor is a real person.

A student “might say: ‘I need help with vocabulary,’ and so the tutor will ask a question back, and then they may just not respond,” Samples said.

In Chicago’s west suburbs, middle school teacher Hannah Nolan-Spohn has used Paper to help English learners practice their conversation skills. But some have found the platform challenging without a voice option. The speech-to-text feature hasn’t helped much, either.

“The bot doesn’t always understand what it is that they’re trying to say,” Nolan-Spohn said, “and then they get frustrated.”

Paper makes changes as more schools seek online tutoring

Paper has acknowledged some of its shortcomings and says it’s working to improve.

“We realized for the younger students, in particular, they don’t necessarily have the ability to sit in a live chat,” Cutler told Chalkbeat earlier this summer, acknowledging that setup can be challenging for students with disabilities and English learners, too. “They’re just learning a language.” 

As a fix, the company introduced a voice notes feature in Los Angeles’ schools this fall. It allows students to upload a recording of themselves speaking, but they still can’t have a live two-way conversation with a tutor. Cutler said it’s shown promise so far, and students who use the voice memos are more likely to return to the service. Paper intends to test it out in Boston before making it widely available next year.

Many virtual tutoring competitors now have live audio and video options, but Cutler says Paper doesn’t plan to change that part of its model because student focus groups haven’t shown a demand for that.

The company says it’s also stepped up efforts to make students and families aware of its services, running contests with prizes for schools that use Paper a lot and hiring staff who train teachers and demonstrate the tool for students.

Asked why students from high-poverty schools used Paper less, Cutler said that challenge is not unique to Paper. The company has worked with some districts, such as Clark County, to launch virtual tutoring in high-need schools first.

“What we need to do, and we are doing, is really focusing a lot of the messaging on: How do you support students who don’t really trust the system?” Cutler said this summer. “They are not the first ones to say, ‘Hey I think this is going to help me.’”

In the meantime, school districts are deciding how long they should give Paper to prove its worth as the deadline for spending federal COVID funds looms. Earlier this month, for example, the Hillsborough County school board renewed its contract for 10 months at a significantly reduced rate after raising concerns about low usage rates. District officials said they’d drop Paper if the plan to get more students logging on didn’t work.

“This is a lot of money,” Superintendent Addison Davis said , adding he wanted “to make certain that we’re getting the return on investment.”

How effective Paper is at helping students also remains an open question. The Aspire study found that when students and families got extra nudges to use Paper, and did, those students were 4 percentage points more likely to pass all their classes. Paper is involved in other ongoing research, but there’s not much else to go on for now.

Cutler maintains that Paper is “a critical piece to recovery.”

“I would 100% disagree with the fact that it’s not a solution that can address learning losses,” he said. “It absolutely is. And it’s being used that way by districts across the country.”

Leaders in districts like Mississippi’s Jefferson County schools are banking on it. Superintendent Adrian Hammitte jumped on the chance to use Paper through the state’s initiative.

“Coming from a school district with not many resources,” he said, “with it being free and offering 24/7 support, I was pretty much sold.”

Elsewhere in Mississippi, districts are using Paper to approximate “high-dosage tutoring” — a highly effective strategy in which students attend multiple tutoring sessions per week, during the school day. Cutler and the company’s marketing materials say Paper can be used in a high-dosage way, though its model is missing key components of that research-backed strategy, such as providing students with a consistent tutor.

Others say the kind of help Paper offers isn’t enough to catch up struggling students — and the fact that so many districts have turned to it raises questions about the country’s capacity to truly help the students who need it most.

Tony Solina, who oversees 16 Aspire schools in California, says it’s unrealistic to think Paper is going to “close the learning loss gap” the way most schools use it. His strategy to do that was to make sure the schools he manages had an after-school program staffed by educators who build relationships with students and their teachers.

“That’s, to me, the gold standard,” he said. “I don’t believe any online system is going to do better than or trump that.”

Kalyn Belsha is a national education reporter based in Chicago. Contact her at [email protected].

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Paper Launches “Paper Academy” for Educators

Edtech provider broadens service offering to enhance professional development of educators.

Paper, the leading Educational Support System (ESS), introduces Paper Academy , an asynchronous professional development platform designed to equip educators with the skills and knowledge to harness the full potential of the Paper platform.

Recognized for its 24/7 tutoring and writing review solution, Paper’s ESS has recently broadened its scope to better serve students and teachers alike.

While the expansion of Paper’s ESS signifies a commitment to a holistic educational experience, it is the introduction of Paper Academy that truly underscores this dedication by directly empowering educators to maximize the platform's offerings for their students.

Paper Academy’s course offerings include:

• Paper Introduction Course : A 45-minute virtual in-depth introduction to the Paper platform, culminating in a certificate of completion.
• Feature Focus Courses : Targeted 5-10 minute virtual sessions on Paper's unique features, each culminating in a Paper Endorsement Badge.
• Subject Spotlight Courses : Short courses highlighting the application of Paper in specific subjects, rewarding teachers with a Paper Endorsement Badge of achievement..
• Launch Paper in Your Class Course : A 5-minute guide providing resources for educators to introduce Paper to their students for unlimited, on-demand ESS support.

"The instructional videos, exploration of the platform, knowledge checks, and reflection questions were engaging and effective,” said an 8th grade teacher from Herrin Junior High School in Illinois. “When I implement it within my own classroom, I will be able to say that I have tried it."

For a deeper insight into Paper’s classroom potential, Paper Academy offers the " Classroom Wins with Paper " monthly webinar series which features teachers sharing best practices and proven strategies to support students using Paper’s ESS. 

The webinar series launches on November 16th, 4:30pm-5:15pm ET, spotlighting firsthand insights from educators Beth Jordan (5th-8th grade Library & Cyber Foundations, Lake Middle School, MS.) and Scott Nimmer (4th grade ELA, Georgia Connections Academy, GA.)

“While Paper has proven to be an invaluable resource for students at home, its potential when integrated into classroom instruction is immense,” said Philip Cutler, CEO and founder of Paper. “With Paper Academy, the blend of self-paced learning with our webinars is all about giving teachers practical, hands-on tips and tricks for using Paper in the classroom. It’s about empowering educators to make the most of Paper in their lessons and interactions.”

For teachers ready to begin with Paper Academy:

• Visit Paper Academy .
• Click the "Get Started!" button and sign up using your school email address.
• Choose from our training library.
• Complete all lessons in your chosen course to earn your certificate of completion.

Mission-driven educators founded Paper to help all students reach their full potential and gain confidence in life. Paper provides an unlimited, on-demand Educational Support System (ESS) that includes 24/7 tutoring, constructive feedback on written work, math and vocabulary practice tools, a reading practice tool, and career and college readiness support. Multilingual academic support is available in English, Spanish, French, and Mandarin. Paper supports over three million students in over 300 unique school districts across 40 U.S. states and Canada. 

Capturing the benefits of remote learning

How education experts are applying lessons learned in the pandemic to promote positive outcomes for all students

Vol. 52 No. 6 Print version: page 46

• Schools and Classrooms

With schools open again after more than a year of teaching students outside the classroom, the pandemic sometimes feels like a distant memory. The return to classrooms this fall brings major relief for many families and educators. Factors such as a lack of reliable technology and family support, along with an absence of school resources, resulted in significant academic setbacks, not to mention stress for everyone involved.

But for all the downsides of distance learning, educators, psychologists, and parents have seen some benefits as well. For example, certain populations of students found new ways to be more engaged in learning, without the distractions and difficulties they faced in the classroom, and the general challenges of remote learning and the pandemic brought mental health to the forefront of the classroom experience.

Peter Faustino, PsyD, a school psychologist in Scarsdale, New York, said the pandemic also prompted educators and school psychologists to find creative new ways of ensuring students’ emotional and academic well-being. “So many students were impacted by the pandemic, so we couldn’t just assume they would find resources on their own,” said Faustino. “We had to work hard at figuring out new ways to connect with them.”

Here are some of the benefits of distance learning that school psychologists and educators have observed and the ways in which they’re implementing those lessons post-pandemic, with the goal of creating a more equitable, productive environment for all students.

Prioritizing mental health

Faustino said that during the pandemic, he had more mental health conversations with students, families, and teachers than ever. “Because COVID-19 affected everyone, we’re now having mental health discussions as school leaders on a daily and weekly basis,” he said.

This renewed focus on mental health has the potential to improve students’ well-being in profound ways—starting with helping them recover from the pandemic’s effects. In New York City, for example, schools are hiring more than 600 new clinicians, including psychologists , to screen students’ mental health and help them process pandemic-related trauma and adjust to the “new normal” of attending school in person.

Educators and families are also realizing the importance of protecting students’ mental health more generally—not only for their health and safety but for their learning. “We’ve been seeing a broader appreciation for the fact that mental health is a prerequisite for learning rather than an extracurricular pursuit,” said Eric Rossen, PhD, director of professional development and standards at the National Association of School Psychologists.

As a result, Rossen hopes educators will embed social and emotional learning components into daily instruction. For example, teachers could teach mindfulness techniques in the classroom and take in-the-moment opportunities to help kids resolve conflicts or manage stress.

Improved access to mental health resources in schools is another positive effect. Because of physical distancing guidelines, school leaders had to find ways to deliver mental health services remotely, including via online referrals and teletherapy with school psychologists and counselors.

Early in the pandemic, Faustino said he was hesitant about teletherapy’s effectiveness; now, he hopes to continue offering a virtual option. Online scheduling and remote appointments make it easier for students to access mental health resources, and some students even enjoy virtual appointments more, as they can attend therapy in their own spaces rather than showing up in the counselor’s office. For older students, Faustino said that level of comfort often leads to more productive, open conversations.

Autonomy as a key to motivation

Research suggests that when students have more choices about their materials and activities, they’re more motivated—which may translate to increased learning and academic success. In a 2016 paper, psychology researcher Allan Wigfield, PhD, and colleagues make the case that control and autonomy in reading activities can improve both motivation and comprehension ( Child Development Perspectives , Vol. 10, No. 3 ).

During the period of online teaching, some students had opportunities to learn at their own pace, which educators say improved their learning outcomes—especially in older students. In a 2020 survey of more than 600 parents, researchers found the second-most-valued benefit of distance learning was flexibility—not only in schedule but in method of learning.

In a recent study, researchers found that 18% of parents pointed to greater flexibility in a child’s schedule or way of learning as the biggest benefit or positive outcome related to remote learning ( School Psychology , Roy, A., et al., in press).

This individualized learning helps students find more free time for interests and also allows them to conduct their learning at a time they’re most likely to succeed. During the pandemic, Mark Gardner, an English teacher at Hayes Freedom High School in Camas, Washington, said he realized how important student-centered learning is and that whether learning happens should take precedence over how and when it occurs.

For example, one of his students thrived when he had the choice to do work later at night because he took care of his siblings during the day. Now, Gardner posts homework online on Sundays so students can work at their own pace during the week. “Going forward, we want to create as many access points as we can for kids to engage with learning,” he said.

Rosanna Breaux , PhD, an assistant professor of psychology and assistant director of the Child Study Center at Virginia Tech, agrees. “I’d like to see this flexibility continue in some way, where—similar to college—students can guide their own learning based on their interests or when they’re most productive,” she said.

During the pandemic, many educators were forced to rethink how to keep students engaged. Rossen said because many school districts shared virtual curricula during the period of remote learning, older students could take more challenging or interesting courses than they could in person. The same is true for younger students: Megan Hibbard, a teacher in White Bear Lake, Minnesota, said many of her fifth graders enjoyed distance learning more than in-person because they could work on projects that aligned with their interests.

“So much of motivation is discovering the unique things the student finds interesting,” said Hunter Gehlbach, PhD, a professor and vice dean at the Johns Hopkins School of Education. “The more you can facilitate students spending more time on the things they’re really interested in, the better.”

Going forward, Rossen hopes virtual curricula will allow students greater opportunities to pursue their interests, such as by taking AP classes, foreign languages, or vocational electives not available at their own schools.

Conversely, Hibbard’s goal is to increase opportunities for students to pursue their interests in the in-person setting. For example, she plans to increase what she calls “Genius Hours,” a time at the end of the school day when students can focus on high-interest projects they’ll eventually share with the class.

Better understanding of children's needs

One of the most important predictors of a child’s success in school is parental involvement in their education. For example, in a meta-analysis of studies, researchers linked parental engagement in their middle schoolers’ education with greater measures of success (Hill, N. E., & Tyson, D. F., Developmental Psychology , Vol. 45, No. 3, 2009).

During the pandemic, parents had new opportunities to learn about their kids and, as a result, help them learn. According to a study by Breaux and colleagues, many parents reported that the pandemic allowed them a better understanding of their child’s learning style, needs, or curriculum.

James C. Kaufman , PhD, a professor of educational psychology at the University of Connecticut and the father of an elementary schooler and a high schooler, said he’s had a front-row seat for his sons’ learning for the first time. “Watching my kids learn and engage with classmates has given me some insight in how to parent them,” he said.

Stephen Becker , PhD, a pediatric psychologist at Cincinnati Children’s Hospital Medical Center, said some parents have observed their children’s behavior or learning needs for the first time, which could prompt them to consider assessment and Individualized Education Program (IEP) services. Across the board, Gehlbach said parents are realizing how they can better partner with schools to ensure their kids’ well-being and academic success.

For example, Samantha Marks , PsyD, a Florida-based clinical psychologist, said she realized how much help her middle school daughter, a gifted and talented student with a 504 plan (a plan for how the school will offer support for a student’s disability) for anxiety, needed with independence. “Bringing the learning home made it crystal clear what we needed to teach our daughter to be independent and improve executive functioning” she said. “My takeaway from this is that more parents need to be involved in their children’s education in a healthy, helpful way.”

Marks also gained a deeper understanding of her daughter’s mental health needs. Through her 504 plan, she received help managing her anxiety at school—at home, though, Marks wasn’t always available to help, which taught her the importance of helping her daughter manage her anxiety independently.

Along with parents gaining a deeper understanding of their kids’ needs, the pandemic also prompted greater parent participation in school. For example, Rossen said his kids’ school had virtual school board meetings; he hopes virtual options continue for events like back-to-school information sessions and parenting workshops. “These meetings are often in the evening, and if you’re a single parent or sole caregiver, you may not want to pay a babysitter in order to attend,” he said.

Brittany Greiert, PhD, a school psychologist in Aurora, Colorado, says culturally and linguistically diverse families at her schools benefited from streamlined opportunities to communicate with administrators and teachers. Her district used an app that translates parent communication into 150 languages. Parents can also remotely participate in meetings with school psychologists or teachers, which Greiert says she plans to continue post-pandemic.

Decreased bullying

During stay-at-home orders, kids with neurodevelopmental disorders experienced less bullying than pre-pandemic (McFayden, T. C., et al., Journal of Rural Mental Health , No. 45, Vol. 2, 2021). According to 2019 research, children with emotional, behavioral, and physical health needs experience increased rates of bullying victimization ( Lebrun-Harris, L. A., et al., ), and from the U.S. Department of Education suggests the majority of bullying takes place in person and in unsupervised areas (PDF) .

Scott Graves , PhD, an associate professor of educational studies at The Ohio State University and a member of APA’s Coalition for Psychology in Schools and Education (CPSE), said the supervision by parents and teachers in remote learning likely played a part in reducing bullying. As a result, he’s less worried his Black sons will be victims of microaggressions and racist behavior during online learning.

Some Asian American families also report that remote learning offered protection against racism students may have experienced in person. Shereen Naser, PhD, an associate professor of psychology at Cleveland State University and a member of CPSE, and colleagues found that students are more comfortable saying discriminatory things in school when their teachers are also doing so; Naser suspects this trickle-down effect is less likely to happen when students learn from home ( School Psychology International , 2019).

Reductions in bullying and microaggressions aren’t just beneficial for students’ long-term mental health. Breaux said less bullying at school results in less stress, which can improve students’ self-esteem and mood—both of which impact their ability to learn.

Patricia Perez, PhD, an associate professor of international psychology at The Chicago School of Professional Psychology and a member of CPSE, said it’s important for schools to be proactive in providing spaces for support and cultural expression for students from vulnerable backgrounds, whether in culture-specific clubs, all-school assemblies that address racism and other diversity-related topics, or safe spaces to process feelings with teachers.

According to Rossen, many schools are already considering how to continue supporting students at risk for bullying, including by restructuring the school environment.

One principal, Rossen said, recently switched to single-use bathrooms to avoid congregating in those spaces once in-person learning commences to maintain social distancing requirements. “The principal received feedback from students about how going to the bathroom is much less stressful for these students in part due to less bullying,” he said.

More opportunities for special needs students

In Becker and Breaux’s research, parents of students with attention-deficit/hyperactivity disorder (ADHD), particularly those with a 504 plan and IEP, reported greater difficulties with remote learning. But some students with special learning needs—including those with IEPs and 504 plans—thrived in an at-home learning environment. Recent reporting in The New York Times suggests this is one reason many students want to continue online learning.

According to Cara Laitusis, PhD, a principal research scientist at Educational Testing Service ( ETS ) and a member of CPSE, reduced distractions may improve learning outcomes for some students with disabilities that impact attention in a group setting. “In assessments, small group or individual settings are frequently requested accommodations for some students with ADHD, anxiety, or autism. Being in a quiet place alone without peers for part of the instructional day may also allow for more focus,” she said. However, she also pointed out the benefits of inclusion in the classroom for developing social skills with peers.

Remote learning has improved academic outcomes for students with different learning needs, too. Marks said her seventh-grade daughter, a visual learner, appreciated the increase in video presentations and graphics. Similarly, Hibbard said many of her students who struggle to grasp lessons on the first try have benefited from the ability to watch videos over again until they understand. Post-pandemic, she plans to record bite-size lessons—for example, a 1-minute video of a long division problem—so her students can rewatch and process at their own rate.

Learners with anxiety also appreciate the option not to be in the classroom, because the social pressures of being surrounded by peers can make it hard to focus on academics. “Several of my students have learned more in the last year simply due to the absence of anxiety,” said Rosie Reid, an English teacher at Ygnacio Valley High School in Concord, California, and a 2019 California Teacher of the Year. “It’s just one less thing to negotiate in a learning environment.”

On online learning platforms, it’s easier for kids with social anxiety or shyness to participate. One of Gardner’s students with social anxiety participated far more in virtual settings and chats. Now, Gardner is brainstorming ways to encourage students to chat in person, such as by projecting a chat screen on the blackboard.

Technology has helped school psychologists better engage students, too. For example, Greiert said the virtual setting gave her a new understanding of her students’ personalities and needs. “Typing out their thoughts, they were able to demonstrate humor or complex thoughts they never demonstrated in person,” she said. “I really want to keep incorporating technology into sessions so kids can keep building on their strengths.”

Reid says that along with the high school students she teaches, she’s seen her 6-year-old daughter benefit from learning at her own pace in the familiarity of her home. Before the pandemic, she was behind academically, but by guiding her own learning—writing poems, reading books, playing outside with her siblings—she’s blossomed. “For me, as both a mother and as a teacher, this whole phenomenon has opened the door to what education can be,” Reid said.

Eleanor Di Marino-Linnen, PhD, a psychologist and superintendent of the Rose Tree Media School District in Media, Pennsylvania, says the pandemic afforded her district a chance to rethink old routines and implement new ones. “As challenging as it is, it’s definitely an exciting time to be in education when we have a chance to reenvision what schools have looked like for many years,” she said. “We want to capitalize on what we’ve learned.”

Further reading

Why are some kids thriving during remote learning? Fleming, N., Edutopia, 2020

Remote learning has been a disaster for many students. But some kids have thrived. Gilman, A., The Washington Post , Oct. 3, 2020

A preliminary examination of key strategies, challenges, and benefits of remote learning expressed by parents during the COVID-19 pandemic Roy, A., et al., School Psychology , in press

Remote learning during COVID-19: Examining school practices, service continuation, and difficulties for adolescents with and without attention-deficit/hyperactivity disorder Becker S. P., et al., Journal of Adolescent Health , 2020

Recommended Reading

Contact apa, you may also like.

How does virtual learning impact students in higher education?

Subscribe to the brown center on education policy newsletter, stephanie riegg cellini stephanie riegg cellini nonresident senior fellow - governance studies , brown center on education policy.

August 13, 2021

In 2020, the pandemic pushed millions of college students around the world into virtual learning. As the new academic year begins, many colleges in the U.S. are poised to bring students back to campus, but a large amount of uncertainty remains. Some institutions will undoubtedly continue to offer online or hybrid classes, even as in-person instruction resumes. At the same time, low vaccination rates, new coronavirus variants, and travel restrictions for international students may mean a return to fully online instruction for some U.S. students and many more around the world.

Public attention has largely focused on the learning losses of K-12 students who shifted online during the pandemic. Yet, we may have reason to be concerned about postsecondary students too. What can we expect from the move to virtual learning? How does virtual learning impact student outcomes? And how does it compare to in-person instruction at the postsecondary level?

Several new papers shed light on these issues, building on previous work in higher education and assessing the efficacy of online education in new contexts. The results are generally consistent with past research: Online coursework generally yields worse student performance than in-person coursework. The negative effects of online course-taking are particularly pronounced for less-academically prepared students and for students pursuing bachelor’s degrees. New evidence from 2020 also suggests that the switch to online course-taking in the pandemic led to declines in course completion. However, a few new studies point to some positive effects of online learning, too. This post discusses this new evidence and its implications for the upcoming academic year.

Evaluating online instruction in higher education

A number of studies have assessed online versus in-person learning at the college level in recent years. A key concern in this literature is that students typically self-select into online or in-person programs or courses, confounding estimates of student outcomes. That is, differences in the characteristics of students themselves may drive differences in the outcome measures we observe that are unrelated to the mode of instruction. In addition, the content, instructor, assignments, and other course features might differ across online and in-person modes as well, which makes apples-to-apples comparisons difficult.

The most compelling studies of online education draw on a random assignment design (i.e., randomized control trial or RCT) to isolate the causal effect of online versus in-person learning. Several pathbreaking studies were able to estimate causal impacts of performance on final exams or course grades in recent years. Virtually all of these studies found that online instruction resulted in lower student performance relative to in-person instruction; although in one case , students with hybrid instruction performed similarly to their in-person peers. Negative effects of online course-taking were particularly pronounced for males and less-academically prepared students.

A new paper by Kofoed and co-authors adds to this literature looking specifically at online learning during the COVID-19 pandemic in a novel context: the U.S. Military Academy at West Point. When many colleges moved classes completely online or let students choose their own mode of instruction at the start of the pandemic, West Point economics professors arranged to randomly assign students to in-person or online modes of learning. The same instructors taught one online and one in-person economics class each, and all materials, exams, and assignments were otherwise identical, minimizing biases that otherwise stand in the way of true comparisons. They find that online education lowered a student’s final grade by about 0.2 standard deviations. Their work also confirms the results of previous papers, finding that the negative effect of online learning was driven by students with lower academic ability. A follow-up survey of students’ experiences suggests that online students had trouble concentrating on their coursework and felt less connected to both their peers and instructors relative to their in-person peers.

Cacault et al. (2021) also use an RCT to assess the effects of online lectures in a Swiss university. The authors find that having access to a live-streamed lecture in addition to an in-person option improves the achievement of high-ability students, but lowers the achievement of low-ability students. The key to understanding this two-pronged effect is the counterfactual: When streamed lectures substitute for no attendance (e.g., if a student is ill), they can help students, but when streaming lectures substitute for in-person attendance, they can hurt students.

Broader impacts of online learning

One drawback of RCTs is that these studies are typically limited to a single college and often a single course within that college, so it is not clear if the results generalize to other contexts. Several papers in the literature draw on larger samples of students in non-randomized settings and mitigate selection problems with various econometric methods. These papers find common themes: Students in online courses generally get lower grades, are less likely to perform well in follow-on coursework, and are less likely to graduate than similar students taking in-person classes.

In a recent paper , my co-author Hernando Grueso and I add to this strand of the literature, expanding it to a very different context. We draw on data from the country of Colombia, where students take a mandatory exit exam when they graduate. Using these data, we can assess test scores as an outcome, rather than (more subjective) course grades used in other studies. We can also assess performance across a wide range of institutions, degree programs, and majors.

We find that bachelor’s degree students in online programs perform worse on nearly all test score measures—including math, reading, writing, and English—relative to their counterparts in similar on-campus programs. Results for shorter technical certificates, however, are more mixed. While online students perform significantly worse than on-campus students on exit exams in private institutions, they perform better in SENA, the main public vocational institution in the country, suggesting substantial heterogeneity across institutions in the quality of online programming. Interviews with SENA staff indicate that SENA’s approach of synchronous learning and real-world projects may be working for some online students, but we cannot definitively call this causal evidence, particularly because we can only observe the students who graduate.

A new working paper by Fischer et al. pushes beyond near-term outcomes, like grades and scores, to consider longer-term outcomes, like graduation and time-to-degree, for bachelor’s degree-seeking students in a large public university in California. They find reason to be optimistic about online coursework: When students take courses required for their major online, they are more likely to graduate in four years and see a small decrease in time-to-degree relative to students taking the requirements in-person.

On the other hand, new work considering course completion during the pandemic is less promising. Looking at student outcomes in spring 2020 in Virginia’s community college system, Bird et al. find that the switch to online instruction resulted in an 8.5% reduction in course completion. They find that both withdrawals and failures rose. They also confirm findings in the literature that negative impacts are more extreme among less-academically-prepared students.

Online learning in the fall and beyond

Much more research on virtual learning will undoubtedly be forthcoming post-pandemic. For now, college professors and administrators should consider that college students pushed online may be less prepared for future follow-on classes, their GPAs may be lower, course completion may suffer, and overall learning may have declined relative to in-person cohorts in previous years. These results seem particularly problematic for students with less academic preparation and those in bachelor’s degree programs.

The research is less clear on the impact of virtual instruction on college completion. Although course completion rates appear to be lower for online courses relative to in-person, the evidence is mixed on the impact of virtual instruction on graduation and time-to-degree. The negative learning impacts, reduced course completion, and lack of connection with other students and faculty in a virtual environment could ultimately reduce college completion rates. On the other hand, there is also evidence that the availability of online classes may allow students to move through their degree requirement more quickly.

As the fall semester approaches, colleges will need to make critical choices about online, hybrid, and in-person course offerings. Maintaining some of the most successful online courses will enhance flexibility at this uncertain time and allow some students to continue to make progress on their degrees if they get sick or cannot return to campus for other reasons. For those transitioning back to campus, administrators might consider additional in-person programming, review sessions, tutoring, and other enhanced supports as students make up for learning losses associated with the virtual instruction of the past year.

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WELCOME TO COLUMBIA VIRTUAL ACADEMY!

We prepare students for their future with personalized learning for every student.

• Your student is a resident of Washington State and in grade K-12.
• The local brick and mortar public school does not meet your needs.
• You have the time and desire to work with your student at home.

How CVA Works

• CVA offers book and paper and online curriculum options for grades K-8, and a selection of online high school courses for grades 9-12.
• When you contact CVA, an Enrollment Advisor will answer your questions and, should you decide to register your student, guide you through the entire process. While registration is underway, an Academic Advisor will work with you to develop your student’s Written Student Learning Plan (WSLP).
• Once registration is complete and the WSLP is in place, a CVA teacher will be assigned to serve as your family’s primary CVA contact and educational guide.

CVA is a totally public, accredited, tuition free, K-12 , alternative to traditional brick and mortar schools for Washington State residents.

Engaged Parents

CVA is not a program where even the most independent learner can be left alone to work without parental support and guidance.

Columbia Virtual Academy (CVA) is not a program where even the most independent learner can be left alone to work without parental support and guidance. As part of CVA’s partnership with families, parents:

• deliver daily lessons (text-based curriculum, K-8)
• monitor student progress (online curriculum, K-12)
• planning and navigating the daily academic schedule
• ensuring the student is completing work
• assisting with grading of student work
• collaborating with the CVA teacher
• preparing students for their monthly reviews
• facilitating the regular submission of work samples
• preparing students for assessments
• ensuring students have the necessary virtual school technology (high speed internet, updated browsers, plugins and settings, speakers and microphones, as applicable) and know how to use it

Learn more about how parents can contribute to the success of their remote learners.

Customizable

Nobody knows your family better than you. CVA enables you to personalize your student’s learning through flexible options.

Nobody knows your family better than you do. That’s why Columbia Virtual Academy (CVA) allows you to personalize your student’s learning through flexible options.

Student and parents can work with their CVA teacher to modify course pacing and course learning goals to meet individual student needs, from honors track to remediation. Students can also make up missed credits, or achieve curricular stability when participating in demanding sports or fine and performing arts programs or when faced with health or discipline issues at school or in the home. This is also an ideal program for educational consistency if your family expects to move within the state during the school year.

CVA provides instructional resources each school year to support your student’s personalized learning plan at no cost to your family because CVA is a public school. If your student is taking a course that offers book and paper instructional resources, those resources are shipped directly to your home for your student’s use. At the conclusion of the course, instructional resources are returned to CVA at no cost to you.

Choosing the right instructional resources can be difficult. Your student will be using the selected curriculum for the school year. There are a lot of things to consider. Be informed, be willing to try, and most of all, be flexible. You and your student should be able to enjoy this journey. Here are some things to consider:

• Your student’s learning style
• Ages, stages, and number of children
• Your home environment
• Your opinion on the use of technology in your students’ learning

Don’t worry, your CVA Academic Advisor will help you through this process. Please take a look at our online course catalog to familiarize yourself with our options.

CVA teachers are here to help you and your student succeed. Every CVA teacher is Washington State Certified.

Columbia Virtual Academy (CVA) teachers are here to help you and your student succeed. Every CVA teacher is Washington State Certified. You are assigned a CVA teacher once you have completed the registration process and you will be able to rely on your teacher for guidance and support.

Once the school year begins, your CVA teacher will help you fulfill the basic requirements of all Washington State ALE programs by facilitating your weekly contacts , monthly student reviews of progress and yearly assessment . Your CVA teacher will be available to you via phone, email and other digital communication technologies.

Accountability

CVA is a public school that provides state high school diplomas. CVA operates under Washington State Law governing Alternative Learning Experience (ALE) programs.

Columbia Virtual Academy (CVA) operates under Washington State Law governing Alternative Learning Experience (ALE) programs. ALE is primarily distinguished by off-campus instruction. The intent of this type of program is to give schools flexibility to serve a diverse student population.

The specific requirements and expectations of these off-campus learning activities are detailed in a Written Student Learning Plan (WSLP) developed and supervised by a public school teacher.

There are four state requirements for all ALE students. Here are what those requirements mean for a CVA education:

Written Student Learning Plan (WSLP)

The WSLP is your map to success for your student’s education, developed for your student by your CVA Academic Advisor. The WSLP includes the learning goals, objectives, learning activities and timelines for each online or book and paper course you choose. The WSLP can be modified throughout the school year by your CVA teacher as needed/required to meet specific academic needs.

Weekly Contact

Required each week, Weekly Contact is documented, direct communication between your student and your CVA teacher. Direct personal contact between the student and teacher can be accomplished in person, or through the use of telephone, e-mail, video chat or regular submission of student work with teacher feedback. Regardless of the option you choose, regular access to high speed internet is essential to participation with CVA.

Weekly contact also serves as attendance for the week. CVA is a public school program subject to the same attendance requirements as other public schools in the State of Washington.

Monthly Reviews

Each month, CVA teachers conduct Monthly Reviews of student progress toward achieving the specific learning goals and objectives specified in the WSLP. Satisfactory Progress reflects your student’s progress based on Weekly Contacts, work samples and grade reports provided from specific subject areas. CVA teachers will want to speak directly with you and your student by telephone or video chat at least one time a month to conference on your student’s monthly progress.

Annual Assessment

At a minimum, all students taking alternative learning experience courses or course work must be assessed annually. For full-time students, the state assessment is required for grades 3 - 8 and 10 - 12, along with any other annual assessments required by the CVA school district for all grades. Part-time students must also be assessed at least annually. All assessments are administered at no cost to families and your CVA teacher will review the results with you in support of your student’s ongoing learning.

The Right Fit

We’re here to partner with families that need an option outside of the brick and mortar classroom. Take a look at students and families who chose CVA.

Facebook User

recommends CVA

We have moved way too many times, so we have used many different curriculums and online schools! By far CVA has been absolutely the best!!! The teachers and staff are kind, helpful, and genuinely attentive to the kids. The curriculum choice is unmatched! We just can't say enough good about it!

I am proud to recommend Mrs Trey Loudis, for a selfless and reliable investment service, I was constantly looking for a reliable platform to invest and my friend introduced me to her platform and I realized this is the best platform to invest on because she maintains discipline in her investment,relationship and strategies to ensure the complete transparency and credibility of her investors. if you want to be financially successful invest in her platform now, Contact her Via: Email: [email protected] WhatsApp:+18643363504

Ryanne Filippi

Mary hernandez.

CVA teachers are great. We've never had an issue with advisors and they respond timely to any questions the kids might have. I was not impressed however once we went to high school, having all online curriculum. The amount of extra time it took vs real text books was terrible. Plus we weren't impressed with the quality. We left CVA after a year of high school and looking forward to going back to text books!

Brenna Fairchild

Jessica hollis.

I am so grateful to have found CVA. During the pandemic I had a feeling distance learning wouldn't work well for my daughter but I also wasn't sure if I could tackle putting together my own homeschool curriculum. CVA really does 'teach you, how to teach'. CVA also provided a variety of options for submitting work as well as flexibility with assignments. My daughter had Alissa Naccarato as her teacher that we checked in weekly with via Teams and my daughter felt such an ease communicating what she learned. I was nervous at the beginning of the school year but all my worries quickly faded. Looking forward to another school year with CVA soon!

CVA was wonderful! Our teacher was very helpful and we were able to have a flexible schedule while keeping our kids on course throughout the school year. CVA was very supportive to help us, but allowed us to take the lead with our kids learning. We enjoyed our time with CVA and would highly recommend it to others. Thanks!

We loved the stability of CVA this year! We were able to do our lessons anywhere (including by the pool in Mexico). My kindergartener especially loved the feedback after every lesson. We look forward to next year!

eileen eppright

My son finished high school 2 years from when he was supposed to! He did it though and thanks to to the support from the school he’s was able to do it!

Justine Fredericksen

We have used CVA for a few years now. The teachers are phenomenal along with the rest of the staff. They bend over backwards to make sure your child gets the help they need to succeed. Love them.

Such an incredible experience for our kids through a very rough year. So happy we joined the CVA family

Christina Carter

we liked the flexibility of CVA. My daughter enjoyed the lessons and excelled on her learning.

We had a wonderful first year at CVA and loved all of our curriculum!

They made my at home schooling experience with my child wonderful and easy.

My 3 kids are excelling at CVA, working at their own pace and with a teacher that is encouraging of their unique skills and strengths while pushing them in areas they need it.

Scheer Family

As the pandemic began to worsen and our local school was unsure how they were handling the school year, we found the blessing of CVA. All staff have been extremely helpful and understanding and I am so in love with the Moving Beyond the Page program. We were able to adjust our school days to fit my busy schedule and to watch my daughters growth has been amazing! I highly recommend this school to anyone!

Kylie Evens

Great experience for my first grader. Looking forward to next year!

Brandon Stanford

I personally had an amazing experience with cva this year and the year before it, i definitely recommend it for anyone new to online school.

Our son’s teacher was approachable, patient and really cared about him succeeding.

JackieB Google (JackieB)

Very grateful for this school and the education it provided!!!

Rocky Bisogno

Best school ever! Always get fast responses. Education is their first priority. Very student centered but also rigorous. Thanks CVA! 😁

Shaina Shannon

Yoko o'toole.

We had great experience at CVA, our teacher Ms. Susan was extremely wonderful! She was always helpful, loving, caring, and very knowledgeable. Our Covid homeschool would not be the same if we did not have MS.Susan! I highly recommend her!

We are in our third year with Columbia virtual academy, each year we learn more and excel with the variety of curriculum. Miss Ruthanna has been amazing and we are so thankful to have her as our teacher! I love the flexibility of school, and all the moments when my children show me how much they have learned! We create our own schedule that works for us putting family first! Due to my husbands job he has a rotating schedule allowing us to do school when he works and take days off with him!

Robert Cordova

This academy is very helpful and up building for my son.

Elizabeth Phillips

Teachers didn’t respond to questions completely

Natalya Ervin

Tiffany & mark pannek.

We love CVA it has been such a great experience we have an absolutely amazing teacher! I was really unsure about this adventure but now we are 2 years in and excited to start our 3rd year next year! The flexibility has allowed us to spend our time as a family as my husband works a rotating schedule! We “school work” when he works! I get the opportunity to teach my kids everything!!!

love this program ! My son loves this program ❤

Cami Renee Brecto

Highly recommend if you student has a good work ethic and wants to learn. All four of my kids did CVA for several years up to their junior year when they transferred to the Running Start program at our local college. CVA was just right for our family. Might not be enough teacher contact for some and just right for others, like us.

Best desicion I could have ever made for my 2 children.

This school is AMAZING!!! Me and my family loves how helpful and understanding they are. Mrs. Harrison is an awesome teacher!

Saree Arends

We are so thankful for CVA! Wonderful staff and teachers. Excellent materials and support.

la supervisión de su maestra el material muy bueno y bien organizado

Peggy Roett

CVA is wonderful, very organized and well thought out. I couldn't be more impressed with everything they are doing to help students be successful!

We found that CVA was very helpful with our student with Autism - in understanding the unique problems a high functioning verbal autistic student often faces. The local public school could only offer a space in a room for students with disabilities, which required little learning (not the teachers' fault, as there are many budget constraints these days - the teachers and aides were wonderful) but it was a form of "warehousing." We have loved our 4 years at CVA!

I love that my children can focus on what they enjoy and have more time to work on anything that might be a bit more difficult for them. They can stop if they get bored or tired and start again whenever they are feeling good again. They can get ahead if they want to, or just do extra work a few days so they can have a longer weekend. We have way more family time thanks to CVA. We love it!

I love CVA, good program, helpful stuff. thank you guys for your support.

Tania Segura

We've been with CVA since 2011 and we couldn't be happier! The teachers have all been so friendly and supportive.

Armanda Kwiatoski

Best decision ever. Mr. Jim Risan has been phenomenal. Thank you so much for being so wonderful.

So impressed with the teachers and staff at this school. They are lovely and really strive to meet the needs of my family. I am so lucky to have found them.

This is our 6th year with CVA and we LOVE this program! All of the people that we have had interactions with have been very professional and genuinely cared about our children's well being. We absolutely LOVE Ruthanna Frizzell! My daughter has trouble trusting and connecting with people and right off the bat Ruthanna established a rapport with her! Cannot say enough good things about this academy!

We finally started our first year with Columbia Virtual Academy and I have been so happy with our experience. There has been nothing but support from each individual that we have had to speak with from this ALE. The staff that got us information and into our classes did an amazing job listening and being very supportive of what we were looking for. The teacher we have received has been nothing but amazing. He has been able to get back to me on some of my concerns and given me direction to help make my daughters experience with CVA the best it can be. This is our second ALE and so far, I am very glad I chose to move our daughter over to this one.

This is our first year at CVA and we have been so impressed with this school. When I talk with our advisor, we keep hearing the strangest phrase. The phrase is, "We just want what is best for the student." What a wonderful and encouraging thing to hear from your school! They have been so helpful as I have tried to figure out the ropes of homeschooling and patient as I have made a few mistakes. The support and good will is fantastic. We plan to attend this academy indefinitely!

Such a great program. Gives you plenty of flexibility with the right amount of accountability. It is very easy to receive help from our teacher. Very encouraging pleasant people to work with. My kids are excelling tremendously. Thank you CVA!

Awesome school options for families in WA. Been having students from High School to Elementary, THIS is the option in my opinion!! Fabulous staff, teachers, etc. Quick recovery and updating of materials, very flexible scheduling, and best of all: True AT your own Pace setting!! They have help for IEP's, and setup for Highly Gifted & Talented, to Prodigy students!! Awesome!!

Registration for the 2024-2025 school year is now open!

The registration process is initiated by parents when they submit online registrations for their students. Families are then assigned personal Enrollment Advisors who guide them through the registration process. Enrollment Advisors schedule time with parents to help them determine if CVA is a good fit for their students and family. Personal Academic Advisors are assigned to families if it looks like CVA is a good fit. Otherwise, Enrollment Advisors will recommend another type of program that might be a better suited for their students.

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How It Works

How Online High School Works

Who can attend.

The Washington Virtual Academies (WAVA) high school program serves students in grades 9–12 who reside in the state of Washington.

What are the costs?

WAVA is a public school, so there is no tuition. We provide state-certified teachers and instructional materials. Students and families will be responsible for providing some common household materials (such as printer ink and paper). In addition, families are required to provide their own computers and internet access to participate in the program.

Choice of Standard or FLEX Program

Families can choose the standard WAVA program or the new  FLEX Program . The standard program is best for students who value time with their peers and require live instructional time with teachers. The FLEX Program is well-suited for independent learners with engaged Learning Coaches.

Schoolwork Expectations in the Standard WAVA Program

Attendance is logged Monday through Friday; however, academic progress can be achieved during the weekends as well.

In high school, students are required to earn a passing grade on their assignments and online lessons. Due dates are assigned to lessons to encourage consistent, steady progress for academic success.

While online lessons can usually be completed at any time of day, students are required to attend teacher-led, direct-instruction, online synchronous Class Connect sessions. During Class Connects, students receive online instruction from teachers and have opportunities to interact virtually with classmates.

Attending Class Connects and completing coursework according to the assigned pacing schedule, will help set your student up for success.

Working with Teachers in the Standard WAVA Program

Teachers provide individual and small group assistance via online synchronous sessions called “Class Connects.” Students are expected to attend all required Class Connects and meet with their teacher to receive course assistance, tutoring, and instruction. Class Connects vary by subject and are scheduled by your teacher.

Schoolwork Expectation in the FLEX Program

The FLEX Program allows families to set a learning schedule that works best for them.  Daily login for attendance is not required but FLEX students must attend a weekly homeroom session and a weekly student-led conference.

FLEX students are expected to complete 10 percent of each year-long course every month (20 percent for semester-long classes). All FLEX students have a monthly progress conference with their FLEX teacher where they share their what they have learned, reflect on how the previous month went, and look ahead to the next month. To remain in the FLEX program students must maintain passing grades in all courses.

Working with Teachers in the FLEX Program

Families in the FLEX Program set their own structures and schedules for learning. FLEX students have just one mandatory Class Connect each week: a homeroom session. This weekly requirement provides an opportunity to connect with other students, and makes sure students are aware of important information and opportunities. Rather than attending other Class Connects that are required by the teachers, FLEX students and their Learning Coaches determine their own monthly learning plan.

Dedicated FLEX teachers are available via email and phone on school days and have regularly scheduled and posted office hours each week. These are set times when teachers are in a Class Connect session, ready to answer questions from students and Learning Coaches. Think of it as coming into the teacher’s classroom; they will be there in the Class Connect whether anyone joins at the beginning or not. Pop in, get what you need, and pop out. Students with IEPs receive all the services called for in their plans, including specifically designed instruction time with special education teachers.

Time Commitment

High school students are expected to spend 6 hours per course per week. A student who takes 5 courses and spends 6 hours per week on each one is devoting approximately 30 hours per week to their course work.

Email is the primary form of communication between the school and families. Learning Coaches and students are required to check and respond to emails on a daily basis.

State Testing

Families enrolling at WAVA must be willing to participate in all  required areas of the program .

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What the Shift to Virtual Learning Could Mean for the Future of Higher Ed

• Vijay Govindarajan
• Anup Srivastava

Do students really need a four-year residential experience?

The coronavirus pandemic is forcing global experimentation with remote teaching. There are many indicators that this crisis is going to transform many aspects of life. Education could be one of them if remote teaching proves to be a success. But how will we know if it is? As this crisis-driven experiment launches, we should be collecting data and paying attention to the three questions about higher education’s business model and the accessibility of quality college education: Do students really need a four-year residential experience? What improvements are required in IT infrastructure to make it more suitable for online education? What training efforts are required for faculty and students to facilitate changes in mindsets and behaviors?

In these difficult times, we’ve made a number of our coronavirus articles free for all readers. To get all of HBR’s content delivered to your inbox, sign up for the Daily Alert newsletter.

Tectonic shifts in society and business occur when unexpected events force widespread experimentation around a new idea. During World War II, for instance, when American men went off to war, women proved that they could do “men’s” work — and do it well. Women never looked back after that. Similarly, the Y2K problem demanded the extensive use of Indian software engineers, leading to the tripling of employment-based visas granted by the U.S. Fixing that bug enabled Indian engineers to establish their credentials, and catapulted them as world leaders in addressing technology problems. Alphabet, Microsoft, IBM, and Adobe are all headed by India-born engineers today.

• Vijay Govindarajan is the Coxe Distinguished Professor at Dartmouth College’s Tuck School of Business, an executive fellow at Harvard Business School, and faculty partner at the Silicon Valley incubator Mach 49. He is a New York Times and Wall Street Journal bestselling author. His latest book is Fusion Strategy: How Real-Time Data and AI Will Power the Industrial Future . His Harvard Business Review articles “ Engineering Reverse Innovations ” and “ Stop the Innovation Wars ” won McKinsey Awards for best article published in HBR. His HBR articles “ How GE Is Disrupting Itself ” and “ The CEO’s Role in Business Model Reinvention ” are HBR all-time top-50 bestsellers. Follow him on LinkedIn . vgovindarajan
• Anup Srivastava holds Canada Research Chair in Accounting, Decision Making, and Capital Markets and is a full professor at Haskayne School of Business, University of Calgary. In a series of HBR articles, he examines the management implications of digital disruption. He specializes in the valuation and financial reporting challenges of digital companies. Follow Anup on  LinkedIn .

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With Online Learning, ‘Let’s Take a Breath and See What Worked and Didn’t Work’

The massive expansion of online higher education created a worldwide laboratory to finally assess its value and its future.

By Jon Marcus

This article is part of our Learning special report about how the pandemic has continued to change how we approach education.

Kameshwari Shankar watched for years as college and university courses were increasingly taught online instead of face to face, but without a definitive way of understanding which students benefited the most from them, or what if anything they learned.

As an associate professor of economics at City College in New York, Dr. Shankar knew that one of the most important requirements of scientific research was often missing from studies of the effectiveness of online higher education: a control group.

Then came the Covid-19 pandemic, forcing almost everyone on earth online and creating a randomized trial on a planetary scale with a control group so big, it was a researcher’s wildest dream.

“The pandemic and the lockdown — that’s a great natural experiment,” said Dr. Shankar. A study she co-authored called it “a gold mine of evidence.”

Now the results of this experiment are starting to come in. They suggest that online higher education may work better than prepandemic research suggested, and that it is evolving decisively toward a combination of in-person and online, or “blended,” classes.

“For two years we’ve had sort of a petri dish of experimenting with learning online,” said Anant Agarwal, chief platform officer of the online program management company 2U and former CEO of edX, the online provider created by the Massachusetts Institute of Technology and Harvard and sold last year to 2U for $800 million. “Now people are sitting down and saying, ‘Let’s take a breath. Let’s see what worked and didn’t work.’ ”

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When you consider how long classical education has been around (thousands of years), Logos Online School is new to the game. However, we have been at the forefront of the resurgence of the classical and Christian education movement for almost forty years—before the internet was even a thing. It all began in 1981. The setting was a little town called Moscow in northern Idaho. A handful of educational pioneers, armed only with faith and an essay written by Dorothy Sayers , opened the doors of Logos School in the hopes of providing a Christian and classical education for their children. Ten years after those first students entered Logos School, one of the school’s founding fathers, Douglas Wilson , was asked by Crossway Publisher to write a book on Christian education. Recovering the Lost Tools of Learning was published in 1991. The book explained the need for Christian and classical education and introduced Logos School to the world. Classical Christian schools sprang up around the nation, and homeschoolers also began to apply the same principles in their endeavors. Organizations such as Veritas Press, Classical Conversations, and Memoria Press, used Recovering the Lost Tools of Learning as a sort of handbook and got to work figuring out how to apply the ancient educational philosophy in today's culture. Soon parents, schools, and homeschoolers began contacting Logos School, asking for their unique materials. Logos Press was created to meet the growing demand. As technology changed and the internet became a part of the fabric of our culture, the demand for online Christian and classical education was felt, and Logos Online School was founded by Dr. Larry Stephenson in 2012.

Our Mission

Logos Online School exists to support parents in their biblical responsibility to train up their children in the nurture and admonition of the Lord. To this end, we provide a Christ-centered classical education for grades 7 through 12 that is convenient, affordable, and accredited. Our school motto is "Acta Non Verba," which means "Actions Not Words." Dr. Stephenson's inspiration for our motto comes from James 1:22-25, which tells us not just to be hearers of the word, but to be doers. This is our vision for our students: that they take the knowledge of God, His Word, and His world from their years with us and internalize it, working it out in every area of their lives. Watch Dr. Stephenson talk more about it.

Our Parents

We aim to cultivate in our parents a sense of responsibility for the school; to see them well informed about the goals of our classical and Christ-centered approach. We desire them to grow with the school, involved in and excited about the journey. We aim to help them to follow biblical principles in addressing concerns, to be inclined to hearing both sides of a story before rendering a verdict, and to embrace the Scripture’s injunctions to encourage and stir up one another to love and good works. 

Our Students

We aim to graduate young men and women who think clearly and listen carefully with discernment and understanding; who reason persuasively and articulate precisely; who are capable of evaluating their entire range of experience in the light of the Scriptures; and who do so with eagerness in joyful submission to God. We desire they have a heart for the lost and the courage to seek to dissuade those who are stumbling towards destruction; that they distinguish real religion from religion in form only; and that they possess the former, knowing and loving the Lord Jesus Christ. 

Our Teachers

We desire our instructors to be professional and diligent in their work, gifted in teaching, loving their students and their subjects. We desire they clearly understand classical education, how it works in their online classroom and how their work fits into the whole; that they possess a lifelong hunger to learn and grow; and that they have opportunity to be refreshed and renewed. We look to see them mature in Christ, growing in the knowledge of God, their own children walking with the Lord.

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Meet the Team

"Logos Online School instructors are highly qualified… they go above and beyond to make themselves available to my sons when they have had questions or problems with their assignments, even after classroom hours." - Karen Stafford, LOS Parent

Administration

Dr. Larry Stephenson

Owner and Superintendent

Dr. Larry Stephenson has spent over thirty years in educational administration and has earned a BS in Education, with Math as a teaching field, as well as a Masters and a Doctorate in Educational Administration. He is the owner of Logos Online School, and the previous superintendent of Logos School in Moscow, Idaho. He has served on the national ACCS Board, has been an ACCS accreditor, and is the author of two books: The Administrator’s Handbook and The College Advising Handbook for Administrators and Parents. His desire is to facilitate excellent classical, Christian schooling for every family that desires it for their children. Besides being a curriculum wonk, Dr. Stephenson has an extensive background in athletics that culminated with being drafted by the Memphis Showboats and attending training camp on contract with the Kansas City Chiefs in 1985 as a quarterback. He has since successfully coached several sports but spends what free time he has now completing home remodeling projects, grilling for his family, playing board games with his grandchildren, and golfing. He and his wife, Kelly, have been married for forty years, and have three daughters, a son, and ten grandchildren.

Mrs. Sandy Belschner

Assistant Superintendent

I'm an Okie. If you know your history, that used to be a derogatory term. But "I'm proud to be an Okie..." (as the song goes). My great-great-grandfather staked his claim to our land during the Oklahoma Land Rush, and most of my family did not leave during the Dust Bowl. I grew up going to church and singing Southern Gospel music alongside three generations of Okies. After earning a B.S. in Business Communications at Missouri State University in 1988, I married a handsome, baseball-playing Texan who boldly stated that we would live in the Lone Star State for the rest of our lives. But after the Lord changed his heart of stone into a heart of flesh (for real), baseball was no longer the guiding force in our lives, and a career-change into the U.S. Air Force started our growing family on an amazing adventure. We started homeschooling that same year. As Brent was pinning on his first gold bar as Second Lieutenant, I was trying to figure out how to teach my oldest how to read. We homeschooled for the entire time we were in the military, topping out our family with seven fantastic kids - four boys and three girls. Eventually we sent our firstborn off to college in Moscow, Idaho while we were living in Germany. In 2008, we said goodbye to military life, hoping to plant the rest of our family in Moscow, too. All the folks back in Oklahoma and Texas really had a hard time understanding this one...until they came to visit and saw this amazing Christian community in person. Over the next decade,  some of the Belschner kids would attend and graduate from Logos School (the original brick and mortar one), while others would continue their studies at home with Logos Online School. During all this, I would teach at Logos, develop curriculum for Logos Press, and help launch the online school.  And did I mention the grandkids? Fifteen and counting! Of course, I also get to serve the many Logos Online families who are on this same, crazy homeschool adventure. When you call, be sure and settle in with your list of questions and a cup of coffee - I can’t wait to hear your story!

Mr. Brent Belschner

Dean of Academics

My educational and career journey has been very different then what I planned when I announced to my fourth grade class that I would play professional baseball. This obsession took me to a couple of colleges, eventually landing at Sam Houston State University in Huntsville, Texas. I managed to get a degree in math (and, of course, P.E.) while playing and then coaching at the college level. As we started our family in the late 80s, I was teaching math and coaching in Texas; but after seven years of this, God changed my heart and our path. From my experience teaching in the government schools, it was clear to me that “school was no place for kids” and that we needed to do something different with our family. And so we began homeschooling our oldest when he started kindergarten, not knowing anyone else crazy enough to do it, too. At about the same time, I realized I needed a new career. The Air Force liked my math and athletic abilities which got me in the door of their Officer Training Program as an "old man" of 32 years. Our family continued to grow, and our homeschool became a worldwide adventure. I was honored to serve in the Air Force for 14 years, rising to the rank of Major and picking up a Master's degree along the way. We moved to Moscow, Idaho when I separated from the military and I worked for Economic Modeling Specialist International (EMSI) before joining Logos Online full time. My lovely wife, Sandy, and I have seven kids, ranging in age from 36 down to 18. We also have a bazillion grandkids! God has been gracious to us throughout our 26-year homeschool journey to educate our children in the nurture and admonition of the Lord. Back in the day, homeschool resources were nowhere near what they are now. We would have been very grateful for an option like Logos Online School.

Mrs. Anita Harkness

Customer Service

Hello my name is Anita Harkness. I grew up in a small town in southwest Michigan where I attended a Christian private school. The same school where I met my husband, Nick. We’ve been married for 21 years. In addition to being a wife, I am also a mother to 4 sons. We have been homeschooling for 13 years. 5 of those years with LOS. Our oldest graduated last spring. We have 2 sons currently attending LOS while I homeschool our youngest independently until he is old enough to jump into LOS with his brothers. We moved to Idaho in 2019. That’s when I began to work on staff at LOS. I was already being blessed by the program so deciding to join the team was an easy decision and completely a God thing. I am so thankful for the support of other godly homeschoolers and LOS as we raise our boys to know the Lord. I look forward to being able to serve other families in the same way! 

Mrs. Darcey Doyle

Social Media Manager

Darcey Doyle grew up in the classical Christian education world at Cary Christian School in Cary, NC and Logos School in Moscow, ID. She is honored to now share the gift of Christ-centered education with families across the nation.  Darcey received her Bachelor's in Liberal Arts from New Saint Andrew's College in 2020.  Outside of work, Darcey enjoys spending time with her husband Alex, toddler Eli, family (including quite a few nieces and nephews) and friends in Moscow. She also enjoys going to the weekly local farmer's market, trips to the coast, and spending a quiet evening at home painting or with a good book.

Mrs. Kaitlyn Wright

Social Media Intern

Hello! I was born and raised in Ohio (Go Buckeyes!). My husband Caleb, myself, and our four children recently moved to Moscow, Idaho for theological and educational opportunities. We love living in Moscow and we love Logos! I am excited for the opportunity to work for Logos Online because I fully support the vision and mission. I homeschooled our oldest two children for a short time and I am well-aware of the blessing and benefit of having the support system of others pursuing like-minded education. As the Social Media Intern I hope to bless, encourage, and support the administration, faculty, parents, and students by promoting and showcasing their wonderful work to the glory of God. With small children still at home, I am so grateful to God for this opportunity that still allows me to be a keeper at home (Titus 2:5). Praise God from whom all blessings flow! My favorite activities include spending time with my family and church family, reading good books, exploring Idaho, spending time outside in the sunshine, running/walking, knitting, and cooking/baking delicious meals.

Mr. Cliff Allcorn

Integrated Humanities & Logic

Hi! My name is Mr. Cliff Allcorn. I was born in the Chicago area. I currently live in a small town in western Illinois with my wife and our three teenage boys. I have pastored in Illinois and California and also lived in Buffalo, New York. I consider myself a lifelong scholar and seeker of the truth. (Eph. 4:15). My Bachelor's degree is in history, with strong minors in philosophy and political science. I hold two Master's degrees as well, one in Biblical Studies (Moody) and one in Land Warfare (American Military University). I have further graduate work in history (Russian) and Doctoral work in Biblical Greek. I have taught at both junior colleges and a seminary (church history, presuppositional apologetics, and exegesis). I have also taught younger students at a very small private school. I enjoy fishing, gaming, and supporting my kids in martial arts. My wife is also a teacher, and you can frequently find the two of us engaged in lively discussions about theological issues. I look forward to teaching your children to study and discover truth for themselves. Logos Online School is the school I wish I had been able to attend as a young adult. Through our studies of humanities and logic, I know your student will be challenged and inspired to understand the amazing truths about our Sovereign God.

Mr. Michael Belch

I grew up in Venezuela as the child of missionary parents. There, I developed a love for Spanish and for Spanish-speaking culture. However, I did not gain fluency until my high school Spanish teacher forced us to learn the language at a more academic level. I returned to the U.S. for college and attended Eastern Washington University where I studied Government, Spanish, and English. During college I met the woman who became my wife. We married and had three children. During that time, I returned to the university where I earned an MFA in Creative Writing. At that point, God redirected me from a potential career in politics or teaching at a community college. Instead, he led us to move to Taiwan where I taught English and Spanish at Morrison Academy, an international school for missionary children and English-speaking foreigners in Taiwan. We also worked with another missionary family to plant a church there. After six years in Taiwan, we returned to the U.S. and settled in central Texas. Here, we have homeschooled our three children and my wife also works as a nurse. I saw first-hand how good teachers could motivate me to learn and do more than I originally thought I could. I also learned how we can understand our Christian worldview more deeply when we see who God is and what he has done through our various areas of study. By God's grace, I now work to help my students learn much about English, Spanish, and the God who spoke to us in the beginning and continues to speak to us now.

Rev. Jason Biette

Rev. Jason Biette and his wife Jessica were married in 2004. They have three daughters: Ruthie, Phoebe, and Mabel, and two sons, Josiah and Boaz. He enjoys hunting, fishing, firearms, archery, camping, and most outdoor activities. He especially enjoys doing these things with his family. Jason grew up in Troy, New York. He received his undergraduate degree at Geneva College in Biology with a minor in Chemistry in 2001. He has taught for 22 years, focusing on science to 7th – 12th graders, as well as Biology, Anatomy and Physiology, Pharmacology, and Biomedical Ethics to nursing, medical assistant, and massage therapy students. Jason also recently spent a year studying at the Theopolis Institute in Birmingham, Alabama, and was named a Fellow after completing the Fellowship program. He has taken classes at Covenant Theological Seminary, Reformed Theological Seminary, and Whitefield Theological Seminary, and has a master’s degree in Pastoral Counseling from Liberty Baptist Theological Seminary. Rev. Jason Biette has pastored several churches both in the Federation of Reformed Churches and the Communion of Reformed Evangelical Churches, most recently Covenant Reformed Church of Fairbanks, AK, a mission church in the Communion of Reformed Evangelical Churches. He took his first call as an Associate Pastor in a small church in Winchester, VA, and served as pastor of his home church, Oakwood Bible Church (CREC) for nearly five years between 2009 and 2014. In the summer of 2014, he moved his family to the little town of Fork Union, VA where he took a position as a science teacher at Fork Union Military Academy. Outside of the classroom, he enjoyed assisting the Rifle Team and spending many hours as a pastoral counselor to the young men at the school. After serving the congregation of Covenant Reformed Church as their Interim Pastor during the summer of 2018, he and his family moved to Fairbanks in June of 2019 to take the call to be their full-time pastor. Jason's daughters have attended Logos Online for a couple years now, and he is excited to be a part of the Logos Online community.   

Mr. Logan Brown

Math and Science

I was born and raised in Eastern New Mexico. My wife and I are raising our four children in the same town I grew up in. I went to college at Eastern New Mexico University where I received my bachelor’s degree in biology with an emphasis in pre-medicine, and master’s degree in secondary education. My mom has a video of me in elementary school answering the question: What do you want to be when you grow up? I answered, I wanted to be a teacher or a doctor. Here I am, I’ve been a teacher for the past eleven years! I have taught most of the sciences for high school, including biology, anatomy and physiology, physical science, chemistry, earth science, and astronomy. I am constantly amazed and in awe of the Grace of God. I came to the reformed faith later in life and it has blessed my family and my marriage in more ways than I can describe. I have had the privilege of volunteering at an abortion abolitionist outreach ministry for 3 years now. It’s a very hard and taxing ministry, but very rewarding every time an unborn image bearer of God is rescued from being led to the slaughter (Proverbs 24:11-12) [glory be to God and God alone]. Along with pleading for the lives of the unborn, we boldly declare the gospel to mothers seeking abortion, come alongside them, and support those in financial need. Through this ministry, I am constantly reminded of two things: (1) the total depravity of man that exists outside of the Grace of God and (2) Christ is eager and able to forgive all sinners, no matter what they have done if they repent and turn to Him as Lord and Savior. When I am not teaching or doing ministry work, I enjoy spending time with my wife, kids, and my church family. My family enjoys playing board games and card games together. We enjoy going hunting, hiking, and camping. Through the years I have also coached tennis and soccer. My favorite sport is tennis, which I have played/coached for over 20 years. I have recently gotten into pickleball and enjoy playing it with my family (or anyone else that I can get to play). I also enjoy riding motorcycles occasionally, though I don’t own my own right now. NO RETREAT. NO SURRENDER. MAY THE KINGDOM OF GOD PREVAIL!

Dr. Joe Carlson

Integrated Humanities

Hello! I was born in Santa Cruz, California, in the ancient redwood forests that breathe in the magical coastal fog. My wife and I graduated from New St Andrews way, way back in 2005. Since then I have been a director of operations for a small family of coffee shops, a preaching and teaching elder at the church my wife and I grew up in, and, most recently, a doctoral student. I received my MA in Humanities from the University of Dallas in 2021, and completed my coursework for my PhD in Literature from UD in 2024. I am the author of the Dante Curriculum, which includes an original blank verse translation of the entire Divine Comedy, as well as Reader's Guides, teacher resources, an interlinear translation, and an extensive video lecture series. As of the summer of '24, my wife, our 7 year old son, and I will be living in Moscow once again, after a near 20 year absence. I love discovering the riches of Christ's beauty and magnificence in works of literature and in the poem God Himself has been telling us since the world was new born. I look forward to discovering the same with you all!

Mr. Aiden Dixon

My name is Aidan Dixon. I grew up in Sandpoint, Idaho at the junction of the Selkirk, Cabinet, and Bitterroot mountain ranges. Following an enlistment in the Marine Corps, I graduated from New Saint Andrews College and am currently working my way through a master’s program at Hillsdale College’s Van Andel School of Statesmanship. I am married, with one daughter, and currently live in Hillsdale, MI

Mrs. Jemima Dixon

Logic and Integrated Humanities

Hello! My name is Jemima Dixon. I was born and raised in Moscow, Idaho, but have lived briefly in the UK and am currently living in Michigan while my husband completes his masters degree. I have a Bachelor's in Liberal Arts and Culture from New Saint Andrews College and a Certificate of Cuisine from Le Cordon Bleu Culinary School. I'm excited to start my second year at Logos Online!

Mr. Sean Doyle

I come from a Navy family, so I grew up in several different places. I was born on the island of Oahu, Hawaii, but I spent the majority my early childhood in Columbia, Maryland, and Naples, Italy. Living in Italy, I got to see the history of the ancient world, the Renaissance, and more in person by traveling around Europe. These experiences left me with a love for travel, art, and history. After Italy, we moved to Virginia Beach during my preteen years and then returned to Hawaii where I spent all of high school. While I was in college, my dad retired from the Navy, so he and my mom moved from Hawaii to Moscow, Idaho, where my older siblings had already gotten married and settled down. In middle and high school, I took classes through online classical Christian schools. I am very thankful for my education because it pushed me to develop strong language skills and critical thinking. These skills proved to be crucial once I got to college. I started attending The Master's University in 2020. I chose this school because of its commitment to the truth of Scripture and the authority of Christ, which helped me grow in faith and in understanding God's word while I pursued my degree in Marketing Media. I also took advantage of several extra-curricular opportunities, including the university theatre program, the school choir, and a two-week study abroad traveling through Greece and Turkey along the paths that Paul took. I graduated in May of 2024, and I am extremely thankful to God for all the ways that he used my time at TMU to encourage, grow, and challenge me. Now that I have finished my time at university, I am very grateful for the opportunity to teach at Logos Online School. It gives me a lot of comfort knowing I am working in an organization of people with whom I share a common faith and who will strive to glorify God and push me to do the same.

Mrs. Sara Enns

I grew up in Southern Ontario, Canada and always loved math. I would even make up questions for myself for fun. I graduated with a BSc in Math from Brock University. It is amazing to see how math describes God's creation. There is much proclaiming His glory! After graduation, I got married to my amazing husband and became a mom to five great kids. Amongst raising my children, I also tutored and taught homeschool co-op classes over the years. We now live in a small town a couple hours outside Ottawa, Canada's capital. I continue to homeschool my own kids and enjoy working on our hobby farm either in the garden or watching my chickens. I'm looking forward to sharing my love of math with the students at LOS!

Dr. Hillary Glauser-Patton

Biology, Lead Teacher

I grew up in St. Joseph, Missouri, which is a bit north of Kansas City, and graduated from Central High School there. I was a kiddo who loved science from the start. By the grace of God, I was blessed to grow up in a Christian home, hearing the gospel and coming to know the Lord Jesus Christ. I attended Southwest Baptist University where I earned a BS in biology. Then, I attended Iowa State University, where I was involved in some cool (ha!) Antarctic research. I earned a M.S. in cell and molecular biology from Missouri State University and a Ph.D. in curriculum and instruction in science from the University of Nebraska, Lincoln. I deeply enjoyed the opportunity to be a science professor at Southwest Baptist University for 18 years and taught a large variety of courses. I am totally delighted about my current call to teach for Logos Christian School and I aim to, with joy, behold the glory of God in science alongside my students. I live in the Missouri Ozarks with my husband, five children, and a passel of pets. I love my family and my people, and I enjoy being outdoors, reading books, taking long walks and drinking good coffee.

Mr. James Goode

Integrated Humanities, and Writing Elective

Howdy! I'm a Texas boy who's wound up far away from the promised land. While I was born in Houston, my father was an Army chaplain and we moved eleven places over the next 22 years of my life-- everywhere from Germany to Washington D.C.! It kept the homeschooling career of me and my nine siblings exciting. There's nothing quite like studying westward expansion by accidentally getting lost on vacation in the Big Bend in a fifteen passenger van with the A/C out! I finally left home to attend Texas A&M (and ROTC) for three semesters, but was forced to leave as the Iraq drawdown cut requirements for officers. I then decided to venture into the strange, new world of classical learning at New Saint Andrews College in Moscow, Idaho. Here I found other bookworms, folks who could argue about the finer points of Plato, Herodotus, or Augustine, and then go play a rousing game of frisbee afterward. I married a wonderful woman who loved all these things, too, and together we planted roots in our new home. Just like that, I have been in Idaho's panhandle longer than any other place in my life. As for flavors of interest, I'm a history nut--anything old will do, although the American wars probably take precedence. I'm firmly committed to chasing the dream that someday I will read every book on my (currently) six bookshelves. I love walking, equally content with roaming the wilderness or sauntering through a picturesque downtown with my walking stick. When there's a theater production near me, I will find it and worm my way into it. If you really get to know me, you'll find out that I'm a bit of a superhero/Star Wars nerd. I worked a night job in a 24-hour grocery store for three years to get through college, so I always have a good anecdote at parties. And I love teaching.

Mrs. Molly Goode

I grew up in the beautiful countryside of Maryland. I was homeschooled with five brothers—who made sure I perfected the art of swinging a baseball bat left-handed. My mother taught me to love books by reading to me from a young age. My father taught me to love pastoral ministry by involving our whole family in his calling of pastoral work. When I turned 11 my family moved to southern Oregon, where we found a wonderful community of Christian homeschoolers. After completing my high school education, I moved to Moscow, Idaho to attend New Saint Andrews College. I graduated from New Saint Andrews College with a BA in Liberal Arts and Culture in 2017. I married my wonderful, Texas-born, husband, James, in 2020, and we live in Moscow with many of our siblings. In my free time I enjoy reading, singing in church choir, taking walks with my husband, and spending time with my family.  ☆ Mrs. Goode has taught for Logos Online for 5+ years.

Mr. Jeff Harlow

Science, Logic, Math, and Integrated Humanities

My name is Jeff Harlow. My wife Lori and I homeschooled our two children through their high school education and have been blessed to watch them grow into faithful adults (now 36 and 32 respectively). We now live in Moscow, ID near to our youngest son and his family. My wife and I came to an appreciation of classical education late in our homeschooling. After our children graduated we have been delighted to encourage many families and their children in Christian and classical education. I received my undergraduate education at Lily Bible School in Mackinaw, IL and have a Master's Degree in Theological Studies from Whitefield Theological Seminary in Lakeland, FL. I was blessed to have been raised by faithful Christian parents, through whose diligent efforts I was launched from an early age into a lifetime of service to the Body of Christ. I have served as a pastor and church planter. I have also worked with several classical Christian Schools as a teacher, a tutor, a chaplain, and a headmaster. I delight to demonstrate to young people the ways in which the Lordship of Jesus Christ may and ought to be integrated into all learning. For education is, I believe, entirely incomplete where all learning is not founded upon the rock that is Christ. It is my great joy to join godly parents in their work of training up their children in service of the Triune God and in preparation for a life of maturity and faithfulness to our Lord Jesus.

Mrs. Mandy Hedderly

Upper Level Math, Lead Teacher

Hi! I'm so excited to be on the Logos Online team! I live in Belton, Texas, which is smack-dab in the middle of this big ol’ state. I married my ruggedly handsome husband in 2002. We have four kids, which is something I never thought I'd say, but God’s plans are always better than my own and I am loving every minute of it :-) I have a Bachelor of Science in Architecture from the University of Texas at Arlington. I worked in architecture until God directed my path to family life and teaching. I have taught and tutored math at a local college and private school. I jumped onboard teaching math with Logos Online School many years ago and have loved it ever since! Whether you love math or find it to be incredibly intimidating, I can meet you where you are and walk with you to the next level. I am overflowing with math-y goodness and I can't wait to share my enthusiasm for teaching and learning about this wonderful subject with you! Non-math related facts about me: I play tennis, am a CrossFit trainer, and enjoy a good pun ("Math Thought Thursdays" have become a legendary event). I’m looking forward to seeing you in class! Together, we can put the fun in functions! ☆ Mrs. Hedderly has taught for Logos Online for 5+ years.

Mr. Joshua Howell

I am from the Midwest, born in the suburbs of Chicago, but also lived in Missouri and Oklahoma for some time. My interest in mathematics was first piqued in adolescence. As a middle school student, I thought patterns were amazing and spent many hours on different numerical patterns and sequences trying to find the next number. I enjoyed working with puzzles like sudoku, pascal’s triangle, and calculating the nth term of Fibonacci. I later took an Intro to Number Theory class where we spent some time working with elementary cryptology and relationships within math. I was homeschooled, until attending Missouri State University and receiving two Associate degrees. After graduation, I worked for MSU-WP in the math department as a Teaching Assistant and Supplemental Instructor. I completed a BS from Indiana University East online while employed at MSU-WP. I am currently pursuing a graduate degree in mathematics. While studying math, I loved the lightbulb moments after searching for a solution for hours, or finding problem-causing errors in my proof. It was like solving a puzzle, and finally fitting the pieces together gave me great satisfaction. In the tutoring lab, I worked with thousands of students and got to share those aha moments with them. Most importantly, teaching and tutoring gave me the opportunity to get to know students, come alongside them, and help them be successful in their pursuits as my teachers have done for me.

Mrs. Duffy Hummel

Integrated Humanities and English

I grew up in the Flathead Valley in Montana, my earliest and sweetest memories were wandering the mountains and building snow forts. I've always been adventurous, curious, and drawn to stories and good books, so attending college was a natural next step after high school. I graduated from Northwest University in Kirkland, Washington with a Bachelors in missions and a TESL certificate and signed up to serve a 2-year missions term in Thailand where I helped teach kids the Bible and English. After returning to the US, I was married and received my Master of Arts in Teaching to further my passion for education. I have taught many subjects, my most favorite being history and English. I now live in Portland, Oregon where I abide in Christ and seek to shine His light in this often dark (no, really, it rains an average of 150 days per year here!), but beautiful state. I love to camp, hike, read, and teach my children. There are many adventures to be had and places to explore, as we have access to the mountains, desert, and beach. After homeschooling for several years, I'm excited to be reconnected with the greater educational community and share my love of Christ and learning with the students at LOS. There is so much to learn and God is the author of it all!

Mr. Justin Kane

I love to teach! But first, some details: I've lived a rich life of adventure and learning, beginning with the blessing of growing up in a Christian family. My boyhood was one of constant adventure and outdoor life in the swampy forests between Buffalo and Niagara Falls, NY. I've been to nearly every state in the nation (how does one miss South Dakota, anyhow?), and have had the blessing of traveling abroad to half a dozen wonderful countries, including Israel by myself, where for about half an hour I was the only person on earth sitting in front of the Garden Tomb in Jerusalem. I've been married to Danielle for 13 years, and we have two daughters and a newborn son. God has been kind to me, more than I could describe in a full book. As a teen, I learned the hard side of the Proverbs by running my head into the law of God as many times as I could handle before He brought me to my senses, granting me a genuine love for His Son and the gospel. Yes, the prodigals do come home, praying parents! I studied Biology and creative writing at the State University of New York in Brockport, finishing my English degree and then earning a Master of Theology degree at Northeastern Seminary. I am proficient in biblical Greek and know a generous amount of Spanish from years of using it in school and abroad. Also, my library has taken on a life of its own. Is buying another book when one has 40 in progress a sign of a great mind, or just being hopelessly Reformed? Perhaps we will never know. My teaching career began early in my adult life. While in college I was asked to lead the local Campus Crusade for Christ chapter; I have taught Sunday School, church classes in the gospels, apologetics (my wheelhouse), worldview, comparative religions, and more. I taught English to children in China for several years, then rhetoric and composition at Roberts Wesleyan University for five years. Few things bring me more joy than to connect with my students on a personal level, and to see them begin grasping and loving the subject matter. I look forward to joining your family's education work and making it memorable for your student.

Mrs. Tamara Katsacos

Hello! My name is Tamara Katsacos and I am excited to be a part of Logos Online School! I was born and raised in a small town in northeast Florida, where I still currently reside with my husband and three children. I attended the University of Florida where I received my Bachelor’s Degree in Elementary Education, and my Master’s Degree in Education. Mathematics has always been my favorite subject, so I became a certified teacher in Mathematics for grades 6-12, because I knew I wanted to share my love of math with my students! I taught in our local public school for several years, until my husband and I started our family. We have homeschooled our children since my oldest started school in 2014…and still have many more years to go! The Lord has blessed us tremendously on our homeschool journey – I’ve had the privilege of coordinating standardized testing for the homeschool students in our community and teaching at our local homeschool co-op. Outside of teaching, my husband and I are actively involved in our church. We help lead our youth group and I play the piano for worship on Sundays. We like to garden, work on home projects, and play games. I love my daily cup of coffee, chocolate, and quiet evenings at home with my family. My favorite moments are the sweet times spent with family and friends! I look forward to sharing my love of math and seeing where the Lord takes us this year!

Mrs. Karlen Kochar

Science & Math

I live in Fort Myers, Florida. I have a BS degree in physics from Stetson University and a Master’s in Religious Education from Canadian Theological College in Saskatchewan, Canada. After taking a year sabbatical it is with great anticipation that I begin a new year with Logos Online. Looking over 42 years of public school teaching, secular online teaching, and a 3-year stint with Logos has made me aware of the precious educational opportunity provided by Logos. Whether it’s physics, chemistry, math, art history, music history, or just plain history, I love learning in general and look forward to new adventures this year as I interact with the wonderful Logos students and families! ☆ Mrs. Kochar has taught for Logos Online for 5+ years.

Mr. Zachary Kwong

Science Department Chair

Hello and welcome to Logos Online School! I grew up in California, and was homeschooled for the majority of my pre-undergraduate years before graduating in 2012 from Wheaton College in Illinois with a B.S. in physics. I first entered teaching because I loved helping students “get it.” I joined Logos Online School in the 2014-15 academic year, and enjoy creating applicable and authentic connections between the sciences and students’ lives, a challenge as some concepts can seem abstract and not significant to everyday life. Earning my M.A. in Integrative Science, Technology, Engineering, and Math Education (I-STEM) from Virginia Tech in 2017 gave me a much deeper understanding and approach for my craft. I continually strive to design assignments and lessons which present students with authentic contexts for science content. I am very interested in learning the best way to teach students how to learn and seek to hone my craft with the best research-based teaching practices and classroom management procedures. I enjoy every discipline, and learning in general, and I look forward to sharing my wonder and excitement over God's creation with my students. Currently, I live with my wife Hannah, two sons Matthew and Tristan, and daughter Elysia in Salem, Virginia. ★ Mr. Kwong has taught for Logos Online for 10+ years.

Mrs. Mary-Margaret Larson

I was raised by faithful Christian parents who taught me to love the gospel and to love people. My brother and I grew up in New Zealand, Ohio, and Vermont where we attended Christian schools, public schools, and homeschool. In 2004, I received an A.A. in Biblical Studies from Briercrest Bible College in Saskatchewan, Canada. I live in picturesque Vermont with my true love, Eric, and our five children ages 12-20. Presently, our older sons are enrolled at Boyce College and Cedarville University, and our two daughters are thriving at Logos Online School. We homeschool our youngest son who navigates his developmental disability with an exuberance for life that is unrivaled! In my early 20s, God opened my eyes to see the severity of my sin and redeemed me through the marvelous grace of Jesus. We love our thriving reformed church in rural Vermont where my husband serves as an elder and I sing on the worship team. Teaching our children has allowed me to further my own education! During our 13 years with Classical Conversations, I directed and tutored many levels using curricula such as Henle Latin, The Lost Tools of Writing, and Institutes of Excellence in Writing. In addition, I benefited from ongoing training in classical pedagogy provided by CC, IEW, and CiRCE Institute. I love camping at Vermont State Parks, relishing in the works of Charles Spurgeon, eating popcorn, playing Scrabble, listening to music by Andrew Peterson, and diagramming sentences with a well-sharpened Ticonderoga pencil. As a teacher, it is my joy to learn alongside my students. I strive to enthusiastically support students and families however I am able. Whether you are new to Logos Online or a seasoned LOS family, I look forward to meeting you!

Mrs. Cheri Lawler

My husband, Rob, and I are blessed with seven children, three of whom currently attend LOS. Our oldest daughter, Autumn, graduated from LOS in 2016 when the school was new. Then followed our author daughter, Caitlyn D. , who muses that having been encouraged to THINK in this school, she cannot now break from the habit as she goes out into the world. If you attend one of my classes, you may get to know our youngest child, Meadow, age 9, who homeschools with me and is quick to make friends. I grew up in the countryside of Astoria, OR where I wandered a safe and quiet neighborhood, sometimes composing poetry or catching frogs and other times entertaining the elderly neighbors who relished my attention. After high school, I traveled to Nampa, Idaho and graduated from Northwest Nazarene College where I received a B. A. in Education as well as a home with my handsome soccer playing husband. Through the years, we were blessed with 5 daughters and 2 sons, many of whom have or still do play soccer, and my career as a homeschool mom was firmly established. We were introduced to the classical, Christian model of education when Autumn attended Logos' Moscow, ID campus for 2nd and 3rd grade. As a Foundations tutor in Classical Conversations, I continued to study & consider the trivium and reformulate what I believe about God's design for learning. By God's great grace, I make room to read and sing, write and proofread, and linger barefoot in the garden. I am fond of meaningful song and quote and theatre. Hind’s Feet on High Places,  by Hannah Hurnard, and the Mitford series, by Jan Karon,are two favorite re-reads. I finally took the time to wander the little paths and broad roads through Middle - earth in Tolkien's The Lord of the Rings and am a better person because of it. I also overcame C. S. Lewis' Space Trilogy, delighting in the mysteries to ponder.

Mr. Jacob Litwin

Lead Teacher, Integrated Humanities III & IV

I was born and raised in Southern California. By the grace of God, I heard the gospel when I was 16 years old and came to know the Lord Jesus Christ. I went on to receive my Bachelor’s Degree in Biblical Studies (with an emphasis in Christian Education) from The Master’s University in Santa Clarita, California. I met my beautiful wife, Elrica Litwin, in college and got married on December 29th, 2018. The Lord has now blessed us with two kids, Selah and Noah Litwin.  I have three years of teaching experience in Integrated Humanities, Apologetics, and English Literature. On the side, I do brand building and social media marketing for small businesses. Outside of teaching, I enjoy playing guitar, watching movies, reading, playing board games, and traveling.

Mr. Bruce Lorenzana

Integrated Humanities, Apologetics, English, & Latin 

I was born in New York City and was raised, along with my four sisters, by my noble, hispanic parents in central Florida. After almost two years of arduous struggles with doubt, I came to saving faith at 15-years-old. My pursuit of Christ went on to be greatly nourished and fortified by the classical education that my parents graciously provided me with from middle school to my last year of high school. After graduating high school (Veritas Scholars Academy, class of 2019), I was blessed to receive a full-ride scholarship to attend New Saint Andrew’s College in Moscow, Idaho. I graduated cum laude from NSA with a B. A. in Liberal Arts and Culture in the spring of 2023. Currently, I am pursuing an M. A. in Theology and Letters at NSA while teaching Latin and Ancient Greek at the Ancient Language Institute. Through my teaching, I intend to give students what I have received from these ten years of studying the tradition of Western wisdom: a complete enchantment with the truth, goodness, and beauty that our Triune God has woven throughout this created reality that we indwell. I consider it the teacher’s responsibility to facilitate students’ encounters with truth, goodness, and beauty, so that their souls would grow in holiness towards God. The times when I feel most like an aristocrat are when I am reading the poetry of Jorge Luis Borges, polishing aphorisms, training in muay thai, practicing cello, or speaking in Ancient Greek with my incomparably glorious wife.

Mr. George Luke

Logic, and Integrated Humanities

Hello and welcome to Logos Online School! I grew up in Illinois, and went to Vanderbilt University in Nashville, where I received a B.S. in Child Studies. I received my M.A. from Bethlehem Seminary in Minneapolis, and studied the Reformed tradition via Christ Church's Greyfriars program. Mr. Solgos, my middle school teacher, was a Christian who could wax eloquent on C.S. Lewis, stained glass windows, geometry, and how to clean a messy locker. He was like Atticus Finch to me: wicked smart, a good story teller, and above all, a consistently Christian man. He made me want to be like him. Good teachers leave you knowing they love you, and that their wisdom to you is a gift from our God. I want to be the kind of teacher who can not only tell you the airspeed velocity of an unladen swallow (African or European), or warn you away from getting in to land wars in Asia, but also leave rejoicing in Jesus as the culmination and foundation of everything good, true, and beautiful (even in the three movies I referenced above). I intend to leave you asking "by what standard" to everyone we read, to say quite a few quotable things I will immediately forget that I hope will make you laugh, and to take Plato seriously but not worship him. In light of our indwelling sin, our finitude, our common sainthood, and the reality of the natural revelation constantly speaking about God, we live entirely dependent on God's love for us, and his Scriptural self-disclosure to see past the blurry outlines of truth. By faith, we seek true understanding. I look forward to marveling at God’s work in Humanities and Logic with you! I live in Moscow, Idaho with my true love, Joelle, and our two “teaching assistants," Devorah and Samson.

Mrs. Sarah McElroy

Hi! My name is Sarah McElroy! I hold a Bachelor of Science in Education (Mathematics) from Pittsburg State University. I was born and raised a Kansas flatlander, but seeking adventure, I moved to St. Mary’s, Alaska, to teach after college. St. Mary’s is a remote native village off the road system. It was quite an experience for a Kansas girl fresh out of college. After two years in “the bush,” I moved to Anchorage, where I taught high school math for 5 years. It was in Anchorage that two life-changing events occurred. First, God graciously drew me to Himself, and I became a Christian. Second, I met and married a paratrooper stationed at Ft. Richardson, Alaska. My husband Alan and I have been married for ten years. We have four children, with a fifth on the way! After leaving the army, my husband completed seminary and was called to pastor in the island community of Ketchikan, Alaska. We love living in Alaska! While in Alaska, I have attended a moose hunt and sampled food like seal and whale blubber. Although we don’t have many amenities and restaurants, I’ve become accustomed to cooking fish and chips and salmon burgers. I enjoy hiking in the mountains with my family and our dog Paddington, knitting, and exploring tidal pools with my children as part of our unique homeschool adventures. I am grateful for the grace God has shown me. Along with raising my children and using my gifts in the local church, I want to teach math to the glory of God.

Mr. Scott McQuinn

Biblical Hebrew

I am the blessed husband of Vanessa and father of seven image bearers (all 11 and under), which means my life is full of goodness from the Lord! Our days are filled with homeschooling our children, exploring the outdoors, reading books together, creating and building, gardening, raising chickens, and making music. I love children and firmly believe that, “like arrows in the hand of a warrior” (Ps 127:3–5), God uses them “to still the enemy and avenger” (Ps 8:2) and establish his kingdom. They’re also really funny! I was born and raised in Kansas, though I’ve now lived in Wisconsin, Minnesota, California, and Kentucky, studying at various institutions, striving to sharpen my mind and enlarge my heart by sitting under godly thinkers. I received a B.A. in Biblical Languages (Northland International University), an M.Div. in Biblical Exegesis (Bethlehem Seminary), an M.A. in Ancient Language Acquisition (Fresno Pacific University), and a Th.M. in Old Testament/Septuagint (Southern Seminary). I have studied a handful of ancient languages and have developed a measure of spoken fluency in both Hebrew and Greek through my involvement with the Biblical Language Center (BLC), which began with a six-week intensive Hebrew course in Israel in 2011. Over the years God has opened many doors for me to gain extensive experience teaching Hebrew and Greek as living languages (i.e., “immersion”) at church-based institutes, universities, seminaries, Bible translation organizations, and BLC, for whom I have been teaching and developing curricula since 2014. I’ve taught men and women, young and old, students and professors, and Bible translators/consultants from many different countries, and it is a joy to see people of all types engage God’s Word in a deeper, more intimate way through reading it in its original languages! I also had the privilege to teach Greek and Integrated Humanities (Omnibus I Primary and IV Secondary) for another online classical Christian school for two years. I absolutely love discussing great ideas from the Great Books through the lens of the Greatest Book, for it helps to order our affections—that is, to love what ought to be loved and to hate what ought to be hated. I look forward, Lord willing, to being a tool used by God to sharpen your child, and to create a sense of wide-eyed wonder in God’s spoken world!

Mr. Knox Merkle

Latin, and NT Greek

I have lived in Moscow, ID, since I was born. I am a 2017 alumnus of Logos School and a 2021 alumnus of New Saint Andrews College, graduating with a BA of liberal arts and a certificate of music. I am currently pursuing an MA in theology from New Saint Andrews, am a student in the Greyfriars ministerial training program, and lead singing at Christ Church's downtown services in Moscow.

Mr. Landon Miller

Hello! I was born in Florida and raised in South Carolina and Virginia. My lovely wife Julia and I were raised in Christian families that settled in southwestern Virginia when we were both around ten years old. We were married in 2015 and have four daughters and one son (Jenna, Novia, Anniston, Atalia, and Lucas) ages six to zero. For theological and educational reasons, we moved to Moscow, Idaho in the summer of 2021, where we currently live. I realized that I loved teaching while teaching ESL n western China in 2012. I earned an Associates in Teacher Apprenticing from Faith Builders Educational Programs, and taught and operated as principal at our small church-school for eight years. Over the years, I have taught a little bit of everything at the junior high and high school levels, including math, language, literature, science, history, Bible, and music. I know what it's like to struggle with math, which I did until junior high. Surprisingly, it was Algebra 1 that finally lit my enthusiasm for math. Since then, I've enjoyed the challenge and consistency of math, and I especially love discovering why mathematical operations work the way that they do. I’m excited to begin my second year with Logos Online School!

Mrs. Karen Mondoy

Spanish, Lead Teacher

Karen is a native Texan who was born and raised in Abilene, Texas. After graduating  from Hardin-Simmons University with a degree in Elementary Education and Spanish, she moved to Fort Worth, Texas. She met her husband, Patrick Mondoy, who had moved to Fort Worth after growing up in Hawaii, and they celebrated their 39th wedding anniversary in May of 2021. God blessed them with three wonderful, Christ-following daughters and five of the most amazing and beautiful grandchildren around. Karen taught high school Spanish for 17 years at Trinity Christian Academy in Willow Park, Texas. God has given her a great love for the Spanish language and for the students  that she has had the opportunity to teach. Being able to see a teenager understand the importance of learning and using another language for God’s Kingdom has been a great blessing in her life. Karen has a great love for the family and friends that the Lord has placed in her life. She is a Bible study leader at Birchman Baptist Church in Fort Worth and enjoys studying  God’s Word with other ladies. She often spends time with her grandchildren and considers being a Gramsy one of the greatest blessings that God has allowed in her life.  She also enjoys traveling, spending time with her friends, and reading a good Christian novel when time allows. Her rescue dog Remington is also a special part of her life. ☆ Mrs. Mondoy has taught for Logos Online for 5+ years.

Dr. Matthew Moravec, Ph.D.

Greetings! I live in Belton, Texas, with my wife and three children. Although I’ve enjoyed teaching for years, I was not exposed to Classical Christian education until my son began kindergarten. Seeing it firsthand left me impressed with its focus on developing a love of learning, empowering students to grow in how they reason and express themselves, and doing all of that with attention to faith-formed virtues and Christ-centered lives. After receiving an MDiv from Fuller Theological Seminary, I completed a PhD in Divinity from the University of Aberdeen in 2022; my dissertation examined the influence of the Psalms in the Gospel of Luke. I am passionate about equipping future leaders to better understand Scripture, apply its truths to their lives, and face the world—well-versed in its history and cultures—with a biblical worldview. I enjoy reading the paper, doing the WSJ Friday contest crossword puzzle with my wife, and dancing with my kids to polka music.

Mrs. Lisa Mutart

Math, and Econ./Govt.

Lisa Mutart was raised in Ketchikan, Alaska where she met her husband Jeremy. They have three kids ages 15 to 17, who also attend LOS and enjoy the online learning environment. Eager to see the world and serve his country, Jeremy joined the military, and they've spent the last 20 years serving as a military family. In 2019, they retired from military life and moved to Moscow, ID to be near family and be a part of the church community. Lisa received an AAS in Health Science from Regent University and is currently enrolled at University of Idaho majoring in Accounting and Economics. While homeschooling her children, she began teaching at many homeschool co-ops and loved every minute of encouraging young people to see God in all aspects of their education. Through her love for math and teaching, she has privately tutored high-school students and coached debate teams. Her favorite part of classical teaching is discussing and debating with students, spurring them on to love God with all their heart, soul, and mind. Lisa tutored various levels of Classical Conversations for 6 years. Through this program, she received training through the CiRCE Institute and other classical education programs. In her spare time, you would find her sipping coffee and immersed in a great book, playing a board game, or walking her dachshund Max. She is passionate about being a life-long learner, doing everything to the glory of God, and is looking forward to spurring on more students to pursue a love of learning!

Dr. Philip Olsson

Integrated Humanities Department Chair

Born and raised in Northern California, I enjoy (in no particular order) baseball, books, and Texas Hold’em. I am happily married to Heather, have seven children (along with thirteen grandchildren), and enjoy hauling our travel trailer around the beautiful state of Idaho. As for my upbringing and education, I grew up attending a Christian school in the San Francisco Bay Area. A reader of political columns in high school who had thoughts of becoming a journalist, I brought my young self to college in 1992. After trying out journalism and campus radio a bit, I realized my stronger interests were in history and philosophy and so I pursued degrees in those areas. For my efforts, they eventually sent me packing with BA and MA degrees in History, along with minors in Philosophy and Political Science. I would then return to academia a few years later and attend Claremont Graduate University in southern California, where I studied ethics (MA) and philosophy of religion (PhD) at the School of Religion. My dissertation was entitled “Timelessly Present, Compassionately Impassible: A Defense of Two Classical Divine Attributes” and can be read for free on the internet. As for work history, I’ve worn my share of hats. Roughly in chronological order, I’ve been a courier for a civil engineer, a barista, a videographer for live TV, a video-conferencing technician, a security manager, a substitute teacher, an assistant dock supervisor (transportation), a cutlery salesman, an FBI applicant (a spending freeze stopped the interview process), a teaching assistant, a CIA applicant (a variety of concerns stopped the interview process), a furniture delivery man, a part-time plumber, a part-time painter, a security alarm installer, a full-time kitchen and bath remodeler, a property manager, a member advocate for a Christian health-care sharing ministry, a freelance author, and a Christian school teacher. I have also been blessed to be ordained as a Presbyter in the Federation of Reformed Churches and as a Ruling Elder in the Presbyterian Church in America. I teach Integrated Humanities and enjoy helping students pursue excellence in their lives and work. Come and join us!

Mr. Mark Rauch

Math Department Chair

As a husband of one and father of six (one who’s with the Lord), I enjoy fulfillment during the teaching moments around the dining table and in front of the couch for evening devotions. My primary education came from Fairfield Christian Academy in Lancaster, Ohio, where my dad was the headmaster as well as the pastor of the overseeing church. I then studied electrical engineering at Ohio University (Athens, Ohio), where I aced nearly all of my college-level math classes (I had a great teacher). My attention to detail naturally compels me to scrutinize the technical aspects of written material. Upon obtaining my degree, I worked in the engineering field for eight years before pursuing a career change. I've now been with Logos Online School from their very first year. When they were just beginning, I saw my chance to jump in at a time when they needed warm bodies to fill a position. By the humor and grace of God, I am now the head of the math department here. Much grace has been extended to me by the LOS administrators and I hope I'm passing that along to my math teachers, students, and their families. This has been one of the most fulfilling jobs I've ever had. The seven hours a day that I spend teaching always fly by, whether I'm fumbling all over myself or exhibiting a quick wit that suggests I've had an unusual amount of caffeine (actually, for me, any amount of caffeine is unusual). For several years now, I've also been the sponsor of LOS's Movies & Music Club (where we usually just talk about movies). To be somewhat transparent, I'm really an entertainer at heart, so hopefully the students are having a good time while also learning about God, His Word, and His world through math. I hope you will enjoy observing me as much as I will enjoy sharing with you, and by God’s grace, we will both learn about Him together. ★  Mr. Rauch has taught for Logos Online for 10+ years.

Mrs. Lily Roberts

I grew up just south of Seattle, Washington, and attended a variety of schools, from public, to private, to classical Christian. I moved to southern California to attend Azusa Pacific University, where I met my husband. Although I studied a variety of art forms in college, my focus was in drawing and painting. I continued at Azusa Pacific to get my master’s in teaching and California teaching credential and then taught art in the California public school system. Although I learned a lot about teaching in public schools, there was a lot that frustrated me about the system and I am excited to teach in a new environment this year. I am always continuing my art practice while teaching, and I mainly work in traditional and digital illustration. I especially love working with gouache, oil pastels, and colored pencils. Last year, I completed my first children’s book illustration, which was so rewarding and fun. I now live in Dayton, Ohio, as my husband completes his residency for emergency medicine in the Air Force. We live here with our dog, Addie, and hope to have children in the future (and maybe more dogs, too). We love to be active together and enjoy camping, hiking, reading, and spending time with family.

Mrs. Zoe Roberts

Lead Teacher for English and Electives

Zoe Roberts is from Oxford, England, where she spent most of her growing up years until she moved to Moscow, Idaho to continue her studies at New Saint Andrews College. From the age of 8, when she was introduced to Latin, she has loved studying languages, especially Latin, Classical Greek, and Biblical Hebrew. She continued pursuing all three languages in her college thesis in which she analyzed in depth the Bible in its original languages, focusing, in particular, on comparing and analyzing the Latin and Greek translations of the Psalms of Ascent. Zoe completed her B.A. in Liberal Arts and Culture in 2017, and a week later she married her best friend Josiah. Since graduating she has greatly enjoyed teaching children grades 7-12 at Logos Online School and at a local homeschool co-op in Moscow, Idaho. Throughout her education, she has been privileged to have excellent teachers who instilled a love of learning in her. As she teaches, her desire is to instill a love of learning in each one of her students and to teach all her classes with Jesus Christ as the foundation and beginning of all wisdom and knowledge. When Zoe isn’t teaching, she loves reading, painting, hiking and exploring the surrounding Palouse, camping, laughing, cooking for a bunch of friends, or playing badminton with her husband. She gets excited about a good cup of tea with scones and jam, Mediterranean food, and Mexican cuisine. ☆ Mrs. Roberts has taught for Logos Online for 5+ years.

Mr. Allan Santos

Spanish 

My name is Allan. I live in Aracaju, Brazil, the city where I was born. I have been fascinated by the diversity of peoples and their languages since a young age. I studied English as a child and studied Spanish at university. I believe that learning languages ​​opens doors for us to discover new cultures and observe the glory of God through the plurality of peoples, as well as enabling us to contribute with the expansion of the Kingdom of God. My love for architecture and the arts led me to graduate in Architecture at UFS after high school, with a specialization in lighting design.  I have been a member of the Presbyterian Church of Aracaju since my birth and was blessed to have been raised by faithful Christian parents, who encouraged me to serve in the Body of Christ. Today, I serve as a Sunday school teacher for young adults, where I discovered the joy of teaching and sharing the good news of Christ. I love sports and I like to play soccer in my spare time. I really enjoy time alone with a good book, but I also love every moment with family and friends, no matter what we're doing.

Mr. Wesley Santos

Science, and Math

Hi! I was born and raised in Aracaju, Sergipe, located in northeast Brazil. My wife Sanny and I have two children: Matias and Ana Clara. Raised in a Christian home, I have the privilege to now attend the church of my childhood with my kids. I have been teaching the sciences for a few years and with each day that passes I feel more confirmed in my heart the calling for teaching. From sciences to music to Sunday School, teaching is what God has called me to do. During my studies in Biological Sciences, I grew a special love for the ocean and coastal environments, which was my main field of work during those years. I graduated in 2010 and almost immediately started my Master's degree in Biological Oceanography. It was my opportunity to dig deeper into the world of water and behold the wonders God created there. In 2013, I finished my degree and started my teaching career in brick and mortar schools in the secular private school system. It was amazing to serve my calling and teach, but something was missing: the freedom to say "God is the creator of all this wonder we are studying." During the hard year of 2020, I learned about classical Christian education and that there was a place where Christian teachers could serve Christian families in God-centered institutions. In 2021, I was accepted as a teacher at Logos Online, where now I serve the Kingdom and my brothers and sisters with the talents God has entrusted to me. I have played the violin as a hobby since my teenage years, which has given me the opportunity to serve at church during worship and teach others. I have also kept my childhood love for hero movies, cartoons, and videogames, which keeps my English sharp and help me connect with my students. My love of reading also began when I was young. I saw the cover of a Brazilian edition of "The Lord of the Rings" and knew I had to read it. Since then, starting with fiction, and expanding to other types of literature, I have tried to be a good reader. As a teacher, I hope to always be able to show my students how God reveals Himself in every corner of every science He has given to mankind.

Mr. Kevin Smith

Integrated Humanities Department Chair, History, and Senior Thesis

Kevin Smith grew up in Oregon, spending most of his time either playing outside or with his nose in a book (all depending on the weather!). After sensing a call into ministry in high school, Kevin pursued his BA at Multnomah University and then traveled to Kansas City to attend seminary. Along the way he served as a pastor at several churches, taught at two Christian universities and in classical Christian K-12 settings. He's also completed doctoral-level research in Historical Theology through the University of Nottingham. After returning to Oregon, Kevin met a beautiful teacher, Ashley, who is now Mrs. Smith. He stays busy with their charming little girl and his piles of books (some things don’t change!). Their shared passion is to equip parents to raise their children in the knowledge of the Lord. Serving as teachers is the ministry the Lord has set before them. ☆ Mr. Smith has taught for Logos Online for 5+ years.

Dr. Gregory Soderberg

Integrated Humanities &  Apologetics

I am passionate about investing in students and leaders of all ages through teaching, writing, and speaking. I aim to help people learn lessons from the past, to inspire them to live wisely in the present. I have more than 20 years of experience in Christian education, both in brick and mortar schools and online. I love teaching because I love learning! Besides earning Permanent Teacher Certification in the Association of Classical Christian Schools, I hold a B.A. in Liberal Arts and Culture (New St. Andrews College), an M.A. in Church History (University of Pretoria), and a Ph.D. in Historical Theology (Vrije Universiteit of Amsterdam). I also studied theology at Reformed Theological Seminary and Trinity Theological College, in Bristol (UK). In addition to Logos Online, I teach and mentor at Kepler Education, the BibleMesh Institute, and Redemption Seminary. My wife and I have five children and enjoy hiking, boating, reading, and traveling. I have been privileged to serve in a wide range of church ministries and non-profits, ranging from church planting and prison ministry to foster care and Safe Families for Children. I’ve been able to speak at conferences in the US, Germany, and South Korea and have taught at Grace Life College and Seminary in Liberia, with Training Leaders International. My dissertation on communion frequency in Reformed churches was published in V&R's "Reformed Historical Theology" series. I’ve published articles for Intellectual Takeout, Common Good, SALVO magazine, and write The SoderBlurb (https://gregorysoderberg.substack.com/). I was also a contributing author to one of the textbooks we use here at LOS:  Omnibus VI: The Modern World,  and wrote chapters for the books More Than Luther: The Reformation and the Rise of Pluralism in Europe,  and Reforming the Catholic Tradition: The Whole Word for the Whole Church. In what little time I have left, I serve on the editorial board of Consortium: A Journal of Classical Christian Education.

Mr. Carson Spratt

Rhetoric and Integrated Humanities

Carson Spratt was born in Vancouver, Canada, and although he moved to the Pacific Northwest over a decade ago, you can still hear his accent when he’s out and about. He learned to read at age 3, and can’t quite seem to break the habit. He graduated from New Saint Andrews College in 2014 with a B.A. in Liberal Arts and Culture, and since he couldn’t leave well enough alone, went back for an M.A., which he received in 2017. Carson enjoys getting to know nature up close and personal, and making people laugh. He loves singing almost anything, from Bach to “The Lion Sleeps Tonight.” He happens to know that The Princess Bride is the best movie of all time, and he appreciates nothing more than a well-crafted pun. He can be curious about anything, and when he’s not teaching, he’s usually learning something. And he would be completely lost without his true love, Ellie, without whom life would be inconceivable. ☆ Mr. Spratt has taught for Logos Online for 5+ years.

Mrs. Wendy Stephens

Hello, I am grateful and excited to be a part of Logos Online School! My husband and I are parents to three grown children and Nana and Pop-Pop to nine grandchildren. I was born in Pensacola, Florida, home of the famed “Blue Angels”, and sugar white sandy beaches. My education began at Pensacola Christian grammar school. I am deeply grateful for the strong foundation in scripture, discipline, and academics I received there. I love learning! After earning my Bachelor of Science degree from the University of West Florida, I have returned to school both formally and informally to deepen my knowledge. The Bible and science are my two favorite subjects. I am fascinated by the way biology, chemistry, mathematics, physics, and even music have common elements that display the glory of our great Creator! As much as I love to learn, I love to teach just as much! I have taught Bible Studies for over thirty-five years, and I have taught science for fourteen years. I look forward to igniting the curiosity and desire of my students to explore deeply the amazing design in all of God’s creation! I love spending time with my grandchildren. I also love to cook, bake, hike, fish, camp, and enjoy the beach. On Sundays, I play timpani at my church. Many evenings my husband and I sit on our front porch and watch for wildlife. Our yard is frequented by deer, fox, gopher tortoise, owls, hawks, and once in a while by a bear or two. It is a blessing to live in a place where we can enjoy so much of God’s handiwork.

Mr. Jesse Sumpter

Latin, and Integrated Humanities

I love working with students and families at Logos Online School. The students here are sharp and engaging. I also appreciate all the families dedicated to giving their students a Classical Christian education. I am here to serve and help you equip your students. My wife, Kate, and I have a daughter and a son and we live in Moscow, Idaho. I have been teaching for about 18 years. I also enjoy creative writing and poetry. I earned a Master of Fine Arts in Poetry from Seattle Pacific University. I also have a Master’s degree in Classical and Christian Studies from New Saint Andrews College.

Mrs. Kimberly Swait

I am from South Florida and love the sunshine. I now live in Moscow, ID with my giant husband and five children. In high school, I became convicted of my need for a Savior and turned from a path of selfish ambition to a sacrificial life with Jesus as Lord. My family and I are Christians who love the Word of God, and seek to be Trinitarian in all of life. Growing up, I spent my summers admiring the mountains of Montana and winters enjoying the beach in Florida. As a young student, I attended a magnet art school in middle and high school, and eventually graduated Summa Cum Laude with a Bachelor of Fine Arts in Painting and a minor in art history from the University of Florida. I have homeschooled my children for 13 years. I have also shown my work in galleries and taken any opportunity to continue painting. I paint the beauty I see around me as well as experiment with many art media. I especially love to use a lot of texture or illusions of texture in my work. While my children were small, I spent a lot of time sewing and later incorporated fabric collage into my painting. I love drawing, printmaking, and pottery as well.

Rev. Craig Thighe

Apologetics, Math, and Econ./Govt.

I grew up in a suburb south of Denver, Colorado and attended public schools where I spent most of my time with my nose in a book (I've always loved learning). I discovered my gift and passion for teaching when I was 19 and have continued to actively teach since then. I am married to my wonderful wife Kristin, and we have 5 wonderful, unique, and creative children, and we are urban homesteaders (we have a large garden, goats, chickens, and bees). It is a blessing to have dominion over and care for the lot that the Lord has provided for us. I am humbled to pastor and serve Christ Church located in Denver, Colorado and am currently working on my PhD in Bible Exposition. I am excited to provide a Christ-centered educational environment where students can thrive and love what they are learning. I am honored to be a member of the Logos teaching staff. Go Lions!

Mrs. Heather Trauger

Latin, and Music Electives

Hello, salve, and howdy! I am filled with joy to continue to be part of the Logos Online family. My husband and I, along with our youngest child, moved far away from the Piney Woods of East Texas up to the beautiful wheat fields of Moscow, Idaho in the summer of 2023. While this was a bit of a culture shock (snow in OCTOBER??), we are incredibly blessed to be amongst so many fellow believers and laborers for the kingdom of Christ. My husband serves at New Saint Andrews College as the chief financial officer. We have four children; the three oldest have grown up, gone to college, one is married, and the other two are beginning their young adult lives. Our youngest is still at home with us. God works in interesting and unexpected ways. I was a teacher at two ACCS schools beginning in 2008, and have taught many subjects, including history, math, grammar, Latin, music, Bible, and several others! However, my original goal was to be a concert pianist and travel the world, performing Chopin, Bach, and Mozart to adoring fans! My college degree was actually in piano performance. I still love to play those classics and have passed that love on to my little budding pianist, but God’s plans for me were quite different! I have enjoyed every single year God has given me of classroom teaching, and of these past few years teaching here at LOS. As I continue teaching Latin at Logos Online School, I am excited to see how God will build our students through this skill. Latin, history, literature, math, science, the study of God’s word, and many other areas of study are crucial to forming our character in a way that honors God and prepares us to serve Him in this world. I can’t wait to join you on this exciting, inspiring, and soul-satisfying journey! 

Mr. Grant Van Brimmer

Grant was born and raised on the beautiful Central coast of California in a Christian home where he was homeschooled K-12. His upbringing as a homeschooler is what solidified his deep conviction and love for Christian education centralized in the home, and founded on Christian faith. After much skateboarding and playing bass in a band, God led Grant to attend Bible college. After graduating, Grant married his Bible college sweetheart, Ericha. After they had their first child, Grant enlisted in the U.S. Army as a Chaplain Assistant. He served 10 years, being stationed at Fort Bragg, NC and Fort Hamilton, NY. He served two combat tours in Afghanistan and one short tour in Niger, Africa with the 82nd Airborne and 3rd Special Forces Group. During his time in the Army, he completed his Bachelor of Arts in Religion and began his now completed Master of Arts in Theological Studies. While stationed in Brooklyn, NY, he completed his pastoral internship, and left the service to enter vocational ministry briefly in Ontario, Canada and now is the Associate Pastor at Christ Reformed Church (CREC) in Oakland, ME. Ericha and Grant have three children: Lilah (12), Edward (11), and Norah (9), all of whom are homeschooled. Building strong Christian families is one of his deepest passions. He and his wife have authored an Advent family devotional titled "Behold Your King" and have hosted a podcast together for nearly 5 years. In his free time, he likes to visit historical sites with his family, work on the 142-year-old home that he recently purchased, drink all the coffee, and run along his local New England countryside. He also has a deep love for collecting and reading good books!

Mr. Jonathan Van Gelder

Hello! I am excited to be teaching at Logos Online School. I currently live in Moscow, ID along with my incredible wife and 4 children. I was homeschooled up until I started college. I taught myself math using the Saxon Homeschool curriculum (the same one that we use at Logos Online). My first college class was Calculus 1 Online, which I took when I was 16 years old. In 2015, I received my bachelor's degree in Mechanical Engineering, and since then I've been working in a variety of manufacturing and design positions, from bridges to board games. In 2021, I moved to Moscow from Washington, not just to escape the mask mandates which were threatening my old job, but to work alongside others who are serving Christ first, and in so doing, are truly improving the world which God gave us stewardship over.

Mr. John W. Whybrew III

I have been married to my beautiful bride Nicoleta for 11 years, and we have two handsome sons, Seth Gideon and Luke Elijah. After nearly a decade of teaching in both public-charter and classical schools, I have witnessed the extremes of neglecting the mind of students in the secular context to the God-honoring fruitful joys of well-cultivated persons studying creation while worshipping our Lord. Christ is our perfect and patient teacher. As a teacher, I seek to reflect our wise Teacher exploring truth about His goodness and beauty in math and the sciences. A student is a disciple with a mind to love God, a soul to delight in God, a heart committed to God, and strength supplied by God to declare well the glories of God! What a satisfying pleasure it is that as a teacher I walk alongside and nurture the students’ awe as they mine the jewels of His orderliness and creativity through subjects like: Biology, Anatomy & Physiology, Physics, Algebra, and Geometry. As a member of Apologia Church, AZ, I love to read the Psalms before the congregation and enjoy fellowship events sharpening swords and singing with the saints of our Lord. I am an avid reader of wonderful books from theology to all things Lewis and Tolkien. I love to read aloud Scripture and other amazing books to my family. We enjoy board games like “Village” as well as playing escape-the-rooms locally. I enjoy teaching my sons Greek! One of our favorite family outings is a picnic at the Boyce Thompson Arboretum, a historic botanical garden and a great place to hike near Superstition Mountain of Arizona. Gratefully, I join in the good work alongside Logos School to faithfully train each generation in the beauty of understanding math and science in light of Christ’s excellencies.

"The reason that science works is because God upholds the universe in a consistent and uniform way." - Dr. Jason Lisle

Mrs. Guenevere Wilber

I grew up in more places than most, born into a Navy family that continued to move for several years after service. I graduated from high school in Albuquerque, NM, spent a year as an exchange student in Denmark, and attended college at Boston University. After graduating with a Bachelor’s of Science in Human Physiology, I went on to pursue an M.D. at the University of New Mexico. God interrupted my plans with saving faith in Christ. After meeting my husband, Monte, during medical school, the Lord called me to full-time service to my family and my church. Raising and homeschooling our four children using classical, Christ-centered methodology has been my greatest adventure ever since. I’ve been teaching science in our homeschool community for three years and I’m excited to have more than one hour a week to share my love of God’s creation with my Logos students. I delight to kindle the wonder of my own and other children to the glory of God’s creation. My aim is for them to see how God reveals His character through what He has made and the ways in which He has set it all in motion. I believe there is no better way to grasp how He holds all things together than to study the intricacies of how He crafted life itself! When I’m not making science jokes, or reading all the books I missed in my own, non-classical education, I enjoy practicing hospitality at home and at our church.

Mrs. Ginny Yeager

Hey there! My name is Ginny Yeager and I live in Billings, MT with my husband Ryan, daughter Elizabeth, son Alex, and dog Tigs. My oldest daughter, Anita, is graduating this May from New Saint Andrews College. She married an Englishman so now we have a wonderful new member of our family named Luke Deacon. After graduating from Eastern Montana College with a degree in Biology and a Chemistry minor, I continued on to the University of Idaho and obtained a Master’s degree in Animal Science, studying mammalian reproductive physiology. Originally, I thought I wanted to work at a zoo, never realizing how much a zoo is like family life. I have taught most of my adult years, first tutoring chemistry while I was in college, teaching science to homeschoolers since 1997, writing kit instructions for a homeschool science supply company, and teaching my own kids. We have homeschooled our three kiddos from the start of their education. Elizabeth is graduating from high school this May and Alex has three more years. It has been a tremendous privilege to be able to direct our children’s education in a way that honors their Creator and gives Him glory, as well as being able to use my education in a way that furthers His Kingdom. Of all the subjects that we teach, science can be said to be of highest importance, as through it we glimpse the majesty of the triune God, who authored all things.

Oxford Virtual Academy offers a unique pathway for students that fuses homeschooling with the best parts of traditional education.  Our hybrid offering combines online learning with in-person optional learning experiences that are teacher-mentored and parent-facilitated.  

HYBRID PATHWAY

We're all about choices, learn more about our hybrid pathway  below..

Facts at a glance - HYBRID Pathway

​dk-kindergarten - grade 8th.

Students are enrolled in 4 core and 2 electives

Thirty-six weeks of instructional content and lessons provided

Combination of online instruction and optional onsite learning experiences

Students are provided with an OVA mentor and certified teacher(s)

Students must communicate with mentor weekly

Standardized testing required (NWEA and M-STEP)

Mastered/Not-Mastered Grading Scale for DK-5

A, B, C, D, E grading scale for grades 6-8

Flexibility in placement of students into levels

A few content providers include Math You See, Saxon, All About Reading, Blackbird, Story of the World, Elemental Science, and vary by location.  

Hybrid High School

Available to students in grades 9-12

Combination of on line instruction and optional onsite learning experiences

 Students are provided with an OVA mentor and certified teacher(s)

Standardized testing required

A, B, C, D, E grading scale

On-site proctored tests and projects

Oxford Community Schools diploma and transcript

Dual enrollment opportunities for students offered

A few content providers include Math-U-See, Saxon, Elemental Science, Pearson, Blackbird, and  History of US and vary by location.

OPTIONAL LEARNING LOCATIONS

I'm interested  now what, for more information on enrolling your students in our hybrid pathway, please contact oxford virtual academy.  we will review the details of the specific program with you and help you determine if this type of program is the right fit for your family..

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• 110 Baker St. Moscow, ID 83843
• 208.882.1226

A Classical & Christ-Centered Education

Classical Christian Education

Christ-centered.

In all its levels, programs, and teaching, Logos School seeks to: Teach all subjects as parts of an integrated whole with the Scriptures at the center (II Timothy 3:16-17); Provide a clear model of the biblical Christian life through our staff and board (Matthew 22:37-40); Encourage every student to begin and develop his relationship with God the Father through Jesus Christ (Matthew 28:18-20, Matthew 19:13-15).

In all its levels, programs, and teaching, Logos School seeks to: Emphasize grammar, logic, and rhetoric in all subjects (see definitions below); Encourage every student to develop a love for learning and live up to his academic potential; Provide an orderly atmosphere conducive to the attainment of the above goals.

Grammar : The fundamental rules of each subject. Logic : The ordered relationship of particulars in each subject. Rhetoric : How the grammar and logic of each subject may be clearly expressed.

What Do We Mean by Classical?

In the 1940’s the British author, Dorothy Sayers, wrote an essay titled The Lost Tools of Learning . In it she not only calls for a return to the application of the seven liberal arts of ancient education, the first three being the “Trivium” – grammar, logic, rhetoric, she also combines three stages of children’s development to the Trivium. Specifically, she matches what she calls the “Poll-parrot” stage with grammar, “Pert” with logic, and “Poetic” with rhetoric (see The Lost Tools Chart ). At Logos, the founding board members were intrigued with this idea of applying a classical education in a Christian context. Doug Wilson, a founding board member explained the classical method further in his book, Recovering the Lost Tools of Learning. Logos School has been committed to implementing this form of education since the school’s inception.

• Call for Papers
• Call for Special Sessions & Tutorials

Important Dates

• Instructions to Authors
• Technical Program
• Special Sessions
• Keynote Speakers
• Laboratory Tours
• Robot Exhibition
• Social Program
• Registration
• Travel information
• Accommodation
• Tourist information
• Sponsorship

Welcome to CLAWAR 2020

The organising committee decided that given the restrictions on travel due to the covid-19 pandemic the clawar 2020 conference will be held virtually. further details of the virtual facility will be provided soon..

CLAWAR 2020 is the 23rd issue of the International Conference Series on Climbing and Walking Robots and the Support Technologies for Mobile Machines. The conference will be organized in collaboration with the Ishlinsky Institute for Problems in Mechanics of the Russian Academy of Sciences (IPMech-RAS), in Moscow, Russian Federation during 24 – 26 August 2020. The technical programme of CLAWAR 2020 will feature plenary, regular and special/invited sessions and robot exhibition

Original contributions are invited in the general area of mobile robotics, covering climbing, walking, flying robots with assistance and services provided to humans and machines. The conference will cover analysis (modelling and simulation) techniques, design approaches, and practical applications and realisations of robotic systems. Support technologies for the realisation of such systems, associated economic, ethical and social considerations are an integral part of the conference theme.

Organizer: CLAWAR Association .

Co-organizer: Ishlinsky Institute for Problems in Mechanics of the Russian Academy of Sciences .

Here are some instructions for participants for the virtual participation:

News & Updates

05 May 2020 – Due to the global travel restrictions, the organising committee of CLAWAR 2020 decided the CLAWAR 2020 conference will be held virtually. Further details of the virtual facility will be provided. 15 Mar. 2020 – Due to COVID-19 outbreak and numerous requests the deadline for paper submission is now extended significantly to April, 15th, 2020. 01 Mar. 2020 – CLAWAR 2020 is now on Twitter and Facebook. Follow us #clawar2020 . 22 Feb. 2020 – Our Special Sessions are now updated. 20 Dec. 2019 – The first edition of CLAWAR 2020 Call for Papers is online. 25 Nov. 2019 – Website is up.