Increasing Retention in Online High Schools

In the U.S., K-12 students are increasingly enrolling in full-time online learning schools, which operate in 39 states. However, research shows that many online schools struggle to retain their students. This brief profiles retention strategies from five online schools that report retention and course completion rates above 80 percent. The brief explores how to measure retention and course completion rates, identify and support at-risk students, and cultivate a schoolwide culture that promotes student engagement and success.

High course completion and year-to-year retention rates at profiled schools

~300,000

students enrolled in 501 full-time online schools in the 2017-2018 school year

At School A—which established its full-time, high school program in the 2017-2018 year—contacts report a 95% retention rate of full-time students from 2017-2018 to 2018-2019. Contacts report a 100% retention rate of full-time online school students from 2018-2019 to 2019-2020.

When School C first enrolled students in the 2008-2009 school year, contacts report that course completion rates hovered in the low 80th percentile (e.g., 80.1% in the 2008-2009 year). Contacts report a 92-93% course completion rate during the 2018-2019 year. No profiled school currently sets a formal success benchmark for retention rate.

Regularly check in with students to monitor progress

At School A, School B, and School E, multiple staff members (e.g., counselors, advisors, director) conduct student engagement check-ins to identify potential challenges students face and propose appropriate supports and interventions. For example, counselors at School A and the program coordinator at School B provide structured study hall sessions via videoconference for students who struggle with time management and organization.

In these study hall sessions at School A, counselors may assist online school students with dividing an assignment into components, allocating a specific amount of time per component, and holding students accountable to these time allocations as they work on each component in real-time.

At profiled schools, counselors, advisors, deans, and recruiters conduct student engagement check-ins.

Track student engagement through LMS

At School B, administrators track student progress in courses through the Learning Management System (LMS), Canvas. If an online school student earns a “0” on an assignment, Canvas sends an automatic notification email to the deans and program coordinator. Similarly, at School E, administrators monitor indicators of student engagement through the LMS, including students’ submission of assignments, projects, and exams and teachers’ notes from teacher-student interactions.

At both School B and School E, dedicated staff members (e.g., deans, principal) follow up with students to troubleshoot challenges (e.g., poor study habits, organization). By tracking student activity and engagement in a course, administrators can proactively identify and follow up with struggling students to promote retention in online high schools.

Build student-teacher relationships

At School B, administrators require all new students to complete a three-day orientation program. Administrators invite students to come to Institution B’s brick-and-mortar campus to meet with their teachers and classmates. Online students who cannot attend the in-person orientation connect with teachers virtually.

At School C, teachers conduct a welcome call and a follow-up call one week afterwards with each student at the beginning of each course. In these calls, teachers learn about students’ strengths, interests, and motivations for course enrollment. With this information, teachers can tailor support to each individual student. At School A and School C, teachers maintain open channels of communications with students through regular office hours. During office hours, teachers can clarify concepts, re-teach content, and direct students to additional resources.

Administrators track student engagement metrics such as submission of assignments and exams, saved—but not yet submitted—assignments, and teacher feedback.