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Reference for inclusion: Keeping Pace study

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The following study might be helpful for incorporating into this article:

Cheers, tedder (talk) 07:06, 13 September 2009 (UTC)[reply]

Things I've gleaned from it:
  1.  Done the 50% home rule law is due to ORS 338.125, 5(2)(b), came into effect 2005-09-02 (how to wikilink the law?) (pg151-152)
  2. 2005's SB1071 created the Oregon Virtual School District (pg151-152)
  3.  Done 2008's OAR 581.020-0339(6) added a waiver, ODE applied the waiver to ORVA (pg151-152)
There's a lot more in there. This is just some of the basic stuff I pulled out. tedder (talk) 07:11, 13 September 2009 (UTC)[reply]
Added #1 and #3. The second one may not apply. tedder (talk) 07:20, 13 September 2009 (UTC)[reply]

Academic record -- or staffing level?

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The article says

The academic record of Connections Academy was called "spotty" by The Oregonian in 2005, comparing the 1:50 teacher:student ratio to the 1:20 ratio of the Clackamas Web Academy.

These ratios measure staffing level, not academic record. YBG (talk) 05:39, 14 September 2009 (UTC)[reply]

I tried to use the academic record to jump off to the staffing level, though the wording obviously needs to be improved to keep such an inference from being made. Here's what the Oregonian article says: "The academic record for Connections Academies in other states is spotty."
So it's clear The O was calling the academic record spotty. What's unclear is the transition made to the next concept. Blame it on my weak writing skills. tedder (talk) 05:54, 14 September 2009 (UTC)[reply]
Did The O cite the difference in staffing levels? Did they draw a connection between the staffing levels and the 'spottiness'? YBG (talk) 07:42, 14 September 2009 (UTC)[reply]
It's discussed, but much later in the article and not directly to the "spottiness". That's why I was blaming it on my writing skills. tedder (talk) 12:19, 14 September 2009 (UTC)[reply]
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