About this blog Subscribe to this blog

Twitter-pulseWhy Your Teachers Should Use Twitter

Powerful PD—one tweet at a time.
By Kim Greene

There comes a point when we have to acknowledge that one-size-fits-all professional development isn’t cutting it. Just as students need to be treated as individual learners, so do the teachers in your schools. And while your district may offer workshops and webinars, there’s another PD resource right at your teachers’ fingertips. It’s open 24-7, connects educators from around the globe, and covers countless topics across grade levels and subject areas.

It’s Twitter.

We know what you might be thinking. There aren’t enough hours in the day to check another social media site. Well, we have good news for you. You and your teachers can spend as much or as little time as you want exploring ideas—wherever and whenever you want. Twitter is a giant professional learning network (PLN) that helps educators step outside of their classrooms and schools. Together they problem-solve, share, and refine their craft.

We’ve assembled a guide for you to share with your teachers so they can make the most of Twitter as a PD tool.

To get the scoop on Twitter as PD, we spoke with two tweeting teachers, Lyssa Sahadevan (@lyssareads), a first-grade teacher at East Side Elementary in Marietta, Georgia, and Allison Hogan (@AllisonHoganEDU), a transitional kindergarten/first-grade teacher at the Episcopal School of Dallas.

For teachers who have never been on Twitter before and have just created an account, where should they start?
Allison: My first piece of advice is to take the time to create your profile. When someone follows me, I look at their profile to see if they’re a teacher, principal, etc. Also, follow people in your school community to see how they use it.
Lyssa: A friend of mine took an online Twitter how-to. She was so overwhelmed! I suggested she just go for it, and that route worked for her.

When it’s time to start tweeting, what’s your best advice?
Allison: Start with a chat in your comfort zone, like your grade level or content area. Move to larger groups once you get the format down.
Lyssa: I started simple with #1stchat (first-grade chat) and just sat on the sidelines!

How do you start to form a PLN out of a sea of strangers?
Lyssa: It all starts with hitting reply. If something speaks to you (and you might not always be in agreement), you reply. A conversation ensues. You retweet them, they retweet you, you ask questions and share resources. You might meet them in person one day at a conference. It’s awkward, but it’s also exciting! You already know you have something in common.

How do you maximize your Twitter time without it taking over life?
I investigate topics and lean toward what I will need and what I have to offer. Think strengths and weaknesses.
Lyssa: I often miss my favorite chats because the times do not work, so I devote a little Saturday-morning coffee time to going through the archives. I pick and choose. If I’m working on an improving math workshop, I make time to attend the chat. If there is a conference going on, I try to check in on Twitter or make a note of the hashtag so I can follow.

In terms of social media, do you think Twitter has something unique to offer teachers that Facebook and other platforms don’t?
Twitter is way better than Facebook just because of the access—meaning a hashtag can unite hundreds of educators at one time and for a purpose. I can also ask a question using the same hashtag, and it will reach those who follow the hashtag, so more ideas will flow.
Lyssa: The openness of Twitter is unbelievable. The year I co-taught, I posted a tweet asking for tips. At least 10 or 15 teachers reached out to me with advice, special education resources, and blog posts. It was so encouraging! These teachers were strangers who just wanted to help. I had expert advice immediately.
Allison: Once teachers see the effects of Twitter, it will be easy to transition to a class account to share their work and wonderings with the world. I feel Twitter and Skype have torn down the walls of my classroom.


Hashtags are keywords that categorize what you’re tweeting about. For instance, you might use “#edtech” at the end of a tweet about how your students use tablets. You can also search Twitter for a hashtag that you’re interested in. This will bring up tweets from other users who have tweeted about that topic. Here’s a look at some (but definitely not all) of the most popular education hashtags.

General education: #teaching, #teachers, #learning, #k12, #PLN, #edreform, #commoncore, #ccss, #teacherproblems, #edcamp, #globaled

Educational technology: #edtech, #elearning, #edapp (or #edapps), #byod, #blendinglearning, #ipaded, #1to1

Content or grade-level specific:

Literacy: #kidlit, #literacy, #readaloud

Math: #math, #mathed

Science: #scied, #STEM, #NGSS, #scienceteacher

Social studies: #socialstudies, #historyteacher

Arts: #artsed, #musiced

Early childhood: #earlyed, #preschool, #ece

ESL: #esl, #ell (or #ells)

Special education: #sped, #specialneeds, #autism, #dyslexia

Physical education: #PEgeeks

Speech and language: #SLpeeps, #speech

Other hashtags to note:

#tlap: Inspired by Dave Burgess’s (@burgessdave) Teach Like a Pirate

#comments4kids: Denotes when teachers want others to comment on students’ blog posts.

#flipclass: The latest and greatest ideas about flipped learning


Educators join up for Twitter chats every day of the week. Moderators pose questions to keep the discussion on topic. Everyone uses the same hashtag in his or her tweets so it’s easy to follow the conversation. (You’ll also find that people use these hashtags throughout the week.) You can search for the hashtag manually on the Twitter page or try programs like Hootsuite and TweetDeck to follow along. Ready to give it a try? Pop in on some of these popular chats.


Companies and Organizations:

@ScholasticTeach: Scholastic’s official account for teachers

@IRAToday: Literacy ideas for all educators

@NCTE: Teaching tips for English teachers

@NCTM: All things math education

@NSTA: Ideas and opportunities in science education

@ASCD: Professional development and educational leadership resources

@NAEYC: News and tweets about early childhood education

@educationweek and @EdWeekTeacher: The latest education news

@edutopia: Inspiration for K–12 educators

@TeachingChannel: Online community of K–12 teachers

@Edudemic: Education and technology

@MindShiftKQED: Trends in education


@KleinErin: Erin Klein, teacher and ed-tech blogger

@cybraryman1: Jerry Blumengarten, co-moderator of #edchat

@MrSchuReads: John Schumacher, teacher-librarian and cohost of #SharpSchu monthly book club with Colby Sharp (@colbysharp)

@donalynbooks: Donalyn Miller, a.k.a. The Book Whisperer, and a facilitator of #nerdybookclub

@bradmcurrie: Brad Currie, school leader and #satchat cofounder

@pernilleripp: Pernille Ripp, middle school teacher and creator of Global Read Aloud

@kylepace: Kyle Pace, instructional technology specialist

@Larryferlazzo: Larry Ferlazzo, urban teacher and ELL specialist

@coolcatteacher: Vicki Davis, blogger, teacher, and IT director

@web20classroom: Steven W. Anderson, instructional technology expert and #edchat cocreator

@mssackstein: Starr Sackstein, teacher, blogger, and co-moderator of #sunchat

@pamallyn: Pam Allyn, literacy expert and founding director of LitWorld and LitLife


Illustration: Jing Jing Tsong/theispot.com


Learning by the Thousands

Can high school students learn in MOOCs?
By Wayne D’Orio

In less than four years, massive open online courses have been hailed as the next big thing to hit education—and disparaged as an empty promise where very few of the students complete the courses they sign up for.

You’re probably aware of the basics about MOOCs: After more than 150,000 students signed up for Stanford University’s first course in 2011, companies such as Coursera and Udacity, which pair with universities or other companies to offer content, seemed to sprout up overnight. MIT and Harvard, later joined by other universities, then created the nonprofit edX to offer classes for free. Today, more than nine million people take MOOCS, choosing from more than 1,200 courses.

Most K-12 administrators have been able to ponder the merit of MOOCs from the sidelines, as these classes have mostly involved college or post-secondary students. But with edX’s recent announcement that it will offer 27 courses next fall specifically for high school students, the question has landed right on administrators’ doorsteps. They have to wonder, will this work for my students, and if it does, how will it change how we educate our kids?  

Students are ready for it, says Anant Agarwal, edX’s CEO. The group surveyed high schoolers and found that 95 percent of them asked for advanced courses. Indeed, 150,000 of edX’s current 3 million students are in high school, he explains.

But that isn’t the only reason edX is expanding. Agarwal knows that many high school graduates aren’t ready for college, having to wade through remedial classes at university prices before they start earning credit. “We want to fix that,” and the courses offered should help, he says. edX will start by offering 15 AP classes among its 27 courses for high schoolers. It hopes to add 100 more high school courses in the next few years.

Another reason for the expansion is that a disproportionate number of edX students are teachers themselves. “It turns out that teachers want to know other ways of teaching a course,” Agarwal says. If a high school chemistry teacher can watch a Georgetown University professor teach chemistry, why wouldn’t they, he asks.  

The courses are all free, but for a varying fee, students can earn a certificate, Agarwal says. Of course, students in AP classes can sign up to take the AP test in the spring.

The certificate is also an answer of sorts to the conundrum posed at the start of this story. If course completion rates hover around 4 percent, as a study from the University of Pennsylvania’s Graduate School of Education showed, are MOOCs worth it? Yes, Agarwal argues, because when students are asked to pay between $25 and $100 for a verified certificate, the completion rate jumps to 60 percent. (edX’s general completion rates are 7 percent, Agarwal says.)

Students are using certificates to help them get accepted to college, while teachers use them to get continuing ed credits, he adds.

In the end, though, “you can’t judge a MOOC by the same metrics” as a regular college class, says Agarwal. “If you pay $50,000 to attend college, you’d better pass. MOOCs are free. A lot of people take classes just to learn something new.”

Image: Spanic/iStockphoto

Top Stories for Wednesday 10/1

US College Enrollment Down

Second year in a row, student enrollment is decreasing. EdNews

Apps Created for Ed. Data Mining

Apps being developed to explore electronic ed. data. HechReport

UMUC Wins Intl Cybersecurity Competition

The UMUC Cyber Padawans hack their way to a win. WashPost

“Deeper Learning” Schools Excel

A study shows students have better test scores and people skills. EdWeek

DOE Creating Level Playing Field for Students

New education guidelines work to end racial inequalities. NYT

Top Stories for Thursday 9/25

Students Coding for a Purpose

HFOSS project creates “software for humanity”. HechReport

Nashville Parents Fight School Closings

PAC pushes back on Dir. of Schools. EdNews

Teaching with Banned Books

Teachers demonstrate the value of banned books. HuffPost

Lessen Standardized Testing?

US Rep and supts. drive to reduce standardized testing. PBS

Clinton Voices Opinion on Charter Schools

Former Pres. Bill Clinton advises charter schools to step up. HuffPost

Top Stories for Wednesday 9/24

Denver Students Walkout to Protest Curriculum Changes
Resistance builds to reviewing AP History course. Chalkbeat

Hillary Backs Girls Ed Worldwide
New initiative will earmark $600M for 14M girls in next 5 years. Time

Did AYP Actually Improve Results?
Study attributes better scores to NCLB accountability. EdWeek

Beating Back Poverty
New book highlights Cristo Rey Network's success. Forbes

Wealthy Kids Smarter Web Surfers?
New report says so, but finds all students lack online literacy. NYTimes



Education On the Move

New bus connectivity can improve safety, communication, and student efficiency.

By Wayne D’Orio

Mobile is one of the biggest trends in education as more students and staff use portable devices to access information and do their work. While districts are quickly extending Wi-Fi to all corners of their schools, typically one mainstay of education is left out: the school bus.

AT&T and Alcatel-Lucent have a plan to fix that. The two companies have teamed up this fall to offer a “Connected Bus” that includes onboard Wi-Fi, real-time streaming video, and broadcast speakers. “Today’s education climate has increased pressures not only to keep students safe but also to meet their digital expectations,” says Neal Tilley, of Alcatel’s education division.

The Connected Bus package offers multiple benefits. On the security side, the connectivity allows for remote monitoring of students and the bus driver, as well as GPS and RFID scanners. Principals can talk directly to students who are on the bus, resolving a security issue while allowing the driver to concentrate on the road. One school district told Alcatel that 70 percent of its discipline issues occur on buses. In putting together the package, both companies spoke with superintendents, district IT members, bus drivers, teachers, and even school boards.

The device, which is roughly the size of a hardback book, can also help improve students’ work time and extend the learning day, according to Richard Marvin of AT&T’s education division. The connection is LTE where available from AT&T; when LTE isn’t available, the service drops down to 3G or 2G. The Connected Bus is “basically a classroom on wheels,” Tilley says.

One district told the companies that it would use the bus’s video feed to help prepare teams as they travel to competitions. “Some kids can be on buses for two or three hours a day, two or three times a week,” Tilley says.

 The setup isn’t inexpensive: The list price runs from $5,000 to $7,000, including installation and the necessary antenna. Video cameras, speakers, and other communication tools cost extra. Because the device runs on DC power, it can easily be moved from bus to bus.

Image: Courtesy of AT&T and Alcatel-Lucent

Education: National STEM Contest Offers $500,000 in Grants and Scholarships to Schools, Teachers, and Students

Scholastic and Lexus have partnered in 2014 to bring the Lexus Eco Challenge into middle and high schools nationwide for the eighth year.

The contest is intense, with teams competing to develop and implement the best innovative solutions to address environmental issues in their communities. (See past winners’ projects.)




The contest features $500,000 in grants and scholarships available to winners, so the time to talk to teachers about it is now.

We know teachers make a difference every day. We want to support them in their education efforts.

Please invite teachers to visit the Lexus Eco Challenge website: scholastic.com/lexus or email us directly at ecochallenge@scholastic.com.

NO PURCHASE NECESSARY to enter or win. A purchase will not increase your chances of winning. The Lexus Eco Challenge ("Contest") is open to students in grades 6–12 who are enrolled in a public or accredited private school or who are schooled at home in compliance with the laws of the students' primary state of residence and who are legal residents of the United States (one of the 50 states or the District of Columbia) by law. Only the winners from the Land & Water and Air & Climate Challenges will be eligible to participate in the Final Challenge. Click here for official rules.



Windows XP: The End is Here
By Brian Nadel

April 8, 2014, was a bad day for schools—it marked the end of Microsoft’s official support for Windows XP. After all, at 13 years old, the software was older than many of the students it was being used to teach and had been superseded by the release of three major operating systems in the intervening years.

Despite its age, XP served education well, and based on an Avast survey of 1,800 schools last year, 96 percent of them still use the venerable OS. Most continue to put off upgrading to newer software because XP is simple, effective, and able to use a slew of software titles.

It’s time to put XP in the IT rearview mirror and not look back, but schools still using Windows XP face a crisis. Although they can continue to use the software, there’s no safety net—Microsoft will no longer provide support, bug fixes, new hardware drivers, or, most important, security updates. Schools are coping with the demise of XP in a variety of ways, from replacing computers wholesale to putting the software onto servers.

Here are three ways that schools are dealing with the situation.

Plan A deals with XP’s end by replacing it with new software. However, since most of the computers that currently use XP are too old to be converted to use Windows 7 or 8.1, upgrading them is a nonstarter. After including the setup and labor required for installation, the bill for a large district could hit seven or eight figures.

Plan B involves swapping XP-based PCs for inexpensive Android tablets, Chromebooks, or Linux-based computers. Their price tags can be half that of the typical PC notebook or desktop system, but on the downside, the assortment of available classroom titles is tiny compared with Windows.

Plan C lets schools continue to use their seemingly obsolete PCs by virtualizing the software on a server. The way that virtualization works requires rethinking how school computers interact. Forget about running software directly on the computer’s hard drive; think instead about using a server that sends the necessary graphic elements, commands, and data directly to each computer via a network connection.

Virtualization offers the best of both worlds: new software while continuing to use the old hardware. It allows schools to get several more years out of outdated computers because there is less computing stress placed on them. “Schools are using virtualization to move up to Windows 7. It’s a logical step away from XP,” says Dave Burton, vice president of marketing at NComputing.

With NComputing’s vSpace virtualization platform, every PC at school is turned into a thin client system, or the school can buy new thin client hardware. Regardless of whether a math teacher is showing how to add exponents, a student is researching an English paper at a library kiosk, or the assistant principal is collating the quarter’s grades, the systems look and act the same as always, right down to the ubiquitous Windows logo.

“It looks like Windows and acts like Windows,” explains Burton. “It runs all the software and is just as fast, but all the software is running on a server. They would be hard-pressed to tell the difference between native Windows and vSpace virtualizing it.”

Network-Centric Scheme

Virtualization software does put extra stress on the school’s network because more data is flowing back and forth between system and server. The software avoids bottlenecks by automatically compressing data, caching the most frequently used items, and balancing the load among clients. That way, if a class opens up the same worksheet or watches the same video via vSpace, the system doesn’t come to a grinding halt.

This streamlining of the client–server relationship is done in the background. “Unlike VMware’s VDI [virtual desktop infrastructure] system,” Burton says, “vSpace doesn’t require an army of IT staff.” In other words, VDI is more appropriate for a large corporation that has a dedicated IT staff to keep it running smoothly.

To make virtualization work, there’s a client app as well as a midrange server to house and distribute the software. Figure on setting up one vSpace server for every 100 clients versus less than half that for a VDI installation. It costs about $50 per seat when purchasing for hundreds of users, but NComputing counts concurrent users, and a school will likely never have every computer being used at the same time. According to Burton, a typical school with roughly 1,000 students and staff might need between 400 and 500 licenses.

Pana Community School District No. 8 in central Illinois replaced 400 XP-based computers for its 100 teachers and 1,400 students with vSpace running Windows 7 on a dozen servers. Rather than recycle its antediluvian PCs, the district went a step further and bought NComputing’s L300 thin clients and mated them with existing displays, keyboards, and mice. All told, the district had upfront costs that were between half and one-third what new PCs would have cost.

But, as most administrators know, purchase costs are only the start. Gartner analysts have estimated the total cost of ownership, which takes into account everything from initial outlays and maintenance to repairs and power costs. To nobody’s surprise, the typical PC setup is the most expensive at $2,290 in annual costs, with traditional VDI a close second at $1,982. The cost of setting up and running vSpace comes out on the low side at about $576 a year.

Schools can even save money by using vSpace to centrally manage their computers, which can lower support and maintenance costs dramatically. “Running a school network is never easy,” Burton says. “The software ensures that every computer has the most up-to-date drivers and software.”

Shopping Smart.edu

Shmoop buying-softwareWorried about how to evaluate software before you buy? Consider these seven tips before finalizing that PO.

By David Siminoff

If you surf www.SnakeOilSalesmen.com you will find the pantheon of educational technology products that didn’t work. Lots of promises. Lots of noise. No tangibly good results for our kids. Waste.

 It’s a story replayed too many times in our districts, and the world of technology is getting more complex, more ripe for abuse.

 When you buy tech, you wear two hats—you play both offense and defense. You are trying to let your students take advantage of truly new things (e.g., iPads), not rehashes of the past (“new” paper textbooks). You take risks: Will the technology work? Will it actually teach…better? Will it deliver the value it promises in helping our children find dots of light in the darkness of educational space?

You mitigate risk as well: If you play it safe, you…don’t get fired. (See the guy who managed the LAUSD iPad debacle for details.) You order paper texts—they don’t need batteries. You…do the same thing your predecessors have done for 300 years. The kids get their education, more or less. And they move on. Defense.

The “right” answer probably circles a balance of both offense and defense. I present to you a series of what I believe should be key questions you ask of your vendors in defining that space:

1. Can you spot “lazy” tech?

Is the “brand new” technology just an old paper textbook whose pages have been scanned, copied. and pasted onto a vanilla web page? Brilliant. Cutting-edge technology. Bazinga.

Is the “new” product essentially the same thing the company offered three years ago, but the cover/title page has been changed to include the words And now with Common Core!? It always had the Common Core. Somebody took a day or two to numerically tag the Common Core grids. Is this a reason to shell out money for a “new” product?

When companies offer “new” products that leave you scratching your head, then it’s likely you are buying an empty basket.

2. Can you believe it's not butter? (Or, is the data real or not?)

Can you trust that the product actually works? Is there quality data, which backs up the supposed findings? (“Quality” means a smart 15-year-old can understand the data.) The sample size was big. There are testimonials from people who actually implemented the product. The product actually worked—i.e., it wasn’t just a “paid study.” And the post-tech-application result was demonstrably better than the control group’s. If the product is really good, it’ll let you track to the individual student, the classroom, the area of study, and time spent on the platform.

3. Is this a transaction or a relationship?

Ever feel like you’re being pushed out of the room the minute you shake hands with your vendor? Big companies are publicly traded entities run for shareholder profits. They have sales quotas to hit and pressure to sell, sell, sell. Small companies have pressure as well—but their “greed” is often more of the long-term flavor (healthy) than the short-term flavor (think: your last stockbroker).

Don’t be misled by large companies who claim to have 10,000 service center employees, but when you reach out, nobody returns your calls. In many small companies, you get the founder or top officer who cares about a long-term relationship actually working. Their company’s survival usually depends on it. They’ll do right by you (i.e., do what they say they will do)—or they will die fast.

4. Should you test the system?

Yes. Here’s an easy one: Send an email to the company’s Contact Us button with a clear, reasonably simple question and see what happens. Just because it has a big PR firm/marketing agency that claims to have great customer service doesn’t mean that it actually does. And to be very clever, if you work for a gorilla like LAUSD, don't send the email from that vaunted account. Send it from your personal account and see if you get a quality reply any time soon.

5. Is there fair value in the product? 

One of the reasons that I started Shmoop was that I found myself responding angrily to the textbooks my children were bringing home. To wit, the history book was basically the same one I had in high school 30-plus years earlier—little if anything had been added to give context and relevance to the vast changes in society today versus the 1980s. Yet the textbook cost $220. It was still unfathomable on many levels, not Internet-friendly, and used the same $5 words that made the teacher feel smart and the student feel stupid. If the new technology doesn’t feel like a leap forward over whatever was in the past (think: iPad relative to a laptop), it’s usually a pass.

6. Does the vendor truly love its own product?

Love matters. It’ll keep us together, it hurts, and it’s a battlefield. Founders know all of this about their products—they love them. Sometimes the product loves them back, and other people fall in love with the same simple clarity or voice or vision that the product imbues to its category.

 Small things matter—is the product actually updated regularly, or does it just say it is? Digital is designed for regular updates; paper not so much. Is the product easy to implement without requiring that the teacher have a Ph.D. in computer science?

Does it serve pages well on an iPad, an old Dell laptop with an Explorer browser, on a Samsung Mega, on a new Mac?

7. The acid test: Do students actually use the product? Do they, perhaps, love it?

If they do, it “will love them back” in nonobvious ways. Take an ungodly boring task like studying for the SATs, or reading Kants, or diagramming orbitals. If the new tech makes that process painless, maybe even fun-ish, then the student, who fights to spend the least amount of time possible on a given task, will spend much more time. And learn more. Perhaps the student will “feel” instead of just “know” the topic.

David Siminoff is the founder and chief creative officer of Shmoop University, www.shmoop.com.

Image: Olaru Radian-alexandru/Hemera/Thinkstock

Match Point

Cici-bellisHow top high school athletes balance studies with tennis.

By Wayne D'Orio

In the week before Labor Day, most 15-year-old girls
spent at least part of their free time buying the
perfect backpack, checking class schedules with friends, and planning what to wear on the first day of school.

For Catherine Bellis, CiCi Bells to her fans, the to-do list was slightly different. Bellis, a top amateur tennis player, earned her first invite to the U.S. Open this year. On the tourney’s second day, the 15-year-old from San Francisco was thrust into the national spotlight by becoming the youngest player in 18 years to win a match at the major when she knocked off Dominika Cibulkova, the 12th seed.

Despite picking up more than 2,000 Twitter followers and having her second-round match shown live in prime time, Bellis is still just a 15-year-old about to start her sophomore year in high school. (Bellis lost her second-round match, but played into the second week in the junior doubles and singles tournaments.)

So how do Bellis and the 127 other teenagers in the junior tournament in New York City keep up with their studies while devoting so much time to tennis and training? The short answer is online classes, but the way these student-athletes put together their schedules varies greatly.

Bellis says she is home-schooled, but she takes most of her courses from K12’s offerings. Other athletes interviewed at the tournament used various online courses, while sometimes mixing in classes at their local schools.

“Our students get to pursue their dreams without jeopardizing their education,” says Miriam Rube, K12’s head of school. “She doesn’t have to worry about class when she’s on the court, but when she plugs in, we are there for her.”

Flexibility is the biggest reason most students take classes at Florida Virtual School, says spokeswoman Tania Clow. They can work at their own pace and can access the classes from anywhere. More than 190,000 students take classes through this virtual school, including a number of prominent teen athletes, actors, and musicians.

Reilly Opelka, a 6’ 9” 17-year-old starting 12th grade, lives year-round at the USTA training center in Boca Raton, Florida. He spends five hours a day playing tennis and doing fitness training. He takes all of his courses through Florida Virtual School. While admitting he’d “love to be in school with my friends,” about four hours north in Palm Coast, Florida, he says the school’s flexibility works well with his frequent traveling.

Opelka likes “stacking” classes, where he takes a few subjects and completes a year’s work in mere months. Earlier this year, he took English, math, and marine science, completing each course in four months. He plans to start this year’s classes “right after this,” he adds, moments after winning a first-round match. (He lost in the second round of singles on Wednesday.)

Opelka has been taking online classes since ninth grade and says he’s now better about keeping up with his work rather than cramming it all in at the end. He thinks all students should experience taking a class online, but he adds, “It’s not ideal to teach yourself math.”

Clow says Florida, among other states, mandates that all students take an online class before they graduate from high school. She says while there is a recommended pace for each class, instructors check in with students regularly and communicate with parents each month to relay students’ progress.

Caroline Dolehide, a 15-year-old player from Hinsdale, Illinois, who also spends five hours a day on tennis and training, actually finds it easier to take biology online than in person. (Making up lab time in person can be difficult, she says.) She split her schedule for her freshman year, going to school until 11:30 and supplementing with two online classes from Illinois Virtual School. She had planned to do the same this year, though because she’s already missed two weeks of school (she won her first three singles matches, making it into the quarterfinals), she may take all of her courses online through Laurel Springs School, an online private school that caters to athletes and performers.

Like many high school athletes who juggle sports and school, both Dolehide and Opelka are keeping open the option of going to college—and staying current with their schoolwork, even amid the glamour of a major tennis tournament, is important.

“You can have more than one focus in life, but it takes planning and commitment,” says Rube. “That’s a life skill.”

Image: Matthew Stockman/gettyimages



Disclaimer: The opinions expressed in edu Pulse are strictly those of the author and do not reflect the opinions or endorsement of Scholastic, Inc.