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Blended Learning INITIATIVES

Individual Rotation Station Rotation Enriched Virtual
  • Since the 2013-2014 school year, district and school leaders have redesigned 17 schools (10 elementary, 4 middle, 3 high) to incorporate blended learning. The schools selected for redesign are in a K-12 feeder pattern so that students who are introduced to blended learning in elementary school don't have to change instructional methods as they progress through schools. The redesigned schools use the Station Rotation model for math and reading, with some variation based on decisions from school leaders. The middle schools use the Individual Rotation Model.
    Models Used: Individual Rotation, Station Rotation
  • High schools offer credit-recovery programs using the Enriched Virtual Model, where students take online courses but meet with highly qualified teachers in the specific content areas at least two or three times per week.
    Models Used: Enriched Virtual


Team Structure

Many of the blended schools have ongoing access to an instructional technology coach, who helps teachers integrate online curriculum, devices, and face-to-face instruction.


DCPS used the DC Comprehensive Assessment System (CAS)—the district assessment prior to joining PARCC—to compare achievement scores for students using blended learning for math to those receiving traditional instruction. It found that scores for students in blended math programs rose 19 points, compared to an improvement of five points for students in the control group during the same time period. Students using the blended math program started with an average math achievement score below 70%.

DCPS participates in the National Assessment of Educational Progress Trial Urban District Assessment (NAEP TUDA), which is given to 4th- and 8th-grade students. DCPS students improved reading scores by five points and math scores by seven points, which compares favorably to the national average increase of one point for all participating schools in the NAEP TUDA. Similarly, 8th-grade students improved their math scale score by five points and reading scale score by 11 points, whereas the national average was one and two points, respectively.

At A Glance

Total Student
Free and
Reduced Lunch
English-Language Learners


John Rice
Director, Educational Technology, Secondary Schools
1200 First Street NE
Washington, District of Columbia
United States
District of Columbia Public Schools's Website

Student Ethnicity

District Partners