The virtual high school will provide an alternative vehicle for the advanced study of Mathematics and Physics for those students whose schools cannot offer those subjects. It will provide formal studies in these areas and prepare the students for matriculation exams
The study of advanced Mathematics and Physics in Israeli high schools is on the decline. In 2005 approximately 15,000 twelfth grade students sat the matriculation exams at the advanced level in Mathematics. By 2009 this number had fallen to 11,000 students. In the same year, only 45 university graduates became Mathematics teachers in high schools across Israel, whereas 300 veteran teachers retired. There is a similar phenomenon in the study of Physics, whereby there are currently just 8,500 Physics students per cohort and more than one third of high schools are not able to provide a Physics teacher.
Since both Mathematics and Physics are perceived as difficult subjects, schools prefer to stream only the most capable students into the advanced tracks. They will seldom take the chance on students who need extra support beyond the frontal classroom teaching. As a result, classes are typically very small, dropout rates are very high, and smaller schools cannot justify opening an advanced track at all.
The Centre for Education Technology (CET) is a leading non-profit organization that develops innovative curricular material for the Israeli school system. It has a long-standing relationship with the government and philanthropists, and a forty year history of successful operation. At the initiative of the Trump Foundation’s staff, CET is currently seeking to develop a virtual high school for the advanced study of Mathematics and Physics.
The virtual high school will provide an alternative vehicle for the advanced study of Mathematics and Physics for those students whose schools cannot offer those subjects. It will provide formal studies in these areas and prepare the students for matriculation exams. Enrolled students will participate in a virtual class of up to 25 students. They will study for 6-8 hours per week over 32 weeks, which will include online teaching, virtual experiments and tutoring in small groups (through the ‘Nachshon’ program).
The suggested operating model proposes that philanthropy supports the development of the virtual high school, and the government, local authorities and school networks cover the ongoing expenses. The development stage is planned to last four years, while the implementation will be ramped up from the second year onwards. At the peak of the virtual high school’s activity, it aims to increase the rate of students learning advanced level Mathematics and Physics for matriculation by five percent.
* The text above shows the grant as approved by the Foundation’s Board of Directors / Grant 9