Equal Employment and Affirmative Action Disclosures
Imagine Learning, through its Virtual Academy, ensures that its employment practices comply with anti-discrimination provisions of Section 1000.05 Florida statues along with any federal laws regarding EEO and Affirmative Action.
Imagine Learning provides equal opportunities to students, employees, and applicants without regard to race, ethnicity, national origin, gender, disability, or marital status against students or employees.
Imagine Learning is non-sectarian and is not affiliated with any particular religious or political group.
To be eligible for employment a candidate must:
- Submit a completed application
- Provide a certified college transcripts for all degrees conferred
- Provide copies of college diplomas for all degrees conferred
- Possess a current and valid Florida Educator’s Certificate or Statement of Eligibility
- A candidate must be eligible for employment in the United States and submit original documentation sufficient for employer to complete a Department of Homeland Security, U.S. Citizenship and Immigration Services Form I-9 Employment Eligibility Verification.
- Submit for drug testing, at the candidate’s expense, at a location and within a specified time period required by the local school district. Satisfactory results are required for employment.
- Submit for fingerprinting within a specified time period. Fingerprint clearance is required for employment.
Please visit our Careers page for more information and to learn what it is like to work at Imagine Learning.
Student/Parent/Teacher Responsibilities and Expectations
Student, parent, and teacher expectations are outlined on the Expectations page.
Additional teacher responsibilities, including required interaction and communication with students and parents are located on the Staff Information page.
Policies and Procedures
Policies and procedures, such as academic integrity, eligibility, and attendance and participation requirements are available for students and parents in the Instructional Services Parent Resource Center.
Resources include Quick Start Guides, Help Documentation, Student/Parent/Teacher expectations, Student Handbook.
Additional information is found at the following:
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Certification Status and Physical Location of Administrative and Instructional Personnel
The certification status and physical locations of administrative and instructional personnel are available on the attached spreadsheet located on the Staff Information page at https://www.edgenuity.com/florida/policiesdisclosures/staff-information/. The page shows executive and corporate staff and their professional summaries, and Florida teaching staff with their locations and teaching credentials. Additional Florida-certified teachers will be hired as needed.
Hours and Availability of Instructional Personnel
Imagine Learning Virtual Academy teachers schedule instructional time with individual students. Teachers frequently check voicemail, email, and instant messages (IM), or check for student communications at least twice per day. Instructional policy is response time of 24 hours during the work week. Teachers will be available to students and parents either by email or telephone during scheduled office hours. Teachers, lead instructors, coaches or other academic support personnel are available during the hours below.
Availability of Instructional Personnel
| Mon-Sat |
7:00 am – 11:00 pm (EST) |
See the parent/student handbook for additional information, or visit the support page.
Student/Teacher Ratios
Imagine Learning has a full load teacher to student ratio that averages 29:1 for all core and elective courses at the middle and high school levels. Teachers typically have a 5 class period load. The ratios below are based on the full load totals for all five class periods.
| 2020-2021 |
Course Type Breakdowns: |
Grade Level Breakdowns: |
Full time teachers have a maximum full load of 200 students.
Full Load Overall Student to Teacher Full Load Ratio: 24:1
- Full-time: 33:1
- Part-time: 25:1
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Overall Core Courses Student to Teacher Full Load Ratio: 19:1
- Full-time: 32:1
- Part-time: 16:1
- Overall Elective Courses Student to Teacher Full Load Ratio: 32:1
- Full-time: 37:1
- Part-time: 33:1
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Overall Student to Teacher Full Load Ratio Grades 6-8: 6:1
- Full-time: 8:1
- Part-time: 8:1
- Overall Student to Teacher Full Load Ratio Grades 9-12: 21:1
- Full-time: 28:1
- Part-time: 20:1
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Additional teacher information is found at https://www.edgenuity.com/florida/staff-information/. |
For students in grades K-3 and 4-5 Imagine Learning maintains the following Student Teacher Ratio: |
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| Grade Level Breakdowns: |
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Overall Student to Teacher Full Load Ratio Grades K-3: 35:1
Overall Student to Teacher Full Load Ratio Grades 4-5: 40:1
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*Imagine Learning does not typically hire part-time teachers for the K-5 grade band, if a part-time teacher is hired their ratio would be half of the full time ratio.
Teacher Evaluation/Teacher Retention
Imagine Learning believes that its teaching staff is essential to ensure student success. Our unique academic support model establishes teaching teams consisting of a Lead Teacher, Course Instructor, and Success Coach. Course Instructors are evaluated on an ongoing basis through quarterly and annual performance reviews. The evaluation process includes the use of a rubric based on the following categories:
- Student Learning and Performance Outcomes – 30%
- Grading – 25%
- Student Motivation and Success (via instructional and problem-solving sessions) – 25%
- Consistent End of Course Processes -10%
- Teamwork and Professional Development – 10%
Between 2015 and 2020 the company experienced 88% growth with the following data for teacher retention and evaluations:
- 2015-2016: 106 teachers and supervisors with 19 resignations/terminations; 82% retention rate; 93% satisfactory evaluations
- 2016-2017: 136 teachers and supervisors with 39 resignations/terminations; 71% retention rate; 89% satisfactory evaluations
- 2017-2018: 199 teachers and supervisors with 22 resignations and terminations; 89% retention rate; 98% satisfactory evaluations
- 2018-2019: 213 teachers and supervisors with 23 resignations and terminations; 89% retention rate; 99% satisfactory evaluations
- 2019-2020: 434 teachers and supervisors with 44 resignations and terminations; 90% retention rate; 99% satisfactory evaluations
Of the 434 employees in the instructional services division during the 2019-2020 school year, 69 were Florida state certified teachers. This group accounted for two of the resignations/terminations for a retention rate of 97% of the Florida state certified teachers in 2019-2020.
Accountability Outcomes: Student Completions / Graduation / Standardized Assessment Data
Data documenting completion and promotion rates and student standardized assessment results in total and by subgroup are provided below. Since Florida students are enrolled primarily on a part time basis, data for all categories was not available. National data is provided such as SAT ®, ACT ®, and NWEATM assessment data and various subgroups.
Research conducted by independent statisticians confirm that Imagine Learning is having a positive impact on students with varying profiles.
| Subgroup |
Research Conducted |
African American Students |
- From 2014-2015 to 2017-2018, African American students demonstrated statistically and practically significant growth and closed the gap to national norms on the Northwest Evaluation Association Measures of Academic Progress® (NWEATM MAP®) Growth Reading and Math assessments from their freshman to sophomore years. Additionally, the majority of African American students passed their state assessments across all subjects. See slides entitled “Vertus Charter School” at the link below this chart.
- Village Green Virtual Charter School data showed that African American students have significantly improved their performance on the PARCC ELA/Literacy assessment from 2015 to 2016. See slides entitled “Village Green Virtual Charter School” at the link below this chart.
- In Central Community Schools during the 2018-2019 school year, African American students benefited from Imagine Learning ACT WorkKey Virtual Tutor courses. See slide entitled “Central Community Schools” at the link below this chart.
- Between 2014 and 2018, African American students using Imagine Learning Courseware for Algebra, English I, English II, Biology, and US History earned higher grades and recovered more credits than students who used traditional, face-to-face classes for credit recovery. See slides entitled “Cypress-Fairbanks ISD” at the link below this chart.
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Hispanic Students |
- From 2014-2015 to 2017-2018, the majority of Hispanic students passed their state assessments across all subjects. See slides entitled “Vertus Charter School” at the link below this chart.
- During the 2016-2017 school year, Hispanic students’ predicted MAP Growth Reading scores were 1.46 points higher than non-Hispanic students on the 2017 MAP Growth Reading assessment. See slide entitled “Taos Academy Charter School” at the link below this chart.
- In Village Green Virtual Charter School, 10th and 11th-grade Hispanic students using Imagine Learning courses demonstrated significant gains on the Northwest Evaluation Association Measures of Academic Progress® (NWEATM MAP®) Growth Mathematics tests. Additionally, data showed that Hispanic students had significantly improved their performance on the PARCC ELA/Literacy assessment from 2015 to 2016. See slide entitled “Village Green Virtual Charter School” at the link below this chart.
- In Central Community Schools during the 2018-2019 school year, Hispanic students benefited from Imagine Learning ACT WorkKey Virtual Tutor courses. See slide entitled “Central Community Schools” at the link below this chart.
- During the 2018-2019 school year, Hispanic students in Dickinson ISD demonstrated statistically significant growth from their first attempt on the STAAR EOC to their second attempt on the same assessment. See slide titled “Dickinson ISD” at the link below this chart.
- Between 2014 and 2018, Hispanic students using Imagine Learning Courseware for Algebra, English I, English II, Biology, and US History earned higher grades and recovered more credits than students who used traditional, face-to-face classes for credit recovery. See slides entitled “Cypress-Fairbanks ISD” at the link below this chart.
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English Language Learners |
- During the 2010-2011 school year, the pass rate for Imagine Learning English language learner students enrolled in a Central Texas public school district increased from 12% to 50% proficient on the TAKS Science assessment, along with a gain from 60% to 90% on the TAKS Social Studies assessment. See slide entitled “Central Texas Public School District English language learners” at the link below this chart.
- In Central Community Schools during the 2018-2019 school year, English language learners benefited from Imagine Learning ACT WorkKey Virtual Tutor courses. See slide entitled “Central Community Schools” at the link below this chart.
- Between 2014 and 2018, English language learners using Imagine Learning Courseware for Algebra, English I, English II, Biology, and US History earned higher grades and recovered more credits than students who used traditional, face-to-face classes for credit recovery. See slides entitled “Cypress-Fairbanks ISD” at the link below this chart.
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Students with Disabilities |
- Windsor High School implemented Imagine Learning courses with special education and school-phobic students. Special education and school-phobic students used Imagine Learning courses 5-10 hours a week as part of their foundational curriculum. After one year of implementing Imagine Learning courses, the graduation rate of special education students in the program increased from 64 percent in 2014 to 86 percent in 2015. See slide entitled “Windsor High School” at the link below this chart.
- During the 2010-2011 school year, the pass rate for Imagine Learning special education students enrolled in a Central Texas public school district increased from 20% to 47% proficient on the TAKS Mathematics assessment, along with a gain from 61% to 74% on the TAKS Reading assessment. See slide entitled “Central Texas Public School District” at the link below this chart.
- In Central Community Schools during the 2018-2019 school year, special education students benefited from Imagine Learning ACT WorkKey Virtual tutor courses. See slide entitled “Central Community Schools” at the link below this chart.
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Click here to access the slides referenced in the chart above and for further information on Imagine Learning’s student performance by subgroup.
Click here to see the research brief for the study conducted at Vertus Charter School, measured by the Northwest Evaluation Association Measures of Academic Progress ® (NWEA™ MAP ®) Reading and Mathematics tests.
Click here to see Florida FSA student performance data in total and by subgroups.
Click here to see data documenting completion and promotion rates for students enrolled in Florida districts as well as Florida performance and accountability outcomes.
The following links provide data documenting completion and promotion rates for students on a national level, and student standardized assessment results, such as SAT ®, ACT ®, and NWEA™ assessment data.