Expanding Horizons: Distance Education Programs in North Dakota
North Dakota's commitment to providing educational opportunities for all its students, regardless of their location, is exemplified by its robust distance education programs. These programs have evolved significantly since their inception, adapting to the changing needs of students and leveraging technological advancements to deliver quality education.
The Genesis of Distance Education in North Dakota
North Dakota’s Center for Distance Education (CDE) was created by North Dakota’s legislature in 1935 as a means of providing educational opportunity for all of North Dakota’s kids regardless of where they live. North Dakota’s rural landscape both then and now present formidable challenges to providing a uniform system of education across the state. The method has certainly changed, but the mission of CDE still rings true today. That is to provide virtual education to support North Dakota’s K-12 schools by offering all students access to extensive educational opportunities, allowing them to achieve their personal goals, and reach their full potential. CDE is innovative and quality-focused in its approach to educational delivery and its scope of services to foster the strength of North Dakota’s future.
In the early 1930s, many North Dakota students lived in remote, rural areas far away from a high school. During that time, only about 50 percent of students graduated from high school.
Dr. T. W. Thordarson knew from personal experience that students in remote rural areas of North Dakota might have trouble getting a good education. He was born to an Icelandic immigrant family and spoke little English when he entered first grade. However, he had already read Shakespeare, Ivanhoe, Oliver Twist and other classics in Icelandic. He attended school three months in the fall and three months in the spring. As a 10 year old, Thordarson had to help with farm work. He quickly decided that farming was not for him, but it was difficult to get more education. He attended high school classes whenever he could and worked the harvest pitching bundles of wheat to the threshers to earn the money to pay for his education. He eventually graduated from Valley City Normal School (Valley City State University), North Dakota Agricultural College (B.S. and M.S.), and a law degree (which he earned through correspondence study). had an idea to fix the problem. (See Image 1.) He wanted to start a correspondence high school. Students take their tests under the supervision of a local teacher. Dr. Thordarson taught agricultural courses for the North Dakota Agricultural College (now NDSU) through a correspondence system. Lulu Evanson, a member of the Farmers Union, also knew about the need for correspondence courses. She brought the issue to the Farmers Union convention. When Dr. Thordarson learned that the Farmers Union shared his interest, he contacted the organization. He offered to write the bill to create a correspondence school if the Farmers Union would bring the bill to the legislature. The bill became law in 1935.
North Dakota Center for Distance Education (CDE): A Pillar of Virtual Learning
As the only online/virtual school based in the state of North Dakota, CDE partners with all 174 public school districts across the state to provide supplemental online courses. In some instances, CDE serves as the entire academic department when qualified instructors are unable to be hired. CDE offers over 350 unique courses to students in grades K-12 taught by a licensed, highly-qualified online instructor. These courses range from core, elective, Career and Technical Education (CTE), dual credit, and credit recovery. All CDE courses are asynchronous, in and out-of-state students may enroll anytime, and North Dakota public schools pay the cost of these courses for any of their enrolled students.
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Originally called the Division of Correspondence Study, the school has had several names. From 1971 to 2007, the name was Division of Independent Study. Today it is known as the North Dakota Center for Distance Education. Students can choose from hundreds of different courses. Dr. Thordarson continued in his role as director until 1968. His dedication to the Center never faded. Today, the Center’s students might live far from a high school, be older than average, unable to enroll in local schools. Students can take all of their high school courses or just a few courses through the Center.
The Division of Correspondence Study was located on the North Dakota Agricultural College campus in Fargo. Dr. The school was designed to meet the needs of students living on remote farms and in small towns. Over the years, the school has also enrolled students from larger high schools, every state in the United States, and several foreign countries. There are many reasons for students to enroll in correspondence study.
Key Initiatives and Programs
K-5 Program
CDE launched its K-5 program in January of 2021. This program was developed with the help of highly qualified ND elementary instructors and through a curriculum partnership with one of CDE’s curriculum providers.
High School Diploma Program
Students can earn a high school diploma with CDE. CDE is fully accredited through Cognia and accepts students into its diploma earning program from anywhere around the world with an internet connection. An assigned guidance counselor evaluates each student’s credit needs and helps them stay on track until graduation.
Competency-Based Education
In 2023, CDE moved under the umbrella of the North Dakota Department of Public Instruction. As part of this move, CDE aims to strength accountability to all its stakeholders and especially its partnerships with North Dakota schools by moving to competency-based education in all grades, K-12.
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Dual Credit Opportunities
As the only statewide public virtual school in North Dakota, CDE is growing its partnerships with ND public postsecondary institutions to expand dual credit opportunities, with a long-term vision of awarding stackable post-seconday certificates to students to expedite their time to completion at the college level.
Career and Technical Education (CTE) Partnership
CDE maintains a strong partnership with the North Dakota Department of Career and Technical Education (CTE), collaborating on a number of initiatives, including a statewide virtual CTE course catalog to share with ND counselors and students and expand awareness of the extensive availability of virtual CTE courses offered by CDE and CTE centers.
Adapting to State Requirements
CDE helps spearhead changes to state law on required instructional units, recently launching several new courses on cybersecurity and computer science to help ND schools meet new state curricular requirements for grades K-12.
Notable Alumni
Since its founding, thousands of students, including pop music star Bobby Vee, have benefited from the North Dakota Center for Distance Education.
On February 3, 1959, sixteen-year-old Bobby Veline of Fargo stepped onto a Moorhead, Minnesota stage to replace rock star Buddy Holly who was killed in a plane crash on his way to Fargo for the show. That was the start of Bobby Vee’s career as a pop music star. His hits included “Devil or Angel,” “Rubber Ball,” and “Take Good Care of My Baby.” In 1999, Bobby Vee was named to the Theodore Roosevelt Rough Rider Hall of Fame.
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The Impact of COVID-19 on Distance Learning
The situation with the COVID-19 virus and its impact on North Dakota K-12 education continues to evolve on a nearly hourly basis. The NDDPI would like to share the following guidance regarding distance learning.
Most districts are not prepared to implement a distance learning model, such as online learning, on short notice. Some districts and schools may be in a position to continue teaching using distance learning methods through the North Dakota Center for Distance Education (NDCDE); however, equity is a critical consideration. It is important to note that if educational services are being delivered to students in any form, in order for the district to remain open, those services must be provided to all students, including students who don’t have access to technology at home and students receiving special education services.
For the purposes of this memo, virtual, online and distance learning all mean school that is offered through a digital platform rather than on-campus. As is always the case, local school leaders have decision-making powers regarding curriculum and instruction.
Ensuring Equitable Access to Distance Education
Ensuring equitable services in distance education involves addressing several key factors:
- Do all students have access to a device?
- Do all students have access to reliable, high-speed internet?
- Do all classes/courses have the ability to provide instruction?
- Have teachers considered students’ Individualized Educational Plans (IEPs)?
Most importantly, all educational decisions for students with IEPs must be made on an individual basis and consistent with the Individuals with Disabilities Education Act (IDEA) and the North Dakota Department of Instruction’s Office of Special Education guidelines.
Providing High-Quality, Effective, Standards-Based Education
To what degree is the virtual learning experience of high quality?
- Is the learning experience exposure to content, in which students will be able to view content that broadly relates to content areas, such as literacy and numeracy. Focused skill development is not expected. Limited progress is expected. In addition to the materials listed above, more specific subject-matter could be provided through content download (e.g., using laptops and smart phones) and communication by phone (e.g., conference calls and one-on-one calls).
- Is the learning experience a partial continuation of their regular school experience, in which students will be able to access grade-level and subject-matter content. If instructional support (including assessment and evaluation of work) is provided through another medium, continued learning is possible. Measurable student progress is possible. Materials and instructional methods used might include all those listed above as well as synchronous online learning (e.g., chat, streaming, video, instant messaging, and/or web conferences).
- Is the learning experience a full continuation of their regular school experience, in which students will be able to access grade-level and subject-matter content. Instructional support is provided, including assessment and evaluation of work. Measurable student progress is expected.
Additional Distance Education Options
A tailored, private education with a global student body designed to meet the unique needs of each student. Full-time, part-time options and accelerated learning options with AP and NCAA-approved courses. Variety of clubs and social groups for students of all ages to connect with peers.
A high-quality Catholic education that nurtures both academic excellence and spiritual growth. Guaranteed acceptance into Marian University with 3.0 GPA & standard requirements.
A premier, college preparatory education for academically talented and motivated students, offered in partnership with The George Washington University. The Journeys Symposium guides students through self-discovery, providing a framework for academic success and fulfillment.
A highly flexible education designed for independent learners with support, as needed. Tuition-assisted via AZ, NH and WV education scholarship funds. Over 170 self-paced courses including AP, honors, credit recovery and NCAA-approved options. Dual enrollment to earn college credits while in high school.
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