Page 2 Excellence In Education Lincoln Daily News January 2026
Excellence In Education Lincoln Daily News January 2026 Page 3 Table of Contents 04: Aligning Early Learning and Workforce Support in District 27 08: AI in Education 12: Zion Lutheran School in Lincoln is Doubly Blessed during the 2025-2026 School Year! 14: Land of Lincoln CEO Entrepreneurial Program 18: The Lincoln Music Collective 20: The Role of the Humanities in Lincoln Community High School Education 24: Lincoln Community High School Alternative Education Program 28: Home School and E-Learning vs. Traditional Classroom
Page 4 Excellence In Education Lincoln Daily News January 2026 Aligning Early Learning and Workforce Support in District 27 Retirements among veteran educators, shifting family needs, and the growing importance of early childhood education have challenged school districts across Illinois to think creatively about how they support both students and staff. Lincoln Elementary School District #27 has embraced this moment of change with a forward-thinking approach centered on people, purpose, and the importance of early learning. Over the past several years, the district has experienced the retirement of many longserving teachers and support staff who helped shape Lincoln schools for decades. In response, district leadership has been intentional in recruiting and hiring a new generation of passionate and motivated educators. Administrators and school board members recognized that attracting and retaining high-quality staff requires more than competitive salaries and a strong professional culture; it also requires meaningful support for employees’ families. One of the most significant needs identified was access to safe, reliable, and affordable childcare. To meet this need, the district committed to developing a staff daycare center, a vision that became reality after two years of careful planning, collaboration, and preparation. The newly established staff daycare center now houses an infant room and a toddler room serving district employees and currently cares for 23 children. These spaces provide a nurturing, developmentally appropriate environment where children can thrive, while giving staff peace of mind knowing
Excellence In Education Lincoln Daily News January 2026 Page 5 their children are nearby and well cared for during the workday. Kaylee Lowery shared how meaningful this support has been for her family, stating, “I love that the days and hours align with our work schedules and that I’m not stuck on a long waitlist. District 27 is truly making a positive impact by showing how much it values and supports families. The pricing is incredibly generous, the care is wonderful, and knowing your child is being cared for through your employer is priceless.” Carrie White reflected on the impact of the program, saying, “I feel that the district creating the daycare program for its staff shows that they understand how difficult it can be for those who have young children when it comes to finding someone you trust to care for them while you are at work.” Affordability has also been a key component of the program’s success. Kyrsten Weaver shared, “We also are extremely grateful for the affordability of the daycare. Our dreams have been blown away by the outcome of the daycare thus far.” Natalie Beaver echoed that sentiment, emphasizing the broader impact on district culture: “With the district offering a daycare to staff it shows others how the district values their employees and their families. It also creates a family within the district with employees and their families.” For many educators, the proximity of their children during the school day has been life-changing. Abby Boutcher explained, “Knowing my son is nearby has made it so much easier for me to focus on my classroom. The peace of mind that my child is safe, learning, and loved is invaluable to me. I feel like the daycare is making it so much easier to justify staying in this area. Local childcare was
Page 6 Excellence In Education Lincoln Daily News January 2026 a huge reason why I started at District 27, so to have it in-district is a massive plus.” In addition to serving staff families, the center offers a full-day pre-kindergarten classroom serving 20 students, expanding access to highquality early learning opportunities within the community. Adams Early Childhood Center also continues to serve the broader early childhood population through a morning pre-kindergarten class, an afternoon prekindergarten class, and two Early Childhood Education classrooms. By aligning early learning practices, the district is able to support learners with a wide range of needs. Erin Abbott, Director of Adams Early Childhood Center, highlighted the uniqueness of the initiative, stating, “The daycare is such a unique benefit to be able to offer district staff, and they are so appreciative of the quality care their kids are receiving. Our daycare students are exposed to activities and experiences that encourage their independence and promote development of new skills.” At the same time, the district returned kindergarten, first-grade, and second-grade students from Adams Elementary School to their designated home schools. Because Central Elementary School welcomed the largest number of transitioning students, two additional classrooms were added to ensure adequate space while maintaining balanced class sizes. Central Elementary School Principal Kelly Bogdanic shared her excitement about the expansion, stating, “We are very excited to welcome our staff and students into the new addition! This addition includes two brandnew classrooms and significantly more space for learning, collaboration, and growth.” She added, “We’re proud of this improvement and the many ways it will support teaching, learning, and community over the years to come.” The transformation of Adams Early Childhood Center reflects Lincoln Elementary School District #27’s belief that investing in early childhood education and employee support is an investment in the future of the entire community. By proactively addressing workforce transitions, family needs, and student growth, the district has developed a sustainable, family-centered approach; one that supports learners and educators alike and strengthens the foundation of the school community for years to come. District #27 Administration
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Page 8 Excellence In Education Lincoln Daily News January 2026 AI EDUCATION in Artificial Intelligence has taken off in the past few years. From generating images and videos to answering any question you can imagine, AI is slowly but surely becoming a tool used by many different industries. Education is not immune, but the ways different schools have been tackling this boom of AI is drastically different. How is AI having an impact on the education system, and how are educational institutions handling it? It seems that many educational institutions are trying to integrate AI into their curriculums rather than outright ban it. Oregon Governor Tina Kotek signed a multi-million-dollar deal with Nvidia to expand AI’s role in public schools and educational institutions. Ohio public schools have been given guidelines on how to integrate AI into the classroom. Even the Illinois State Board of Education (ISBE) is going to start drafting guidelines on how AI is to be used in the classroom. These states are certainly not the exception, with many other states joining the ranks. With all these states and schools trying to figure out how to use AI in the classroom, one would imagine that there must be some good reasons as to how AI can benefit education. The University of Illinois’ College of Education published an article on the pros and cons of AI in schools back in October of 2024. The article references many of the most well-known reasons that some schools are not fans of AI, like academic dishonesty. It also references issues like less human interaction and the potential for inaccurate information. As for the positives, the article mentions the ability AI has to simplify difficult concepts. It mentions that teachers can use AI to create supplemental content for their classroom curriculum, as well as give students immediate feedback. One of the largest school districts in Logan County, District #27 in Lincoln, is also getting in on AI. According to superintendent Kent Froebe, the district recently purchased a subscription to Magic School AI, an AI classroom tool that can be used by both teachers and students. According to a video made by Magic School, it is a “vast array of AI tools created for educators.” The majority of the people working at Magic School (75-80 percent) are former educators. This video goes on to show one of their tools, which was as a rubric generator. It also shows that teachers can limit what AI tools their students have access to, with some of the tools on screen being called “AI Literacy Bot” and “Real World Connections with AI.” According to emails Froebe allowed LDN access to, he explained the reason behind
Excellence In Education Lincoln Daily News January 2026 Page 9 District #27 purchasing a “district-wide” subscription to Magic School. “Artificial Intelligence is rapidly shaping the future of education,” Froebe wrote, “and we want to ensure our district leads the way in integrating these tools responsibly and effectively.” Froebe went on to explain two primary goals the district has for Magic School. The first is to reduce the amount of time that teachers have to spend planning lessons. In the email to district teachers, Froebe wrote “we want you to work smarter, not harder.” The second reason was for student feedback. He wants teachers to use the tool to help manage the “feedback load,” giving teachers a tool that can give more immediate, personalized feedback. Froebe stated that, according to research conducted by education academic John Hattie, “feedback has one of the highest impacts on student growth.” LDN was able to get an interview with District #27 Technology Coordinator Barb Coffey to ask more questions about their plans for Magic School. When asked about the potential benefits and drawbacks to using AI in District #27, Coffey mirrored what Froebe said, mentioning efficiency and feedback. As for the potential drawbacks, she stated that AI could be used as a "substitute for original thinking.” Coffey went on to say that while AI answers can also be flawed, students are going to be taught to check responses for accuracy. She stated that AI can only output what it is instructed to do. “We are teaching students to prompt effectively,” wrote Coffey, “which requires a clear understanding of the desired outcome.” Coffey was then asked about why District #27 has been taking a closer approach to AI. “Since students will encounter AI regardless of
Page 10 Excellence In Education Lincoln Daily News January 2026 school policy,” she wrote, “we prefer to lead by example and guide them in its responsible and ethical use.” She went on to say that the district plans to teach students to use AI as a tool to make their work better, not a replacement to do work for them. When asked about what steps the district is taking to encourage staff and students to use AI more frequently and responsibly, Coffey had this to say: “We believe technology is most effective when teachers find it personally valuable. We are launching a two-year workshop series on Magic School AI… As teachers become more comfortable, they will introduce AI to students in age-appropriate ways.” Coffey then went on to explain that students will begin using AI in third grade to help them get writing feedback, and use it through 8th grade, where they will be using it in more complex ways. Next, Coffey was asked about Magic School’s policy on data collection, something that has been a major area of concern for many people. She ensured LDN that District #27 takes data protection seriously, and that most AI tools are blocked to students in the district. “We have specifically selected tools like Magic School Student and Canva because they are SOPPA [Student Online Personal Protection Act] compliant and guarantee data privacy.” Coffey ended the interview by giving an outline for the next year of AI in District #27. “Ultimately, our goal is to empower our entire school community - students and staff alike - with the confidence and ethical foundation to use AI as a catalyst for deeper learning and innovation.” AI is only becoming more and more prevalent in our world. Each year, AI becomes ‘smarter’ and more common. Like the internet found its way into schools with the use of online curriculum or online classes, AI is likely to find its way as well. When states and schools see AI as the next step in the evolution of technology, this gives them the chance to regulate something and use it to the best benefit they can, rather than trying to outright ban it, just to see it make its way into schools years down the line anyway. The reality is that kids are always going to find a way to use the newest technology, whether their parents want them to or not. Schools and parents can combat this as much as they can, but there is no way to stop every child in every situation. Schools and states seem to, like District #27, be trying to teach kids to use AI as a tool and not something to be abused. The internet, as mentioned earlier, was something that eventually made its way into
Excellence In Education Lincoln Daily News January 2026 Page 11 schools. Schools and states then had to make policies on this to help police it in school, while also trying to use it for the greatest educational benefit. Debates on how much the internet should be used in schools, as well as how much of it should be filtered, are still being had in 2026. Groups like the American Civil Liberties Union and the Center for Democracy and Technology argue for less censorship in schools, while some districts and parent groups argue for more internet censorship. It seems unlikely that AI is going anywhere anytime soon. It also seems unlikely that everyone will suddenly become okay with it being used in an educational setting. Regardless of where you fall on the matter, states and schools seem to be viewing AI as a tool to be used in benefit of education, rather than something to be banned and shy away from. Only time will tell if schools and states are making the right call, or a big mistake. Matt Boutcher Sources: AI in Schools: Pros and Cons Oregon’s governor made a deal with Nvidia to get AI education in Oregon schools. What does it mean? How Ohio schools are set to use AI in the classroom 2025 MagicSchool AI Overview Kent Froebe, District #27 Superintendent Barb Coffey, District #27 Technology Coordinator
Page 12 Excellence In Education Lincoln Daily News January 2026 Zion Lutheran School in Lincoln is Doubly Blessed during the 2025-2026 School Year! ZLS is celebrating 50 years of providing a quality Christian education to students of our communities. Even though the current building wasn’t complete until 1979, the school itself started in 1975, using Sunday School rooms at Zion Lutheran Church as classrooms for the first four years of the school. When the current building was completed, the students moved out to Woodlawn where we continue serving families to this day. This year, the school is celebrating its 50-year history with several events: • An anniversary worship service and meal that took place on September 7th with over 350 in attendance. • The 50th Annual Pancake and Sausage Breakfast, Bake Sale, and Silent Auction coming up on February 7th. • Other fun, annual activities like Bingo at ZLS on January 23rd, National Lutheran Schools Week in March, and Music Trivia at the American Legion on March 14th. • Our 8th Grade Graduation service that will introduce a new alumni award – the Zion Eagle Alumni Award, honoring an alumnus who has continued to demonstrate the mission of the school. We are humbled by the fact that over 1,600 students have walked through our doors over the years to receive a Christ-centered
Excellence In Education Lincoln Daily News January 2026 Page 13 education. We hope to continue that tradition for the next 50 years! In addition to celebrating our anniversary, Zion is now accredited by National Lutheran Schools Accreditation. This accreditation visit was completed last spring with a team of five going through the school with a fine-tooth comb and reviewing all facets of the school and its program. We scored well and are now accredited by NLSA for five years in addition to being recognized by the state of Illinois. This anniversary year certainly gives us reasons to celebrate, and we hope you can join us for one of the special activities happening this year, or better yet – send your children to Zion to get a Christ-centered, quality education! Zion Lutheran School - Lincoln
Page 14 Excellence In Education Lincoln Daily News January 2026 Land of Lincoln CEO Entrepreneurial Program Land of Lincoln CEO is a hands-on entrepreneurial program designed to teach students first-hand how business works. The program is offered through LTEC (Lincolnland Technical Education Center). It is a year-long, accredited high school course for sophomores and juniors. Any current sophomore or junior attending a public, private, or home school in the LTEC area can apply. CEO is offered to juniors and seniors as a Heartland Community College dual credit class. There is no cost to apply and there is no tuition due for the program. Those accepted into the program are required to provide their own transportation. There are no GPA requirements to apply to CEO. The application process requires students to write a few short answers about themselves and why they want to take the class. Two references must be provided and the school guidance counselor must approve. The local business community partners with area schools to create project-based learning experiences for students. Students from Lincoln, Mt. Pulaski, Olympia and HartsburgEmden who are looking to gain business skills are encouraged to apply CEO is not a traditional classroom and book type of course. LLCEO meets daily during the school year, generally in the mornings. Most meetings are from 7 - 9 a.m. and occur in different business setting throughout the county. Businesses volunteer to host the students and focus on specific business lessons. The facilitator guides the students in the CEO program. The facilitator helps connect students with local businesses, manages program logistics and requirements, and helps the students develop a relationship with their mentors, the Board, and investors. The program facilitator is not referred to as a teacher, because they are not providing daily lessons, but are facilitating entrepreneurial relationships and skills. Lisa Kuhlman is the facilitator for LLCEO. She has been involved with the program for several years and has seen dozens of graduates realize their dreams of owning their own business. Lisa is a former business owner and graphic designer with a background in youth programming and community education. You can reach Lisa at facilitator@llceo.com. The CEO program is designed to take students out of the classroom and put them in direct contact with local businesses, mentors, and those who invest both time and money in them. The goal is to develop entrepreneurial skills like professionalism and problem solving while focusing on economic
Excellence In Education Lincoln Daily News January 2026 Page 15 development. Each student is paired with a mentor. Mentors are business professionals from Logan County who volunteer their time to guide students. Mentors attend a monthly meeting that takes place during CEO time. The mentorship program establishes connections, strengthens understanding of complex career paths, and develops greater social skills through the mentorship experience. Ultimately, these relationships strengthen the CEO program’s success and build generational bridges between the CEO students and the business community. Students create a group business and an individual business during the class. Every CEO program kicks off with a class business, where students collaborate to develop a business idea, create a business plan, secure funding, and manage all aspects of the business - from marketing to project and money management. In the second half of the year, students focus on building their own business. This includes everything from coming up with a business idea to writing a plan and creating a product. Each student also develops their own business pitch. Mentors are actively involved in the business development stage. Mentors critique and provide feedback as well as providing networking opportunities for the students to outsource marketing and production aspects of their business. There is a national “pitch” competition that local LLCEO students have placed highly in, in recent years. At the end of the year, they showcase their business at a trade show, where the community can see all your hard work come to life. This tradeshow is funded by area investors and involves many of the businesses the class visits as well as the mentors. It is a place for the students to showcase and sell their products/services. The LLCEO program is available because of funding provided by investors. A CEO investor provides financial support for handson business education. Investors support student ventures, mentorship, and program operations through funding or by hosting classes and speaking to the students. Teacher salaries, program expenses, and trade show expenses are also funded through the generous donations of investors. Local businesses, foundations, and “friends of CEO” provide necessary support and enable the LLCEO program to continue reaching the youth of Logan County. Board members are also a crucial part of LLCEO’s success. Board members are active, engaged community leaders who volunteer their time and expertise to the
Page 16 Excellence In Education Lincoln Daily News January 2026 operational oversight of our local CEO Program. They provide ongoing support to the CEO facilitator, plan and execute CEO events, including investor and mentor socials, and the student trade show. Board members organize recruitment efforts, promote the program in local schools, and oversee the selection of CEO students. The Board is also tasked with the recruitment of mentors, pairing students and mentors, and ensuring the mentor program success. Members of the LLCEO Board maintain communication with school administrators to coordinate student participation and ensure proper class scheduling. Board members recruit and maintain relationships with local investors, ensuring the program's financial sustainability. LLCEO Board members include: Ashley Bryan, Matt Puckett, Dirk Conrady, Kelsi Edwards, Board Chair Michelle Bauer, David Pickering, Rachel Judd, Arianna Spencer, John Robinson, and Paul Crombie. If you would like to apply, speak to your guidance counselor and visit www.landoflincolnceo.com. Lesleigh Bennett
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Page 18 Excellence In Education Lincoln Daily News January 2026 the lincoln music collective The Lincoln Music Collective (LMC) is a collaborative initiative uniting music programs across Lincoln-area schools with the shared goal of strengthening music education from the elementary level through high school. The collective brings together students, educators, administrators, and families to create a cohesive, supportive pathway for young musicians. Participating schools include Carroll Catholic School, Chester-East Lincoln–Beason, Lincoln District 27, West Lincoln–Broadwell, Zion Lutheran School, and Lincoln Community High School. Administrators from each school play a key role in supporting the collaboration and ensuring the long-term success of the program. One of the most significant accomplishments of the Lincoln Music Collective this year is the starting of 97 beginning band students across participating schools. This growth reflects increased student interest, coordinated outreach, and a unified effort among schools to introduce music at an early age and sustain student participation over time. The Lincoln Music Collective was created to: ● Build continuity in music education across grade levels ● Support student participation and retention in band and choir programs ● Ease the transition for students entering Lincoln Community High School ● Foster professional collaboration among music educators ● Strengthen community pride through shared musical experiences The success of the collective is driven by the collaboration of its music educators and school leadership. Participating directors include Deanna Pratt (Chester-East Lincoln–Beason), Cami Carlson (West Lincoln–Broadwell),
Excellence In Education Lincoln Daily News January 2026 Page 19 Jonathon Popper (Lincoln District 27), Beth Anderson (Lincoln District 27), Nigel Range (Lincoln Community High School), Hanna Fedorchak (Lincoln Community High School), and David Helm (Lincoln Community High School). As the program continues to grow, the Lincoln Music Collective is accepting instrument donations and monetary contributions to prepare instrument inventories for next year’s beginning band students. Monetary donations are used for instrument repair and maintenance, lesson books, and essential student needs such as reeds and instructional materials. Donated instruments or monetary contributions may be dropped off at the Central School Office or the Lincoln Community High School Office, in care of the Lincoln Music Collective. Through collaboration and community support, the Lincoln Music Collective is strengthening music education and expanding access to meaningful musical experiences for students across Lincoln. David Helm
Page 20 Excellence In Education Lincoln Daily News January 2026 The Role of the Humanities in Lincoln Community High School Education At Lincoln Community High School, humanities programs such as band, choir and theater continue to play an important role in student development, offering opportunities for creative expression, collaboration and personal growth alongside traditional academic coursework. Music education serves as a cornerstone of the humanities at Lincoln Community High School. Nigel Range, director of bands, brings more than a decade of experience to the program after joining the LCHS staff in 2014. A graduate of Western Illinois University with a degree in music education, Range said his own experiences as a student shaped his decision to become an educator and create a welcoming, community-centered environment for students. “For me personally, there was the social aspect of it and the community aspect of it,” Range said. “I was always one of the kids who started the day in the band room and ended the day in the band room.” Range said he wanted to recreate that environment for his students — a place where they feel safe, welcomed and supported. “I wanted to be that person for students,” he said. “I wanted to create that environment for everybody to kind of have a safe place to go, have a place where they felt welcomed, have a place where they felt like they could be themselves.” Beyond emotional support, Range emphasized that music education develops skills students use in many areas of life. He explained that performing and rehearsing music requires quick thinking, collaboration and adaptability. “You have to problem solve—both in the moment and on the fly,” he said. “Whether you’re actively performing or rehearsing, you’re working with everybody — sometimes non-verbally.” Range noted that while not every student will continue music after high school, the benefits of participation extend far beyond the program itself. “It’s still something that you can benefit from just from taking music or studying an
Excellence In Education Lincoln Daily News January 2026 Page 21 instrument or voice during your junior high and high school years,” he said. Choir teacher Hannah Fedorchak, who began her first year of teaching at LCHS in fall 2025 after graduating from Illinois State University, shared similar views on the importance of the humanities. Fedorchak teaches choir and theater and said those programs provide students with a strong sense of belonging. “I think, especially for high schoolers, it really gives them a sense of community and belonging,” Fedorchak said. “It gives them this safe space to feel comfortable.” She added that humanities programs help students step outside their comfort zones while also building leadership skills. “For the more shy kids, it gives them a chance to do something a little out of their comfort zone,” she said. “For students who are more outgoing, it gives them opportunities to develop leadership and help guide other students.” Fedorchak said arts education also encourages independence, as students must practice and prepare on their own while still working as part of a group. “They have to be able to hold down the fort in their smaller groups,” she said. “That independence is really important.” Both educators highlighted the long-term relationships students form through music and performance. Range said students often grow
Page 22 Excellence In Education Lincoln Daily News January 2026 alongside the same peers for years. “You grow together, you struggle together, sometimes you fail together,” he said. “You don’t really do that in other classes.” Fedorchak said support from school administrators and fellow teachers strengthens the humanities at LCHS and allows students to thrive. “We have so much support from our administration and other teachers,” she said. “That really reflects in the joy that students are able to find in the arts.” At Lincoln Community High School, humanities programs continue to serve as more than electives. For many students, they are places of growth, expression and connection — experiences that help prepare them not only for careers or college, but for life beyond graduation. Sophia Larimore
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Page 24 Excellence In Education Lincoln Daily News January 2026 Lincoln Community High School Alternative Education Program In the past few years, Lincoln Community High School has been offering an Alternative Education Program for students who encounter challenges that often make it difficult to do well in the traditional classroom setting. As a blog called “Why Every District Needs an Alternative Education Strategy in 2025” states, “alternative education refers to programs, schools or pathways that differ from traditional high school models, offering greater flexibility around schedule, pacing, content, or learning environment. Alternative strategies can include online or blended learning, credit recovery, dropout recovery, vocational or experiential learning, or support services that address non-academic barriers (such as mental health, socio-economic pressures, or family responsibilities).” The brochure about the alternative program at LCHS explains, “the Alternative Education program at Lincoln Community High School provides students with the opportunity to complete their high school education in an alternative high school setting.” Students in the alternative program “are carefully selected by staff and administration. Students are often identified as those who possess a sincere desire to complete their high school education, despite facing obstacles and a lack of success in the traditional Lincoln Community High School education setting.” The alternative education setting is considered “an ideal setting for students who have struggled to achieve in traditional education settings.” Many of the students “enter the Alternative Education program lacking credits and off-track to graduate.” This program “is designed to help students make up credits and get back on track.” When they are in the program, the students “are encouraged to be involved in the decisions concerning their own education and are encouraged to be a valuable partner with adults in making appropriate choices concerning all aspects of their education.” The hope is that students “will be empowered to make positive choices to reach their short and long term goals.”
Excellence In Education Lincoln Daily News January 2026 Page 25 The administration and staff of Lincoln Community Alternative High School “are committed to assisting students in obtaining their goals. Our school is about change; alternative teachers are dedicated to working with students in any way possible to help them grow both academically and personally.” The program brochure states, “upon entering Lincoln Community Alternative High School, students become part of a family. Within this family, students will find support, respect and care from fellow students and staff.” Students in the program “work at their own pace in a structured, self-contained environment” Courses are completely online, “allowing students to work with staff to find a schedule that works best for them, leading to the goal of graduation.” In addition, “LCHAS students are expected to maintain regular school attendance and to conduct themselves in a mature and respectful manner at all times.” Parents are also encouraged to be a part of working with their children. As the LCHS handbook says, “Communication between home and school helps bind the student, parents, teachers, and administration into a team working toward a common goal of helping the student to succeed. Parents will be strongly encouraged to become actively involved in their child’s educational program. Parents and guardians are strongly encouraged to contact the school whenever there is a question or concern.” The school day and environment of this program is a bit different than in the regular high school setting. In the alternative education program, benefits to the students include sessions in either the morning or afternoon, ability to monitor their own progress, smaller class sizes, support from faculty, schedules personally customized for them and enhanced student-teacher relationships. Class instruction is also done in a different manner. Courses in the program are done through the Edgenuity Online Learning Platform, which includes lectures on video, textbook based materials and personalized learning assessments. The assessments help determine the difficulty level of the material for students. Courses are completed one by one and carefully monitored by the staff. The students are also given frequent feedback. Another feature the program provides is “access to career-oriented courses to enhance skills for higher education and the workforce.” The students must have 17 credits to graduate including four English credits, three math credits, two science credits, two social studies credits, a half credit for consumer ed, a half credit for health and five credits of electives. They also have to complete the state required assessments, which are the SAT and Illinois Science assessment and pass both the United States Constitution and Illinois Constitution tests.
Page 26 Excellence In Education Lincoln Daily News January 2026 This program has been going on for the past several years. LCHS Principal David Helm said 347 students have graduated from the alternative education program between 2021 and 2025. Helm states in the brochure that “graduation is always the end goal. The Lincoln Community Alternative High School makes that a reality for a wide range of learners.” Desiree Nichols has two children that have been enrolled in this program and is very happy about the experience they have had. Nichols said, “I am thankful for the alternative program. My son went from struggling without being able to graduate on time to succeeding and now graduating in May!” In addition, Nichols said, “my daughter went from having troubles and not earning any credits to now being able to complete classes and earn the credits needed. Without alternative education, this would not be possible.” The alternative education program appears to be very beneficial to the students who need to be in a setting which better meets their learning needs. Angela Reiners Sources: Alternative Education. lchsrailers.org Why Every District Needs an Alternative Education Strategy in 2025
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Page 28 Excellence In Education Lincoln Daily News January 2026 Home School and E-Learning vs. Traditional Classroom Childhood Education is considered to be essential for adult success. Almost all Americans attend school, but today there are more options than ever before. Private and public schooling has long been available, but more recently both home schooling and online e-learning have become widely chosen options. When looking at home schooling and e-learning in contrast to traditional classroom learning there are various factors that can affect success. Each method has both benefits and drawbacks that must be considered. In looking at home schooling, the Sociology Journal says, “In the last ten years, there has been a consistent rise in the number of children receiving homeschooling.” One benefit some parents find when homeschooling their children is it “gives parents complete authority over their child’s learning, enabling them to personalize the curriculum to suit their child’s unique needs and interests.” Additionally, “parents can establish an adaptable learning setting that suits their child’s individual timetable and speed.” As the Journal says, “in contrast, traditional education utilizes a standardized method typically seen in both public and private institutions. This approach offers a wellorganized curriculum encompassing various subjects and is taught by qualified teachers.” Students in a traditional school setting are able to utilize “numerous resources such as libraries, laboratories, and extracurricular programs. By engaging with a range of experiences and perspectives, students are better equipped to face future challenges and seize opportunities. This method fosters a
Excellence In Education Lincoln Daily News January 2026 Page 29 comprehensive education that goes beyond just academic learning.” In addition, the Sociology Journal notes, “it is essential to recognize that conventional education adheres to a uniform curriculum, which might not address the unique learning requirements or passions of each student. Nevertheless, it offers a stable and thorough educational structure that complies with recognized academic benchmarks. This method prepares students for college applications and subsequent opportunities, providing them with the knowledge and skills they need to thrive.” With education changing, online learning has become another viable option especially for families who homeschool their children. Forest Trail Academy’s article “How Does Online School Work? A Complete Guide to K-12 Online Learning” states “in today’s fast-changing educational landscape, many families are turning to online schools as a flexible, high-quality alternative to traditional classrooms.” The guide to online learning shows that lessons for elementary students focus on skills in the areas of “reading, writing, math, science, and social studies.” For middle school students, “subjects include math, science, English, social studies, and elective courses.” High school students have access to “core subjects, electives, and Advanced Placement (AP) courses.” Common elements of online learning include digital learning platforms through which students have access to courses. Certified teachers provide instruction on these sites in addition to grading the coursework and exams
Page 30 Excellence In Education Lincoln Daily News January 2026 students submit and give them feedback. Students can work at their pace without the distractions they would have in a classroom. The program is also personalized to meet their needs. The article says the curriculum is accredited, so “courses meet national standards and are designed to ensure mastery of core academic subjects.” When it comes to traditional settings, the Learning Corner website says the classrooms are usually teacher centered as the teacher provides instruction and assesses students. The structured curriculum “outlines the topics to be covered, the learning objectives, and the assessment methods.” Teachers in a traditional setting “often base their instruction on the content of the textbooks” which “provide students with information, exercises, and assignments.” The instruction is also teacher led, as “the teacher leads the instruction by presenting information, explaining concepts, and guiding students through the learning process” In looking at some of the differences between online and homeschooling versus traditional schooling, there are several key features. An article titled “Is homeschooling better than traditional schooling?” discusses some of these features. For instance, the article shows that with online and homeschooling, children get a “personal learning experience” they can get through “adaptive learning platforms,” “flexibility in scheduling and environment,” and “focused attention and reduced distractions.” With traditional schooling, children get “structured socialization and diverse perspectives,” plus “access to specialized resources and expertise” and “standardized curriculum and assessment.” Traditional schools are also using online platforms for some of the instruction and assessment. There are some families who have tried both the home school and public school route. Sophia Larimore was in homeschool for many years before attending public school and shares her thoughts on the varied experiences. Larimore started attending public school in eighth grade after being homeschooled for first through seventh grade and immediately noticed many differences.
Excellence In Education Lincoln Daily News January 2026 Page 31 For example, Larimore said she was exposed to stances she rejected and did not understand why people did not believe in her religion. She was used to learning from Christian textbooks. When she began hearing different perspectives, Larimore said, “I don’t like how close minded I was because of my homeschooling.” As time went on, Larimore said, “I had to learn how to deal with social forms that I was not used to.” While she does not feel she was behind in social etiquette, Larimore said, “there was a pretty big disconnect between me and my classmates, and I feel like that kind of tied in with bullying and made me a bit of an easier target because I had never really been around like people acting more aggressive towards me.” Not knowing how to handle those situations, Larimore said, “I was just kind of awkward about it.” She did not lash out, but let the other students act aggressive towards her, and said, “because of that, I think I was more of an easy target for them.” As the article “Is homeschooling better than traditional schooling?” says, “Ultimately, the choice between homeschooling and traditional schooling is not a binary one. The ‘better’ option depends entirely on the individual child’s needs, learning style, and personality, as well as the family’s resources, values, and educational philosophy. The increasing availability of educational technology is blurring the lines between these two paradigms, enabling traditional schools to offer more personalized learning experiences and empowering homeschooling families to access high-quality resources and support.” Angela Reiners Sources: Homeschooling vs Traditional Schooling: Which Education Style is Best for Your Child? How Does Online School Work? A Complete Guide to K-12 Online Learning Understanding Traditional Education
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