Online Career Schools: $1 Billion in Revenue, Mixed Results for Students

Students attending virtual high schools operated by for-profit companies are receiving vastly different levels of career preparation, with some earning professional credentials and others graduating with none. The disparity raises questions about the value of online career training as a viable alternative to traditional college pathways.

Stride Inc., a publicly traded education company, manages more than 50 online secondary schools that offer career programs. In fiscal year 2026, revenue from middle and high school career learning programs exceeded $1 billion, representing a 19% increase from the previous year. The company states that this segment is the fastest-growing part of its business, which has provided virtual education since 2000.

The effectiveness of these programs varies by state and individual student experience. In Idaho, Mileka Hager attended the Idaho Technical Career Academy, a virtual school of approximately 200 students. After choosing a business track, Hager took live online classes for four hours daily and earned eight professional certifications. State data shows that 61% of students at her school earned industry-recognized credentials in the 2024-25 school year, compared with a state average of 7%.

In Alabama, the experience of Cori Space at the Alabama Destinations Career Academy was different. Her mother, Hilary Space, stated that staff never discussed enrolling Cori in a specific career path. Cori attended live classes only twice a week for two hours each session and completed most homework in under an hour. Hilary Space described the school days as "concerningly short" and questioned why the academy is considered a career readiness program.

State oversight mechanisms differ significantly. Idaho requires private online schools to operate as public charter schools governed by independent, nonprofit boards. The Idaho Division of Career Technical Education reviews each vocational program every five years and sets quality standards for career tracks. In contrast, Alabama allows local school districts to contract directly with private companies to operate virtual schools. Local boards have considerable latitude in designing these rules, and a county superintendent told the Alabama Political Reporter in 2020 that there has never been enough oversight of these schools.

At the Wisconsin Destination Career Academy, a Stride school with 750 students, teachers facilitate job shadows and ship practice kits for courses such as health sciences. Students in health sciences use blood-typing or suture materials and demonstrate mastery via live video. However, according to the Wisconsin Department of Public Instruction, only 16 students at the academy earned an industry-recognized certification between the 2021-22 and 2024-25 school years. The school’s 2024-25 academic growth score placed it in the bottom 10% of state high schools.

Stride spokesperson Brooke Gabbert defended the company's performance, noting that many students enroll midyear and are academically behind. She stated that the company monitors students through assignment completion, course performance, and participation. Gabbert said that some students take career courses to satisfy elective requirements rather than to finish a full track, calling the variation "by design, not a gap in outcomes." Stride officials dispute the low certification numbers in Wisconsin, claiming more than 500 students have earned certifications, though they define some credentials differently than the state does.

Elly Krawinkel, who attended the Wisconsin academy as a junior in 2023, chose the agriculture and natural resources track. Her mother, Heather Krawinkel, reported that teachers were supportive, but Elly's anxiety prevented her from engaging in most activities. She graduated in May 2025 with no industry credentials or work-based credits. Elly is currently not working or in school due to challenges with personal interaction.

Alisha Hyslop of the Association for Career and Technical Education noted that little research exists on the efficacy of online career training. She emphasized that quality vocational education should include hands-on experience such as job shadowing and work-based learning. Carol Corbett Burris, executive director of the Network for Public Education, argued that online programs may become dumping grounds for struggling students. She stated that schools should work with families to overcome anxiety so students can have fulfilling adult lives.