It was nearing lunchtime on a recent Thursday, and ninth-grader Noah Schnacky of Windermere, Fla., really did not want to go to algebra. So he didn’t.

Tipping back his chair, he studied a computer screen listing the lessons he was supposed to complete that week for his public high school—a high school conducted entirely online. Noah clicked on his global-studies course. A lengthy article on resource shortages popped up. He gave it a quick scan and clicked ahead to the quiz, flipping between the article and multiple-choice questions until he got restless and wandered into the kitchen for a snack.

Noah would finish the quiz later, within the three-hour time frame that he sets aside each day for school. He also listened to most of an online lecture given by his English teacher; he could hear but not see her as she explained the concept of a protagonist to 126 ninth graders logged in from across the state. He never got to the algebra.

His sister Allison, meanwhile, has spent the past two hours working on an essay in the kitchen. She has found a new appreciation of history. At her old school, she says, the teacher stood at the blackboard and droned, and history was “the boringest class ever.” Now, thanks to the videos she’s been watching on ancient Egypt, she loves it. Read more »