Online learning plays an important role in the state's education landscape. Both students and schools benefit from online courses by: (1) Allowing students to enroll in courses that are not available at their school; (2) Ensuring that students are able to earn credits needed for graduation; (3) Providing schools with a wide array of educational options to meet student needs; (4) Providing students with an important alternative to traditional classrooms, assisting students who seek remediation or acceleration in their learning; and (5) Meeting the needs of students with different learning styles. In school year 2014-15, nearly 31,000 Washington students enrolled in 72,787 semester online courses. The number of students greatly increased (19.3 percent), while the number of enrollments slightly increased from the previous year, indicating more students are taking a smaller number of courses (part-time). Additionally, both the number of districts and schools reporting online enrollments increased. In reports submitted in the 2013 and 2014 years, the Office of Superintendent of Public Instruction (OSPI) highlighted concerns about student achievement in online courses. Based on the 2014-15 data, there is still cause for concern, however the differences in outcomes between online and non-online course enrollments has narrowed: online courses were successfully completed nearly 80 percent of the time, compared to 91 percent for non-online courses. In 2014, OSPI made a significant change in the rules that govern the online provider approval process. The previous process focused largely on program "inputs"--policies, and procedures. With the rule revision, providers must now meet student achievement performance targets ("outputs") to maintain their approved status. 2015 will provide OSPI with the opportunity to hone data reporting and gathering practices and create a baseline of outcomes-based accountability for approved online providers. OSPI and the State Auditor's Office will continue to closely monitor Alternative Learning Experiences (ALE) and online learning programs. This will help inform any future policy discussions in this area. Appended to the report are: (1) Data Sources; (2) Online Provider Approval Reviews; and (3) 2015 Full Review Approval Cycle.