Online learning has steadily become a more integral strategy for schools and districts in their efforts to offer students greater access to the courses they need. Where in the past, much of the online learning activity happened at the state level or regional level, more and more schools are exercising greater control over their online and digital learning programs as affordable options are now more available, schools' expertise grows, curriculum and technology products improve, and teachers become more skilled at integrating online courses and techniques into their instruction. The 2015 edition of "Keeping Pace" reflects this change in the online and digital learning landscape, placing greater emphasis on the users and suppliers of online learning, and how these interrelationships help define the digital learning space, rather than a state-by-state chronicling of activity. In this edition of "Keeping Pace," the authors provide a greater number of snapshots of digital learning activity to illustrate the why and how behind school and district implementation, and in some cases the policies that shape them. Some snapshots show how suppliers partner with schools to deliver online products and services, and highlight the breadth and depth of activity at the state, district, and school level. "Keeping Pace" is also more streamlined than it has been in recent years. This year's edition aims to provide more visual representations of data and information, including greater use of tables and graphics to allow readers to more easily analyze, compare, and contrast findings. The methodology for this report is appended. [Research and writing assistance for this report was provided by Jackie Dobrovolny, Dave Edwards, Bruce Friend, and Christopher Harrington. A list of sponsors of "Keeping Pace with K-12 Digital Learning" can be found on page 2 of the attached document. For the eleventh edition, see ED558147.]