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Virtual Schools in the U.S. 2019

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Bibliographic Details
Title: Virtual Schools in the U.S. 2019
Language: English
Authors: Molnar, Alex, Miron, Gary, Elgeberi, Najat, Barbour, Michael K., Huerta, Luis, Shafer, Sheryl Rankin, Rice, Jennifer King, University of Colorado at Boulder, National Education Policy Center
Source: National Education Policy Center. 2019.
Availability: National Education Policy Center. School of Education 249 UCB University of Colorado, Boulder, CO 80309. Tel: 303-735-5290; e-mail: nepc@colorado.edu; Web site: http://nepc.colorado.edu
Peer Reviewed: Y
Page Count: 125
Publication Date: 2019
Sponsoring Agency: Great Lakes Center for Education Research and Practice
Document Type: Reports - Evaluative
Education Level: Elementary Secondary Education
Descriptors: Computer Simulation, Efficiency, Distance Education, Academic Achievement, Institutional Characteristics, Public Education, Educational Research, Educational Practices, State Legislation, Educational Policy, Teaching Methods, Blended Learning, Student Characteristics, Elementary Secondary Education, Educational Finance, Governance, Educational Quality, Teacher Effectiveness, Teacher Student Ratio, Enrollment, Educational Improvement, Accountability, Costs, Online Courses, Full Time Students, Charter Schools, School Effectiveness, Proprietary Schools
Abstract: As proponents continue to make the case that virtual education can expand student choices and improve the efficiency of public education, full-time virtual schools have attracted a great deal of attention. Advocates contend that this potential for individualization allows virtual schools to promote greater student achievement than can be realized in traditional brick-and-mortar schools. NEPC researchers found, however, that the research evidence does not support this claim. This three-part brief provides disinterested scholarly analyses of the characteristics and performance of full-time, publicly funded K-12 virtual schools; reviews the relevant available research related to virtual school practices; provides an overview of recent state legislative efforts to craft virtual schools policy; and offers policy recommendations based on the available evidence.
Abstractor: As Provided
Entry Date: 2019
Accession Number: ED595244
Database: ERIC
Description
Abstract:As proponents continue to make the case that virtual education can expand student choices and improve the efficiency of public education, full-time virtual schools have attracted a great deal of attention. Advocates contend that this potential for individualization allows virtual schools to promote greater student achievement than can be realized in traditional brick-and-mortar schools. NEPC researchers found, however, that the research evidence does not support this claim. This three-part brief provides disinterested scholarly analyses of the characteristics and performance of full-time, publicly funded K-12 virtual schools; reviews the relevant available research related to virtual school practices; provides an overview of recent state legislative efforts to craft virtual schools policy; and offers policy recommendations based on the available evidence.