Virtual Schools in the U.S. 2021
Saved in:
| Title: | Virtual Schools in the U.S. 2021 |
|---|---|
| Language: | English |
| Authors: | Molnar, Alex, University of Colorado at Boulder, National Education Policy Center |
| Source: | National Education Policy Center. 2021. |
| 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: | 119 |
| Publication Date: | 2021 |
| Sponsoring Agency: | Great Lakes Center for Education Research and Practice |
| Document Type: | Collected Works - General Reports - Evaluative |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Virtual Schools, Elementary Secondary Education, Public Schools, State Legislation, Educational Policy, State Policy, Blended Learning, Enrollment, Student Characteristics, Academic Achievement, Educational Research, School Effectiveness, Educational Finance, Governance, Educational Quality, Teacher Effectiveness |
| Geographic Terms: | United States |
| Abstract: | The COVID-19 pandemic has pushed virtual schooling to the forefront of the national educational landscape. Long-time proponents of this technology quickly positioned digital programs and platforms as the obvious solution for schools that had to close buildings to avoid transmitting the virus. The pandemic exacerbated a trend that NEPC virtual schools' reports have documented since 2013. While it is clear that virtual schools--particularly for-profit virtual schools--are expanding rapidly, there remains little research evidence to support or justify the expansion. Moreover, there is little policymaking at the state level adequate to the task of ensuring the quality of education that virtual school students receive. "Virtual Schools in the U.S. 2021" provides 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 school policy; and offers policy recommendations based on the available evidence. [Contributors to the research brief include Gary Miron, Michael K. Barbour, Luis Huerta, Sheryl Rankin Shafer, Jennifer King Rice, Amanda Glover, Nathan Browning, Shelby Hagle, and Faith Boninger. For "Virtual Schools in the U.S. 2019," see ED595244.] |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | ED613106 |
| Database: | ERIC |
| Abstract: | The COVID-19 pandemic has pushed virtual schooling to the forefront of the national educational landscape. Long-time proponents of this technology quickly positioned digital programs and platforms as the obvious solution for schools that had to close buildings to avoid transmitting the virus. The pandemic exacerbated a trend that NEPC virtual schools' reports have documented since 2013. While it is clear that virtual schools--particularly for-profit virtual schools--are expanding rapidly, there remains little research evidence to support or justify the expansion. Moreover, there is little policymaking at the state level adequate to the task of ensuring the quality of education that virtual school students receive. "Virtual Schools in the U.S. 2021" provides 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 school policy; and offers policy recommendations based on the available evidence. [Contributors to the research brief include Gary Miron, Michael K. Barbour, Luis Huerta, Sheryl Rankin Shafer, Jennifer King Rice, Amanda Glover, Nathan Browning, Shelby Hagle, and Faith Boninger. For "Virtual Schools in the U.S. 2019," see ED595244.] |
|---|
