You are here:

Equity Issues in the Star Schools Distance Learning Program


American Educational Research Association Annual Meeting,


The Office of Educational Research and Improvement of the Department of Education has provided funding for four cycles of 2-year Star Schools distance learning projects. This report is based on the second-year findings of a congressionally mandated evaluation of the Star Schools initiative. The Star Schools program focuses on elementary and secondary school students and targets underserved populations through distance learning. Questions about equity have assumed major importance in the Star Schools program and are the focus of this report. The equity issue is approached by describing the characteristics of students at schools served in the 714 Star Schools. Information from observation, document review, and the Common Core of Data (CCD) indicate that few minority and poor high school students in urban areas received full courses in mathematics, science, and foreign languages through Star Schools. These students were more likely to receive supplementary Star Schools courses, while full courses were more common in rural areas where equity objectives were more likely to be met. The question of whether the distribution of Star Schools learning opportunities actually reflects educational needs requires further study. Three tables present study findings. (Contains 10 references.) (SLD)


Tushnet, N.C. & Fleming-McCormick, T. (1995). Equity Issues in the Star Schools Distance Learning Program. Presented at American Educational Research Association Annual Meeting 1995. Retrieved November 15, 2019 from .

This record was imported from ERIC on April 18, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.