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Promoting Failure: Examining Policies Related to K-12 Online Schools
PROCEEDINGS

, Sacred Heart University, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Las Vegas, NV, USA ISBN 978-1-939797-05-6 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

The use of online learning at the K-12 level has been growing exponentially over the past decade, and much of that growth has been driven by legislative changes designed to allow for more full-time cyber charter schools. While limited, the research to date indicates that students engaged in full-time online learning – such as the online learning provided by cyber charter schools – perform quite poorly compared to their face-to-face counterparts; both in terms of student performance on statewide assessments and in terms of retention. This calls into question the claims of proponents that push for more K-12 online learning options and less oversight of these K-12 online learning programs. This presentation is an attempt to frame the problem of non-research-based K-12 online learning policy and examine potential research-based regulations.

Citation

Barbour, M. (2013). Promoting Failure: Examining Policies Related to K-12 Online Schools. In T. Bastiaens & G. Marks (Eds.), Proceedings of E-Learn 2013--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1629-1633). Las Vegas, NV, USA: Association for the Advancement of Computing in Education (AACE). Retrieved September 15, 2019 from .

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