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Virtual Schools in the US: Case Studies of Policy, Performance and Research Evidence
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, Touro University, California, United States ; , Teachers College, Columbia, United States ; , Western Michigan University, United States

Society for Information Technology & Teacher Education International Conference, in Washington, D.C., United States ISBN 978-1-939797-32-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

The researchers produced case studies for Ohio, Wisconsin, Idaho, Washington, and Michigan The goal of these case studies was to describe the enrollment, characteristics, and performance of virtual and blended schools over the previous year; discuss the research related to the virtual and blended schooling; and examine the legislation and policies over the past two years These case studies reveal a great degree of consistency For example, most virtual schools were independent, but most students attended an EMO virtual school, which had a much higher student-teacher ratio Virtual students also underperformed Additionally, there was a general lack of empirical research related to virtual and blended schools Finally, there was also a general lack of legislative activity over the two years

Citation

Barbour, M., Huerta, L. & Miron, G. (2018). Virtual Schools in the US: Case Studies of Policy, Performance and Research Evidence. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 672-677). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE). Retrieved November 29, 2020 from .

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