Virtual Schools in the U.S. 2014: Politics, Performance, Policy, and Research Evidence

Autor/inn/en	Huerta, Luis; Rice, Jennifer King; Shafer, Sheryl Rankin; Barbour, Michael K.; Miron, Gary; Gulosino, Charisse; Horvitz, Brian
Institution	University of Colorado at Boulder, National Education Policy Center
Titel	Virtual Schools in the U.S. 2014: Politics, Performance, Policy, and Research Evidence
Quelle	(2014), (79 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Virtual Classrooms; Educational Policy; Politics of Education; Educational Finance; Governance; Educational Quality; Teacher Effectiveness; Educational Research; Enrollment; Student Characteristics; Teacher Student Ratio; Academic Achievement; Educational Indicators; Federal Programs; Graduation Rate; State Legislation; Educational Legislation; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Educational policy; Bildungsfonds; Education; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Quality of education; Bildungsqualität; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Bildungsforschung; Pädagogische Forschung; Einschulung; Lehrer-Schüler-Relation; Schulleistung; Educational indicato; Bildungsindikator; Landesrecht; Bildungsrecht; Schulgesetz
Abstract	This report is the second of a series of annual reports by the National Education Policy Center (NEPC) on virtual education in the U.S. The NEPC reports contribute to the existing evidence and discourse on virtual education by providing an objective analysis of the evolution and performance of full-time, publicly funded K-12 virtual schools. This report is organized in three major sections. Section I examines the policy and political landscape associated with virtual schooling and describes the current state of affairs related to finance and governance, instructional program quality, and teacher quality. The authors analyze to what extent, if any, policy in the past year has moved toward or away from the 2013 recommendations. Section II reviews the research relevant to virtual schools. It finds that despite considerable enthusiasm for virtual education in some quarters, there is little credible research to support virtual schools' practices or to justify ongoing calls for ever-greater expansion. Section III provides a descriptive overview of full-time virtual schools and their expansion based on data gathered from state, corporate, and organizational sources. Details on enrollment include the student characteristics of race/ethnicity, sex, free and reduced-price lunch eligibility, special education designation, ELL status, and grade level. Other information includes student-teacher ratios. In addition, details on student achievement include Adequate Yearly Progress (AYP) ratings, state ratings, and graduation rates. The following appendices are available for download: (1) Summaries of Legislation Pertaining to Virtual Schools, 2012 and 2013; (2) Numbers of Full-time Virtual Schools and the Students They Serve by State; and (3) Measures of School Performance: State Performance Ratings, Adequate Yearly Progress Status, and Graduation Rates. http://nepc.colorado.edu/publication/virtual-schools-annual-2014 (Each section contains a list of notes and references.) [For the 2013 report, "Virtual Schools in the U.S. 2013: Politics, Performance, Policy, and Research Evidence," see ED558723.] (ERIC).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2018/2/04