Growth and Performance of Fully Online and Blended K-12 Public Schools

Autor/inn/en	Gulosino, Charisse; Miron, Gary
Titel	Growth and Performance of Fully Online and Blended K-12 Public Schools
Quelle	In: Education Policy Analysis Archives, 25 (2017) 124, (42 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	Public Schools; Electronic Learning; Blended Learning; Elementary Secondary Education; Academic Achievement; School Demography; Enrollment; Teacher Student Ratio; Accountability; Graduation Rate; Student Characteristics; Institutional Characteristics; Virtual Classrooms + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Schulleistung; Schulbesuchsrate; Einschulung; Lehrer-Schüler-Relation; Verantwortung
Abstract	This study provides a census of full-time virtual schools and blended schools from 35 states. Specifically, it utilizes data visualization and exploratory data analysis to examine student demographics and school performance measures of virtual schools and blended schools operating in the 2014-15 school year. The school achievement measures for both virtual and blended schools indicate these schools are performing poorly. Nevertheless, the evidence suggests that their enrollment growth continues. Large virtual schools operated by for-profit education management organizations (EMOs) dominate this sector and are increasing their market share. While more districts are opening their own virtual and blended schools, the schools are typically small, and with limited enrollment. The proportion of Black and Hispanic students in virtual schools is lower than the national average, while students enrolled in blended schools more closely resemble the race and ethnic characteristics of students enrolled in brick-and-mortar public schools nationwide. Virtual and blended schools, while serving students in kindergarten through grade 12, have higher concentrations at the elementary and secondary levels. The empirical work in this area is in its infancy; hence, this study seeks to contribute to both the conceptual and empirical implications of virtual and blended schools by embracing a balance between their public and private benefits. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01