Review of "Overcoming the Governance Challenge in K-12 Online Learning"

Autor/in	Barbour, Michael
Institution	University of Colorado at Boulder, National Education Policy Center
Titel	Review of "Overcoming the Governance Challenge in K-12 Online Learning"
Quelle	(2012), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Evidence; Electronic Learning; Free Enterprise System; Elementary Secondary Education; Academic Achievement; Online Courses; Governance; Educational Policy; Educational Innovation; Achievement Gains; Virtual Classrooms; Statistical Bias; Criticism; Research Methodology; Research Problems; Administrative Organization; Research Reports; Influence of Technology; Validity; Educational Practices; Experimenter Characteristics; Performance Factors; Barriers + Suchen Sie Ihr Suchwort? Evidenz; Freie Wirtschaft; Schulleistung; Online course; Online-Kurs; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Politics of education; Instructional innovation; Bildungsinnovation; Achievement gain; Leistungssteigerung; Kritik; Research method; Forschungsmethode; Forschungskritik; Research report; Forschungsbericht; Gültigkeit; Bildungspraxis; Leistungsindikator
Abstract	This fifth and final paper in the Fordham Institute's series examining digital learning policy is "Overcoming the Governance Challenge in K-12 Online Learning". The purpose of this report is to outline the steps required to move the governance of K-12 online learning from the local district level to the less restrictive state level and to create a free market for corporate innovation in K-12 online learning. Unfortunately, the report is based on an unsupported premise that K-12 online learning will lead to increased student achievement. The body of research to date suggests that there is no learning advantage for virtual schools. Further, no evidence is presented that supports the wisdom or efficacy of centralizing governance at the state level or that moving to a market model is a superior, productive or economical practice. The recommendation that virtual schools should be funded at the same per-pupil amount traditional public schools raises the question of profiteering, given Fordham's claim that virtual schools operate more economically (a claim for which there is limited evidence). This report appears to be ideologically motivated and designed to open up the $600 billion market of K-12 education to for-profit corporations. (Contains 27 notes.) [This paper reviews the following document: "Overcoming the Governance Challenge in K-12 Online Learning. Creating Sound Policy for Digital Learning. A Working Paper Series from the Thomas B. Fordham Institute" (ED530433).] (As Provided).
Anmerkungen	National Education Policy Center. School of Education 249 UCB University of Colorado, Boulder, Colorado 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	2017/4/10