Virtual Schools in the U.S. 2013: Politics, Performance, Policy, and Research Evidence

Autor/inn/en	Miron, Gary; Horvitz, Brian; Gulosino, Charisse; Huerta, Luis; Rice, Jennifer King; Shafer, Sheryl Rankin; Cuban, Larry
Institution	University of Colorado at Boulder, National Education Policy Center
Titel	Virtual Schools in the U.S. 2013: Politics, Performance, Policy, and Research Evidence
Quelle	(2013), (81 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 national study, which comprehensively reviews 311 virtual schools operating in the United States, finds serious and systemic problems with the nation's full-time cyber schools. Despite virtual schools' track record of students falling behind their peers academically or dropping-out at higher rates, states and districts continue to expand virtual schools and online offerings to students, at high cost to taxpayers. The advocates of full-time virtual schools are several years ahead of policymakers and researchers, and new opportunities are being developed and promoted largely by for-profit entities accountable to stockholders rather than to any public constituency. The report's authors conclude that continued rapid expansion of full-time cyber schools is unwise. More research is needed; and to enable such research, state oversight agencies need to require more, and better refined, data. Financial controls and funding unique to cyber schools need to be established. The following appendices are available for download: (1) Summaries of Enacted State Legislation Pertaining to Virtual Schools; (2) Numbers of Full-time Virtual Schools and the Students They Serve by State; (3) Demographic Characteristics of Students Enrolled in Full-Time Virtual Schools; and (4) State Performance Ratings, Adequate Yearly Progress Status, and Reasons for Not Meeting AYP. http://nepc.colorado.edu/publication/virtual-schools-annual-2013 (Each section contains a list of notes and references.) (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