Virtual Schools in the U.S. 2019

Autor/inn/en	Molnar, Alex; Miron, Gary; Elgeberi, Najat; Barbour, Michael K.; Huerta, Luis; Shafer, Sheryl Rankin; Rice, Jennifer King
Institution	University of Colorado at Boulder, National Education Policy Center
Titel	Virtual Schools in the U.S. 2019
Quelle	(2019), (125 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Computer Simulation; Efficiency; Distance Education; Academic Achievement; Institutional Characteristics; Public Education; Educational Research; Educational Practices; State Legislation; Educational Policy; Teaching Methods; Blended Learning; Student Characteristics; Elementary Secondary Education; Educational Finance; Governance; Educational Quality; Teacher Effectiveness; Teacher Student Ratio; Enrollment; Educational Improvement; Accountability; Costs; Online Courses; Full Time Students; Charter Schools; School Effectiveness; Proprietary Schools + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Effectiveness; Effektivität; Wirkungsgrad; Distance study; Distance learning; Fernunterricht; Schulleistung; Öffentliche Erziehung; Bildungsforschung; Pädagogische Forschung; Bildungspraxis; Landesrecht; Politics of education; Bildungspolitik; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsfonds; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Quality of education; Bildungsqualität; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrer-Schüler-Relation; Einschulung; Teaching improvement; Unterrichtsentwicklung; Verantwortung; Cost; Kosten; Online course; Online-Kurs; Vollzeitstudium; Charter school; Charter-Schule; Schuleffizienz
Abstract	As proponents continue to make the case that virtual education can expand student choices and improve the efficiency of public education, full-time virtual schools have attracted a great deal of attention. Advocates contend that this potential for individualization allows virtual schools to promote greater student achievement than can be realized in traditional brick-and-mortar schools. NEPC researchers found, however, that the research evidence does not support this claim. This three-part brief provides disinterested scholarly analyses of the characteristics and performance of full-time, publicly funded K-12 virtual schools; reviews the relevant available research related to virtual school practices; provides an overview of recent state legislative efforts to craft virtual schools policy; and offers policy recommendations based on the available evidence. (As Provided).
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	2020/1/01