Author Reply to K12 Inc. Response

Institution	University of Colorado at Boulder, National Education Policy Center
Titel	Author Reply to K12 Inc. Response
Quelle	(2012), (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Evidence; Private Education; Elementary Secondary Education; Educational Finance; Accountability; Student Attrition; Student Characteristics; Electronic Learning; Virtual Classrooms; Web Based Instruction; Corporations; Criticism; Program Effectiveness; Organizational Effectiveness; Program Evaluation; Vendors; Educational Indicators; Federal Programs; Learning Problems; Teacher Effectiveness; Academic Persistence; School Holding Power; Surveys; Disabilities; Special Needs Students; Inclusion; Low Income Groups; School Effectiveness; Public Education; Outcomes of Education; Educational Testing; Educational Policy; Expenditures; Charter Schools; Teacher Attitudes; Georgia; Nevada; Pennsylvania; Texas + Suchen Sie Ihr Suchwort? Evidenz; Privatunterricht; Bildungsfonds; Verantwortung; Schülerbeurlaubung; Web Based Training; Unternehmen; Kritik; Unternehmenserfolg; Programme evaluation; Programmevaluation; Vendor; Anbieter; Educational indicato; Bildungsindikator; Lernproblem; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Survey; Umfrage; Befragung; Handicap; Behinderung; Sonderpädagogischer Förderbedarf; Inklusion; Schuleffizienz; Öffentliche Erziehung; Lernleistung; Schulerfolg; Politics of education; Bildungspolitik; Ausgaben; Charter school; Charter-Schule; Lehrerverhalten
Abstract	K12 Inc. enrolls more public school students than any other private education management organization in the U.S. Much has been written about K12 Inc. (referred to in this report simply as "K12") by financial analysts and investigative journalists because it is a large, publicly traded company and is the dominant player in the operation and expansion of full-time virtual schools. Using federal and state data, Gary Miron and Jessica Urschel provided a description of the students served by K12 and the public revenues received and spent by the company at the school level. Further, they presented evidence from a range of school performance measures and strives to understand and explain the overall weak performance of these virtual schools. The National Education Policy Center (NEPC) sent a copy to K12 Inc. and invited them to send the authors a response to their evaluation report. Although the authors did not receive a response, "K12 Inc. Public Affairs" did prepare a document that was posted on their website that had fourteen bullet points, currently available on the K12 Inc website at http://k12choice.com/images/stories/K12_Response_to_NEPC_1.pdf. In this paper, the authors provide a brief response to these points. The following concerns of K12 Inc. are answered in this report: (1) Objection to the report's use of the term "falling behind"; (2) Pointing to K12 Inc.'s data concerning results of a "Scantron Performance Series exam"; (3) Pointing out new initiatives undertaken by K12 Inc. to support struggling students; (4) Contesting spending evidence from the report; (5) Attempting to minimize the importance and strength of the CREDO study; (6) Concerning the weakness of AYP measures; (7) Defending the company's teachers; (8) Concerning student attrition; (9) Concerning the company's internal "customer satisfaction surveys"; (10) Concerning students with disabilities; and (11) Concerning inclusion and exclusion of the company's schools and concerning data on free- and reduced-price lunch. [For the main report, "Understanding and Improving Full-Time Virtual Schools: A Study of Student Characteristics, School Finance, and School Performance in Schools Operated by K12 Inc. [with Appendices]," see ED533960.] (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	2017/4/10