This second annual report in a series on virtual education is organized in three major sections. Section I examines the policy and political landscape associated with virtual schooling and describes the current state of affairs related to finance and governance, instructional program quality, and teacher quality. The authors analyze to what extent, if any, policy in the past year has moved toward or away from the 2013 recommendations.
Section II reviews the research relevant to virtual schools. It finds that despite considerable enthusiasm for virtual education in some quarters, there is little credible research to support virtual schools’ practices or to justify ongoing calls for ever-greater expansion.
Section III provides a descriptive overview of full-time virtual schools and their expansion based on data gathered from state, corporate, and organizational sources. Details on enrollment include the student characteristics of race/ethnicity, sex, free and reduced- price lunch eligibility, special education designation, ELL status, and grade level. Other information includes student-teacher ratios. In addition, details on student achievement include Adequate Yearly Progress (AYP) ratings, state ratings, and graduation rates.
Resources related to this item
Molnar, A., Huerta, L., King Rice, J., Rankin Shafer, S., Barbour, M. K., Miron, G., Gulosino, C., & Horvitz, B. (2014). Virtual Schools in the U.S. 2014: Politics, Performance, Policy, and Research Evidence. Boulder, CO: National Education Policy Center. Retrieved [date] from https://scholar.colorado.edu/nepc/143
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.