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.
Resources related to this item
Molnar, A., Miron, G., Elgeberi, N., Barbour, M. K., Huerta, L., Rankin Shafer, S., & King Rice, J. (2019). Virtual Schools in the U.S. 2019. Boulder, CO: National Education Policy Center. Retrieved [date] from https://scholar.colorado.edu/nepc/94
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.