Also, and again consistent with national trends, students that attend the virtual schools in these five states tended to perform quite poorly compared to their brick-and-mortar counterparts.Īt the same time, these case studies revealed that the enrollment demographics in each of these states did vary from the national trends.
All five states follow these national trends. 2017 report included two key findings: (1) that the growth of full-time virtual schools was fueled, in part, by policies expanding school choice, and (2) that this growth is seen most among the for-profit education management organizations (EMOs) that dominate this sector. And they consider the legislation and policies that have been introduced (and enacted) over the past two years.īased on a national data set, the April NEPC Virtual Schools in the U.S. They also examine the research related to the virtual and blended school characteristics and outcomes, as well as the legislative activities.
These case studies describe the enrollment, characteristics, and performance of virtual and blended schools in each state over the previous year. 2017 report, the lead researchers have engaged with the Michigan Virtual Learning Research Institute (MVLRI) to use the data set to undertake a more in-depth analysis of five states: Ohio, Wisconsin, Idaho, Washington, and Michigan. They also assess the research evidence that bears on K-12 virtual teaching and learning, and they analyze the growth and performance of such virtual and blended schools.īuilding on the April release of the Virtual Schools in the U.S. These reports provide an impartial analysis of the evolution of full-time, publicly funded K-12 virtual and blended schools by examining the policy issues raised by available evidence.
BOULDER, CO (June 27, 2017) – Over the past five years, the National Education Policy Center (NEPC) has produced an annual report called Virtual Schools in the U.S.: Politics, Performance, Policy, and Research Evidence.
0 kommentar(er)
