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Photo: Charisse Gulosino |
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| Photo: Dr. Gary Miron |
Study recommendations
The authors recommend that, given the rapid growth of virtual and blended schools and their relatively poor performance, policymakers should slow or stop the growth in the number of schools and the size of their enrollments until the reasons for their performance have been addressed.
Among other recommendations, the researchers suggest increased oversight and regulations to require the private operators to devote more of the public resources they receive to instructional costs.
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The fourth edition of the National Education Policy Center’s annual report on online and blended learning schools provides a detailed overview and inventory of full-time virtual schools and blended learning schools, also called hybrid schools. Little rigorous research has examined their inner workings, but evidence indicates that students differ from those in traditional public schools, and that school outcomes are consistently below traditional public schools. Nevertheless, enrollment growth has continued, assisted by vigorous advertising campaigns, corporate lobbying, and favorable legislation. This report includes student demographics, state-specific school performance ratings, and a comparison of virtual school outcomes with state norms, and provides suggestions for policymakers going forward.
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| Miron, G. & Gulosino, C. (2016). Virtual Schools Report 2016: Directory and Performance Review Boulder, CO: National Education Policy Center. Retrieved from http://nepc.colorado.edu/publication/virtual-schools-annual-2016 |
Executive Summary
This report provides a detailed overview and inventory of full-time virtual schools and blended learning schools that are also known as hybrid schools. Full-time virtual schools deliver all curriculum and instruction via the Internet and electronic communication, usually asynchro-nously with students at home and teachers at a remote location. Blended schools combine traditional face-to-face instruction in classrooms with virtual instruction.
Although increasing numbers of parents and students are choosing virtual or blended schools, little is known about the inner workings of these schools. Evidence related to inputs and out-comes indicate that students in these schools differ from those in traditional public schools. The school performance measures for both virtual and blended schools also indicate that these schools are not as successful as traditional public schools.
Nevertheless, the evidence suggests that their enrollment growth has continued. Large virtual schools operated by for-profit education management organizations (EMOs) dominate this sector and are increasing their market share. While more districts are opening their own vir-tual schools, the schools are typically small, and with limited enrollment.
This report provides a census of full-time virtual schools and blended schools. It also in-cludes student demographics, state-specific school performance ratings, and a comparison of virtual school outcomes with state norms.
Miron, G. & Gulosino, C. (2016).
Virtual Schools Report 2016: Directory and Performance Review
Boulder, CO: National Education Policy Center. Retrieved from http://nepc.colorado.edu/publication/virtual-schools-annual-2016
Source: WMU News
