Virtual Schools in the U.S. 2019
Auteur(s) : Molnar, Alex; Miron, Gary; Elgeberi, Najat; Barbour, Michael K.; Huerta, Luis; Shafer, Sheryl Rankin; Rice, Jennifer King
Editeur(s) : National Education Policy Center (NEPC)
Date : 05/2019
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.
Télécharger le document : https://files.eric.ed.gov/.../ED595244.pdf
mot(s) clé(s) : enseignement et formation à distance, numératie, compétences et pratiques mathématiques
