Effectiveness of Cyber Charter Schools: A Review of Research on Learnings

doi:10.1007/s11528-009-0302-x

Cited by 15 publications

(4 citation statements)

References 10 publications

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“…This study, even using parent-reported grades, supports previous work demonstrating that online schools offer an equivalent educational experience. As such, providers might choose to recommend online schools, since they can provide an educational choice for medically or socially challenged children instead of traditional schools with strict rules such as attendance requirements [12,25,26]. This study confirms that significantly more students who have special health care needs are opting into this online educational opportunity.…”

Section: Discussionsupporting

confidence: 59%

Online Schools and Children With Special Health and Educational Needs: Comparison With Performance in Traditional Schools

Thompson¹,

Ferdig²,

Black³

2012

J Med Internet Res

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BackgroundIn the United States, primary and secondary online schools are institutions that deliver online curricula for children enrolled in kindergarten through 12th grade (K-12). These institutions commonly provide opportunities for online instruction in conjunction with local schools for students who may need remediation, have advanced needs, encounter unqualified local instructors, or experience scheduling conflicts. Internet-based online schooling may potentially help children from populations known to have educational and health disadvantages, such as those from certain racial or ethnic backgrounds, those of low socioeconomic status, and children with special health care needs (CSHCN).ObjectiveTo describe the basic and applied demographics of US online-school users and to compare student achievement in traditional versus online schooling environments.MethodsWe performed a brief parental survey in three states examining basic demographics and educational history of the child and parents, the child’s health status as measured by the CSHCN Screener, and their experiences and educational achievement with online schools and class(es). Results were compared with state public-school demographics and statistical analyses controlled for state-specific independence.ResultsWe analyzed responses from 1971 parents with a response rate of 14.7% (1971/13,384). Parents of online-school participants were more likely to report having a bachelor’s degree or higher than were parents of students statewide in traditional schools, and more of their children were white and female. Most notably, the prevalence of CSHCN was high (476/1971, 24.6%) in online schooling. Children who were male, black, or had special health care needs reported significantly lower grades in both traditional and online schools. However, when we controlled for age, gender, race, and parental education, parents of CSHCN or black children reported significantly lower grades in online than in traditional schooling (adjusted odds ratio [aOR] 1.45, 95% confidence interval [CI] 1.29–1.62 for CSHCN, P < .001; aOR 2.73, 95% CI 2.11–3.53 for black children, P < .001.) In contrast, parents with a bachelor’s degree or higher reported significantly higher online-school grades than traditional-school grades for their children (aOR 1.45, 95% CI 1.15–1.82, P < .001).ConclusionsThe demographics of children attending online schools do not mirror those of the state-specific school populations. CSHCN seem to opt into online schools at a higher rate. While parents report equivalent educational achievement in online and traditional classrooms, controlling for known achievement risks suggests that CSHCN and black children have lower performance in online than in traditional schools. Given the millions of students now in online schools, future studies must test whether direct assistance in online schools, such as taking individualized education plans into consideration, will narrow known disparities in educational success. Only then can online schools emerge as a true educational...

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Section: Discussionsupporting

confidence: 59%

Online Schools and Children With Special Health and Educational Needs: Comparison With Performance in Traditional Schools

Thompson¹,

Ferdig²,

Black³

2012

J Med Internet Res

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“…Learners conduct exploration, assessment, interpretation, synthesis, and information to produce the various product of learning [21]. According To Thomas [22] the characteristics of Project-Based Learning are centrality (project as central to the learning), driving question (focus to the question or problem leading the students to look for solution with the appropriate field of the science concept), constructive investigation (students build their knowledge by doing investigation autonomously), autonomy (student-centered approach, students as problem solver of the discussed problem), realism (focus on the activities that similar to real situation). "…”

Section: Pedagogical Implicationmentioning

confidence: 99%

An Analysis of Student’s Narrative Text Writing: An SFL Approach

Arigusman¹

2018

IJLLL

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This research aims to investigate student's writing competence related to structure of narrative text in SFL perspective, highlights the problems, and examine whether L1 interferes the quality of the student's writing. Then provides suggestion to overcome the problems. Qualitative case study approach was used in this study in which a narrative text written by a senior high school student is analyzed. The result reveals that the text has followed the common generic structure of narrative text. From SFL view some problems are found which are caused by the lack of knowledge about structures. Furthermore, L1 also interferes the student's narrative writing.Index Terms-Narrative text, writing, systemic functional linguistic.

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“…The most robust research on full-time K-12 online schools' performance compared to brickand-mortar schools focuses on online schools that operate under the charter governance structure. Early studies show mixed results depending on school context, student population, and study design (Cavanaugh, 2009). As this research has expanded, findings consistently show negative performance in cyber charters compared to traditional schools, including statistically significant lower learning growth rates in cyber charters as measured on statewide tests (Ahn & McEachin, 2017;Woodworth et al, 2015).…”

Section: A Brief Overview Of Online Learning Researchmentioning

confidence: 85%

Digital divides: K-12 student profiles and online learning

Mann

Wei

Besnoy

2021

EPAA

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Online learning for primary and secondary students has expanded significantly in the United States during the last two decades. In addition to the sustained growth of online learning, many schools and districts used online learning to respond to the coronavirus pandemic. As school leaders and policymakers move more students into online courses, they need information about which students succeed and struggle online. We examine the relationship between student traits and academic success in a statewide online learning program. We find that students identified with specific exceptionalities, students who identify as male, students from disadvantaged socioeconomic backgrounds, and students from cities or fringe rural areas were more likely to struggle in their online courses. This information comes at a vital time as school leaders seek to determine the effects of widespread online learning, make decisions about the support students will need after the pandemic ends, and develop the best online learning approaches when in-person schooling returns.

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Effectiveness of Cyber Charter Schools: A Review of Research on Learnings

Cited by 15 publications

References 10 publications

Online Schools and Children With Special Health and Educational Needs: Comparison With Performance in Traditional Schools

Online Schools and Children With Special Health and Educational Needs: Comparison With Performance in Traditional Schools

An Analysis of Student’s Narrative Text Writing: An SFL Approach

Digital divides: K-12 student profiles and online learning

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