'Whose Choice are We Talking About? The Exclusion of Students with Disabilities from For-Profit Online Charter Schools'

Bernstein, Matthew D.

doi:10.2139/ssrn.2203589

Cited by 2 publications

(3 citation statements)

References 4 publications

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“…On the other hand, the biggest challenge is how to manage the influx of online learning opportunities to ensure that students (regardless of race/ethnicity, gender, age, social class, language origin, and handicapping condition) get their full benefit and not end up lost in cyberspace. Challengers argue that public funding of online schooling will create greater inequities for students with greater needs (Bernstein, 2013). Critics also claim that 'creaming' (selection mechanism) of online students may occur through targeted recruitment (DeJarnatt, 2013).…”

Section: A Typology Of Online Schooling: Virtual and Blended Schoolsmentioning

confidence: 99%

Growth and performance of fully online and blended K-12 public schools

Gulosino

Miron

2017

EPAA

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Abstract:This study provides a census of full-time virtual schools and blended schools from 35 states. Specifically, it utilizes data visualization and exploratory data analysis to examine student demographics and school performance measures of virtual schools and blended schools operating in the 2014-15 school year. The school achievement measures for both virtual and blended schools indicate these schools are performing poorly. Nevertheless, the evidence suggests that their enrollment growth continues. 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 virtual and blended schools, the schools are typically small, and with limited enrollment. The proportion of Black and Hispanic students in virtual schools is lower than the national average, while students enrolled in blended schools more closely resemble the race and ethnic characteristics of students enrolled in brick-and-mortar public schools nationwide. Virtual and blended schools, while serving students in kindergarten through grade 12, have Education Policy Analysis Archives Vol. 25 No. 124 2 higher concentrations at the elementary and secondary levels. The empirical work in this area is in its infancy; hence, this study seeks to contribute to both the conceptual and empirical implications of virtual and blended schools by embracing a balance between thei r public and private benefits. Keywords: Virtual Schools; Blended Schools; Cyber Schools; Hybrid Schools; Online Learning; School Choice Crecimiento y rendimiento de escuelas públicas K-12 en línea y combinadas Resumen: Este estudio proporciona un censo de escuelas virtuales y escuelas combinadas de 35 estados. Específicamente, utiliza la visualización de datos y el análisis de datos exploratorios para examinar las características demográficas de los estudiantes y las medidas de rendimiento escolar de las escuelas virtuales y escuelas combinadas que funcionan en el año escolar 2014-15. Las medidas de rendimiento escolar para las escuelas virtuales y combinadas indican que estas escuelas tienen un rendimiento bajo. Sin embargo, la evidencia sugiere que el crecimiento de su inscripción continúa. Las grandes escuelas virtuales operadas por organizaciones de gestión educativa (EMO) con fines de lucro dominan este sector y están aumentando su cuota de mercado. Mientras más distritos están abriendo sus propias escuelas virtuales y combinadas, las escuelas son típicamente pequeñas y con una inscripción limitada. La proporción de estudiantes negros e hispanos en las escuelas virtuales es más baja que el promedio nacional, mientras que los estudiantes matriculados en escuelas combinadas se asemejan más a la raza y las características étnicas de los estudiantes matriculados en las escuelas públicas de ladrillo y mortero en todo el país. Las escuelas virtuales y mixtas, mientras prestan servicios a estudiantes de jardí n de infantes hasta el grado 12, tienen concentraciones m...

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Section: A Typology Of Online Schooling: Virtual and Blended Schoolsmentioning

confidence: 99%

Growth and performance of fully online and blended K-12 public schools

Gulosino

Miron

2017

EPAA

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“…During these times, students may not have had optimal access to the curriculum. Even so, these teachers did not suppose or suggest service plans had too many services or accommodations for students, which has been a concern in pre-pandemic fully online learning (Bernstein, 2012 ; Ortiz et al, 2021 ). Instead, the teachers drew on their commitments to inclusion and advocated for students.…”

Section: Discussionmentioning

confidence: 99%

“…Reported positive outcomes include an increased sense of belonging and increased opportunities for parental control over educational experiences. Other scholars, such as Bernstein ( 2012 ) have raised concerns about whether services guaranteed under IDEA ( 2004 ) are being provided as required. Research by Basham et al ( 2015 ) and Ortiz et al ( 2021 ) has suggested that there is a risk of losing articulated services with no replacements in the online setting.…”

Section: Teachers’ Use Of Technologies To Support Students With Disabilitiesmentioning

confidence: 99%

Special Education Teachers’ Use of Technologies During the COVID-19 Era (Spring 2020—Fall 2021)

Rice

2022

TechTrends

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When school buildings closed in Spring 2020 due to the COVID-19 pandemic, many teachers began instructing with online technologies. Schools in the United States remained obligated to provide all students access to learning under federal laws in these challenging circumstances. The purpose of this study was to learn from teachers of students with disabilities who were striving to ensure that their students would benefit from instruction using various technologies amid shifting instructional modalities. These teachers taught kindergarten, grade 3, grade, 6, and grade 10. The time periods of the study included the (1) Spring 2020 initial shutdown, (2) return to online learning in Fall 2020, (3) partial return to school buildings using a form of hybrid instruction in Spring 2021, and (4) so-called ‘return to normal’ in Fall 2021. Teachers focused their efforts on facilitating the inclusive use of technologies; evaluating and modifying digital instructional materials; and managing the tension between wanting the autonomy to choose technologies, while needing organized, sustained support. Implications of this study include considerations for the supporting teachers in sustaining the use of technologies that they enjoyed using and found useful for students.

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'Whose Choice are We Talking About? The Exclusion of Students with Disabilities from For-Profit Online Charter Schools'

Cited by 2 publications

References 4 publications

Growth and performance of fully online and blended K-12 public schools

Growth and performance of fully online and blended K-12 public schools

Special Education Teachers’ Use of Technologies During the COVID-19 Era (Spring 2020—Fall 2021)

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