This study contains an analysis of virtual schools, public policy, and funding in the United States. The purpose of this study was to determine what public policies and legislation were in place regarding the funding models of virtual education on a state by state basis. Furthermore, this study addressed how allocations were being made by state legislatures and if individual state public policies allowed for private/publicly-funded virtual school options. The analysis of the public policy was grouped into three models with the following classifications: Centralized Virtual School Model, Publicly-Funded Virtual School Model, and Privately/Publicly-Funded Virtual School Model. Each model contained the name of the state's primary virtual school, its year of inception, funding source information, and if there were evidence of any alternatives to a state's primary virtual school. Furthermore, this study contained a breakdown and analysis of data in terms of how a given state viewed its virtual school public policy mission statement(s), goal(s) and/or aspiration(s). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]