NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1054622
Record Type: Journal
Publication Date: 2015
Pages: 14
Abstractor: As Provided
Reference Count: 30
ISBN: N/A
ISSN: ISSN-0892-3647
An Empirical Evaluation of Distance Learning's Effectiveness in the K-12 Setting
Harris-Packer, Jerilyn D.; Ségol, Geneviève
American Journal of Distance Education, v29 n1 p4-17 2015
This study evaluated the effect of online instruction on the academic achievement of K--12 students in ten states as measured by the percentage of proficient students in reading and mathematics at the school level. We used publicly available data provided by the Department of Education in Florida, Michigan, Minnesota, Nevada, Ohio, Pennsylvania, South Carolina, Utah, Washington, and Wisconsin. Although the online schools do not appear to perform better than the traditional schools, on the average, their performance is not homogeneous. Some schools appear to perform as well as or better than traditional schools.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Florida; Michigan; Minnesota; Nevada; Ohio; Pennsylvania; South Carolina; Utah; Washington; Wisconsin
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001