Schools in the U.S. 2015: Politics, Performance, Policy, and Research Evidence

Authors

Alex Molnar ed., University of Colorado Boulder
Luis Huerta, Columbia University
Sheryl Rankin Shafer, Columbia University
Michael K. Barbour, Sacred Heart UniversityFollow
Gary Miron, Western Michigan University
Charisse Gulosino, University of Memphis

Document Type

Article

Publication Date

3-2015

Abstract

This report is the third of a series of annual reports by the National Education Policy Center (NEPC) on virtual education in the U.S. The NEPC reports contribute to the existing evidence and discourse on virtual education by providing an objective analysis of the evolution and performance of full-time, publicly funded K-12 virtual schools. Specifically, the NEPC reports: analyze the universe of proposed state bills related to virtual education; assess the research evidence that bears on K-12 virtual teaching and learning; describe the policy issues raised by available evidence; analyze the growth and performance of full-time virtual schools; and, offer recommendations for future research.

Recommended Citation

Molnar, A. (Ed.); Huerta, L., Shafer, S. R., Barbour, M.K., Miron, G., Gulosino, C. (2015). Virtual Schools in the U.S. 2015: Politics, Performance, Policy, and Research Evidence. Boulder, CO: National Education Policy Center.