While there has been some improvement in what is known about supplemental K-12 online learning, there continues to be a lack of evidence to guide the practice of full-time K-12 online learning. This paper examines the literature and research into the funding of full-time K-12 online learning programs. As one of the few areas where a reasonable body of literature exists, and where both progress and neo-liberal groups have reach relative agreement. It concludes that full-time K-12 online learning costs less than traditional brick-and-mortar, and that policymakers should consider the nature of instruction when determining funding for full-time K-12 online learning programs.
Barbour, M. (2015). Innovative Public Education or Glorified Homeschooling: Funding Full-Time K-12 Online Learning. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2015 (pp. 1435-1437). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).