We’d like to invite you to three education policy webinars co-sponsored by NEPC.
NEPC Resources on Virtual Education
In this Q&A, NEPC Fellow Bill Penuel highlights ways in which coronavirus closures may be opportunities to reimagine schools so that they better serve all students.
With schools closed due to COVID-19, many schools have expanded their use of online education.
A new action kit provides information designed to help combat the overuse and misuse of screens in schools.
In a recent article, NEPC Fellow Michael Barbour suggests that online education can be moral under Catholic teachings, but only if done right.
As proponents continue to make the case that virtual education can expand student choices and improve the efficiency of public education, full-time virtual schools have attracted a great deal of at
Education Interview of the Month: Greg Smith Interviews Faith Boninger and Alex Molnar About Personalized Learning and Digital Privatization
Lewis and Clark College Emeritus Professor of Education Gregory A.
Personalized learning programs are proliferating in schools across the United States, fueled by philanthropic dollars, tech industry lobbying, marketing by third-party vendors, and a policy environ
News media accounts and NEPC research have exposed numerous problems with virtual schools. Yet new schools and new enrollment continue unabated.
Education Interview of the Month: Greg Smith Interviews Michael Barbour and Bryan Mann on Virtual Schools
Lewis and Clark College Emeritus Professor of Education Gregory A. Smith interviews Michael Barbour of Touro University California, and Bryan Mann of the University of Alabama.
This sixth NEPC Annual Report on Virtual Education provides a detailed overview and inventory of full-time virtual schools and blended learning, or hybrid, schools.
Lewis and Clark College Emeritus Professor of Education Gregory A. Smith interviews Faith Boninger on student privacy issues.
Digital technologies used in schools are increasingly being harnessed to amplify corporate marketing and profit-making and extend the reach of commercializing activities into every aspect of studen
Key Takeaway: Case studies from the Michigan Virtual Learning Research Institute suggest that policymakers should prioritize understanding and improving virtual school performance
In the five years since the first NEPC Annual Report on Virtual Education was released in 2013, virtual education continues to be a focal p
Schools now routinely direct children online to do their schoolwork, thereby exposing them to tracking of their online behavior and subsequent targeted marketing.
Computer technology has made it possible to aggregate, collate, analyze, and store massive amounts of information about students. School districts and private companies that sell their services to the education market now regularly collect such information, raising significant issues about the privacy rights of students.
This 2015 report is third in a series of annual reports on virtual education in the U.S.. It is organized in three major sections. Section I examines the policy and political landscape associated with virtual schooling and describes the current state of affairs related to finance and governance, instructional program quality, and teacher quality. The authors analyze to what extent, if any, policy in the past year has moved toward or away from their 2014 recommendations.
Personalized Instruction: New Interest, Old Rhetoric, Limited Results, and the Need for a New Direction for Computer-Mediated Learning
The pace of technological advancement, combined with improvements technology has brought to other sectors, is leading policymakers and educators alike to take another look at computers in the classroom, and even at computers instead of classrooms. In particular, advances in computational power, memory storage, and artificial intelligence are breathing new life into the promise that instruction can be tailored to the needs of each individual student, much like a one-on-one tutor.
Review of Report Card on American Education
This second annual report in a series on virtual education is organized in three major sections. Section I examines the policy and political landscape associated with virtual schooling and describes the current state of affairs related to finance and governance, instructional program quality, and teacher quality. The authors analyze to what extent, if any, policy in the past year has moved toward or away from the 2013 recommendations.
This policy brief addresses considerations for state and local policymakers as they decide whether and how to finance supplemental online education alternatives and/or full-time virtual schools. The authors begin with a discussion of the sparse and inconsistent literature regarding the financing of new online models, and then present empirical illustrations for determining costs.
This national study, which comprehensively reviews 311 virtual schools operating in the United States, finds serious and systemic problems with the nation’s full-time cyber schools. Despite virtual schools’ track record of students falling behind their peers academically or dropping-out at higher rates, states and districts continue to expand virtual schools and online offerings to students, at high cost to taxpayers.
K12 Inc. enrolls more public school students than any other private education management organization in the U.S. Much has been written about K12 Inc. (referred to in this report simply as “K12”) by financial analysts and investigative journalists because it is a large, publicly traded company and is the dominant player in the operation and expansion of full-time virtual schools.
Over just the past decade, online learning at the K-12 level has grown from a novelty to a movement. Often using the authority and mechanism of state charters, and in league with home schoolers and other allies, private companies and some state entities are now providing full-time online schooling to a rapidly increasing number of students in the U.S. Yet little or no research is available on the outcomes of such full-time virtual schooling.
In a decade, virtual education in its contemporary form of asynchronous, computer-mediated interaction between a teacher and students over the Internet has grown from a novelty to an established mode of education that may provide all or part of formal schooling for nearly one in every 50 students in the US. In a non-random 2007 survey of school districts, as many as three out of every four public K-12 school districts responding reported offering full or partial online courses.
Knowledge Universe and Virtual Schools: Educational Breakthrough or Digital Raid on the Public Treasury?
Source: Education Policy Studies Laboratory
This report considers one little-known-but large and influential-technology enterprise, Knowledge Universe, and examines the operations of its school-related division, K12, Inc.