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Tytuł:
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Virtual Schools in the U.S. 2013: Politics, Performance, Policy, and Research Evidence
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Autorzy:
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Miron, Gary
Horvitz, Brian
Gulosino, Charisse
Huerta, Luis
Rice, Jennifer King
Shafer, Sheryl Rankin
Cuban, Larry
University of Colorado at Boulder, National Education Policy Center
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Deskryptory:
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Virtual Classrooms
Educational Policy
Politics of Education
Educational Finance
Governance
Educational Quality
Teacher Effectiveness
Educational Research
Enrollment
Student Characteristics
Teacher Student Ratio
Academic Achievement
Educational Indicators
Federal Programs
Graduation Rate
State Legislation
Educational Legislation
Elementary Secondary Education
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Język:
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English
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Źródło:
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National Education Policy Center. 2013.
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Dostępność:
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National Education Policy Center. School of Education 249 UCB University of Colorado, Boulder, CO 80309. Tel: 303-735-5290; e-mail: ; Web site: http://nepc.colorado.edu
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Recenzowane naukowo:
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Y
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Page Count:
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81
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Data publikacji:
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2013
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Sponsoring Agency:
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Great Lakes Center for Education Research and Practice
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Typ dokumentu:
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Reports - Evaluative
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Education Level:
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Elementary Secondary Education
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Abstractor:
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ERIC
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EIS Cited:
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ED556232, ED553644
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Data wpisu:
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2013
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Numer akcesji:
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ED558723
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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. The advocates of full-time virtual schools are several years ahead of policymakers and researchers, and new opportunities are being developed and promoted largely by for-profit entities accountable to stockholders rather than to any public constituency. The report's authors conclude that continued rapid expansion of full-time cyber schools is unwise. More research is needed; and to enable such research, state oversight agencies need to require more, and better refined, data. Financial controls and funding unique to cyber schools need to be established. The following appendices are available for download: (1) Summaries of Enacted State Legislation Pertaining to Virtual Schools; (2) Numbers of Full-time Virtual Schools and the Students They Serve by State; (3) Demographic Characteristics of Students Enrolled in Full-Time Virtual Schools; and (4) State Performance Ratings, Adequate Yearly Progress Status, and Reasons for Not Meeting AYP. http://nepc.colorado.edu/publication/virtual-schools-annual-2013 (Each section contains a list of notes and references.)