Virtual Schools Expand Despite Poor Performance, Lack of Research Support, and Inadequate Policies

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Key New NEPC Brief Takeaway: Policymakers should focus on improving academic performance, promoting needed research, and developing policy in critical areas before permitting more virtual schools.

Virtual Schools in the U.S. 2017, a three-part report released today by the National Education Policy Center, provides a detailed inventory of full-time virtual schools in the U.S. and their performance, an exhaustive review of the literature on virtual education and its implications for virtual school practices, and a detailed review and analysis of state-level policymaking related to virtual schools.

The growth of full-time virtual schools is fueled, in part, by policies that expand school choice and that provide market incentives attractive to for-profit companies. Indeed, large virtual schools operated by for-profit education management organizations (EMOs) now dominate this sector and are increasing their market share.

Although virtual schools benefit from the common but largely unsupported assumption that the approach is cost-effective and educationally superior to brick and mortar schools, there are numerous problems associated with virtual schools. School performance measures, for both full-time entirely virtual and full-time blended virtual schools, suggest that they are not as successful as traditional public schools.

The virtual education research base is not adequate to support many current virtual school practices. More than twenty years after the first virtual schools began, there continues to be a deficit of empirical, longitudinal research to guide the practice and policy of virtual schooling.

State policymaking in several key areas – such as accountability, teacher preparation, and school governance – continues to lag.

An analysis of state policies suggests that policymakers continue to struggle to reconcile traditional funding structures, governance and accountability systems, instructional quality, and staffing demands with the unique organizational models and instructional methods associated with virtual schooling. Accountability challenges linked to virtual schools include designing and implementing governance structures capable of accounting for expenditures and practices that directly benefit students.

The report’s policy recommendations include:

  • The specification and enforcement of sanctions for virtual schools and blended schools if they fail to improve student performance.
  • The creation of long-term programs to support independent research on and evaluation of virtual schooling, particularly full-time virtual schooling.
  • The development of new funding formulas based on the actual costs of operating virtual schools.

Find Virtual Schools Report 2017, Alex Molnar, Editor, on the web at:
http://nepc.colorado.edu/publication/virtual-schools-annual-2017

Find Documents:
Press Release: http://nepc.info/node/8564
NEPC Publication: http://nepc.colorado.edu/publication/virtual-schools-annual-2017

This research brief was made possible in part by support provided by the Great Lakes Center for Education Research and Practice: http://www.greatlakescenter.org

The National Education Policy Center (NEPC), housed at the University of Colorado Boulder School of Education, produces and disseminates high-quality, peer-reviewed research to inform education policy discussions. Visit us at: http://nepc.colorado.edu

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William J. Mathis

Gary Miron
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