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The relative benefits of live versus online delivery: Evidence from virtual algebra I in North Carolina.

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Title: The relative benefits of live versus online delivery: Evidence from virtual algebra I in North Carolina.
Authors: Heissel, Jennifer1 jenniferheissel2017@u.northwestern.edu
Source: Economics of Education Review. Aug2016, Vol. 53, p99-115. 17p.
Subject Terms: *Online education, *Algebra education, *Virtual classrooms, *Curriculum, *Middle schools
Geographic Terms: North Carolina
Abstract: Over one million K-12 students pursue virtual education every year, but researchers know very little about the effectiveness of such programs. This paper exploits a district policy change that suddenly shifted advanced eighth graders into a virtual classroom for Algebra I. After the policy, higher-ability eighth graders in the treatment district began taking Algebra I in the virtual classroom at rates similar to the statewide average of their peers in traditional classrooms. The change in course delivery provides a unique opportunity to study effects of a virtual course on academic outcomes. The analysis uses variation in program uptake across performance quintile, district, and year in a difference-in-difference-in-difference approach to estimate the causal effect of the virtual course, finding that eighth grade virtual students tend to underperform relative to eighth graders who took Algebra I in a traditional classroom and relative to pre-policy, same-district students who had to take the course in ninth grade. [ABSTRACT FROM AUTHOR]
Copyright of Economics of Education Review is the property of Pergamon Press - An Imprint of Elsevier Science and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: The relative benefits of live versus online delivery: Evidence from virtual algebra I in North Carolina.
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  Data: *<searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink><br />*<searchLink fieldCode="DE" term="%22Algebra+education%22">Algebra education</searchLink><br />*<searchLink fieldCode="DE" term="%22Virtual+classrooms%22">Virtual classrooms</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink><br />*<searchLink fieldCode="DE" term="%22Middle+schools%22">Middle schools</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22North+Carolina%22">North Carolina</searchLink>
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  Data: Over one million K-12 students pursue virtual education every year, but researchers know very little about the effectiveness of such programs. This paper exploits a district policy change that suddenly shifted advanced eighth graders into a virtual classroom for Algebra I. After the policy, higher-ability eighth graders in the treatment district began taking Algebra I in the virtual classroom at rates similar to the statewide average of their peers in traditional classrooms. The change in course delivery provides a unique opportunity to study effects of a virtual course on academic outcomes. The analysis uses variation in program uptake across performance quintile, district, and year in a difference-in-difference-in-difference approach to estimate the causal effect of the virtual course, finding that eighth grade virtual students tend to underperform relative to eighth graders who took Algebra I in a traditional classroom and relative to pre-policy, same-district students who had to take the course in ninth grade. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Economics of Education Review is the property of Pergamon Press - An Imprint of Elsevier Science and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=116988620
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        Value: 10.1016/j.econedurev.2016.05.001
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        Text: English
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        Type: general
      – SubjectFull: Algebra education
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      – SubjectFull: Virtual classrooms
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      – SubjectFull: Curriculum
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      – SubjectFull: North Carolina
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