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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]
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Database: Education Research Complete
Description
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]
ISSN:02727757
DOI:10.1016/j.econedurev.2016.05.001