The Impact of U.S. National and State Level Policy on the Nature and Scope of K-12 Virtual Schooling
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Authors
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, Oct 15, 2007 in Quebec City, Canada ISBN 978-1-880094-63-1
Abstract
During the past five years, virtual schools in the United States have gained popularity and acceptance as viable alternatives to the traditional school system through provisions for charter schools under Title V, Part B, Subpart 1 of the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the No Child Left Behind Act of 2001. This paper describes the existing federal policies that are driving the online virtual school movement, and how one state, Nevada, has set forth and interpreted specific policies regarding online distance education. In addition, this paper identifies the beliefs acting as the driving forces behind such policies in the United States and discusses implications for other countries also seeking to set forth guidelines for K-12 online distance education programs.
Citation
Archambault, L., Crippen, K. & Lukemeyer, A. (2007). The Impact of U.S. National and State Level Policy on the Nature and Scope of K-12 Virtual Schooling. In T. Bastiaens & S. Carliner (Eds.), Proceedings of E-Learn 2007--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 2185-2193). Quebec City, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved March 28, 2024 from https://www.learntechlib.org/p/26680.
© 2007 AACE