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• W2994303078 abstract "SCHOOLS AND DISTRICTS are increasingly turning to online courses to expand learning opportunities for students, even though the research base supporting their effectiveness has been lacking. A 2009 US Department of Education review found only five studies in K-12 settings with research designs that provided enough evidence to suggest that online instruction yields positive effects. Meanwhile, a number of recent news stories have raised concerns about whether online learning--particularly full-time virtual schools--is fulfilling promises to support students' academic achievement. As a result, many are still asking whether online learning works. Because we have conducted one of the first rigorous research studies of K-12 online learning, we think a better question than Does online learning work? is are the circumstances and conditions under which online learning can have a positive impact on educational outcomes? With our colleagues at the American Institutes for Research and Education Development Center, we recently published results of a study examining whether an online course is an effective way to expand eighth-graders' access to Algebra I. The study, Access to Algebra I: The Effects of Online Mathematics for Grade 8 Students, focused on mostly rural middle schools that did not offer Algebra I. From the beginning, we knew that all of the schools provided algebraic content to students as part of their eighth-grade mathematics curriculum, and that a few of the schools offered a full Algebra I course to some of their students. The issue across the board was that none of the schools offered full access to Algebra I to all of their algebra-ready students. To evaluate the effects of using an online course, half of the schools (by random assignment) offered an online Algebra I course to their eligible students, while the other half offered their usual curriculum. What we didn't know at the outset of the study was how--or even whether--schools chosen to implement the online course (which we call treatment schools) would do so over an entire academic year. Nor did we know whether students would stick with the course and how much they would learn. We found that the schools could and did implement the online course as intended and that student persistence rates were high: 96 percent of them stayed in the course the entire year. We also found that students who took the online course knew more algebra at the end of eighth grade than did students who took the usual curriculum (in what we call control schools), with an effect roughly equivalent to moving from the 50th to the 66th percentile in algebra achievement. They also were almost twice as likely to participate in advanced math courses in high school. Specifically, algebra-ready students from treatment schools had a 51-percent chance of participating in an advanced course sequence, compared with a 26-percent chance for students from the control schools that participated. In considering these findings, it's important to understand how the online course was implemented in this study. Students in the online course had access to an online teacher and an on-site proctor. The course was asynchronous, meaning teachers and students were not online at the same time, and all communication between them took place through messages within the learning management system. The online course provider hired, trained, and supervised the online teachers, all of whom were experienced algebra teachers but new to online teaching. The primary information online teachers had about students' progress and performance was limited to the units students were working on and the percentage of correct answers on quizzes and exams. Each participating school identified a school staff member to serve as the on-site proctor and assigned students to a regularly scheduled class period. The proctor did not have to be a math teacher and was not expected to provide instruction. …" @default.
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• W2994303078 title "Making the Case for Online Education: Eighth-Grade Algebra: A Better Question Than Does Online Learning Work? Might Be Under What Circumstances and Conditions Does It Have a Positive Impact on Educational Outcomes?" @default.
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