Journal Review: Promises and Pitfalls of Virtual Education in the United States and Indiana

This article addresses the rise of virtual schools in the United States as either an alternative to traditional schooling or as a supplement. The authors then looked at some of the promises and pitfalls of virtual schools. The areas they looked at are financial, program quality, teacher quality and certification, and program oversight. I will briefly summarize their conclusions.

Financially, virtual schools are a mixed bag, depending on the state and if the virtual school is state-led, charter school, district-led, or private. Because virtual schools have lower over-head costs, operating costs can range from $300 - $5,000 less per student than a traditional, brick-and-mortar school. However, because many states don't have laws providing a funding formula that includes virtual schools, some students end up paying for their education. This can limit access to underprivileged families (Holstead, Spradlin, Plucker, 2008).

The virtual programs can vary in quality. However, it is hard to accurately rate virtual programs because some focus on gifted students wanting access to more rigorous classes and others focus on at-risk students needing an alternative education(Holstead, Spradlin, Plucker, 2008).

The certification process of the virtual school teachers also varies. In some situations some of the instructors are not certified. However, more states are stepping up their certification and consistent professional development requirements. 

Oversight of these programs also varies depending on the state and situation. At times, there are oversight measures in place, but they aren't enforced because states don't have laws that cover virtual schooling programs.

The go-to complaint about virtual schools is that students lose the social interaction that brings about a lot of social and emotional growth that is just as important as academics. It is interesting that the authors don't mention this. Because of this, virtual schools should limited in adoption. West Aurora High School has credit recovery options for students after they fail a class. From conversations with students, they tend to work through the material not for the sake of learning, but in order to accomplish their classes. Virtual schools for supplementation is good, but it should have limited applications. It should be an option for at-risk students and students who are limited by their local public schools. There is still value in going to a school, interacting with your peers and their is some content that is better hands-on and in a controlled environment.

Holstead, M. S., Spradlin, T. E., Plucker, J. A., & Indiana University, C. P. (2008). Promises and Pitfalls of Virtual Education in the United States and Indiana. Education Policy Brief. Volume 6, Number 6, Spring 2008. Center For Evaluation And Education Policy, Indiana University,