Document Type

Conference Proceeding

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.

Disciplines

Curriculum and Instruction | Education | Education Policy | Other Education

Comments

Conference held in Quebec City, Quebec, October 15-19, 2007.

Copyright 2007 by Association for Advancement of Computing in Education (AACE). [http://www.aace.org] Included here by permission.

Permissions

Use Find in Your Library, contact the author, or use interlibrary loan to garner a copy of the article. Publisher copyright policy allows author to archive post-print (author’s final manuscript). When post-print is available or publisher policy changes, the article will be deposited.

Publisher 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 World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2007 (pp. 2185-2193). Chesapeake, VA: AACE. Retrieved from http://www.editlib.org/p/26680.


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