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.
Curriculum and Instruction | Education | Education Policy | Other Education
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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.
Crippen, K. J.,
The Impact of U.S. national and state level policy on the nature and scope of K-12 virtual schooling.
Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, 2007(1),