Online Learning, Offline Outcomes: Online Course-Taking and High School Student Performance

Autor/inn/en	Hart, Cassandra M. D.; Berger, Dan; Jacob, Brian; Loeb, Susanna; Hill, Michael
Titel	Online Learning, Offline Outcomes: Online Course-Taking and High School Student Performance
Quelle	5 (2019) 1, S.1-17 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Hill, Michael) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Electronic Learning; Online Courses; Academic Achievement; Outcomes of Education; High School Students; Graduation; Readiness; Repetition; Required Courses; Probability; English; Mathematics; Sciences; Social Studies; Course Selection (Students); Florida + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Schulleistung; Lernleistung; Schulerfolg; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Abschluss; Graduierung; Wiederholung; Pflichtkurs; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; English language; Englisch; Mathematik; Science; Wissenschaft; Gemeinschaftskunde; Course selection; Kurswahl
Abstract	This article uses fixed effects models to estimate differences in contemporaneous and downstream academic outcomes for students who take courses virtually and face-to-face--both for initial attempts and for credit recovery. We find that while contemporaneous outcomes are positive for virtual students in both settings, downstream outcomes vary by attempt type. For first-time course takers, virtual course taking is associated with decreases in the likelihood of taking and passing follow-on courses and in graduation readiness (based on a proxy measure). For credit recovery students, virtual course taking is associated with an increased likelihood of taking and passing follow-on courses and being in line for graduation. Supplemental analyses suggest that selection on unobservables would have to be substantial to render these results null. [This article was published in "AERA Open" (EJ1210509).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11