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The relative benefits of live versus online delivery: Evidence from virtual algebra I in North Carolina

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  • Heissel, Jennifer

Abstract

Over one million K-12 students pursue virtual education every year, but researchers know very little about the effectiveness of such programs. This paper exploits a district policy change that suddenly shifted advanced eighth graders into a virtual classroom for Algebra I. After the policy, higher-ability eighth graders in the treatment district began taking Algebra I in the virtual classroom at rates similar to the statewide average of their peers in traditional classrooms.

Suggested Citation

  • Heissel, Jennifer, 2016. "The relative benefits of live versus online delivery: Evidence from virtual algebra I in North Carolina," Economics of Education Review, Elsevier, vol. 53(C), pages 99-115.
    • Handle: RePEc:eee:ecoedu:v:53:y:2016:i:c:p:99-115
    DOI: 10.1016/j.econedurev.2016.05.001
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    Cited by:

    1. Novella, Rafael & Rosas-Shady, David & Freund, Richard, 2024. "Is online job training for all? Experimental evidence on the effects of a Coursera program in Costa Rica," Journal of Development Economics, Elsevier, vol. 169(C).
    2. Kurtz, Michael D. & Conway, Karen Smith & Mohr, Robert D., 2020. "Weekend feeding (“BackPack”) programs and student outcomes," Economics of Education Review, Elsevier, vol. 79(C).
    3. Christine H. Roch & Courtney Montague, 2021. "Teaching in the Virtual World: Examining Teachers’ Job Satisfaction and Turnover," Social Science Quarterly, Southwestern Social Science Association, vol. 102(6), pages 2795-2811, November.

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    More about this item

    Keywords

    Virtual education; Online education; Algebra; Math; Middle school;
    All these keywords.

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education

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