The relative benefits of live versus online delivery: Evidence from virtual algebra I in North Carolina
Economics of Education Review, 2016, vol. 53, issue C, 99-115
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.
Keywords: Virtual education; Online education; Algebra; Math; Middle school (search for similar items in EconPapers)
JEL-codes: I21 (search for similar items in EconPapers)
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