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Cyberschool finance: A study of equi...

Bearden, D.L.

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Cyberschool finance: A study of equity and adequacy.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Cyberschool finance: A study of equity and adequacy./
Author:	Bearden, D.L.
Description:	137 p.
Notes:	Adviser: Phil Corkill.
Contained By:	Dissertation Abstracts International69-03A.
Subject:	Education, Administration. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3297926
ISBN:	9780549494577

Cyberschool finance: A study of equity and adequacy.
Bearden, D.L.

Cyberschool finance: A study of equity and adequacy. - 137 p.

Adviser: Phil Corkill.

Thesis (Ph.D.)--Capella University, 2008.

A growing trend in K-12 education is the development of the cyberschool, a full time online learning program and the virtual school, a supplementary online learning program. These campuses replace brick and mortar classrooms with evolving practices of interactive technology. The greatest obstacle to the development of online learning is finding agreement on funding formulas. The purpose of this study was to examine per pupil costs for operating cyberschools and virtual schools and to compare those costs with traditional brick and mortar schools. The study found that in every state in fiscal year 2005 the mean full time equivalent per pupil expenditure for public school students was significantly greater than the per pupil expenditures in those cyberschools included in the study. Because of the small opportunity sample used, the study could not be randomized and therefore no conclusions may be inferred to the total population of cyberschools. The study found that the data collected was inconclusive and recommends that more comprehensive study of the actual costs be collected on an annual basis from qualified cyberschools following the recommended guidelines outlined in the Forum Guide to Elementary/Secondary Virtual Education published by the National Forum on Education Statistics (NCES) in 2006. It is recommended that both public and private cyberschools annually report their finances in the NCES Common Core of Data. This will enable state regulatory agencies to publish consistent, reliable, complete, and accurate indicators of status and trends in the finance of online learning and make education policymakers, practitioners, and the general public better able to allocate equitable and adequate funding for all cyberschools.

ISBN: 9780549494577Subjects--Topical Terms:

626645
Education, Administration.

Cyberschool finance: A study of equity and adequacy.
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035 $a (UMI)AAI3297926
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245 1 0 $a Cyberschool finance: A study of equity and adequacy.
300 $a 137 p.
500 $a Adviser: Phil Corkill.
500 $a Source: Dissertation Abstracts International, Volume: 69-03, Section: A, page: 0882.
502 $a Thesis (Ph.D.)--Capella University, 2008.
520 $a A growing trend in K-12 education is the development of the cyberschool, a full time online learning program and the virtual school, a supplementary online learning program. These campuses replace brick and mortar classrooms with evolving practices of interactive technology. The greatest obstacle to the development of online learning is finding agreement on funding formulas. The purpose of this study was to examine per pupil costs for operating cyberschools and virtual schools and to compare those costs with traditional brick and mortar schools. The study found that in every state in fiscal year 2005 the mean full time equivalent per pupil expenditure for public school students was significantly greater than the per pupil expenditures in those cyberschools included in the study. Because of the small opportunity sample used, the study could not be randomized and therefore no conclusions may be inferred to the total population of cyberschools. The study found that the data collected was inconclusive and recommends that more comprehensive study of the actual costs be collected on an annual basis from qualified cyberschools following the recommended guidelines outlined in the Forum Guide to Elementary/Secondary Virtual Education published by the National Forum on Education Statistics (NCES) in 2006. It is recommended that both public and private cyberschools annually report their finances in the NCES Common Core of Data. This will enable state regulatory agencies to publish consistent, reliable, complete, and accurate indicators of status and trends in the finance of online learning and make education policymakers, practitioners, and the general public better able to allocate equitable and adequate funding for all cyberschools.
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650 4 $a Education, Finance. $3 1020300
650 4 $a Education, Technology. $3 1017498
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690 $a 0710
710 2 $a Capella University. $b School of Education. $3 1018430
773 0 $t Dissertation Abstracts International $g 69-03A.
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790 1 0 $a Bail, David $e committee member
790 1 0 $a Betz, Mohammad $e committee member
790 1 0 $a Corkill, Phil, $e advisor
790 1 0 $a Lane, Carla $e committee member
791 $a Ph.D.
792 $a 2008
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3297926