EDUC 840 Journal Critique_Issues in Education_Pociask (2)

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Feb 20, 2024

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JOURNAL CRITIQUE 1 Journal Critique: Issues in Education and Online Public Schooling Michael Pociask School of Education, Liberty University Author Note Michael Pociask I have no known conflict of interest to disclose. Correspondence concerning this assignment should be addressed to Michael Pociask Email: mapociask@liberty.edu

JOURNAL CRITIQUE 2 Journal Critique: Issues in Education and Online Public Schooling Molnar, A., Miron, G., Hagle, S., Gulosino, C., Mann, B., Huerta, L.A., Rice, J.K., Glover, A., & Bill, K. (2023). Virtual schools in the U.S. 2023 . Boulder, CO: National Education Policy Center. Retrieved December 5, 2023 from http://nepc.colorado.edu/publication/virtual- schools-annual-2023 Summary This article focuses on a comprehensive examination of full-time virtual schools in the U.S., emphasizing the exclusion of temporary changes made during the pandemic. The report, based on data from the 2021-22 school year, covers trends, demographics, student-teacher ratios, and school performance highlighted within three sections. Enrollment trends reveal an increase in full-time virtual schools from 477 in 2019-20 to 726 in 2021-22, with a notable doubling of enrollment from 332,379 in 2019-20 to 643,930 in 2020-21 but a subsequent decline of 65,000 students in 2021-22. School characteristics indicate that approximately one-third of virtual schools operate as charter schools, constituting 58.4% of total enrollment, with for-profit Education Management Organizations (EMOs) dominating the sector. Student demographics show lower enrollment of minority and Hispanic students compared to national public-school averages, and virtual schools enroll significantly fewer low-income students, with this gap widening during the pandemic. The average student-teacher ratio in virtual schools is 24.4, contrasting sharply with the 14.8 ratio in traditional public schools, and higher ratios correlate with lower graduation rates and diminished school performance. School performance ratings for virtual schools in 2021-22 dropped to 41.2%, with an overall graduation rate of 65.1%, below the national average. District-operated virtual schools

JOURNAL CRITIQUE 3 report higher graduation rates than virtual charter schools (66.7% vs. 59.4%). The report recommends various measures for policymakers, including accurate identification and monitoring of full-time virtual schools, sanctions for inadequate performance, enhanced accountability mechanisms, reduced student-teacher ratios, and a potential slowdown or halt in virtual school growth until academic outcomes improve. Additionally, the report suggests sponsoring research on virtual schools and promoting cross-sector collaborations to strengthen professional development and the quality of online learning experiences. Analysis Molnar, et al. (2023) offers a critical analysis of the trajectory and impact of virtual education over the past 25 years. Molnar highlights the rapid ascent of digital technologies in the K–12 public education reform agenda, driven by proponents asserting the potential to revolutionize teaching, reduce costs, and enhance education accessibility. However, the report challenges these claims, emphasizing the lack of research supporting the purported benefits of virtual education. Molnar identifies the financial interests of the technology industry in promoting virtual schooling and underscores the persistent poor performance of virtual schools. The report further critiques the policy environment, lax oversight, and the significant influence of profit-seeking investors, contributing to the continued proliferation of virtual schools without substantial research evidence. The purpose of the report is outlined, focusing on providing scholarly analyses of full-time virtual schools' characteristics and performance, reviewing relevant research, summarizing state legislative efforts, and offering evidence-based policy recommendations. The recommendations encompass issues of accountability, reduced

JOURNAL CRITIQUE 4 student-to-teacher ratios, academic outcomes, and alignment with state averages, urging policymakers to address the challenges and improve the quality of virtual education. Sections I and II present a comprehensive analysis of the state of full-time virtual schools in the United States. The report primarily focuses on the 2021-22 school year, with comparisons to previous years providing context. The authors note the diverse landscape of online education, ranging from individual online courses to full-time virtual schools, which deliver all instruction online. The report underscores the substantial growth of full- time virtual schools, particularly during the COVID-19 pandemic, with a notable increase in enrollments. However, despite this growth, the data indicate persistently poor performance outcomes. The report raises concerns about for-profit education management organizations dominating the sector and highlights disparities in student demographics, including lower enrollment of minority and low-income students compared to traditional schools. The findings reveal a gender imbalance in virtual schools, with a higher proportion of female students. Additionally, the report delves into student-teacher ratios, linking higher student-to-teacher ratios in virtual schools to lower graduation rates and overall school performance. The concluding recommendations emphasize the need for enhanced accountability, reduced student-to-teacher ratios, and a cautious approach to the growth of virtual schools until academic outcomes improve. The report suggests a call for further research, collaboration, and policy interventions to address the challenges posed by full-time virtual schools. Section III reports on virtual schools reveals a persistent struggle among policymakers to align traditional school funding structures, governance systems, and accountability measures with the unique characteristics of virtual schooling. The analysis spans legislative efforts from 2012 to

JOURNAL CRITIQUE 5 2022, highlighting challenges in finance, governance, instructional quality, and teacher quality. Notably, the report finds that only 24% of proposed bills aimed at addressing virtual school issues were enacted in 2021 and 2022, indicating a considerable gap between proposed solutions and legislative action. Despite the ongoing challenges, the report identifies shifts in legislative focus, with a decrease in proposed bills related to moratoriums or closures of virtual schools. However, issues like finance, governance, and accountability persist, with limited evidence suggesting that emerging research is influencing legislative decisions. The impact of the COVID-19 pandemic on virtual education legislation is also evident, with a shift in focus toward addressing learning loss rather than broader policy issues. This section emphasizes the need for a comprehensive and evidence-based approach to address the complex issues surrounding virtual schooling. underscores the urgent necessity for policymakers to respond to the surging enrollment in virtual schools, particularly amidst the rapid expansion of virtual education, a trend catalyzed by the COVID-19 pandemic. Highlighting a remarkable 174% increase in virtual school enrollment from the pre-pandemic year 2019-20 to 2021-22, the paragraph notes that, despite the return of most students to traditional brick-and-mortar settings, a substantial number of families continue to opt for online learning. The imperative to align virtual school instructional quality with established policies and standards is emphasized to ensure that virtual students receive education on par with their counterparts in traditional schools. Further, this section probes into the nuances of quantity and quality of instruction in virtual schools, recognizing the flexibility of asynchronous learning while cautioning against potential drawbacks. Noteworthy is the positive aspect of virtual schools providing access to courses that may be unavailable in

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