Panel Paper:
Online Instruction and Outcomes over Time in High School: Implications for Equity and Achievement
*Names in bold indicate Presenter
We employ mixed methods in studying the implementation and effects of online instruction at the high school level, drawing on variation in the use of online instruction within and across schools and students over time to help identify its effects. Utilizing over seven million records of online instructional sessions linked to approximately a million student school records, we examine student experiences over the years 2010-11 to 2016-17, both longitudinally and in repeated cross-sections of linked student-vendor data. Our past work has found mostly negative associations between online course-taking and math and reading scores, credits earned and grade point averages. In this analysis, we follow students through their course-taking experiences and examine longer-term outcomes, including high school graduation and postsecondary education enrollment. We also integrate knowledge from our qualitative research on the instructional settings and delivery of online course-taking, which enables us to examine factors at the school, classroom, and student levels that have the potential to influence how online instructional tools are used. We consider the implications of our analyses for equity in educational opportunities and outcomes for students of color, low socioeconomic status, English language learners and students with special needs.
Full Paper: