Running head: MODELS/TYPES/FORMS OF VIRTUAL K-12 SCHOOLS

Models/Types/Forms of Virtual K-12 Schools

Kay L. Venteicher
University of Maryland University College
EDTC 650
October 6, 2015

MODELS/TYPES/FORMS OF VIRTUAL K-12 SCHOOLS

Models/Types/Forms of Virtual K-12 Schools

The growing access to virtual school and online K-12 education offers opportunities that
may not be available in the traditional school setting. The meaning of virtual school Barbour and
Reeves (2009) cite Russel with offering in 2004 is the education a student receives in either
whole or part through online computer access. This compares to the earlier virtual school
definition in 2000 that Clark provides as a state approved and/or regionally accredited school
that offers secondary credit courses through distance learning methods that include Internetbased delivery (Barbour & Reeves, 2009, p. 403); this offers a more limited degree of
educational opportunities. In exploring definitions penned or more aptly written with keystrokes
during the last fifteen years, one can quickly see the advances that technology has provided for
the development of virtual schools.
Growing up with the Internet and technology intricately interwoven into everyday life,
Millennials as a generation embrace virtual activities Internet, blogging, communicating on
cell phones, downloading files to iPods and instant messaging (Wicks, 2010, p. 4) which have
become second nature behaviors. When the traditional school setting no longer meets the needs
of the student, where do the parent(s) turn? Virtual K-12 schooling options become a realistic
consideration as the next step for children whose parents have either experienced or seen the
benefits of online higher education. Wicks (2010) notes that the students experience in the
online environment will parallel experiences the student will have in the future working in our
technology-driven global economy. The virtual K-12 school expansion has provided the
parent(s) and student with greater educational choices which Clark and Berge (2005) note has
become important deciding factor. The next step for the parent(s) and student is to understand
and navigate through the proliferation of virtual K-12 schools that are now available.

MODELS/TYPES/FORMS OF VIRTUAL K-12 SCHOOLS

Classifying K-12 Virtual Schools

Terminology for classification of virtual school is often complicated as online learning
and traditional education practices blend with the adoption of technology in the education
landscape. Policy creation and governance, funding, oversight, curriculum and instruction
framework, teacher licensure requirements, and continued research are all important to ensuring
student access to online learning opportunities (Wicks, 2010). While these terms have similar
meaning for both virtual and traditional education programs, new terms focused on virtual K-12
school programs can lead to confusion. This may lead to difficulties when discussing
classification methods such as different forms, models and types of programs. Barbour and
Reeves (2009) outline these methods to provide a common roadmap to forge ahead as online K12 education achieves greater acceptance in the digital age. Watson (2015) and Evergreen
Education Group report that the statewide or state-sponsored digital learning (p. 119) access
options are slowing, district access in the geographic location of the students residence is a
factor that is growing in concern and significance to parents and district. Using this information,
this paper will describe different models, types, and forms of virtual school programs.
Models
Barbour and Reeves (2009) offer Clark compared to Watson, Winograd, and Kalmon
when dividing virtual schools into categories. In Keeping Pace with K-12 Online Learning: A
Snapshot of State-level Policy and Practice, 2004, Watson, Winograd, and Kalmon used
geographic reach to define the five categories, while Clark focused on the entity responsible for
administration in the 2001, Virtual Schools: Trends and Issues A Study of Virtual Schools in the
United States. Clark identifies seven categories as shown below:

State-sanctioned; state-based (state-wide level),

MODELS/TYPES/FORMS OF VIRTUAL K-12 SCHOOLS

College and university-based (introductory college-level),

Consortium and regionally-based (group of states, schools, or districts),
Local education agency-based (single school or district),
Virtual charter school (charter school legislation also cyber school),
Private virtual schools (same as traditional school but online), and
For-profit providers of curricula, content, tools, and infrastructure (commercial
companies/vendors) (Barbour, 2015).

Each virtual school operates under the area described in the category title (in parenthesis).
Watson et al.s. model is the more frequently used with:
Statewide supplemental program,
District-level supplemental program,
Single-district cyber school,
Multi-district cyber school, and
Cyber charter school (Barbour, 2015).
The first two models provide the student enrollment into individual courses and attend a
traditional school with the first school overseen by the state and the second overseen by the
district. The remaining three models offer full-time enrollment to the student with the singledistrict and cyber charter belonging to a single district and the multi-district operating within
multiple districts. This description adds the next category of types and explains the pairing of
full-time or supplemental enrollment coupled with Watson et al.s geographic reach model.
Watson (2015), with The Evergreen Education Group, Keeping Pace with K-12 Digital Learning
echoes the emphasis on the importance of geographic reach and current trends.

Types
When looking further into the models, different types of curriculum in the virtual K-12
programs appear focusing on either supplemental or full-time options for the student. Focus on
supplemental use points toward curriculum being divided into the areas of regular core and
elective high school courses, remedial or makeup high school courses, AP credit courses, dual

MODELS/TYPES/FORMS OF VIRTUAL K-12 SCHOOLS

enrollment courses, and high school diploma programs (Clark, 2001). The different students
serviced by these course offerings include:
High-achieving students,
Students in need of credit recovery (remediation),
At-risk (dropouts) students,
Athlete and/or performer students,
Migrant youth,
Pregnant students,
Incarcerated students,
Students subject to bias or harassment concerns,
Homebound students (illness or injury),
Home school and Millennial-minded students, and
Geographic access limitations (rural or inner city access) (Rose, 2014; Wicks, 2010).
Virtual K-12 school students tend to be high-achieving students that are grouped in a select
group of academically capable, motivated, independent learners (Barbour, 2009, p. 413). This
listing should not be viewed as all-inclusive of the types of students serviced by the virtual K-12
school programs.
Funding for virtual K-12 schools typically receive state funding and do not charge tuition.
In-district students and in-state students are reported as free enrollments by the virtual K-12
school programs that the students participate in. The funding that the virtual K-12 schools
receive is based upon enrollment or fund granting and covers the expense of the virtual school
program. The out-of-district students and out-of-state students are not funded through the
normal funding model and will require tuition reimbursement or payment for services. Tuition
charged in this situation often shows wide variations when related to the funding sources; context
of enrollment must be considered when comparing tuition rates/charges to the course enrollment
and provider (Clark, 2001).
Administrative or governing organizations provide the oversite of the virtual K-12 school
program vary from public to private. These can be further divided into non-profit and for-profit.

MODELS/TYPES/FORMS OF VIRTUAL K-12 SCHOOLS

The geographic divisions for administrative or governing organizations can be at different levels,
to include the local-level, district-level (single or multiple), consortium-level, state-level, or even
with higher education institutions (Barbour & Reeves, 2005).
Learning sites are varied and include off-site online learning, on-site online learning, and
online learning. The off-site location is at the students home. This is where the student will
access the learning management system to access course content and will participate in learning
activities that can include course discussion threads, assignments, and assessment exams. The
student is not required to attend the virtual K-12 school program at a specific location. The onsite virtual K-12 school program location is at the students home school where they will
participate in online course activities in a pre-determined virtual room with necessary Internet
and technology requirements. The student will attend their traditional school courses; partake in
traditional student activities to include lunch period, art, physical education, or other core or
elective courses. The school will provide a mentor or teacher for the on-site virtual classroom.
The final location for the virtual K-12 school program is at a facility that sponsors the virtual
school activities but is away from the students traditional school or home location (Barbour &
Reese, 2009).
Forms
Educational opportunities have quickly grown with the introduction of technology to the
classroom. Whether in the online environment or in the blended or hybrid classroom, access to
technology has transformed the educational landscape affecting both teaching and learning.
While the learning management system or technology platform that delivers the instruction and
content, assessment tools, communication tools, and other student support tools. The delivery

MODELS/TYPES/FORMS OF VIRTUAL K-12 SCHOOLS

methods include independent, asynchronous, and synchronous (Barbour, 2009). Asynchronous

communications generally are separated by period of time and include email, blogs, message
boards, online discussion threads, and podcasts. Synchronous communications generally include
communications that occur at the same time that includes face-to-face communications, instant
messaging, telephone calls, and video conferencing.
Conclusion
Barbour and Reeves (2009) identify benefits of virtual schooling to include the expansion
of educational access, higher levels of student motivation and improved student outcomes and
skills, increased educational choices, quality learning opportunities, and achieving
administrative efficiency (p. 413). By looking at the virtual K-12 school programs from the
perspective of models, types, and form as a framework presented, the parent(s) and student can
gain a better understanding of the structure of the virtual school programs. Understanding this
framework of model, type, and form better prepare the parent(s) and students to partner and work
with the program administrators in the schools when selecting a program that fits the needs of the
family and the student.

MODELS/TYPES/FORMS OF VIRTUAL K-12 SCHOOLS

References
Barbour, M. (2015). Virtual schooling MOOC. [Website]. Retrieved from
https://virtualschoolmooc.wikispaces.com/classifying
Barbour, M., & Reeves, T., (2009). The reality of virtual schools: A review of the literature.
Computers and Education, 52, 402-416.
Clark, T. (2001, October). Virtual schools: Trends and issues a study of virtual schools in the
United States. San Francisco, CA: Western Regional Educational Laboratories. Retrieved
from http://www.wested.org/online_pubs/virtualschools.pdf
Clark, T., & Berge, Z. L. (2005). Perspectives on virtual schools. In T. Clark & Z. L. Berge
(Eds.), Virtual schools: Planning for success (pp. 919). New York, NY: Teachers
College Press.
Rose, R. (2014, October). Access and equity for all learners in blended and online education.
International Association for K-12 Online Learning. Retrieved from
http://www.inacol.org/wp-content/uploads/2015/02/iNACOL-Access-and-Equity-for-AllLearners-in-Blended-and-Online-Education-Oct2014.pdf
Watson, J. (2015). Keeping pace with K-12 digital learning: An annual review of policy and
practice. Evergreen Education Group. Retrieved from http://www.kpk12.com/wpcontent/uploads/Evergreen_KeepingPace_2015.pdf

MODELS/TYPES/FORMS OF VIRTUAL K-12 SCHOOLS

Wicks, M. (2010). A national primer on k-12 online learning. (2nd Edition) International
Association for K-12 Online Learning. Retrieved from http://www.inacol.org/cms/wpcontent/uploads/2012/11/iNCL_NationalPrimerv22010-web1.pdf

MODELS/TYPES/FORMS OF VIRTUAL K-12 SCHOOLS

10

Rubric for Assignment One

Criteria

100-90

89-80

Effective
Introductory
Statement

The introduction
is focused, welldeveloped and
states the main
thesis with
precision, and
clearly previews
the structure of
the essay.

The introduction The

states the main introduction
topic and
states the main
previews the
topic, but does
structure of the not adequately
essay, but the
preview the
introduction may purpose of the
be a little vague essay or its
in places or may structure. It
only partially
may be unclear.
address the
authors thesis or
purpose.

Sources

Student selected Student selected

article is current article, but may
and scholarly.
be older than
three years.
All sources used
for quotes and All sources used
facts are credible for quotes and
and cited
facts are credible
correctly using and most are
APA Style incited correctly
text citations and using APA Style
references.
in-text citations
and references.

Focus on Topic There is one

clear, wellfocused topic.
Main idea stands
out, is
perceptive, and

Main idea is
clear but the
supporting
information may
be somewhat
general or the

79-70

<69

Total/100

There is no
/20
clear
introduction of
the main topic
or structure of
the paper.

Student
selected article
is not current
and are not
scholarly.

Student fails to /20

select an
article.

Main idea is
somewhat clear
but there is a
need for more
supporting
information.

The main idea /20

is not clear.
There is a
seemingly
random
collection of

Many sources
used for quotes
Most sources and facts are
used for quotes less than
and facts are
credible
credible and
(suspect)
cited correctly and/or are not
using APA
cited correctly.
Style in-text
citations and
references.

MODELS/TYPES/FORMS OF VIRTUAL K-12 SCHOOLS

is supported by essay may be

clear, convincing more descriptive
and detailed
than analytic in
information.
spots.

11

information.

Synthesis of
Topic

The writer
successfully
outlines forms,
models/types of
virtual schools.

The writer
adequately
outlines forms,
models/types of
virtual schools.
However, key
items for
Responses
include mention interpretation
may be missing
of special
populations and or unclear. There
are categorized is a nod to
special
logically.
populations, but
specifics are
lacking

The writer is
The writer fails /20
outlines forms, to successfully
models/types of outline forms,
virtual schools, models/types
but at a very
of virtual
base level.
schools.
There is no nod,
or very little
mention of
special
populations.

Conclusion

Conclusion
successfully
packages the
essay.

Student writes a The writer fails /20

conclusion that to include a
fails to
concluding
summarize and paragraph.
package the
essay.

Conclusion
packages the
essay, but may
be missing key
details.

Total