The relative benefits of live versus online delivery: Evidence from virtual algebra I in North Carolina. (August 2016)

• Record Type: Journal Article
• Authors: Heissel, Jennifer
• Is Part Of: Economics of education review. Volume 53(2016:Aug.)
• Page Start: 99
• Page End: 115
• Publication Date: 2016-08
• Subjects: Virtual education -- Online education -- Algebra -- Math -- Middle school; I21; Education -- Economic aspects -- Periodicals; 370
• DOI: 10.1016/j.econedurev.2016.05.001
• Languages: English
• ISSNs: 0272-7757

Abstract

Highlights: The paper uses two methods to identify effects of 8th graders taking Algebra I virtually. A district policy change allows a natural experiment to examine test score changes. A propensity score matching strategy confirms findings hold in the state as a whole. Students in virtual Algebra I perform worse than similar students in regular classes. Abstract: 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. The change in course delivery provides a unique opportunity to study effects of a virtual course on academic outcomes. The analysis uses variation in program uptake across performance quintile, district, and year in a difference-in-difference-in-difference approach to estimate the causal effect of the virtual course, finding that eighth grade virtual students tend to underperform relative to eighth graders who took Algebra I in a traditional classroom and relative to pre-policy, same-district students who had to take the course in ninth grade.