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Comparing the Achievement of Students in Virtual Virginia and Face-to-Face Courses
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Mislevy, Jessica; Schmidt, Rebecca; Puma, Michael; Ezekoye, Andrew; Saucedo, Daniela – Regional Educational Laboratory Appalachia, 2020
The Virginia Department of Education's Virtual Virginia (VVA) program delivers more than 90 supplemental online courses to more than 10,000 middle and high school students each year. The department partnered with Regional Educational Laboratory (REL) Appalachia to examine the relationship between students' participation in a subset of 31 VVA…
Descriptors: Academic Achievement, Electronic Learning, Middle School Students, High School Students
Student Course Grades -- First Semester 2020-2021 and 2019-2020. Research Educational Program Report
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Houston Independent School District, 2021
In response to the COVID-19 pandemic, the Houston Independent School District (HISD) moved to remote learning, which included distance learning, independent study, live online meetings, and completing assignments online or paper-based packets mailed to the home beginning on March 30, 2020. HISD extended remote learning through the end of the…
Descriptors: School Districts, Grades (Scholastic), COVID-19, Pandemics
Urban and Rural Districts Showed a Strong Divide during the COVID-19 Pandemic: Results from the Second American School District Panel Survey. Research Report. RR-A956-2
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Schwartz, Heather L.; Diliberti, Melissa Kay; Berdie, Lisa; Grant, David; Hunter, Gerald P.; Setodji, Claude Messan – RAND Corporation, 2021
Over the course of the COVID-19 pandemic, progressively more complete data have shed light on the tremendous variation in districts' approaches to schooling. Some districts have provided fully remote learning since the outset of the pandemic, some have mostly provided in-person learning, and others have fallen somewhere in between. In this report,…
Descriptors: COVID-19, Pandemics, Rural Urban Differences, School Districts
Changing Distributions: How Online College Classes Alter Student and Professor Performance. CEPA Working Paper No. 15-10
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Bettinger, Eric; Fox, Lindsay; Loeb, Susanna; Taylor, Eric – Stanford Center for Education Policy Analysis, 2015
Online college courses are a rapidly expanding feature of higher education, yet little research identifies their effects. Using an instrumental variables approach and data from DeVry University, this study finds that, on average, online course-taking reduces student learning by one-third to one-quarter of a standard deviation compared to…
Descriptors: Online Courses, Conventional Instruction, Delivery Systems, Intermode Differences
Non-Traditional Learning Study: Research Note.
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Moraine Valley Community College., Palos Hills, IL. Office of Institutional Research. – 1982
A study was conducted at Moraine Valley Community College (MVCC) to determine the characteristics of individuals who had taken courses through the college's Non-Traditional Learning (NTL) sub-division. The records of students who had taken specified NTL courses during spring 1981, fall 1981 or spring 1982 were retrieved and analyzed. Study…
Descriptors: Academic Achievement, Community Colleges, Conventional Instruction, Grades (Scholastic)
Retention of Concepts Resulting from Learning by Experience. Preliminary Investigation of the Retention of Selected Reading and Mathematical Concepts Resulting from Students Enrolled in a Traditional Learning Environment and in a Learning-in-Work Environment.
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Crowe, Michael R.; Harvey, R. J. – 1979
A study investigated the retention of mathematical and reading concepts of students enrolled in a learning-in-work environment (Experience-Based Career Education) and a traditional classroom learning environment on a measure of academic achievement using a twelve-month longitudinal design. The performance of twenty-seven students in each…
Descriptors: Academic Achievement, Career Education, Conventional Instruction, Experiential Learning