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course in hybrid model. Forty-two students served as the primary control group”
(p. 8).
• Findings: “OLI-Statistics students learned a full semester’s worth of material in
half as much time and performed as well or better than students learning from
traditional instruction over a full semester” (p. 1).
Stuiber, P., K. Hiorns, K. Kleidon, A. La Tarte, and J. Martin. 2010. An evaluation of
virtual charter schools. Wisconsin Department of Public Instruction.
• Purpose: “An evaluation of virtual charter schools in Wisconsin, mandated by
the state legislature” (p. 1).
• Methods: “Reviewed budgets and enrollments at 15 virtual charter schools from
2005 through 2008” (p. 3). “Analyzed test scores on the Wisconsin Knowledge
and Concepts Examination for all students for the three-year period from 2005-
06 through 2007-08” (p. 6). “Surveyed parents and guardians, teachers, and high
school pupils at 15 virtual charter schools” (p. 17-18). “Reviewed licensing data
to ensure that all virtual charter school teachers were properly licensed” (p. 4).
• Findings: “In the 2007–08 school year, 15 virtual charter schools enrolled 2,951
full-time students. In the same year, 8 of the 15 virtual charter schools’ per pupil
expenditures were less than $6,007 per full-time open enrollment student. On
statewide assessment tests, virtual charter school students in general scored
higher than other public school students in reading but lower in mathematics”
(p. 1).
A-8