Why they choose and how it goes: Comparing special education and general education cyber student perceptions |
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| Affiliation: | 1. Department of Curriculum & Instruction, 216 Peabody Hall, University of Arkansas, Fayetteville, AR 72701, USA;2. Department of Educational Reform, 201 Graduate Education Building, University of Arkansas, Fayetteville, AR 72701, USA;1. Department of Neurosurgery, Johns Hopkins University, Baltimore, MD, USA;2. Department of Neurosurgery, Korea University Guro Hospital, Seoul, Republic of Korea;3. Boehringer Ingelheim, Ridgefield, CT, USA;1. Chair of Heterogeneous Catalysis and Chemical Technology, ITMC, RWTH Aachen University, Worringerweg 2, 52074 Aachen, Germany;2. Technische Chemie II, Ernst-Berl-Institut, Technische Universität Darmstadt, Alarich-Weiss-Str. 8, 64287 Darmstadt, Germany |
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| Abstract: | While critics offer concerns that cyber charter schools under-enroll special education students, such schools may offer advantages for these students, and some cyber schools have identified this market niche. Little is known about such schools. We surveyed parents (n = 232; 48.7% response rate) and students (n = 269; 53.7% response rate) at a cyber charter school that we will call SunTech, where special education students account for 26% of the student body. Findings indicate that special education students and their parents were more likely than general education peers to mention behavioral issues as influencing their decision to choose SunTech. Compared to general education counterparts, special education students and parents reported somewhat higher levels of satisfaction in the school and somewhat lower levels of satisfaction in their prior schools. Implications are discussed. |
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| Keywords: | Virtual schooling Cyber charter schooling Distance education |
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