A Program Evaluation Of The Extent To Which Full-Time Virtual School Teachers And Full-Time Virtual School Leaders Perceive That Full-Time Virtual School Prepares Students For College
An essential goal of secondary education is to prepare students for college and careers. The purpose of this study was to evaluate teacher and leader perceptions of the extent to which a full-time virtual school prepared high school students for college. The context of this inquiry was a full-time, public virtual high school in the United States. I used a mixed methods methodology, including surveys, interviews, and extant data. I surveyed the school’s teachers and school counselors and gave them the option to participate in interviews. I interviewed the school’s teachers, principal, and director of instruction. The survey findings were that at least 50% of teachers and school counselors either agreed or strongly agreed that full-time virtual school prepared students for college. This finding was supported by extant assessment data and extant postsecondary data. My recommendation is that the school under study require all teachers to complete an annual professional development that reviews the college and career preparation resources that the school has available for students.
Virtual School, College Preparation, Social and Emotional Learning, College Knowledge, College Readiness, School Counselor Support, Academic Advising, Adult and Continuing Education and Teaching, Educational Assessment, Evaluation, and Research, Educational Leadership, Educational Methods, Education Economics, Online and Distance Education, Other Teacher Education and Professional Development, Secondary Education and Teaching
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