Performance of students with exceptionalities in Florida Virtual School
Carrie Marie Mathis Allday, Oklahoma State University, United States
Oklahoma State University . Awarded
Virtual schools have experienced explosive growth and the number of students with exceptionalities enrolling in virtual courses is steadily increasing. This quantitative study examined the academic success of secondary students with Individualized Education Programs (IEP) in Florida Virtual School in addition to the pace requests and length of time students with IEPs take to complete courses. Additionally, presence of an IEP and school descriptors (i.e., rural, high minority, low performing, hospital/homebound, and hurricane challenge) were examined to determine if they influence final course grades in virtual schools. Findings indicated that students with IEPs complete courses at the same rate as students without IEPs and with similar final course grades. Results indicated that school descriptors do not influence final course grades of students with and without IEPs. Additionally, students with IEPs request similar pace requests as students without IEPs and finish courses in the same amount of time. Students who opted to use extend time to complete courses had lower grades than students who followed a traditional pace.
Allday, C.M.M. Performance of students with exceptionalities in Florida Virtual School. Ph.D. thesis, Oklahoma State University.
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