Search Results: (1-6 of 6 records)
| Pub Number | Title |  Date |
|---|---|---|
| NCES 2008008 | Technology-Based Distance Education Courses for Public Elementary and Secondary School Students: 2002–03 and 2004–05
This report details findings from "Technology-Based Distance Education Courses for Public Elementary and Secondary School Students: 2004-05," a survey that was designed to provide policymakers, researchers, and educators with information about technology-based distance education courses in public elementary and secondary schools nationwide. This report also compares these findings with baseline data collected in 2002-03, and provides longitudinal analysis of change in the districts that responded to both the 2002-03 and 2004-05 surveys. For these two surveys, distance education courses were defined as credit-granting courses offered via audio, video, or Internet or other computer technologies to elementary and secondary school students enrolled in the district, in which the teacher and students were in different locations. Findings indicate that 37 percent of public school districts and 10 percent of all public schools nationwide had students enrolled in technology-based distance education courses during 2004-05. During 2002-03, 36 percent of districts and 9 percent of schools had students enrolled in technology-based distance education courses. About a quarter (26 percent) of school districts that existed in both 2002-03 and 2004-05 had students enrolled in technology-based distance education in both school years, 11 percent did not have students in this type of education in 2002-03 but had such enrollments in 2004-05, and an equal percentage of districts (11 percent) had students enrolled in technology-based distance education in 2002-03 but not in 2004-05. The number of enrollments in technology-based distance education courses increased from an estimated 317,070 enrollments in 2002-03 to 506,950 in 2004-05. The number of enrollments varied considerably among districts, although the majority of districts (57 percent) reported between one and 20 technology-based distance education enrollments in 2004-05. Distance education was more commonly offered by high schools than by schools at any other level, with 61 percent of technology-based distance education enrollments at the high school level. Seventy-one percent of districts with students enrolled in technology-based distance education courses in 2004-05 planned to expand their distance education courses in the future. |
6/27/2008 |
| NCES 2007028 | Public-Use Data Files and Documentation: Distance Education Courses for Public Elementary and Secondary School Students: 2002-03
This file contains data from a fast-response survey conducted in winter-spring 2003-04 titled “Distance Education Courses for Public Elementary and Secondary School Students: 2002-03.” This public school district survey was the first nationally representative study to examine technology-based distance education availability, course offerings, and enrollments in the nation’s public elementary and secondary schools. For this study, distance education courses were defined as credit-granting courses offered to elementary and secondary school students enrolled in the district in which the teacher and students were in different locations. NCES released the results of the survey in the publication “Distance Education Courses for Public Elementary and Secondary School Students: 2002-03.” Questionnaires and cover letters for the study were mailed to the superintendent of each sampled district in November 2003, requesting that the questionnaire be completed by the district’s director of curriculum and instruction, the technology coordinator, the distance education coordinator, or another staff member who was most knowledgeable about the district’s distance education courses. Respondents were also offered the option of completing the survey via the Web. Telephone follow-up for survey nonresponse and data clarification was initiated in December 2003 and completed in April 2004. The final response rate was 94 percent. The survey asked whether there were any public elementary or secondary school students in the district enrolled in distance education courses. If the respondents indicated that there were public elementary or secondary school students in the district enrolled in distance education courses, they were asked to report the number of schools in their district with students enrolled in distance education courses by instructional level of the school. Respondents were also asked to report the number of distance education course enrollments in schools in their district by instructional level of the school and curriculum area. Other survey items asked which technologies were used as primary modes of instructional delivery for distance education courses, which entities delivered distance education courses, whether any students accessed online distance education courses (and if so, from which locations), and the district’s reasons for having distance education courses. Finally, respondents were asked whether their district had any plans to expand their distance education courses, and if so, which factors, if any, might be keeping them from expanding those courses. |
4/4/2007 |
| NCES 2006803 | Forum Guide to Elementary/Secondary Virtual Education
This guide provides recommendations for collecting accurate, comparable, and useful data about virtual education in an elementary/secondary education setting. |
6/29/2006 |
| NCES 2005118 | Distance Education at Higher Education Institutions: 2000-01 (PEQIS 13): Public-Use Data Files and Documentation.
This file contains data from a 2000–2001 quick-response survey, “Distance Education at Higher Education Institutions: 2000-01” (PEQIS 13). The administrators who were most knowledgeable about their institutions’ technology and distance-education programs completed the survey. Questions covered the number of distance education courses, distance education enrollments and course offerings, degree and certificate programs, distance education technologies, participation in distance education consortia, accommodations for students with disabilities, distance education program goals, and factors institutions identify as keeping them from starting or expanding distance education offerings. For this study, distance education was defined as education or training courses delivered to remote (off-campus) sites via audio, video (live or prerecorded), or computer technologies, including both synchronous (i.e., simultaneous) and asynchronous (i.e., not simultaneous) instruction. |
8/22/2005 |
| NCES 2005009 | Dual Credit and Exam-Based Courses in U.S. Public High Schools: 2002-03
This public school survey is the first national survey to provide baseline data on dual credit and exam-based courses, including Advanced Placement (AP) and International Baccalaureate (IB) courses, for public high school students. The report provides national estimates of the number of public high schools that offered dual credit and/or exam-based courses, as well as the number of enrollments in those courses. In addition, it examines the location and educational focus of these courses, dual credit course characteristics, and school requirements surrounding dual credit courses. Survey findings are presented at the national level and by school characteristics such as enrollment size, school locale, region, and percent minority enrollment. |
4/6/2005 |
| NCES 2005010 | Distance Education Courses for Public Elementary and Secondary School Students: 2002-03
This public school district survey is the first national survey to explore distance education courses for public elementary and secondary school students. The report provides national estimates of the number of districts and schools with students enrolled in distance education courses, as well as the number of enrollments in those courses. In addition, it examines the reported reasons for having distance education courses, the instructional level of the populations served, entities delivering the courses to students, and data pertaining to online courses. Data about curriculum areas and technology in distance education courses are also discussed. Survey findings are presented at the national level and by school district characteristics such as metropolitan status, district enrollment size, region, and poverty concentration. |
3/2/2005 |
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