"This book is exactly what we need to know about the potential and current results of one type of charter, virtual, home schooling network. Her research adds much to our current understanding and can serve as a model for more inquiry and reasoned dialogue. There is much to be learned by studying all aspects of alternative school efforts––Dr. Klein, a public school educator, with more than 20 years of experience, is to be congratulated for the clarity and insight she brings to the discussion." – Mary Poplin, Professor of Education, Claremont Graduate University

Dr. Carol Klein is a Teacher on Special Assignment (TOSA) for the Magnolia School District at Juliette Low School in Anaheim, California. She earned her Ph.D. through the joint doctoral program of Claremont Graduate University and San Diego State University, her M.Ed. from Azusa Pacific University, and her B.A. from Point Loma University. Dr. Klein holds extensive experience in the world of education, having served in various roles at the elementary school level, including classroom teacher, district staff developer, mentor and master teacher.

Foreword

Preface

Chapter One: The Problem

Introduction, Questions Guiding Study, Procedures, Limitations, Definition of Terms, Assumptions, Significance, Summary

Chapter Two: Literature Review

Home Schooling, Characteristics of Home Schooling Parents, Academic Achievement, The Role of Technology, The Public Charter School Perspective, Definition, Reasons for Reform, Public Education and the Free Market, For-Profit School Management Corporations and School Closure, Successful Charter Schools, Recent Research, Charter School Dynamics in California, Conclusion, Virtual Schools, Background, Distinctiveness of Virtual Schools, Innovative Models, Success-Oriented Cognitive Constructs for Learning in Virtual Environments, Challenges, Advantages, The Virtual Charter Model, Definition and Uniqueness, Organizational Style, Reasons for This Trend, Disadvantages, Summary, Literature Review Conclusion

Chapter Three: Methods

Participants, Sample Description, Population Description, Charter Agreements, Partnership with K–12, Governance and Structure, Enrollment and Staff Responsibilities, Vision and Mission Statement, Curriculum, Parent Survey Participants and Interviewees, Data Collection, Survey Construction, Piloting Survey, Posting Survey, Interviews, Questionnaire, Document Review and Test Scores, Data Analysis, Conclusion

Chapter Four: Data Analyses and Findings

Introduction, Brief Overview of Findings, The Parent Survey, Questionnaire, Interviews, Academic Test Scores and Accountability, Document Review, Parent Survey, Introduction, Statistical Analyses, Quality of the curriculum, Structure of the program, Negative public school experiences, Cost, Family values, Best Part about Participation, Quality curriculum, Flexibility, Teacher support, Pacing, Ready to use, Improvement, Additional Comments. Parent Interviews, Introduction, Themes, Effective overall, Supportive teachers, Positive student outcomes, Positive family relationships, Improvements, A Day in the Life, STAR Results, Adequate Yearly Progress and Academic Performance Index, School Personnel/Instructional Designer Interviews, Instructional Designer, CAVA Board Members Head of School, Administrative Staff, and Teaching Staff, Leadership Characteristics and Dynamics, Parental Relationships and Contributions, Benefits Associated With This Educational Partnership, Challenges/Areas of Improvement, Teacher Perspectives, Review of Documents

Chapter Five: Conclusions and Recommendations

Discussion, Home Schooling, Public Charter Schools, Virtual Schools, Virtual Charters, Summary, Limitations, Implications, Recommendations

References

Index