Online Learning, Offline Outcomes: Online Course Taking and High School Student Performance

Authors

Cassandra M.D. Hart
Dan Berger
Brian Jacob
Susanna Loeb
Michael Hill, University of the PacificFollow

Document Type

Article

Publication Title

AERA Open

ISSN

2332-8584

Volume

5

Issue

1

DOI

10.1177/2332858419832852

First Page

1

Last Page

17

Publication Date

2-27-2019

Abstract

This article uses fixed effects models to estimate differences in contemporaneous and downstream academic outcomes for students who take courses virtually and face-to-face—both for initial attempts and for credit recovery. We find that while contemporaneous outcomes are positive for virtual students in both settings, downstream outcomes vary by attempt type. For first-time course takers, virtual course taking is associated with decreases in the likelihood of taking and passing follow-on courses and in graduation readiness (based on a proxy measure). For credit recovery students, virtual course taking is associated with an increased likelihood of taking and passing follow-on courses and being in line for graduation. Supplemental analyses suggest that selection on unobservables would have to be substantial to render these results null.

Recommended Citation

Hart, C. M., Berger, D., Jacob, B., Loeb, S., & Hill, M. (2019). Online Learning, Offline Outcomes: Online Course Taking and High School Student Performance. AERA Open, 5(1), 1–17. DOI: 10.1177/2332858419832852
https://scholarlycommons.pacific.edu/ed-facarticles/227

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License