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
