J. Med. Internet Res. - Online schools and children with special health and educational needs: comparison with performance in traditional schools.

Tópicos

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Resumo

CKGROUND: In the United States, primary and secondary online schools are institutions that deliver online curricula for children enrolled in kindergarten through 12th grade (K-12). These institutions commonly provide opportunities for online instruction in conjunction with local schools for students who may need remediation, have advanced needs, encounter unqualified local instructors, or experience scheduling conflicts. Internet-based online schooling may potentially help children from populations known to have educational and health disadvantages, such as those from certain racial or ethnic backgrounds, those of low socioeconomic status, and children with special health care needs (CSHCN).OBJECTIVE: To describe the basic and applied demographics of US online-school users and to compare student achievement in traditional versus online schooling environments.METHODS: We performed a brief parental survey in three states examining basic demographics and educational history of the child and parents, the child's health status as measured by the CSHCN Screener, and their experiences and educational achievement with online schools and class(es). Results were compared with state public-school demographics and statistical analyses controlled for state-specific independence.RESULTS: We analyzed responses from 1971 parents with a response rate of 14.7% (1971/13,384). Parents of online-school participants were more likely to report having a bachelor's degree or higher than were parents of students statewide in traditional schools, and more of their children were white and female. Most notably, the prevalence of CSHCN was high (476/1971, 24.6%) in online schooling. Children who were male, black, or had special health care needs reported significantly lower grades in both traditional and online schools. However, when we controlled for age, gender, race, and parental education, parents of CSHCN or black children reported significantly lower grades in online than in traditional schooling (adjusted odds ratio [aOR] 1.45, 95% confidence interval [CI] 1.29-1.62 for CSHCN, P < .001; aOR 2.73, 95% CI 2.11-3.53 for black children, P < .001.) In contrast, parents with a bachelor's degree or higher reported significantly higher online-school grades than traditional-school grades for their children (aOR 1.45, 95% CI 1.15-1.82, P < .001).CONCLUSIONS: The demographics of children attending online schools do not mirror those of the state-specific school populations. CSHCN seem to opt into online schools at a higher rate. While parents report equivalent educational achievement in online and traditional classrooms, controlling for known achievement risks suggests that CSHCN and black children have lower performance in online than in traditional schools. Given the millions of students now in online schools, future studies must test whether direct assistance in online schools, such as taking individualized education plans into consideration, will narrow known disparities in educational success. Only then can online schools emerge as a true educational alternative for at-risk populations.

Resumo Limpo

ckground unit state primari secondari onlin school institut deliv onlin curricula children enrol kindergarten th grade k institut common provid opportun onlin instruct conjunct local school student may need remedi advanc need encount unqualifi local instructor experi schedul conflict internetbas onlin school may potenti help children popul known educ health disadvantag certain racial ethnic background low socioeconom status children special health care need cshcnobject describ basic appli demograph us onlineschool user compar student achiev tradit versus onlin school environmentsmethod perform brief parent survey three state examin basic demograph educ histori child parent child health status measur cshcn screener experi educ achiev onlin school class result compar state publicschool demograph statist analys control statespecif independenceresult analyz respons parent respons rate parent onlineschool particip like report bachelor degre higher parent student statewid tradit school children white femal notabl preval cshcn high onlin school children male black special health care need report signific lower grade tradit onlin school howev control age gender race parent educ parent cshcn black children report signific lower grade onlin tradit school adjust odd ratio aor confid interv ci cshcn p aor ci black children p contrast parent bachelor degre higher report signific higher onlineschool grade traditionalschool grade children aor ci p conclus demograph children attend onlin school mirror statespecif school popul cshcn seem opt onlin school higher rate parent report equival educ achiev onlin tradit classroom control known achiev risk suggest cshcn black children lower perform onlin tradit school given million student now onlin school futur studi must test whether direct assist onlin school take individu educ plan consider will narrow known dispar educ success can onlin school emerg true educ altern atrisk popul

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