Maintaining student engagement is the greatest challenge reported by online charter school principals, identified nearly three times as often as any other challenge¶

Claim · All claims
Evidence · 1 study · associational r? · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2020: baselines and conditions change

Subclaims¶

q2 i? Maintaining student engagement in the limited-interaction environment is the greatest challenge, identified by principals nearly three times as often as any other challenge. → Brian Gill 2015

Evidence¶

Brian Gill 2015¶

Brian Gill, Lucas Walsh, Claire Smither Wulsin, Holly Matulewicz, Veronica Severn, Eric Grau, Amanda Lee, Tess Kerwin. (2015). Inside Online Charter Schools. Cambridge, MA: Mathematica Policy Research. https://www.mathematica.org/publications/inside-online-charter-schools

q2 · i? · associational · r?

Principal survey finding: maintaining engagement amid limited student-teacher interaction was "considered the greatest challenge by far," identified "nearly three times as often as any other challenge." Descriptive survey result; no effect size printed.

"Maintaining student engagement in this environment of limited student-teacher interaction is considered the greatest challenge by far, identified by online charter school principals nearly three times as often as any other challenge"

Discussion¶

Related Claims¶

• Letting learners pace instruction helped on complex material in one experiment, while learner control in general showed almost no effect across 18 studies — the general claim this finding bears on, with the studies behind it
• The National Study of Online Charter Schools provides the first nationwide data and analysis of online charter schools' operations and instructional approaches, based on a survey of 127 principals — a broader claim this one bears on
• Online charter school students receive less live teacher contact time in a week than conventional-school students receive in a day — related
• Few New York charter teachers reported technology challenges during the remote transition (66% of schools said under a quarter of teachers did), with attention and engagement the more common difficulties — related
• Staying motivated was the most pervasive challenge of learning remotely, and students missed instructor feedback, peer collaboration, and hands-on experiences — related