Introduction
Virtual schools have many advantages. Their students can receive instruction through a computer and an internet connection without having to be physically present in the classroom. Virtual schools may be used for primary or supplementary instruction at relatively similar cost levels. They can offer instruction that is wholly online, or they can provide blended instruction combining online and in-person learning. Moreover, the relative ease of posting class notes, instructional materials, or additional resources gives virtual schools distinct learning advantages and means that they have the potential to be very content-rich options.
Currently, North Carolina has three statewide virtual public schools to which any student in the state can apply (there are also several district-based virtual academies). Their teachers are certified in online instruction, and each of these schools is subject to the same state performance standards and regulations as public schools regarding teacher certification, enrollment caps, student/teacher ratios, and grade-level restrictions.
The oldest of these three schools, the North Carolina Virtual Public School (NCVPS), was started in 2007 to “expand and enhance the educational opportunities of an existing school.” It is the second-largest virtual school in the nation. Although operated like a school, it is far from a normal school. NCVPS does not grant degrees or have full-time students. Instead, students take online courses through NCVPS, and their grades and scores are reported to their local public school, which awards academic credit and grants degrees. NCVPS exists to serve students and other schools by offering content that some schools find difficult to provide, such as AP courses or foreign-language classes.
Funding for NCVPS is determined by an allotment formula tied to districtor charter-school enrollment, which was established by Session Law 2011-145 and modified by S.L. 2012-142 to give schools additional flexibility. According to NCVPS, since the 2019 school year, costs to district schools for NCVPS courses are $235 for summer classes, $349 for fall/spring block classes, and $438 for year-long classes.
North Carolina’s other two statewide virtual public schools are online charter schools. Legislation to create the two charter schools resulted from a bruising battle in 2014. Virtual charter schools are different from NCVPS in that students who attend a virtual charter cannot be enrolled in another school or district. Virtual charter schools grant diplomas, while their virtual public-school counterparts do not. In addition, independent organizations, not a school district or the state, run the virtual charter schools. Both of North Carolina’s virtual charter schools opened in 2015 with enrollment caps of 2,592 students.
Problems with online educational delivery stemming from the Covid-19 pandemic increased the visibility of virtual learning and highlighted some of its limitations. Issues of quality and accessibility rose to the forefront as online delivery frequently varied by geography and income. Parental satisfaction with online education waned, and it’s clear that a lot less education occurred. Additionally, both the North Carolina Cyber Academy and NC Virtual Academy have been plagued with persistent criticism for underperforming. How to redress these problems and optimize the niche for virtual schools remain open questions.
Key Facts
- The North Carolina Virtual Public School (NCVPS), which opened as a full-fledged school in 2007, has served over 740,000 students. In 2022-23, NCVPS served 31,609 students and had over 52,820 course enrollments (some students are enrolled in multiple classes). Students came from all 115 North Carolina school districts, 1,067 schools, 117 charter schools, and 2,409 home or private schools.
- NCVPS offers classes in math, science, English, social studies, arts, and world languages, as well as AP and honors courses. It also offers test prep, credit recovery, and Occupational Course of Study (OCS).
- In 2022-23, the courses with the largest enrollments in NCVPS were all blended courses and included Intro to Math (1,571 students), Applied Science (1,535 students), English I (1,466 students), and Financial Management (1,384 students).
- In October 2022, NCVPS was recognized by the Quality Matters organization “for high quality learning” and awarded the Making a Difference for Students Award.
- The budget bill passed in 2023 modified funding provisions related to virtual charter schools so that those schools will be treated more like brick-and-mortar public schools in terms of certain aspects of state and local funding. The budget also raised attendance caps at virtual charter schools to allow for up to 20% growth during the 2023-24 school year. It also extended the pilot program for North Carolina’s two virtual charter schools through 2025-26.
Recommendations
1. Assess student and parental satisfaction regarding student performance and fiscal issues.
The need for greater oversight was made clear by a 2020 performance audit from the state auditor, which found that eight of 12 NCVPC courses “did not meet required curriculum content standards” and that 11 of 12 courses failed to meet standards for academic rigor.
2. Expand competition in course offerings.
First would be to expand the number of virtual schools. Policymakers should also lower barriers to entry to incentivize the creation of more public and private online schools. Additionally, the University of North Carolina system, which already has a significant online presence, should be encouraged to use its assets to create classes for K–12 students.
3. Encourage local districts to implement virtual academies.
Virtual schooling is likely here to stay, so local school districts should have the flexibility to meet the differing needs of their students through virtual learning and should be encouraged to do so effectively.
4. Provide adequate staff and teacher training for virtual schools.
Most virtual schools have higher enrollments than traditional public schools. They need the right staff to help students and families navigate the new learning environment. Their teachers, whose training is for in-person instruction, must be given adequate training for online and blended instruction to help them know how to apply the best teaching methods.
