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Virtual Charter Schools
Fundamental changes in society have driven, at least in part, the new demands for virtual charter education (Davis & Roblyer, 2005). Anytime-anywhere access to information via ubiquitous communications is now commonplace and learners expect such experiences to be a part of their educational opportunities. This kind of schooling can be seen in the virtual charter model, which has recently been defined as “a hybrid of public, charter, and home schooling, with ample dashes of tutoring and independent study thrown in, all turbocharged by Internet technology” (Greenway & Vanqurek, 2006, p. 4).
Growth of these new schools continues to soar. Currently there are 147 online-only (virtual) charter schools in 18 states, with 65,354 students which amounts to 4% of the public charter population (Rotherham, 2006). This amazing growth may well bring Americans into a new golden age in education if we are able to sort through the challenges that come from common notions about school and schooling (Greenway & Vanqurek, 2006). The benefits to virtual charters include: the ability to serve a wide range of students, public financing, innovative curriculum and its delivery, and the ability to retain students who may otherwise drop out of public education (Rapp, Eckes, & Plucker, 2006).
New questions are beginning to arise as new policies, programs, and roles require definition. Judicious responses will help pave the way for greater efficacy as foundations are laid in these areas. In Cyber and Home School Charter Schools: Adopting Policy to New Forms of Public Schooling, authors Huerta, Gonzalez, and d’Entremnont (2006) state: