A Program Evaluation Of A District Designed Virtual Academy In A Small Rural School District

The Virtual Learning Model (VLM) can be the best learning modality to foster personalized learning for K-12 students. This research study aims to bring to light the expectations of an appropriate district designed VLM for a rural school district in Virginia as it pertained to creation, implementation, as measured by the Virginia Department of Education criteria model, student attendance, and student assessment scores. The data for this process and product study were collected through a mix-methods approach across elementary Grades 3-5. Findings discussed in this study include an appropriate VLM, attendance rates for participants for three years prior to participation in the program, and assessment data related to performance measures from the fall to the spring during the time of program implementation. These findings answer the question as to the appropriateness and viability of the program based on the state criteria and student outcome data. Other findings include the need for program consistency as applicable to selected participants and services related to English Language Learners. These findings indicate the need for future research into the sustainability of a district designed VLM in the K-12 setting as well as the need to collect assessment data for all VLM participants