This work is published under the responsibility of the Secretary-General of the OECD. The opinions expressed and arguments employed herein do not necessarily reflect the official views of OECD member countries.This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. ISBN 978-92-64-24758-1 (print) ISBN 978-92-64-24759-8 (PDF) Series: OECD Reviews of School Resources ISSN 2413-4333 (print) ISSN 2413-3841 (online) The statistical data for Israel are supplied by and under the responsibility of the relevant Israeli authorities. The use of such data by the OECD is without prejudice to the status of the Golan Heights, East Jerusalem and Israeli settlements in the West Bank under the terms of international law.Photo credits: Cover © VLADGRIN/Shutterstock.com Corrigenda to OECD publications may be found on line at: www.oecd.org/about/publishing/corrigenda.htm. © OECD 2015You can copy, download or print OECD content for your own use, and you can include excerpts from OECD publications, databases and multimedia products in your own documents, presentations, blogs, websites and teaching materials, provided that suitable acknowledgement of OECD as source and copyright owner is given. All requests for public or commercial use and translation rights should be submitted to rights@oecd.org. Requests for permission to photocopy portions of this material for public or commercial use shall be addressed directly to the Copyright Clearance Center (CCC) at info@copyright.com or the Centre français d'exploitation du droit de copie (CFC) at contact@cfcopies.com. Nusche, D., et al. (2015) Anderlecht, Antwerp, Brasschaat, Heuvelland, Ieper and Vilvoorde, interacting with school boards, school management, teachers Please cite this publication as: The Flemish Community of Belgium was one of the education systems which opted to participate in the country review strand and host a visit by an external review team. Members of the review team were Deborah Nusche (OECD), co-ordinator of the Review; Gary Miron (Western Michigan University); Richard Teese (University of Melbourne); and Paulo Santiago (OECD). The biographies of the members of the review team are provided in Annex B. This publication is the report from the review team. It provides, from an international perspective, an independent analysis of major issues facing the use of school resources in the Flemish Community of Belgium, current policy initiatives, and possible future approaches. The report serves three purposes: i) to provide insights and advice to the Flemish education authorities; ii) to help other countries understand the Flemish approach to the use of school resources; and iii) to provide input for the final comparative analysis of the OECD School Resources Review. The scope for analysis in this report includes all levels of school education, from elementary through to upper secondary e...

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Abstract:This study provides a census of full-time virtual schools and blended schools from 35 states. Specifically, it utilizes data visualization and exploratory data analysis to examine student demographics and school performance measures of virtual schools and blended schools operating in the 2014-15 school year. The school achievement measures for both virtual and blended schools indicate these schools are performing poorly. Nevertheless, the evidence suggests that their enrollment growth continues. Large virtual schools operated by for-profit education management organizations (EMOs) dominate this sector and are increasing their market share. While more districts are opening their own virtual and blended schools, the schools are typically small, and with limited enrollment. The proportion of Black and Hispanic students in virtual schools is lower than the national average, while students enrolled in blended schools more closely resemble the race and ethnic characteristics of students enrolled in brick-and-mortar public schools nationwide. Virtual and blended schools, while serving students in kindergarten through grade 12, have Education Policy Analysis Archives Vol. 25 No. 124 2 higher concentrations at the elementary and secondary levels. The empirical work in this area is in its infancy; hence, this study seeks to contribute to both the conceptual and empirical implications of virtual and blended schools by embracing a balance between thei r public and private benefits. Keywords: Virtual Schools; Blended Schools; Cyber Schools; Hybrid Schools; Online Learning; School Choice Crecimiento y rendimiento de escuelas públicas K-12 en línea y combinadas Resumen: Este estudio proporciona un censo de escuelas virtuales y escuelas combinadas de 35 estados. Específicamente, utiliza la visualización de datos y el análisis de datos exploratorios para examinar las características demográficas de los estudiantes y las medidas de rendimiento escolar de las escuelas virtuales y escuelas combinadas que funcionan en el año escolar 2014-15. Las medidas de rendimiento escolar para las escuelas virtuales y combinadas indican que estas escuelas tienen un rendimiento bajo. Sin embargo, la evidencia sugiere que el crecimiento de su inscripción continúa. Las grandes escuelas virtuales operadas por organizaciones de gestión educativa (EMO) con fines de lucro dominan este sector y están aumentando su cuota de mercado. Mientras más distritos están abriendo sus propias escuelas virtuales y combinadas, las escuelas son típicamente pequeñas y con una inscripción limitada. La proporción de estudiantes negros e hispanos en las escuelas virtuales es más baja que el promedio nacional, mientras que los estudiantes matriculados en escuelas combinadas se asemejan más a la raza y las características étnicas de los estudiantes matriculados en las escuelas públicas de ladrillo y mortero en todo el país. Las escuelas virtuales y mixtas, mientras prestan servicios a estudiantes de jardí n de infantes hasta el grado 12, tienen concentraciones m...

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