Determinants of Student and Parent Satisfaction at a Cyber Charter School

Beck, Dennis; Maranto, Robert; Lo, Wen‐Juo

doi:10.1080/00220671.2013.807494

Cited by 33 publications

(27 citation statements)

References 37 publications

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“…For instance, Beck and his colleagues (Beck, Egalite, & Maranto, 2014;Beck, Maranto, & Lo, 2013) found that parents of special education students were more likely than parents of general education students to enroll their students in a cyber school to avoid bullying and other social issues at their brick-and-mortar school. Parents of special education students were also more satisfied with their students' cyber school than were parents of general education students.…”

Section: Instructingmentioning

confidence: 99%

The Nature of Parental Engagement at an Online Charter High School

Borup

Stevens

Waters

2015

OLJ

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As enrollments in cyber charter schools grow, it becomes increasingly important to understand how parents engage in their students' learning. Researchers have hypothesized that parental engagement is even more critical when online students learn from home, but few researchers have examined parents' engagement behavior-especially parents of adolescent learners. In this case study we addressed this gap using parent and student interviews at a full-time online charter school. Our analysis of 19 interviews with 9 parents and 10 interviews with 10 students identified five primary types of parental engagement within this setting: (1) nurturing relationships and interactions, (2) advising and mentoring, (3) organizing, (4) monitoring and motivating student engagement, and (5) instructing. We also identified obstacles to effective parental engagement, and in this paper we discuss how programs can work with parents to foster more collaborative relationships.

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Section: Instructingmentioning

confidence: 99%

The Nature of Parental Engagement at an Online Charter High School

Borup

Stevens

Waters

2015

OLJ

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“…The subjective well-being of students and parents is significantly influenced by school policies and culture (Beck, Maranto, & Lo, 2014). This study employs student and parent satisfaction as our two dependent variables and tests whether they vary depending on the performance gap in schools.…”

Section: Methodsmentioning

confidence: 99%

Social Class, Ingroup–Outgroup Comparison, and Citizen Evaluations: Is User Satisfaction Linked to Outcome Disparities?

Song

Kim

Favero

2019

The American Review of Public Administration

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Research on citizen satisfaction has emphasized the role of service quality (including expectations for quality) in shaping citizens’ evaluations of public services. This article considers an understudied but important aspect of public service delivery—equity—and investigates how disparities in service outcomes between disadvantaged and advantaged groups affect citizens’ evaluations of service providers. This study also examines whether citizens with different socioeconomic status (SES) have different perceptions toward the outcome disparities. Using individual-level data from secondary schools, we find that service users appear to recognize and care about a performance gap among social strata. Even when a student’s individual outcome is held constant, satisfaction varies with the school-level performance gap between high-SES and low-SES students. This finding suggests that service users are concerned about not just their outcomes but also the relative positioning of outcomes for those of their own social group compared with other groups.

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“…Not surprisingly, one of the most frequently asked questions in online education is whether students become isolated and poorly socialised when attending school online, and the research findings are mixed. Some research studies suggest that negative social experiences are a root cause of a student's choice to attend school online (Ahn, ; Beck, Egalite & Maranto, ; Beck, Maranto & Lo, ; Sorensen, ), but other studies report very few social issues (Thompson et al, ). Teachers, parents and students have noted ways that online education may uniquely support the development of social competence in students through its ability to emphasise individual student strengths instead of exacerbating weaknesses; however, as is true for all students, this may depend on individual differences, which vary greatly in students with disabilities (Shattuck et al, ).…”

Section: Analysis Of the Domainmentioning

confidence: 99%

“…Individualised pacing and flexibility in the online environment have also been found to be supportive of course completion, and higher final grades as well (Allday & Allday, ). Some researchers have suggested that the support of non‐technologically‐based affordances in online education, such as the freedom to move freely about the learning area while pursuing online education or the ability to record and replay class meetings, is especially valuable to students with disabilities (Beck, Egalite & Maranto, ; Beck, Maranto & Lo ; Lewis et al, ; Smouse, ; Spitler et al, ; Straub & Vasquez, ), even though some still struggle with higher‐order learning skills, such as expository writing (Okolo et al, ). Overall, evidence is strong for the online environment as a particularly supportive mode of education for students with disabilities; however, questions remain about individual differences.…”

Section: Analysis Of the Domainmentioning

confidence: 99%

A capability approach for online primary and secondary students with disabilities

Stella¹,

Corry²

2017

British J Special Edu

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A capability approach was used to identify and synthesise research studies about online students with disabilities in primary and secondary school (aged five to 18 years) in an attempt to describe the experience from an empirical perspective. A capability approach is intended to maximise agency and can be used to describe the extent to which individuals are able to use limited resources to build a satisfying and enjoyable life. In this analysis, a derived capability set was used to narrow the larger body of research about primary and secondary students in online education in order to consider only studies that described ways in which students successfully used online education to maximise agency. The derived capability set was: autonomy, judgement, practical reason, affiliation, high school graduation and a desire to help others. A method for deriving the capability set and ways in which a capability approach fails to describe this experience are discussed.

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Determinants of Student and Parent Satisfaction at a Cyber Charter School

Cited by 33 publications

References 37 publications

The Nature of Parental Engagement at an Online Charter High School

The Nature of Parental Engagement at an Online Charter High School

Social Class, Ingroup–Outgroup Comparison, and Citizen Evaluations: Is User Satisfaction Linked to Outcome Disparities?

A capability approach for online primary and secondary students with disabilities

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