A REL study focused on the Florida Virtual School.
REL Report: Teacher Influence on Student Success in an Online Biology Course
Florida Virtual School administrators have been studying ways to improve student performance by identifying successful instructional practices. Their goal is to identify teachers with effective practices that other teachers might incorporate into their instruction. As part of that initiative, REL Southeast conducted a study of teacher influences on student outcomes. The study examined three student outcomes for segment 1 (equivalent to a semester in an in-person school) of an asynchronous biology course offered by Florida Virtual School: the segment completion rate, score on the end-of-segment exam, and time taken to complete the segment. Student end-of-segment exam scores varied only slightly across teachers, teachers had somewhat more influence on segment completion rates, and teachers had the greatest influence on time to completion. As a result, students with the highest- and lowest-ranked teachers had notable differences in their time to completion and minor differences in completion rates and exam scores.
Read the report at: https://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=4657
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The Regional Educational Laboratories (RELs) build the capacity of educators to use data and research to improve student outcomes. Each REL responds to needs identified in its region and makes learning opportunities and other resources available to educators throughout the United States. The REL program is a part of the Institute of Education Sciences (IES) in the U.S. Department of Education. To receive regular updates on REL work, including events and reports, follow IES on Facebook and Twitter. To provide feedback on this or other REL work, email Contact.IES@ed.gov.
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