%0 Journal Article
%T Online Learning, Offline Outcomes: Online Course Taking and High School Student Performance
%A Brian Jacob
%A Cassandra M. D. Hart
%A Dan Berger
%A Michael Hill
%A Susanna Loeb
%J AERA Open
%@ 2332-8584
%D 2019
%R 10.1177/2332858419832852
%X This article uses fixed effects models to estimate differences in contemporaneous and downstream academic outcomes for students who take courses virtually and face-to-face¡ªboth for initial attempts and for credit recovery. We find that while contemporaneous outcomes are positive for virtual students in both settings, downstream outcomes vary by attempt type. For first-time course takers, virtual course taking is associated with decreases in the likelihood of taking and passing follow-on courses and in graduation readiness (based on a proxy measure). For credit recovery students, virtual course taking is associated with an increased likelihood of taking and passing follow-on courses and being in line for graduation. Supplemental analyses suggest that selection on unobservables would have to be substantial to render these results null
%K achievement
%K educational outcomes
%K high school
%K high school graduation
%K online courses
%K online instruction
%K virtual courses
%K virtual instruction
%U https://journals.sagepub.com/doi/full/10.1177/2332858419832852