Hispanic or Latino Student Success in Online Schools

The purpose of this study is to examine graduation and dropout rates for Hispanic or Latino K–12 students enrolled in fully online and blended public school settings in Arizona. The independent variables of school type (charter vs. non-charter) and delivery method (fully online vs. blended) were ex...

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Autor principal:	Michael Corry
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2016
Materias:	online Hispanic Latino graduation dropout Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/092b4536bb9d4d87b3a5e163d79b2bc2
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id	oai:doaj.org-article:092b4536bb9d4d87b3a5e163d79b2bc2
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spelling	oai:doaj.org-article:092b4536bb9d4d87b3a5e163d79b2bc22021-12-02T18:03:16ZHispanic or Latino Student Success in Online Schools10.19173/irrodl.v17i3.22571492-3831https://doaj.org/article/092b4536bb9d4d87b3a5e163d79b2bc22016-05-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/2257https://doaj.org/toc/1492-3831The purpose of this study is to examine graduation and dropout rates for Hispanic or Latino K–12 students enrolled in fully online and blended public school settings in Arizona. The independent variables of school type (charter vs. non-charter) and delivery method (fully online vs. blended) were examined using multivariate and univariate methods on the dependent variable’s graduation and dropout rates for Hispanic or Latino students. The results of this research study found a statistically significant difference when using multivariate analysis to examine school type (charter vs. non-charter) and delivery method (fully online vs. blended) on graduation and dropout rates. This finding warranted further univariate examination which found a statistically significant difference when examining delivery method on dropout rates. A comparison of mean dropout rates shows that Hispanic or Latino students involved in K–12 online learning in Arizona are less likely to drop out of school if they are in a fully online learning environment versus a blended learning environment. Students, parents, teachers, administrators, instructional designers, and policy makers can all use this and related research to form a basis upon which sound decisions can be grounded. The end result will be increased success for Hispanic or Latino online K–12 students not only in Arizona schools, but in many other important areas of life. Michael CorryAthabasca University PressarticleonlineHispanicLatinograduationdropoutSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 17, Iss 3 (2016)
institution	DOAJ
collection	DOAJ
language	EN
topic	online Hispanic Latino graduation dropout Special aspects of education LC8-6691
spellingShingle	online Hispanic Latino graduation dropout Special aspects of education LC8-6691 Michael Corry Hispanic or Latino Student Success in Online Schools
description	The purpose of this study is to examine graduation and dropout rates for Hispanic or Latino K–12 students enrolled in fully online and blended public school settings in Arizona. The independent variables of school type (charter vs. non-charter) and delivery method (fully online vs. blended) were examined using multivariate and univariate methods on the dependent variable’s graduation and dropout rates for Hispanic or Latino students. The results of this research study found a statistically significant difference when using multivariate analysis to examine school type (charter vs. non-charter) and delivery method (fully online vs. blended) on graduation and dropout rates. This finding warranted further univariate examination which found a statistically significant difference when examining delivery method on dropout rates. A comparison of mean dropout rates shows that Hispanic or Latino students involved in K–12 online learning in Arizona are less likely to drop out of school if they are in a fully online learning environment versus a blended learning environment. Students, parents, teachers, administrators, instructional designers, and policy makers can all use this and related research to form a basis upon which sound decisions can be grounded. The end result will be increased success for Hispanic or Latino online K–12 students not only in Arizona schools, but in many other important areas of life.
format	article
author	Michael Corry
author_facet	Michael Corry
author_sort	Michael Corry
title	Hispanic or Latino Student Success in Online Schools
title_short	Hispanic or Latino Student Success in Online Schools
title_full	Hispanic or Latino Student Success in Online Schools
title_fullStr	Hispanic or Latino Student Success in Online Schools
title_full_unstemmed	Hispanic or Latino Student Success in Online Schools
title_sort	hispanic or latino student success in online schools
publisher	Athabasca University Press
publishDate	2016
url	https://doaj.org/article/092b4536bb9d4d87b3a5e163d79b2bc2
work_keys_str_mv	AT michaelcorry hispanicorlatinostudentsuccessinonlineschools
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Hispanic or Latino Student Success in Online Schools

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