Murray State Theses and Dissertations

Abstract

Virtual education has become an integral component of modern high school education, particularly in urban districts where diverse student populations require flexible and equitable learning environments. This qualitative study explores the equitability of virtual public high school education in an urban school district, focusing on accessibility, student experiences, and policy implications. Using social constructivism and ecological systems' theory as theoretical frameworks, this research investigates factors influencing equitable outcomes, including access to technology, teacher and community support, and socioeconomic status. Data was collected through structured interviews and focus groups with students and parents engaged in virtual education. Key findings indicate that while virtual education offers flexibility, personalized learning, and safety benefits, it also presents challenges related to social isolation, technical barriers, and self-discipline. The study highlights the need for robust support systems, targeted technological interventions, and inclusive curriculum designs to enhance educational equity in virtual settings. Implications for policymakers and educators emphasize the importance of addressing digital divides, fostering supportive learning environments, and integrating best practices to optimize virtual education's role in public schooling.

Year manuscript completed

2025

Year degree awarded

2025

Author's Keywords

virtual education, equity, public high school, urban school district, social constructivism, ecological systems theory

Degree Awarded

Doctor of Education

Department

Educational Studies, Leadership and Counseling

College/School

College of Education & Human Services

Dissertation Committee Chair

Brian Bourke

Committee Member

Jeff Snyder

Committee Member

Tersea Clark

Document Type

Dissertation

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