The Impact of Virtual School Education on Student Achievement in Texas: A Descriptive Analysis Through the Lens of Bronfenbrenner’s Ecological Systems Theory

This study examines the impact of full-time virtual public high school education in Texas on student outcomes, addressing three key research questions: (1) How did full-time virtual education in Texas impact the percentage of students passing end-of-year state achievement test or graduating compared to in-person instruction during the 2017- 2018 school year; (2) How did full-time virtual public high school education impact the percentage of students end-of-year state achievement scores and graduation rates compared to in-person instruction in Texas during the 2016-2017, 2017-2018, and 2018-2019 school years; and (3) How does this research, pre COVID-19 pandemic apply to the Texas education system today? Using Bronfenbrenner’s Ecological Systems Theory as a guiding framework, this study employed Ordinary Least Squares regression and Propensity Score Matching to analyze student performance in reading and math assessments and adjusted graduation rates. The results reveal that virtual education had no statistically significant effect on reading achievement but demonstrated a substantial negative impact on math scores and graduation rates. SES disadvantage, as measured by the percentage of students eligible for free or reduced-price lunch, emerged as a consistent predictor of lower outcomes across all measures, highlighting systemic inequities in education. Charter school status and staffing levels positively influenced performance, emphasizing the importance of institutional resources. These findings suggest that while virtual schooling offers opportunities for flexibility, it faces significant challenges in achieving parity with traditional schools. This study provides critical insights for policymakers and educators to improve virtual learning environments, address systemic inequities, and support diverse student populations in achieving equitable educational outcomes.