Connecting Learners or Isolating Individuals?: The Social Justice Frames in the Cyber Charter Schools in Pennsylvania

Abstract

Cyber charter schools are online schools that deliver educational content to students in Kindergarten through 12th grade. These programs provide the entire schooling experience through remote access to a virtual learning environment. Since cyber charters are a new educational platform, there is limited scholarly research discerning if they promote or detract from social justice in education. In mainstream dialogue, supporters hail cyber charters as providers of a quality education to students dissatisfied by their traditional school settings. For opponents, the schools are framed as providers of inadequate academic outcomes with a lack of social opportunity. To synthesize these disparate arguments, the authors examine Pennsylvania cyber charter website content and news stories in the popular press. The authors then discuss how these arguments relate to a social justice framework, considering potential implications for both Pennsylvania and outside entities who may wish to implement cyber charter schools in their local context.