<p> An ever increasing number of school districts realize the potential for online classes to allow students equal access to a high quality education. This study used quantitative methods to contribute to the body of literature pertaining to K-12 online learning and also the gender gap in mathematics, science, and English/language arts education. Research for this study focused on the extent to which the gender gap in mathematics, science, and English/language arts performance is the result of differences in the level of teacher-student interaction through analyzing students' final course grades from a school district's 6<sup>th</sup>-12<sup>th</sup> grade traditional courses and online courses where there is no teacher-student interaction. Student achievement was further analyzed by controlling for prior achievement, socio-economic status (S.E.S.) and ethnicity. This study intends to contribute to the body of research on the gender gap and the benefits of online education at the K-12 level.</p>
| Identifer | oai:union.ndltd.org:PROQUEST/oai:pqdtoai.proquest.com:3622930 |
| Date | 08 August 2014 |
| Creators | Chargois, Tina D. |
| Publisher | University of Louisiana at Lafayette |
| Source Sets | ProQuest.com |
| Language | English |
| Detected Language | English |
| Type | thesis |
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