Parent Choice in K–12 Online Schooling: Australian and U.S. Perspectives

Abstract

K–12 online distance education (ODE) is a growing sector of the education market. However, the demand-side factors that drive parents’ decisions to enroll their children in online schools remain understudied, particularly beyond the United States. This literature review considers both the U.S. and Australian historical school-choice policy contexts, demonstrating freedom in the former and some restrictions on the sector in the latter. Using the wider school-choice research field as context, the theoretical and psychological drivers, particularly the push factors toward ODE and pull factors away from traditional schooling, are considered. Contemporary debates and research needs are presented.