Effects of Pacing Options on Final Grades of Students With Disabilities in Virtual High School

Abstract

The number of students with disabilities completing virtual coursework is increasing. The present study focused on students with disabilities enrolled in a virtual high school that allows students to select their anticipated pace of instruction (i.e., traditional, extended or accelerated). Pace requests and length of time used to complete courses were analyzed to determine differences in final course grades between students with and without IEPs. The effects of pace requests on final course grades were also analyzed. Results suggest that students with and without disabilities make similar pace requests and complete courses in the same amount of time. Findings also suggest that extended time completing a course correlated to lower final grades.