Abstract
As part of the public school system, online schools “have a responsibility to provide equal access to [their] educational opportunities[,] and restricting access to these opportunities can be problematic, if not illegal.” Given the rapid growth of online education in Washington, legislators must examine whether online schools that receive public education funding are benefiting the entire public or are benefiting merely a select group of students. Part II of this Comment briefly discusses the history of online schools in Washington, including how they receive funding within Washington's unique statutory and regulatory framework. Part III then examines how online schools discriminate against minority, lowerincome, special education, and transitional bilingual students. Part IV argues that online schools that are not equally accessible to all students should not receive public education funding. Lastly, Part V advocates for creation of a state-led task force to continually monitor the growth and development of online schools to ensure that policymakers stay informed and have a voice in this rapidly evolving industry.
Recommended Citation
Barry R. Temkin, Deception in Undercover Investigations: Conduct-Based vs. Status-Based Ethical Analysis, 32 SEATTLE U. L. REV. 123 (2008).
