Virtual schools in the U.S. Virtual schools were conceived in 1996 in two regions of the United States with the establishment of the Virtual High School and the Florida Virtual School. Five years down the line, between 40,000 and 50,000 learners enrolled in virtual classes (Clark, 2001, as cited in Barbour, 2006). About a decade later, Seltzer and Lewis (2005, as cited in Barbour, 2006) postulated that there was approximately 328,000 public schools recruitment, excluding home schools and charter schools, in video-based or online learning. Watson and Ryan (2006) elucidate that by September 2006, 38 states had implemented virtual curriculum, or important rules controlling virtual schooling, or both. They further, affirm that the previous year saw many states adopt new state-led curriculums or set up online learning policies. These states include Nebraska, South Dakota South Carolina, and Missouri. Increase in the amount of students in different virtual programs has been observed with diverse increase made at various virtual schools; 18% growth of Louisiana Virtual School, 22% of joint Ohio’s eCommunity Schools, more than 50% of Idaho Digital Learning academy and Florida Virtual School, and 24% of Virtual High School. Virtual school program Mission Clark (2001) argues that many virtual schools were established with different mission in mind. However, they share one major objective of increasing access to superior curricula. For instance some like the West Virginia Virtual School was established to provide the quality courses using Internet technology, in spite of the size or location of a school. Virtual school program design can be based on the target consumers, wherein it can be intended to serve remote regions such as a school district with limited road networks. Regardless of the target consumers, “the mission of Virtual School is to allow for two way interactive learning anytime anywhere for any student” (Clark, 2001, p. 3). Policies The federal government regards educational technology and virtual learning as instrumental in education reforms and upgrading endeavors (Clark and Else, 1998). The federal government has supported this trend of education through grants for enlargement of large-scale virtual high school study. Noteworthy, state authorizations on the required characteristics of K-12 education and seat-time obligations for tax grant have effect on virtual in-schools models (Clark, 2001). According to Clark (2001), certification and accreditation are mainly based at the state level. Regional certification bureau house their personnel for every state in the state education bureau, and work directly teachers accreditation, program appraisal and general SEA personnel. Every state needs virtual teacher own accreditation, or cross-agreements if done in other states with which it share effect. A virtual school based in any state needs both state appraisal and regional accreditation to attract students at the district status. Course development The persons dealing with unbiased education opportunities have previously raised concern for impartial access to school curricula. Several state education departments have utilized a fraction of their Advanced Placement (AP) grants to procure services from virtual schools providing AP courses, and incorporate them in virtual schools allover the state to handle curriculum availability and equity concerns (Lorenzo, 2001). Implementation and sustenance Thomas (2000) argues that, in spite of their area of