Courses for Public Elementary and Secondary School Students: 2002–03

U.S. Department of EducationInstitute of Education SciencesNCES 2005-010

E.D. TAB

2005
Distance Education 

Courses for Public 

Elementary and 

Secondary School 

Students: 2002–03

U.S. Department of Education

Institute of Education Sciences

NCES 2005–010

E.D. TAB

March 2005

J. Carl Setzer

Laurie Lewis

Westat

Bernard Greene

Project Officer

National Center for 

Education Statistics
U.S. Department of Education

Margaret Spellings

Secretary

Institute of Education Sciences

Grover J. Whitehurst

Director

National Center for Education Statistics

Val Plisko

Associate Commissioner

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March 2005

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Suggested Citation

Setzer, J. C., and Lewis, L. (2005). Distance Education Courses for Public Elementary and Secondary 

School Students: 2002–03 (NCES 2005–010). U.S. Department of Education. Washington, DC: 

National Center for Education Statistics.

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Content Contact:

Bernard Greene

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Bernard.Greene@ed.gov
iii

Acknowledgments

The authors wish to thank the many individuals who contributed to the development of the survey

and this report. The survey was requested by the Office of Educational Technology of the U.S.

Department of Education. Bernard Greene was the NCES Project Officer.

Westat’s Project Director was Laurie Lewis, and the survey managers were Anne Kleiner and

J. Carl Setzer. Debbie Alexander directed the data collection efforts, assisted by Ratna Basavaraju and

Anjali Pandit. Robert Delfierro was the programmer, Carol Litman was the editor, and Sylvie Warren

was responsible for formatting the report. 

The NCES staff who reviewed the report and provided valuable suggestions include Shelley Burns, 

Edith McArthur, Gail Mulligan, and Val Plisko. Reviewers outside of NCES were Kirk deFord of the

Northwest Educational Technology Consortium, and Kevin Bromer, Robin Gurley, Geeta Kotak, Robert

Stillwell, and Aparna Sundaram of the Education Statistics Services Institute, American Institutes for

Research. This report was also reviewed by Lisa Bridges of the Institute of Education Sciences.
iv

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v

Table of Contents

Page

Acknowledgments................................................................................................................ iii

List of Tables ....................................................................................................................... vi

List of Figures...................................................................................................................... xi

Summary.............................................................................................................................. 1

Background ...................................................................................................... 1

Selected Findings ............................................................................................. 3

Distance Education Courses for Public School Students.................... 4

Prevalence of Distance Education Courses in Public 

School Districts................................................................ 4

Prevalence of Distance Education Courses in Public 

Schools............................................................................. 5

Distance Education Enrollments by Instructional Level...... 7

Distance Education Enrollments by Curriculum Area......... 8

Advanced Placement or College-Level Courses Offered 

Through Distance Education ........................................... 8

Technologies Used for Delivering Distance Education Courses......... 9

Technologies Used as Primary Modes of Instructional 

Delivery ........................................................................... 9

Online Distance Education Courses..................................... 10

Entities Delivering Distance Education Courses................................. 11

Entities Delivering Courses ................................................. 12

Delivery of Courses to Students Not Regularly Enrolled 

in the District ................................................................... 13

Reasons for Having Distance Education Courses............................... 14

Future Expansion of Distance Education Courses .............................. 15

References............................................................................................................................ 19

Tables of Estimates and Standard Errors......................................................................... 21

Appendix A: Technical Notes........................................................................................... A-1

Appendix B: Questionnaire .............................................................................................. B-1
vi

List of Tables

Table Page

1 Number of districts in the nation, number of districts with students 

enrolled in distance education courses, and percent of districts with 

students enrolled in distance education courses, by district characteristics: 

2002–03............................................................................................................ 22

1-A Standard errors for the number of districts in the nation, number of 

districts with students enrolled in distance education courses, and percent 

of districts with students enrolled in distance education courses, by district 

characteristics: 2002–03.................................................................................. 23

2 Number of schools in the nation, and number of schools with students 

enrolled in distance education courses, by instructional level and district 

characteristics: 2002–03.................................................................................. 24

2-A Standard errors for the number of schools in the nation, and number of 

schools with students enrolled in distance education courses, by 

instructional level and district characteristics: 2002–03.................................. 25

3 Percent of schools in the nation with students enrolled in distance 

education courses, by instructional level and district characteristics: 

2002–03............................................................................................................ 26

3-A Standard errors for the percent of schools in the nation with students 

enrolled in distance education courses, by instructional level and district 

characteristics: 2002–03.................................................................................. 27

4 Percentage distribution of schools with students enrolled in distance 

education courses, by instructional level and district characteristics: 

2002–03............................................................................................................ 28

4-A Standard errors for the percentage distribution of schools with students 

enrolled in distance education courses, by instructional level and district 

characteristics: 2002–03.................................................................................. 29

5 Number of enrollments in distance education courses of students regularly 

enrolled in the districts, by instructional level and district characteristics: 

2002–03............................................................................................................ 30

5-A Standard errors for the number of enrollments in distance education 

courses of students regularly enrolled in the districts, by instructional 

level and district characteristics: 2002–03 ...................................................... 31
vii

List of Tables (continued)

Table Page

6 Percentage distribution of enrollments in distance education courses of 

students regularly enrolled in the districts, by instructional level and 

district characteristics: 2002–03...................................................................... 32

6-A Standard errors for the percentage distribution of enrollments in distance 

education courses of students regularly enrolled in the districts, by 

instructional level and district characteristics: 2002–03.................................. 33

7 Number of enrollments in distance education courses of students regularly 

enrolled in the districts, by curriculum area and district characteristics: 

2002–03............................................................................................................ 34

7-A Standard errors for the number of enrollments in distance education 

courses of students regularly enrolled in the districts, by curriculum area 

and district characteristics: 2002–03 ............................................................... 35

8 Percentage distribution of enrollments in distance education courses of 

students regularly enrolled in the districts, by curriculum area and district 

characteristics: 2002–03.................................................................................. 36

8-A Standard errors for the percentage distribution of enrollments in distance 

education courses of students regularly enrolled in the districts, by 

curriculum area and district characteristics: 2002–03 ..................................... 37

9 Number and percent of districts with students enrolled in distance 

education courses indicating that students regularly enrolled in the district 

were enrolled in Advanced Placement or college-level courses offered 

through distance education, by district characteristics: 2002–03.................... 38

9-A Standard errors for the number and percent of districts with students 

enrolled in distance education courses indicating that students regularly 

enrolled in the district were enrolled in Advanced Placement or collegelevel courses offered through distance education, by district 

characteristics: 2002–03.................................................................................. 39

10 Number and percent of enrollments in Advanced Placement or collegelevel courses offered through distance education of students regularly 

enrolled in the district, by district characteristics: 2002–03............................ 40

10-A Standard errors for the number and percent of enrollments in Advanced 

Placement or college-level courses offered through distance education of 

students regularly enrolled in the district, by district characteristics: 

2002–03............................................................................................................ 41
viii

List of Tables (continued)

Table Page

11 Percent of districts reporting that various technologies were used as 

primary modes of instructional delivery for any distance education 

courses in which students in their district were enrolled, by district 

characteristics: 2002–03.................................................................................. 42

11-A Standard errors for the percent of districts reporting that various 

technologies were used as primary modes of instructional delivery for any 

distance education courses in which students in their district were 

enrolled, by district characteristics: 2002–03.................................................. 43

12 Percentage distribution of districts reporting that various technologies 

were used for the greatest number of distance education courses in which 

students in their district were enrolled, by district characteristics: 

2002–03............................................................................................................ 44

12-A Standard errors for the percentage distribution of districts reporting that 

various technologies were used for the greatest number of distance 

education courses in which students in their district were enrolled, 

by district characteristics: 2002–03................................................................. 45

13 Percent of districts with students enrolled in online distance education 

courses, and percent of those districts indicating the access location of the 

online courses, by district characteristics: 2002–03........................................ 46

13-A Standard errors for the percent of districts with students enrolled in online 

distance education courses, and percent of those districts indicating the 

access location of the online courses, by district characteristics: 2002–03..... 47

14 Percent of districts with students accessing online distance education 

courses from home, and percent of those districts that provided or paid for 

various items for all or some of the students accessing online distance 

education courses from home, by district characteristics: 2002–03................ 48

14-A Standard errors for the percent of districts with students accessing online 

distance education courses from home, and percent of those districts that 

provided or paid for various items for all or some of the students 

accessing online distance education courses from home, by district 

characteristics: 2002–03.................................................................................. 49

15 Percentage distribution of districts indicating whether various entities 

delivered the distance education courses in which students in their district 

were enrolled: 2002–03................................................................................... 50

15-A Standard errors for the percentage distribution of districts indicating 

whether various entities delivered the distance education courses in which 

students in their district were enrolled: 2002–03............................................. 51
ix

List of Tables (continued)

Table Page

16 Percent of districts indicating that various entities delivered the distance 

education courses in which students in their district were enrolled, 

by district characteristics: 2002–03................................................................. 52

16-A Standard errors for the percent of districts indicating that various entities 

delivered the distance education courses in which students in their district 

were enrolled, by district characteristics: 2002–03 ......................................... 53

17 Percent of districts indicating that they delivered distance education 

courses to students who were not regularly enrolled in their district, 

by district characteristics: 2002–03................................................................. 54

17-A Standard errors for the percent of districts indicating that they delivered 

distance education courses to students who were not regularly enrolled in 

their district, by district characteristics: 2002–03............................................ 55

18 Percentage distribution of districts indicating how important various 

reasons were for having distance education courses in their district: 

2002–03............................................................................................................ 56

18-A Standard errors for the percentage distribution of districts indicating how 

important various reasons were for having distance education courses in 

their district: 2002–03 ..................................................................................... 57

19 Percent of districts reporting that various reasons were somewhat or very 

important for having distance education courses in their district, 

by district characteristics: 2002–03.................................................................. 58

19-A Standard errors for the percent of districts reporting that various reasons 

were somewhat or very important for having distance education courses in 

their district, by district characteristics: 2002–03............................................. 59

20 Percent of districts with students enrolled in distance education courses 

that were planning to expand distance education courses, by district 

characteristics: 2002–03.................................................................................. 60

20-A Standard errors for the percent of districts with students enrolled in 

distance education courses that were planning to expand distance 

education courses, by district characteristics: 2002–03................................... 61

21 Percentage distribution of districts indicating the extent to which various 

factors were preventing them from expanding distance education courses: 

2002–03............................................................................................................ 62

21-A Standard errors for the percentage distribution of districts indicating the 

extent to which various factors were preventing them from expanding 

distance education courses: 2002–03 .............................................................. 63
x

List of Tables (continued)

Table Page

22 Percent of districts indicating that various factors were preventing them 

from expanding distance education courses to a moderate or major extent, 

by district characteristics: 2002–03................................................................. 64

22-A Standard errors for the percent of districts indicating that various factors 

were preventing them from expanding distance education courses to a 

moderate or major extent, by district characteristics: 2002–03....................... 65

23 Estimates and standard errors for figures 1–4 .................................................. 66

A-1 Number and percent of public school districts in the study, and the 

estimated number and percent in the nation, for the total sample and for 

districts with students regularly enrolled in distance education courses in 

2002–03, by district characteristics: 2003 ........................................................ A-6

A-2 Number of cases with imputed data in the study sample, and number of 

cases with imputed data the sample represents, by questionnaire items: 

2003.................................................................................................................. A-8
xi

List of Figures

Figure Page

1 Percentage distribution of public schools with students enrolled in 

distance education courses, by instructional level: 2002–03........................... 6

2 Percentage distribution of enrollments in distance education courses of 

students regularly enrolled in the districts, by instructional level: 2002–03 ... 7

3 Percentage distribution of districts reporting that various technologies 

were used for the greatest number of distance education courses in which 

students in their district were enrolled: 2002–03............................................. 10

4 Percent of districts indicating that various factors were preventing them 

from expanding distance education courses to a moderate or major extent: 

2002–03............................................................................................................ 17
xii

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1

Summary

Background

Nontraditional methods of instructional delivery at the postsecondary level, such as

technology-based distance education course offerings, have been a topic of considerable attention and

debate. Research on this topic suggests that distance education course offerings and enrollments have

proliferated at postsecondary education institutions within recent years (Lewis, Alexander, and Farris

1997; Lewis et al. 1999; Waits and Lewis 2003). There is also some anecdotal evidence that technologybased education at the elementary and secondary levels enables school districts to expand the range of

courses available to their students and may facilitate more flexibility in student schedules and

instructional delivery (Wildavsky 2001; Doherty 2002; Kennedy-Manzo 2002; Trotter 2002). To date,

however, no nationally representative study has examined technology-based distance education

availability, course offerings, and enrollments in the nation’s elementary and secondary schools. To 

address this gap, the Office of Educational Technology in the U.S. Department of Education requested the 

“Distance Education Courses for Public Elementary and Secondary School Students” survey to collect

and analyze nationally representative data on technology-based distance education in public elementary 

and secondary school districts. It provides baseline data, gathered for the 2002–03 12-month school year,

on the prevalence of technology-based distance education courses across the nation, as well as estimated

enrollments of public elementary and secondary school students in these distance education courses. It

also identifies the types of technologies most commonly used for delivering distance education courses. 

The survey also provides information on districts’ reasons for having distance education courses and

factors districts report that prevent their expansion of distance education course offerings. 

The survey was mailed to public school district superintendents, who were asked to review

the questionnaire and determine the person in the district who was best suited to complete it. Suggested

respondents were the director of curriculum, the technology coordinator, or the distance education

coordinator. Respondents were provided with a definition and description of distance education courses. 

For this study, distance education courses were defined as credit-granting courses offered to elementary

and secondary school students enrolled in the district in which the teacher and students were in different

locations. Distance education courses could originate from the respondent’s district or from other entities, 

such as a state virtual school or postsecondary institution. These courses could be delivered via audio,

video (live or prerecorded), or Internet or other computer technologies. Additionally, the distance

education courses could include occasional face-to-face interactions between the teacher and the students. 
2

Districts were also instructed to include information about distance education Advanced Placement or 

college-level courses in which students in their district were enrolled. For purposes of this survey,

respondents were instructed to exclude information about supplemental course materials, virtual field

trips, online homework, staff professional development, or courses conducted mainly via written

correspondence.

The survey asked whether there were any public elementary or secondary school students in 

the district enrolled in distance education courses. Respondents were instructed to report only about 

distance education enrollments of students regularly enrolled in the district and to include all distance

education courses in which students in the district were enrolled, regardless of where the courses

originated. If the respondents indicated that there were public elementary or secondary school students in 

the district enrolled in distance education courses, they were asked to report the number of schools in their 

district with students enrolled in distance education courses by instructional level of the school. 

Respondents were also asked to report the number of distance education course enrollments in schools in 

their district by instructional level of the school and curriculum area. Other survey items asked which

technologies were used as primary modes of instructional delivery for distance education courses, which 

entities delivered distance education courses, whether any students accessed online distance education

courses (and if so, from which locations), and the district’s reasons for having distance education courses. 

Finally, respondents were asked whether their district had any plans to expand their distance education

courses, and if so, which factors, if any, might be keeping them from expanding those courses. 

This survey was conducted by the National Center for Education Statistics (NCES) using the 

Fast Response Survey System (FRSS). FRSS is designed to administer short, focused, issue-oriented 

surveys that place minimal burden on respondents and have a quick turnaround from data collection to

reporting. Questionnaires for the survey were mailed in fall 2003 to a representative sample of 2,305

public school districts in the 50 states and District of Columbia. The sample was selected from the 2001–

02 NCES Common Core of Data (CCD) “Local Education Agency Universe Survey” file, which was the 

most current file available at the time of selection. Data have been weighted to yield national estimates. 

The sampling frame includes 15,218 public school districts—14,229 regular public school districts and

989 “other education agencies” with at least 1 charter school (see appendix A for a more detailed

discussion of the sample and sampling frame). The number of districts in the survey universe decreased

to an estimated 15,040 because some of the districts were determined to be ineligible for the FRSS survey 

during data collection. The unweighted response rate was 94 percent and the weighted response rate was 

96 percent. Detailed information about the survey methodology is provided in appendix A, and the

questionnaire can be found in appendix B.
3

The primary focus of this report is to present national estimates. In addition, selected survey 

findings are presented by the following district characteristics, which are defined in more detail in

appendix A:

• district enrollment size (less than 2,500, 2,500 to 9,999, 10,000 or more—referred to as

small, medium, and large, respectively);

• metropolitan status (urban, suburban, rural);

• region (Northeast, Southeast, Central, West); and

• poverty concentration (less than 10 percent, 10 to 19 percent, 20 percent or more—

referred to as low, medium, and high, respectively).

In general, comparisons by these district characteristics are presented only where significant

differences were detected and followed meaningful patterns. It is important to note that many of the

district characteristics used for independent analysis may also be related to each other. For example,

district enrollment size and metropolitan status are related, with urban districts typically being larger than 

rural districts. Other relationships between these analysis variables may exist. However, this E.D. TAB

report focuses on the bivariate relationships between district characteristics and the data gathered in the

survey, rather than more complex analyses, to provide descriptive information about technology-based 

distance education.

1

All specific statements of comparison made in this report have been tested for statistical

significance through t-tests and are significant at the 95 percent confidence level or better. However, only 

selected findings are presented for each topic in the report. Throughout this report, differences that may

appear large (particularly those by district characteristics) may not be statistically significant. This may 

be due to relatively large standard errors surrounding the estimates, particularly among subgroups. A 

detailed description of the statistical tests supporting the survey findings can be found in appendix A.

Selected Findings

The findings in this report are organized as follows:

• distance education courses for public school students;

 

1

 E.D. TAB reports focus on the presentation of selected descriptive data in tabular format.
4

• technologies used for delivering distance education courses;

• entities delivering distance education courses;

• reasons for having distance education courses; and

• future expansion of distance education courses.

Distance Education Courses for Public School Students

The survey asked whether there were any public elementary or secondary school students in 

the district enrolled in distance education courses in 2002–03 (12-month school year). Districts with

students enrolled in distance education courses were asked to indicate the number of schools with at least 

one student enrolled in distance education courses and the number of enrollments in distance education

courses of students regularly enrolled in the district.

Prevalence of Distance Education Courses in Public School Districts

• During the 2002–03 12-month school year, about one-third of public school districts

(36 percent) had students in the district enrolled in distance education courses (table 1). 

This represents an estimated 5,500 out of a total of 15,040 public school districts.

• A greater proportion of large districts than medium or small districts had students

enrolled in distance education courses (50 vs. 32 and 37 percent, respectively) (table 1). 

In addition, a greater proportion of districts located in rural areas than in suburban or

urban areas indicated that they had students enrolled in distance education courses (46

compared with 28 and 23 percent, respectively).

• A greater proportion of districts located in the Southeast and Central regions had

students enrolled in distance education courses than did districts in the Northeast and

West (45 and 46 percent compared with 21 and 32 percent) (table 1). The proportion of 

districts with students enrolled in distance education courses was lower in the Northeast

than in other regions (21 vs. 32 to 46 percent).

• A smaller proportion of districts with the lowest poverty concentration had students

enrolled in distance education courses than did districts with higher concentrations of

poverty (33 compared with 42 percent for both districts with medium or high poverty

concentration) (table 1).
5

Prevalence of Distance Education Courses in Public Schools

• An estimated 8,200 public schools had students enrolled in distance education courses

during the 2002–03 12-month school year (table 2). This represents approximately

9 percent of all public schools nationwide (table 3). 

• Although a greater proportion of large districts than medium or small districts had

students enrolled in distance education courses (table 1), a greater proportion of schools

in small districts had students enrolled in distance education courses than did schools in

medium or large districts (15 vs. 6 percent for both medium and large districts) (table 3). 

In other words, when small districts do offer distance education, they are more likely to 

involve a greater proportion of their schools. 

• A higher proportion of schools in rural districts than schools in either suburban or urban 

districts had students enrolled in distance education courses (15 compared to 7 and

5 percent, respectively) (table 3). In addition, a greater proportion of schools in the

Central region had students enrolled in distance education courses than did schools in

the Northeast (12 vs. 5 percent, respectively).

• The percentage of schools with students enrolled in distance education courses varied

substantially by the instructional level of the school. Overall, 38 percent of public high

schools offered distance education courses, compared with 20 percent of combined or

ungraded schools,2 4 percent of middle or junior high schools, and fewer than 1 percent 

of elementary schools (table 3). 

• Among all public schools with students enrolled in distance education, 76 percent were

high schools, 15 percent were combined or ungraded schools, 7 percent were middle or

junior high schools, and 2 percent were elementary schools (table 4 and figure 1).

 

2

 Combined or ungraded schools are those in which the grades offered in the school span both elementary and secondary grades or that are not

divided into grade levels.
6

Figure 1. Percentage distribution of public schools with students enrolled in distance education

courses, by instructional level: 2002–03

Combined 

or ungraded 

schools

(15%)

Elementary 

schools

(2%)

Middle or 

junior high 

schools

(7%)

High 

schools 

(76%)

1

1 Combined or ungraded schools are those in which the grades offered in the school span both elementary and secondary grades or that are not

divided into grade levels.

NOTE: Percentages are based on unrounded numbers. Percentages are based on the estimated 8,210 schools with students enrolled in distance

education courses in 2002–03. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), “Distance Education 

Courses for Public School Elementary and Secondary School Students: 2002–03,” FRSS 84, 2003.
7

Distance Education Enrollments by Instructional Level

• In 2002–03, there were an estimated 328,000 enrollments in distance education courses

among students regularly enrolled in public school districts3 (table 5). If a student was

enrolled in multiple courses, districts were instructed to count the student for each course 

in which he or she was enrolled. Thus, enrollments may include duplicated counts of

students.

• Of the total enrollments in distance education courses, 68 percent were in high schools,

29 percent were in combined or ungraded schools, 2 percent were in middle or junior

high schools, and 1 percent4 were in elementary schools (table 6 and figure 2).

Figure 2. Percentage distribution of enrollments in distance education courses of students

regularly enrolled in the districts, by instructional level: 2002–03

Combined 

or ungraded 

schools

(29%)

Elementary 

schools

(1%)

Middle or 

junior high 

schools

(2%)

High 

schools 

(68%)

1

2

1 Interpret data with caution. The coefficient of variation for elementary schools is greater than 50 percent.

2

 Combined or ungraded schools are those in which the grades offered in the school span both elementary and secondary grades or that are not

divided into grade levels.

NOTE: Percentages are based on unrounded numbers. Percentages are based on the estimated 327,670 enrollments in distance education courses 

in 2002–03. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), “Distance Education 

Courses for Public School Elementary and Secondary School Students: 2002–03,” FRSS 84, 2003.

 

3

 To put this number into context, NCES reported 47,222,778 students enrolled in public elementary and secondary schools in fall 2000. It is

important to note that distance education enrollments collected in the FRSS survey may include duplicated counts of students (i.e., the number 

of students enrolled in distance education courses could be smaller than the estimated 328,000 enrollments in distance education courses), while 

the NCES estimate of 47,222,778 students enrolled in public elementary and secondary schools is an unduplicated count (Snyder and Hoffman 

2003, p. 51).

4

 Interpret data with caution. The coefficient of variation for elementary schools is greater than 50 percent.
8

Distance Education Enrollments by Curriculum Area

• Distance education enrollments in various curricular areas ranged from an estimated 

8,200 in general elementary school curriculum and 11,700 in computer science to 74,600 

in social studies/social sciences (table 7). 

• About one-quarter (23 percent) of all enrollments in distance education courses of

students regularly enrolled in the districts were in social studies/social sciences,

19 percent were in English/language arts, 15 percent were in mathematics, 12 percent 

were in natural/physical science, 12 percent were in foreign languages, and 14 percent 

were in other unspecified curriculum areas (table 8). Enrollments in general elementary 

school curriculum and computer science accounted for the smallest proportions of

distance education enrollments (3 and 4 percent, respectively).

• The proportion of students enrolled in foreign language distance education courses was

greater for small districts compared to medium or large districts (19 vs. 11 and 6 percent, 

respectively) (table 8). Furthermore, the proportion of students enrolled in foreign

language distance education courses was greater for rural districts than for suburban or

urban districts (22 vs. 10 and 5 percent, respectively).

Advanced Placement or College-Level Courses Offered Through Distance 

Education

• Fifty percent of the districts with students enrolled in distance education courses had

students enrolled in Advanced Placement or college-level courses offered through

distance education in 2002–03 (table 9). This represents an estimated 2,700 districts.

• There were an estimated 45,300 enrollments in Advanced Placement or college-level 

courses offered through distance education in 2002–03 (table 10). This represents

14 percent of the total enrollments in distance education.

• The proportion of all distance education enrollments that are in Advanced Placement or

college-level distance education courses is greater in small districts compared to medium 

or large districts (24 vs. 10 and 7 percent, respectively) (table 10).

• The proportion of all distance education enrollments that are in Advanced Placement or

college-level distance education courses is greater in rural districts compared to urban or 

suburban districts (27 vs. 4 and 11 percent, respectively) (table 10). Additionally,

suburban districts had a higher proportion (11 percent) of all distance education

enrollments in Advanced Placement or college-level distance education courses than

urban districts (4 percent).
9

Technologies Used for Delivering Distance Education Courses

Districts that reported offering distance education courses were asked about the types of

technologies used as primary modes of instructional delivery for any distance education courses in which 

students in the district were enrolled. The technologies included Internet courses using synchronous (i.e., 

simultaneous or “real-time”) computer-based instruction, Internet courses using asynchronous (i.e., not

simultaneous) computer-based instruction, two-way interactive video, one-way prerecorded video, and

other technologies. Districts were also asked about online distance education courses, including where

students were accessing distance education courses, and whether the district provided or paid for specific 

services (i.e., computer, Internet service provider, other) for students accessing online distance education

courses from home.

Technologies Used as Primary Modes of Instructional Delivery

• More districts reported two-way interactive video (55 percent) or Internet courses using

asynchronous computer-based instruction (47 percent) than Internet courses using

synchronous computer-based instruction (21 percent), one-way prerecorded video (16

percent), or some other technology (4 percent) as a primary mode of delivery (table 11).5

• In small districts, two-way interactive video was the technology most often cited as a

primary instructional delivery mode for distance education courses (60 percent vs. 5 to

42 percent for all remaining technologies) (table 11). However, in both medium and

large districts, Internet courses using asynchronous computer-based instruction was the

technology most often cited as a primary delivery mode (60 percent vs. 3 to 44 percent

for all remaining technologies in medium districts; 72 percent vs. 6 to 33 percent for all

remaining technologies in large districts).

• In both urban and suburban districts, Internet courses using asynchronous computerbased instruction was the technology cited most often as a primary instructional delivery 

mode for distance education courses (69 percent vs. 3 to 38 percent for all remaining

technologies in urban districts; 58 percent vs. 4 to 39 percent for all remaining 

technologies in suburban districts) (table 11). However, in rural districts, two-way 

interactive video was the technology cited most often as a primary delivery mode (64 vs. 

5 to 40 percent for all remaining technologies). 

 

5

 Percentages sum to more than 100 because some districts used different types of technology as primary modes of instructional delivery for

different distance education courses.
10

• When asked which technology was used to deliver the greatest number of distance

education courses, 49 percent of districts selected two-way interactive video, more than

any other technology (table 12). Thirty-five percent of districts selected Internet courses 

using asynchronous computer-based instruction, 9 percent selected Internet courses

using synchronous computer-based instruction, 7 percent selected one-way prerecorded

video, and 1 percent selected other technologies (table 12 and figure 3).

Figure 3. Percentage distribution of districts reporting that various technologies were used for the 

greatest number of distance education courses in which students in their district were

enrolled: 2002–03

One-way 

prerecorded 

video

(7%)

Internet 

courses using 

asynchronous 

computerbased 

instruction

(35%)

Two-way 

interactive 

video

(49%)

Other 

technologies

(1%)

Internet 

courses using 

synchronous 

computerbased 

instruction

(9%)

3

2

1

2

1

 Two-way interactive video refers to two-way video with two-way audio. 

2 Asynchronous is not simultaneous, whereas synchronous is defined as simultaneous or “real-time” interaction.

3

 Other technologies mentioned included teleconferencing, CD-ROM, and other software packages.

NOTE: Percentages are based on unrounded numbers. Percentages are based on the estimated 5,480 districts with students enrolled in distance

education courses in 2002–03. Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), “Distance Education 

Courses for Public School Elementary and Secondary School Students: 2002–03,” FRSS 84, 2003.

Online Distance Education Courses

• Fifty-nine percent of districts with students enrolled in distance education courses had

students enrolled in online distance education courses (i.e., courses delivered over the

Internet) in 2002–03 (table 13).

• A greater proportion of large districts than medium or small districts had students

enrolled in online distance education courses (80 vs. 71 and 53 percent, respectively)

(table 13). Medium districts also had a greater proportion of students enrolled in online
11

distance education courses than small districts (71 vs. 53 percent, respectively). In

addition, a smaller proportion of rural districts than suburban or urban districts had

students enrolled in online distance education courses (51 vs. 71 and 74 percent, 

respectively).

• Of those districts with students enrolled in online distance education courses, 92 percent 

had students accessing online courses from school, 60 percent had students accessing

online courses from home, and 8 percent had students accessing online courses from

some other location6 (table 13).

• A greater proportion of large districts than medium or small districts had students

accessing online distance education courses from home (77 vs. 66 and 55 percent, 

respectively) (table 13). Furthermore, a greater proportion of medium-size districts than 

small districts had students accessing online distance education courses from home (66

vs. 55 percent). In addition, the proportion of rural districts with students accessing

online distance education courses from home was less than the proportion of suburban

and urban districts with students accessing online courses from home (53 vs. 67 and

78 percent, respectively). No differences were detected in online access from home by

poverty concentration.

• Among districts with students accessing online distance education courses from home,

24 percent provided or paid for a computer for all students and 8 percent did so for some 

students (table 14). Additionally, 27 percent provided or paid for the Internet service

provider for all students and 7 percent did so for some students. Finally, 6 percent 

provided or paid for some other item (e.g., software programs, phone service for dial–up 

Internet service) for all students and 2 percent did so for some students.

• A greater proportion of small districts than medium or large districts provided or paid for 

computers for all students (29 vs. 17 and 11 percent, respectively) (table 14). Similarly, 

a greater proportion of small districts than medium or large districts provided or paid for 

an Internet service provider for all students (32 vs. 20 and 15 percent, respectively). In

addition, the proportion of rural districts that provided or paid for computers for all

students was greater than the proportion of suburban or urban districts that provided or 

paid for computers for all students (33 vs. 16 and 9 percent, respectively). 

Entities Delivering Distance Education Courses

Districts that reported offering distance education courses were asked which entities

delivered distance education courses to students regularly enrolled in their district. Entities included

• a cyber (i.e., online) charter school in the district;

• other schools in the district;

• their district (i.e., delivered centrally from the district);

 

6

 Percentages sum to more than 100 because students in districts could access online courses from more than one location.
12

• another local school district, or schools in another district, in their state;

• education service agencies within their state (e.g., Board of Cooperative Educational

Services [BOCES], Council on Occupational Education [COE], Intermediate Units [IU]), 

not including the state education agency or local school districts;

• a state virtual school in their state (i.e., state-centralized K–12 courses available through 

Internet- or web-based methods);

• a state virtual school in another state;

• districts or schools in other states (other than state virtual schools);

• a postsecondary institution;

• an independent vendor; and

• other entities.

Districts were also asked whether they delivered distance education courses to students who

were not regularly enrolled in their district (e.g., to students from other districts, private school students,

or homeschooled students).

Entities Delivering Courses

• Of those districts with students enrolled in distance education courses in 2002–03, about 

half (48 percent) had students enrolled in distance education courses delivered by a

postsecondary institution (table 15). Thirty-four percent of districts had students 

enrolled in distance education courses delivered by another local school district, or

schools in other districts, within their state. Eighteen percent of districts had students

enrolled in distance education courses delivered by education service agencies within

their state, 18 percent by a state virtual school within their state, and 18 percent by an

independent vendor. Sixteen percent of districts had students enrolled in distance

education courses delivered centrally from their own district. Eight percent of districts

had students enrolled in distance education courses delivered by other schools in the

district (other than cyber charter schools). The proportion of school districts delivering

distance education courses through various other entities ranged from 3 to 4 percent.

• A greater proportion of large districts than medium or small districts had students

enrolled in distance education courses delivered by other schools in the district (28 vs. 

15 and 5 percent, respectively) (table 16). Medium districts also had a greater

proportion of students enrolled in distance education courses delivered by other schools

in the district than small districts (15 vs. 5 percent). Additionally, a greater proportion of 

urban districts than either suburban or rural districts had students enrolled in distance

education courses delivered by other schools in the district (25 vs. 9 and 6 percent, 

respectively).
13

• A greater proportion of small districts than medium or large districts had students

enrolled in distance education courses delivered by another local school district, or

schools in other districts, within their state (39 percent vs. 25 and 13 percent, 

respectively) (table 16). Furthermore, a greater proportion of medium-size districts than 

large districts had students enrolled in distance education courses delivered by another

local school district, or schools in other districts, within their state (25 vs. 13 percent). 

Additionally, there were more rural districts than either suburban or urban districts that

had students enrolled in distance education courses delivered by another local school

district, or schools in other districts, within their state (40 percent vs. 25 and 20 percent, 

respectively).

• A smaller proportion of small districts than medium or large districts had students

enrolled in distance education courses delivered by a state virtual school in their state

(15 vs. 27 percent each, respectively) (table 16). Additionally, a greater proportion of

districts in the Southeast than in other regions had students enrolled in distance

education courses delivered by a state virtual school in their state (43 vs. 6 to

17 percent).

• A greater proportion of small districts than medium or large districts had students

enrolled in distance education courses delivered by postsecondary institutions (54 vs. 30 

and 33 percent, respectively) (table 16). In addition, there was a smaller proportion of

urban districts than suburban or rural districts that had students enrolled in distance

education courses delivered by postsecondary institutions (22 vs. 44 and 53 percent, 

respectively).

• There was a greater proportion of large districts than small districts with students 

enrolled in distance education courses delivered by independent vendors (28 vs. 

16 percent, respectively) (table 16). Compared to rural districts, both urban and

suburban districts had greater proportions of students enrolled in distance education

courses delivered by independent vendors (15 vs. 29 and 23 percent, respectively).

Delivery of Courses to Students Not Regularly Enrolled in the District

• During the 2002–03 12-month school year, about one-fifth (21 percent) of districts that

offered distance education delivered courses to students who were not regularly enrolled 

in the district (e.g., to students from other districts, private school students, or

homeschooled students) (table 17).

• A smaller proportion of districts in the Southeast than in the Northeast or Central regions 

delivered distance education courses to students not regularly enrolled in the district (13 

vs. 29 and 22 percent, respectively) (table 17). 
14

Reasons for Having Distance Education Courses

Districts who reported offering distance education courses were asked how important

various reasons were for having distance education courses in the district in 2002–03. Reasons included

offering courses not otherwise available at the school, offering Advanced Placement or college-level 

courses, addressing growing populations and limited space, reducing scheduling conflicts for students,

permitting students who failed a course to take it again, meeting the needs of specific groups of students, 

and generating more district revenues.7

• The reason most frequently cited as very important for having distance education

courses in the district was offering courses not otherwise available at the school

(80 percent) (table 18). Other reasons frequently cited as very important were meeting

the needs of specific groups of students (59 percent) and offering Advanced Placement

or college-level courses (50 percent). Reducing scheduling conflicts for students was

mentioned as very important by 23 percent of districts. The remaining reasons were

listed as very important by 4 to 17 percent of districts.

• Generating more district revenues as well as addressing growing populations and limited 

space were rated as not important more often than other reasons for having distance

education courses (77 and 72 percent, respectively, vs. 9 to 64 percent) (table 18). 

• A greater proportion of small districts than medium or large districts rated offering

courses not otherwise available at the school as a somewhat or very important reason for 

having distance education (93 vs. 86 and 82 percent, respectively) (table 19). In 

addition, a greater proportion of rural districts than urban or suburban districts

considered this to be a somewhat or very important reason for offering distance

education courses (95 vs. 79 and 86 percent, respectively).

• A greater proportion of high-poverty districts than medium- or low-poverty districts

rated meeting the needs of specific groups of students as a somewhat or very important

reason for having distance education (88 vs. 79 and 80 percent, respectively) (table 19).

• A greater proportion of small districts than medium or large districts rated offering 

Advanced Placement or college-level courses as a somewhat or very important reason

for having distance education (74 vs. 54 and 59 percent, respectively) (table 19). In 

addition, a greater proportion of rural districts than urban or suburban districts cited this 

as a somewhat or very important reason for having distance education (76 vs. 49 and

59 percent, respectively).

• A greater proportion of large districts than medium or small districts cited reducing 

scheduling conflicts for students as a somewhat or very important reason for having

distance education (70 vs. 52 and 56 percent, respectively) (table 19).

 

7

 Although respondents were able to specify some other reason for having distance education, the only available options for this response were

somewhat important and very important (see appendix B). Therefore, these “other” responses are not discussed further.
15

• A greater proportion of large districts than medium or small districts reported permitting 

students who failed a course to take it again as a somewhat or very important reason for 

having distance education (50 vs. 34 and 30 percent, respectively) (table 19). In 

addition, a greater proportion of urban districts than suburban or rural districts cited this 

reason as somewhat or very important for having distance education (47 vs. 33 and

31 percent, respectively) (table 19).

• A greater proportion of large districts than medium or small districts rated addressing

growing populations and limited space as a somewhat or very important reason for

having distance education (44 vs. 33 and 21 percent, respectively) (table 19). 

Furthermore, a smaller proportion of small districts than medium districts rated this as a

somewhat or very important reason for having distance education (21 vs. 33 percent, 

respectively).

• A greater proportion of high-poverty districts than low-poverty districts cited generating 

more district revenues as a somewhat or very important reason for having distance

education (21 vs. 11 percent, respectively) (table 19).

Future Expansion of Distance Education Courses

Districts that reported offering distance education courses were asked whether they planned

to expand their distance education courses in the future. Those districts that planned to expand were

asked about the extent to which various factors, if any, might be keeping them from expanding distance

education courses. The factors included course development and/or purchasing costs; limited

technological infrastructure to support distance education; concerns about course quality; restrictive 

federal, state, or local laws or policies; concerns about receiving funding based on student attendance for

distance education courses; or some other reason.

• Seventy-two percent of districts with students enrolled in distance education courses

planned to expand their distance education courses in the future (table 20). No

differences were detected by district characteristics in plans to expand distance

education courses.

• Costs were cited as a major factor more often than any other factor as preventing

districts from expanding their distance education courses (table 21). Thirty-six percent 

of districts that were planning to expand their distance education courses selected course 

development and/or purchasing costs as a major factor preventing their expansion (table 

21). 

• Fifty-four percent of districts that were planning to expand their distance education

courses said restrictive federal, state, or local laws or policies were not a factor

preventing them from expanding (table 21). In addition, districts said the following

were not factors preventing them from expanding distance education courses: limited

technological infrastructure to support distance education (41 percent), concerns about
16

receiving funding for distance education courses based on student attendance

(40 percent), and concerns about course quality (30 percent). 

• Among public school districts with plans to expand their distance education courses,

approximately two-thirds (68 percent) said course development and/or purchasing costs

were a moderate or major factor keeping the district from expanding distance education

courses, followed by concerns about course quality (37 percent); concerns about

receiving funding for distance education courses based on attendance (36 percent); 

limited infrastructure to support distance education (33 percent); restrictive federal, state, 

or local laws or policies (17 percent); and some other reason (10 percent) (table 22 and

figure 4).

• A greater proportion of urban districts than rural districts cited restrictive federal, state,

or local laws or policies as a major or moderate factor preventing expansion of distance

education courses (30 vs. 15 percent, respectively) (table 22). Additionally, a greater

proportion of urban districts than suburban or rural districts cited receiving funding

based on attendance for distance education courses as a major or moderate factor 

preventing them from expanding (54 vs. 38 and 34 percent, respectively).

• A smaller proportion of districts in the Northeast than in other regions cited receiving

funding based on attendance for distance education courses as a major or moderate

factor preventing expansion (20 vs. 36 to 43 percent) (table 22).
17

Figure 4. Percent of districts indicating that various factors were preventing them from

expanding distance education courses to a moderate or major extent: 2002–03

10

17

33

37 36

68

0

20

40

60

80

100

Course

development

and/or purchasing

costs

Concerns about

course quality

Concerns about

receiving funding

based on

attendance for

distance

education courses

Limited

infrastructure to

support distance

education

Restrictive

federal, state, or

local laws or

policies

Other

Percent

 1

1

 Other responses mentioned included scheduling conflicts, staffing issues, and lack of need.

NOTE: Percentages are based on unrounded numbers. Percentages are based on the estimated 3,960 districts that indicated they were planning 

to expand distance education courses.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), “Distance Education 

Courses for Public School Elementary and Secondary School Students: 2002–03,” FRSS 84, 2003.
18

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19

References

Doherty, K.M. (2002, May 9). Students Speak Out. Education Week. Retrieved December 12, 2002,

from http://www.edweek.org/sreports/tc02. 

Kennedy-Manzo, K. (2002, May 9). Sizing Up Online Content. Education Week. Retrieved December

12, 2002, from http://www.edweek.org/sreports/tc02. 

Lewis, L., Alexander, D., and Farris, E. (1997). Distance Education in Higher Education Institutions

(NCES 98–062). U.S. Department of Education. Washington, DC: National Center for Education 

Statistics.

Lewis, L., Snow, K., Farris, E., and Levin, D. (1999). Distance Education at Postsecondary Education

Institutions: 1997–98 (NCES 2000–013). U.S. Department of Education. Washington, DC:

National Center for Education Statistics.

Snyder, T.D., and Hoffman, C.M. (2003). Digest of Education Statistics, 2002 (NCES 2003–060). U.S. 

Department of Education. Washington, DC: National Center for Education Statistics.

Trotter, A. (2002, May 9). E-Learning Goes to School. Education Week. Retrieved December 12, 2002, 

from http://www.edweek.org/sreports/tc02. 

Waits, T., and Lewis, L. (2003). Distance Education at Degree-Granting Postsecondary Institutions:

2000–2001 (NCES 2003–017). U.S. Department of Education. Washington, DC: National Center 

for Education Statistics.

Wildavsky, B. (2001, October 15). Want More From High School? usnews.com. Retrieved October 21,

2002, from http://www.usnews.com/usnews/edu/elearning/articles/k12.htm. 
20

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21

Tables of Estimates and Standard Errors
22

Table 1. Number of districts in the nation, number of districts with students enrolled in distance 

education courses, and percent of districts with students enrolled in distance education 

courses, by district characteristics: 2002–03

District characteristic

Number of districts

Number of districts 

with students 

enrolled in distance 

education courses

Percent of districts

 with students 

enrolled in distance 

education courses

All public school districts.............................................. 15,040 5,480 36

District enrollment size

Less than 2,500 ................................................................ 11,080 4,060 37

2,500 to 9,999 .................................................................. 3,100 1,010 32

10,000 or more ................................................................. 820 410 50

Metropolitan status

Urban ............................................................................... 1,220 280 23

Suburban .......................................................................... 6,150 1,700 28

Rural ................................................................................ 7,660 3,500 46

Region

Northeast.......................................................................... 3,040 640 21

Southeast.......................................................................... 1,750 790 45

Central.............................................................................. 5,390 2,500 46

West ................................................................................. 4,850 1,540 32

Poverty concentration

Less than 10 percent......................................................... 4,850 1,620 33

10 to 19 percent................................................................ 5,330 2,220 42

20 percent or more ........................................................... 3,690 1,560 42

NOTE: Percentages are based on unrounded numbers. For the FRSS study sample, there were 3 cases for which district enrollment size was 

missing and 112 cases for which poverty concentration was missing. Detail may not sum to totals because of rounding or missing data.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), “Distance Education 

Courses for Public School Elementary and Secondary School Students: 2002–03,” FRSS 84, 2003.
23

Table 1-A. Standard errors for the number of districts in the nation, number of districts with 

students enrolled in distance education courses, and percent of districts with students 

enrolled in distance education courses, by district characteristics: 2002–03

District characteristic

Number of districts

Number of districts 

with students 

enrolled in distance 

education courses

Percent of districts

 with students 

enrolled in distance 

education courses

All public school districts.............................................. 63 172 1.2

District enrollment size

Less than 2,500................................................................ 67 160 1.5

2,500 to 9,999.................................................................. 14 54 1.7

10,000 or more ................................................................ 6 20 2.4

Metropolitan status

Urban............................................................................... 84 35 2.5

Suburban ......................................................................... 130 107 1.7

Rural................................................................................ 134 127 1.6

Region

Northeast ......................................................................... 144 61 1.9

Southeast ......................................................................... 97 66 3.0

Central............................................................................. 171 154 2.1

West ................................................................................ 183 114 2.1

Poverty concentration

Less than 10 percent ........................................................ 53 102 2.0

10 to 19 percent ............................................................... 53 107 2.0

20 percent or more........................................................... 38 99 2.6

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), “Distance Education 

Courses for Public School Elementary and Secondary School Students: 2002–03,” FRSS 84, 2003.
24

Table 2. Number of schools in the nation, and number of schools with students enrolled in 

distance education courses, by instructional level and district characteristics: 2002–03

Number of schools

Number of schools with students enrolled 

in distance education courses

District characteristic All 

instructional 

levels

Elementary 

schools

Middle or 

junior 

high 

schools

High 

schools

Combined 

or 

ungraded 

schools1

All 

instructional 

levels

Elementary 

schools

Middle or 

junior 

high 

schools

High 

schools

Combined 

or 

ungraded 

schools1

All public school districts................... 89,310 50,880 15,520 16,610 6,310 8,210 130 580 6,250 1,250

District enrollment size

Less than 2,500 ................................ 30,580 14,300 5,310 7,490 3,480 4,520 40! 190 3,300 990

2,500 to 9,999 ................................ 26,310 16,130 4,620 4,350 1,200 1,670 20 160 1,360 130

10,000 or more ................................ 32,390 20,440 5,590 4,760 1,610 2,020 60 240 1,590 120

Metropolitan status

Urban .................................................... 20,400 12,700 3,240 3,090 1,380 960 50! 90 760 60

Suburban ................................ 40,430 23,870 7,480 7,010 2,060 2,980 30 280 2,400 270

Rural ..................................................... 28,480 14,310 4,790 6,510 2,870 4,260 40! 210 3,090 920

Region

Northeast................................ 16,460 10,230 2,750 2,620 860 820 30! 30! 670 100

Southeast................................ 18,840 10,620 3,550 3,390 1,290 1,960 40! 220 1,520 170

Central................................................... 25,620 14,410 4,440 4,970 1,810 3,010 40! 150 2,320 510

West ...................................................... 28,390 15,620 4,790 5,630 2,360 2,410 20! 180 1,750 460

Poverty concentration

Less than 10 percent.............................. 27,910 16,720 5,300 4,750 1,140 2,260 30! 200 1,700 330

10 to 19 percent................................ 33,230 18,630 5,980 6,380 2,240 3,390 70! 240 2,560 520

20 percent or more ................................ 26,090 15,060 4,080 4,770 2,180 2,420 30 150 1,900 350

! Interpret data with caution. The coefficient of variation is greater than 50 percent.

1

 Combined or ungraded schools are those in which the grades offered in the school span both elementary and secondary grades or that are not 

divided into grade levels.

NOTE: Percentages are based on unrounded numbers. For the FRSS study sample, there were 3 cases for which district enrollment size was 

missing and 112 cases for which poverty concentration was missing. Detail may not sum to totals because of rounding or missing data.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), “Distance Education 

Courses for Public School Elementary and Secondary School Students: 2002–03,” FRSS 84, 2003.
25

Table 2-A. Standard errors for the number of schools in the nation, and number of schools with 

students enrolled in distance education courses, by instructional level and district 

characteristics: 2002–03

Number of schools

Number of schools with students enrolled 

in distance education courses

District characteristic All 

instructional 

levels

Elementary 

schools

Middle or 

junior 

high 

schools

High 

schools

Combined 

or 

ungraded 

schools

All 

instructional 

levels

Elementary 

schools

Middle or 

junior 

high 

schools

High 

schools

Combined 

or 

ungraded 

schools

All public school districts................... 1,176 774 240 297 396 229 42 62 198 140

District enrollment size

Less than 2,500 ................................ 634 444 197 243 301 175 30 45 161 123

2,500 to 9,999 ................................ 474 316 109 144 95 119 9 35 100 39

10,000 or more ................................ 957 606 175 150 227 113 31 27 94 19

Metropolitan status

Urban .................................................... 888 499 167 186 281 110 30 22 86 13

Suburban ................................ 810 500 158 201 160 168 17 41 145 52

Rural ..................................................... 709 466 170 236 204 162 28 47 115 124

Region

Northeast................................ 830 580 133 142 129 88 16 17 76 30

Southeast................................ 931 575 192 163 108 128 26 34 108 35

Central................................................... 867 508 157 183 263 174 28 34 123 90

West ...................................................... 977 624 220 235 264 172 14 37 141 82

Poverty concentration

Less than 10 percent.............................. 609 357 152 144 115 144 16 33 113 78

10 to 19 percent................................ 817 529 149 218 175 154 39 34 141 84

20 percent or more ................................ 781 480 164 168 280 134 9 42 115 72

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), “Distance Education 

Courses for Public School Elementary and Secondary School Students: 2002–03,” FRSS 84, 2003.
26

Table 3. Percent of schools in the nation with students enrolled in distance education courses, 

by instructional level and district characteristics: 2002–03

District characteristic All instructional 

levels

Elementary 

schools

Middle or junior 

high schools

High 

schools

Combined or 

ungraded 

schools1

All public school districts................................ 9 # 4 38 20

District enrollment size

Less than 2,500 ................................................................ 15 # 4 44 29

2,500 to 9,999 ................................................................ 6 # 3 31 11

10,000 or more ................................................................ 6 # 4 33 8

Metropolitan status

Urban ................................................................ 5 # 3 25 4

Suburban ................................................................ 7 # 4 34 13

Rural ................................................................ 15 # 4 47 32

Region

Northeast................................................................ 5 # 1! 25 12

Southeast................................................................ 10 # 6 45 14

Central................................................................ 12 # 3 47 28

West ................................................................ 8 # 4 31 20

Poverty concentration

Less than 10 percent......................................................... 8 # 4 36 29

10 to 19 percent................................................................ 10 # 4 40 23

20 percent or more ........................................................... 9 # 4 40 16

# Rounds to zero.

! Interpret data with caution. The coefficient of variation is greater than 50 percent.

1

 Combined or ungraded schools are those in which the grades offered in the school span both elementary and secondary grades or that are not 

divided into grade levels.

NOTE: Percentages are based on unrounded numbers. Percentages are based on the estimated 89,310 public schools in the nation in 2002–03.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), “Distance Education 

Courses for Public School Elementary and Secondary School Students: 2002–03,” FRSS 84, 2003.
27

Table 3-A. Standard errors for the percent of schools in the nation with students enrolled in 

distance education courses, by instructional level and district characteristics: 2002–03

District characteristic All instructional 

levels

Elementary 

schools

Middle or junior 

high schools

High 

schools

Combined or 

ungraded 

schools

All public school districts................................ 0.3 0.1 0.4 1.2 1.8

District enrollment size

Less than 2,500 ................................................................0.6 0.2 0.8 2.1 2.9

2,500 to 9,999 ................................................................ 0.4 0.1 0.8 2.0 3.0

10,000 or more ................................................................ 0.3 0.1 0.5 1.9 1.6

Metropolitan status

Urban ................................................................ 0.5 0.2 0.6 2.7 1.3

Suburban ................................................................ 0.4 0.1 0.6 1.7 2.4

Rural ................................................................ 0.6 0.2 1.0 1.7 2.9

Region

Northeast................................................................ 0.5 0.2 0.6 2.7 3.7

Southeast................................................................ 0.5 0.2 0.9 2.7 2.3

Central................................................................ 0.6 0.2 0.8 1.7 4.6

West ................................................................ 0.5 0.1 0.7 2.0 2.6

Poverty concentration

Less than 10 percent.........................................................0.5 0.1 0.6 2.0 5.5

10 to 19 percent................................................................0.4 0.2 0.6 1.7 3.2

20 percent or more ...........................................................0.5 0.1 1.0 2.0 3.1

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), “Distance Education 

Courses for Public School Elementary and Secondary School Students: 2002–03,” FRSS 84, 2003.
28

Table 4. Percentage distribution of schools with students enrolled in distance education courses, 

by instructional level and district characteristics: 2002–03

District characteristic

Elementary schools

Middle or junior 

high schools

High 

schools

Combined or 

ungraded schools1

All public school districts................................ 2 7 76 15

District enrollment size

Less than 2,500 ................................................................ 1! 4 73 22

2,500 to 9,999 ................................................................ 1 9 81 8

10,000 or more................................................................ 3 12 79 6

Metropolitan status

Urban ................................................................ 5! 10 79 6

Suburban................................................................ 1 9 81 9

Rural ................................................................ 1! 5 73 22

Region

Northeast................................................................ 3! 4 81 12

Southeast................................................................ 2! 11 78 9

Central................................................................ 1! 5 77 17

West................................................................ 1! 8 73 19

Poverty concentration

Less than 10 percent......................................................... 1! 9 75 15

10 to 19 percent................................................................ 2! 7 76 15

20 percent or more ........................................................... 1 6 78 14

! Interpret data with caution. The coefficient of variation is greater than 50 percent.

1

 Combined or ungraded schools are those in which the grades offered in the school span both elementary and secondary grades or that are not 

divided into grade levels.

NOTE: Percentages are based on unrounded numbers. Percentages are based on the estimated 8,210 schools with students enrolled in distance 

education courses in 2002–03. Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), “Distance Education 

Courses for Public School Elementary and Secondary School Students: 2002–03,” FRSS 84, 2003.
29

Table 4-A. Standard errors for the percentage distribution of schools with students enrolled in 

distance education courses, by instructional level and district characteristics: 2002–03

District characteristic

Elementary schools

Middle or junior 

high schools

High 

schools

Combined or 

ungraded schools

All public school districts................................ 0.5 0.8 1.5 1.6

District enrollment size

Less than 2,500 ................................................................ 0.7 1.0 2.6 2.5

2,500 to 9,999 ................................................................ 0.5 2.0 2.7 2.2

10,000 or more................................................................ 1.5 1.3 2.1 0.9

Metropolitan status

Urban ................................................................ 3.0 1.8 3.6 1.4

Suburban................................................................ 0.5 1.3 2.3 1.6

Rural ................................................................ 0.7 1.1 2.6 2.5

Region

Northeast................................................................ 1.9 2.0 4.4 3.7

Southeast................................................................ 1.3 1.6 2.4 1.7

Central................................................................ 0.9 1.1 2.9 2.4

West................................................................ 0.6 1.4 3.0 3.2

Poverty concentration

Less than 10 percent......................................................... 0.7 1.4 3.1 3.1

10 to 19 percent................................................................ 1.1 1.0 2.7 2.4

20 percent or more ........................................................... 0.4 1.7 2.8 2.8

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), “Distance Education 

Courses for Public School Elementary and Secondary School Students: 2002–03,” FRSS 84, 2003.
30

Table 5. Number of enrollments in distance education courses of students regularly enrolled in 

the districts, by instructional level and district characteristics: 2002–03

District characteristic All instructional 

levels

Elementary 

schools

Middle or junior 

high schools

High 

schools

Combined or 

ungraded 

schools1

All public school districts................................ 327,670 2,780! 6,280 222,090 96,530

District enrollment size

Less than 2,500 ................................................................ 117,730 80! 1,260 74,160 42,240!

2,500 to 9,999 ................................................................ 85,640 230! 1,750 44,780 38,880

10,000 or more ................................................................ 124,300 2,480! 3,270 103,150 15,410!

Metropolitan status

Urban ................................................................ 103,390 2,390! 2,120 63,020 35,860

Suburban ................................................................ 123,410 110! 2,520 81,500 39,280!

Rural ................................................................ 100,870 270! 1,640 77,570 21,390

Region

Northeast................................................................ 42,070! 100! 190! 17,420 24,350!

Southeast................................................................ 59,010 1,390! 2,530 50,410 4,680

Central................................................................ 108,140 940! 1,050 60,560 45,590

West ................................................................ 118,450 350! 2,510 93,700 21,900!

Poverty concentration

Less than 10 percent......................................................... 77,380 570! 2,030 57,320 17,470!

10 to 19 percent................................................................ 97,300 1,450! 1,710 77,810 16,330

20 percent or more ........................................................... 93,280 760 2,540 83,100 6,880

! Interpret data with caution. The coefficient of variation is greater than 50 percent.

1

 Combined or ungraded schools are those in which the grades offered in the school span both elementary and secondary grades or that are not 

divided into grade levels.

NOTE: Percentages are based on unrounded numbers. Enrollments may include duplicated counts of students, since districts were instructed to 

count a student enrolled in multiple courses for each course in which he or she was enrolled. For the FRSS study sample, there were 3 cases for 

which district enrollment size was missing and 112 cases for which poverty concentration was missing. Detail may not sum to totals because of 

rounding or missing data.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), “Distance Education 

Courses for Public School Elementary and Secondary School Students: 2002–03,” FRSS 84, 2003.
31

Table 5-A. Standard errors for the number of enrollments in distance education courses of 

students regularly enrolled in the districts, by instructional level and district 

characteristics: 2002–03

District characteristic All instructional 

levels

Elementary 

schools

Middle or junior 

high schools

High 

schools

Combined or 

ungraded 

schools

All public school districts................................ 36,233 1,564 1,247 26,660 26,828

District enrollment size

Less than 2,500 ................................................................ 24,742 63 409 7,559 24,346

2,500 to 9,999 ................................................................7,597 125 639 6,148 3,490

10,000 or more ................................................................ 25,922 1,563 1,030 24,010 11,373

Metropolitan status

Urban ................................................................ 25,612 1,565 996 25,477 1,650

Suburban ................................................................ 27,446 64 683 8,967 25,200

Rural ................................................................ 8,232 151 465 7,122 4,196

Region

Northeast................................................................ 23,613 62 133 3,715 23,364

Southeast................................................................ 6,454 1,230 725 6,311 1,255

Central................................................................ 7,378 590 365 6,597 2,823

West ................................................................ 27,630 224 996 25,509 11,645

Poverty concentration

Less than 10 percent......................................................... 13,761 535 669 8,000 11,325

10 to 19 percent................................................................ 10,003 1,229 395 8,286 4,264

20 percent or more ........................................................... 23,194 338 1,030 23,339 1,783

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), “Distance Education 

Courses for Public School Elementary and Secondary School Students: 2002–03,” FRSS 84, 2003.
32

Table 6. Percentage distribution of enrollments in distance education courses of students 

regularly enrolled in the districts, by instructional level and district characteristics: 

2002–03

District characteristic

Elementary 

schools

Middle or junior 

high schools

High 

schools

Combined or 

ungraded schools1

All public school districts.............................................. 1! 2 68 29

District enrollment size

Less than 2,500 ................................................................ # 1 63 36

2,500 to 9,999 ................................................................ # 2 52 45

10,000 or more................................................................ 2! 3 83 12!

Metropolitan status

Urban ............................................................................... 2! 2! 61 35

Suburban.......................................................................... # 2 66 32!

Rural ................................................................................ # 2 77 21

Region

Northeast.......................................................................... # # 41! 58!

Southeast.......................................................................... 2! 4 85 8

Central.............................................................................. 1! 1 56 42

West................................................................................. # 2 79 18!

Poverty concentration

Less than 10 percent......................................................... 1! 3 74 23!

10 to 19 percent................................................................ 1! 2 80 17

20 percent or more ........................................................... 1! 3! 89 7

# Rounds to zero.

! Interpret data with caution. The coefficient of variation is greater than 50 percent.

1

 Combined or ungraded schools are those in which the grades offered in the school span both elementary and secondary grades or that are not 

divided into grade levels.

NOTE: Percentages are based on unrounded numbers. Percentages are based on the estimated 327,670 enrollments in distance education courses 

in 2002–03. Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), “Distance Education 

Courses for Public School Elementary and Secondary School Students: 2002–03,” FRSS 84, 2003.
33

Table 6-A. Standard errors for the percentage distribution of enrollments in distance education 

courses of students regularly enrolled in the districts, by instructional level and 

district characteristics: 2002–03

District characteristic

Elementary 

schools

Middle or junior 

high schools

High 

schools

Combined or 

ungraded schools

All public school districts.............................................. 0.5 0.5 6.7 6.8

District enrollment size

Less than 2,500 ................................................................ 0.1 0.4 16.6 16.9

2,500 to 9,999 ................................................................ 0.1 0.7 4.0 3.7

10,000 or more................................................................ 1.3 1.0 9.3 9.3

Metropolitan status

Urban ............................................................................... 1.6 1.1 12.3 11.0

Suburban.......................................................................... 0.1 0.8 16.1 16.7

Rural ................................................................................ 0.1 0.5 3.7 3.7

Region

Northeast.......................................................................... 0.3 0.7 51.6 52.4

Southeast.......................................................................... 2.1 1.3 3.3 2.2

Central.............................................................................. 0.5 0.3 3.1 3.0

West................................................................................. 0.2 1.0 10.3 10.2

Poverty concentration

Less than 10 percent......................................................... 0.7 1.0 12.9 13.4

10 to 19 percent................................................................ 1.3 0.4 4.1 3.9

20 percent or more ........................................................... 0.5 1.4 4.3 3.1

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), “Distance Education 

Courses for Public School Elementary and Secondary School Students: 2002–03,” FRSS 84, 2003.
34

Table 7. Number of enrollments in distance education courses of students regularly enrolled in 

the districts, by curriculum area and district characteristics: 2002–03

District characteristic All 

curriculum 

areas

General 

elementary 

school 

curriculum

English/

language 

arts

Social 

studies/ 

social 

sciences

Computer 

science

Natural/ 

physical 

science

MathematicsForeign 

languages Other

All public school 

districts ................................ 327,670 8,220 61,590 74,570 11,660 38,920 49,210 39,090 44,430

District enrollment size

Less than 2,500 ................................ 117,730 2,890! 21,480 25,550 3,060 12,900 15,060 22,300 14,490

2,500 to 9,999 ................................ 85,640 370 15,810 18,950 1,970 11,090 13,480 9,290 14,690

10,000 or more ................................ 124,300 4,960! 24,300 30,070 6,630 14,930 20,670 7,500 15,250

Metropolitan status

Urban ................................ 103,390 2,340! 21,320 23,240 5,510 15,750 17,710 5,440 12,080

Suburban ................................123,410 5,220! 23,170 28,060 2,930 13,310 17,900 11,880 20,940

Rural ................................ 100,870 660! 17,090 23,270 3,220 9,850 13,600 21,770 11,400

Region

Northeast................................ 42,070! 2,460! 6,060! 8,280! 3,020! 4,830! 4,730! 5,300 7,380!

Southeast................................59,010 1,270! 10,240 12,490 1,420 5,400 8,920 11,120 8,150

Central................................ 108,140 1,070! 21,250 21,500 2,750 14,270 17,040 14,250 16,000

West ................................ 118,450 3,420! 24,040 32,290 4,470 14,420 18,520 8,410 12,890

Poverty concentration

Less than 10 percent.............................. 77,380 3,250! 15,300 17,350 2,140 6,900 10,590 9,600 12,250

10 to 19 percent................................ 97,300 1,640! 18,370 23,820 3,000 10,720 15,030 10,600 14,120

20 percent or more ................................ 93,280 720! 17,800 22,770 6,290 11,800 14,150 15,330 4,430

! Interpret data with caution. The coefficient of variation is greater than 50 percent.

NOTE: Enrollments may include duplicated counts of students, since districts were instructed to count a student enrolled in multiple courses for 

each course in which he or she was enrolled. For the FRSS study sample, there were 3 cases for which district enrollment size was missing and 

112 cases for which poverty concentration was missing. Detail may not sum to totals because of rounding or missing data.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), “Distance Education 

Courses for Public School Elementary and Secondary School Students: 2002–03,” FRSS 84, 2003.
35

Table 7-A. Standard errors for the number of enrollments in distance education courses of 

students regularly enrolled in the districts, by curriculum area and district 

characteristics: 2002–03

District characteristic All 

curriculum 

areas

General 

elementary 

school 

curriculum

English/

language 

arts

Social 

studies/ 

social 

sciences

Computer 

science

Natural/ 

physical 

science

MathematicsForeign 

languages Other

All public school 

districts ................................ 36,233 3,760 8,399 8,896 2,141 6,706 7,145 3,793 6,906

District enrollment size

Less than 2,500 ................................ 24,742 2,467 4,540 4,677 590 3,566 3,405 3,313 5,530

2,500 to 9,999 ................................ 7,597 114 2,123 2,443 428 1,155 1,464 1,530 1,379

10,000 or more ................................ 25,922 2,955 6,690 7,217 2,032 5,201 5,960 1,776 3,901

Metropolitan status

Urban ................................ 25,612 1,338 6,798 7,379 2,028 5,289 5,562 1,724 1,189

Suburban ................................ 27,446 3,594 4,859 5,529 566 4,301 4,287 2,531 6,993

Rural ..................................................... 8,232 371 2,602 2,794 612 1,425 1,878 2,030 1,846

Region

Northeast................................ 23,613 2,451 3,856 4,349 2,023 3,462 3,191 2,151 5,327

Southeast................................ 6,454 1,225 2,572 1,622 297 818 1,224 1,953 1,300

Central................................ 7,378 554 2,448 2,042 587 1,295 1,695 2,028 1,570

West ...................................................... 27,630 2,707 7,184 8,032 532 5,334 6,128 1,700 4,115

Poverty concentration

Less than 10 percent.............................. 13,761 2,729 3,678 3,438 523 1,254 2,940 1,650 3,921

10 to 19 percent................................ 10,003 1,232 3,030 2,887 528 1,615 2,044 1,497 2,142

20 percent or more ................................ 23,194 408 5,991 6,690 2,114 5,129 5,329 2,598 869

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), “Distance Education 

Courses for Public School Elementary and Secondary School Students: 2002–03,” FRSS 84, 2003.
36

Table 8. Percentage distribution of enrollments in distance education courses of students 

regularly enrolled in the districts, by curriculum area and district characteristics: 

2002–03

District characteristic

General 

elementary 

school 

curriculum

English/

language 

arts

Social 

studies/ 

social 

sciences

Computer 

science

Natural/ 

physical 

science

MathematicsForeign 

languages Other

All public school districts................................ 3 19 23 4 12 15 12 14

District enrollment size

Less than 2,500 ................................ 2! 18 22 3 11 13 19 12

2,500 to 9,999 ................................ # 18 22 2 13 16 11 17

10,000 or more................................ 4! 20 24 5 12 17 6 12

Metropolitan status

Urban ................................................................ 2! 21 22 5 15 17 5 12

Suburban................................................................ 4! 19 23 2 11 15 10 17

Rural ................................................................ 1! 17 23 3 10 13 22 11

Region

Northeast................................................................ 6! 14 20 7! 11 11 13! 18

Southeast................................................................ 2! 17 21 2 9 15 19 14

Central ................................................................ 1! 20 20 3 13 16 13 15

West................................................................ 3! 20 27 4 12 16 7 11

Poverty concentration

Less than 10 percent................................ 4! 20 22 3 9 14 12 16

10 to 19 percent................................ 2! 19 24 3 11 15 11 15

20 percent or more ................................ 1! 19 24 7 13 15 16 5

# Rounds to zero.

! Interpret data with caution. The coefficient of variation is greater than 50 percent.

NOTE: Percentages are based on unrounded numbers. Percentages are based on the estimated 327,670 enrollments in distance education courses 

in 2002–03. Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), “Distance Education 

Courses for Public School Elementary and Secondary School Students: 2002–03,” FRSS 84, 2003.
37

Table 8-A. Standard errors for the percentage distribution of enrollments in distance education 

courses of students regularly enrolled in the districts, by curriculum area and district 

characteristics: 2002–03

District characteristic

General 

elementary 

school 

curriculum

English/

language 

arts

Social 

studies/ 

social 

sciences

Computer 

science

Natural/ 

physical 

science

MathematicsForeign 

languages Other

All public school districts................................ 1.0 1.2 1.0 0.8 1.1 1.0 1.5 1.8

District enrollment size

Less than 2,500 ................................ 2.0 1.8 1.8 0.7 1.1 0.9 3.7 2.9

2,500 to 9,999 ................................ 0.1 1.4 1.7 0.5 0.8 1.1 1.8 1.1

10,000 or more................................ 2.4 2.0 1.9 2.1 2.7 2.1 2.0 3.8

Metropolitan status

Urban ................................................................ 1.4 2.1 2.5 2.5 2.0 1.8 2.2 3.3

Suburban................................................................ 2.4 1.8 1.7 0.6 2.0 1.5 2.7 3.5

Rural ................................................................ 0.4 1.7 1.9 0.6 1.0 1.2 2.3 1.7

Region

Northeast................................................................ 5.8 2.9 2.9 9.3 4.1 3.0 12.5 6.5

Southeast................................................................ 2.1 3.2 2.1 0.5 0.9 1.6 3.2 1.7

Central ................................................................ 0.5 1.5 1.1 0.5 0.9 1.1 1.8 1.4

West................................................................ 2.3 2.1 1.9 1.1 2.8 2.3 2.3 4.1

Poverty concentration

Less than 10 percent................................3.4 2.5 1.9 0.9 2.0 2.3 3.1 4.6

10 to 19 percent................................ 1.3 1.8 1.9 0.6 1.0 1.5 1.4 1.8

20 percent or more ................................0.5 2.5 2.0 3.1 3.1 2.7 5.9 1.5

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), “Distance Education 

Courses for Public School Elementary and Secondary School Students: 2002–03,” FRSS 84, 2003.
38

Table 9. Number and percent of districts with students enrolled in distance education courses 

indicating that students regularly enrolled in the district were enrolled in Advanced 

Placement or college-level courses offered through distance education, by district 

characteristics: 2002–03

District characteristic Number of districts 

with students 

enrolled in distance 

education courses

Number of districts with 

students enrolled in 

Advanced Placement or 

college-level courses 

offered through distance 

education

Percent of districts with 

students enrolled in 

Advanced Placement or 

college-level courses 

offered through distance 

education

All public school districts.................................... 5,480 2,730 50

District enrollment size

Less than 2,500 ...................................................... 4,060 2,140 53

2,500 to 9,999 ........................................................ 1,010 400 39

10,000 or more....................................................... 410 190 48

Metropolitan status

Urban ..................................................................... 280 120 42

Suburban................................................................ 1,700 760 45

Rural ...................................................................... 3,500 1,850 53

Region

Northeast................................................................ 640 280 43

Southeast................................................................ 790 330 42

Central.................................................................... 2,500 1,260 50

West....................................................................... 1,540 860 56

Poverty concentration

Less than 10 percent............................................... 1,620 790 49

10 to 19 percent...................................................... 2,220 1,040 47

20 percent or more ................................................. 1,560 870 56

NOTE: Percentages are based on unrounded numbers. Data presented in this table are based on the estimated 5,480 districts with students 

enrolled in distance education courses in 2002–03. For the FRSS study sample, there were 3 cases for which district enrollment size was missing 

and 112 cases for which poverty concentration was missing. Detail may not sum to totals because of rounding or missing data.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), “Distance Education 

Courses for Public School Elementary and Secondary School Students: 2002–03,” FRSS 84, 2003.
39

Table 9-A. Standard errors for the number and percent of districts with students enrolled in 

distance education courses indicating that students regularly enrolled in the district 

were enrolled in Advanced Placement or college-level courses offered through distance 

education, by district characteristics: 2002–03

District characteristic

Number of districts 

with students 

enrolled in distance 

education courses

Number of districts with 

students enrolled in 

Advanced Placement or 

college-level courses 

offered through distance 

education

Percent of districts with 

students enrolled in 

Advanced Placement or 

college-level courses 

offered through distance 

education

All public school districts.................................... 172 148 2.2

District enrollment size

Less than 2,500 ...................................................... 160 138 2.8

2,500 to 9,999 ........................................................ 54 42 3.5

10,000 or more....................................................... 20 16 3.3

Metropolitan status

Urban ..................................................................... 35 21 6.6

Suburban................................................................ 107 60 2.9

Rural ...................................................................... 127 136 3.2

Region

Northeast................................................................ 61 33 4.9

Southeast................................................................ 66 44 5.3

Central.................................................................... 154 118 3.2

West....................................................................... 114 92 4.3

Poverty concentration

Less than 10 percent............................................... 102 79 4.0

10 to 19 percent...................................................... 107 90 3.1

20 percent or more ................................................. 99 101 4.9

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), “Distance Education 

Courses for Public School Elementary and Secondary School Students: 2002–03,” FRSS 84, 2003.
40

Table 10. Number and percent of enrollments in Advanced Placement or college-level courses 

offered through distance education of students regularly enrolled in the district, by 

district characteristics: 2002–03

District characteristic Total number of 

enrollments in distance 

education courses

Number of enrollments in 

Advanced Placement or 

college-level distance 

education courses

Percent of all distance 

education enrollments that 

are in Advanced Placement 

or college-level distance 

education courses

All public school districts................................................................ 327,670 45,320 14

District enrollment size

Less than 2,500 ................................................................ 117,730 27,880 24

2,500 to 9,999 ................................................................ 85,640 8,490 10

10,000 or more................................................................ 124,300 8,960 7

Metropolitan status

Urban ................................................................................................ 103,390 4,020 4

Suburban................................................................................................ 123,410 13,980 11

Rural ................................................................................................ 100,870 27,330 27

Region

Northeast................................................................................................ 42,070! 4,360 10!

Southeast................................................................................................ 59,010 7,100 12

Central ................................................................................................ 108,140 14,380 13

West................................................................................................ 118,450 19,490 16

Poverty concentration

Less than 10 percent................................................................ 77,380 12,040 16

10 to 19 percent................................................................ 97,300 16,890 17

20 percent or more ................................................................ 93,280 15,120 16

! Interpret data with caution. The coefficient of variation is greater than 50 percent.

NOTE: Percentages are based on unrounded numbers. Enrollments may include duplicated counts of students, since districts were instructed to 

count a student enrolled in multiple courses for each course in which he or she was enrolled. Percentages presented in this table are based on the 

estimated 327,670 enrollments in distance education courses in 2002–03. For the FRSS study sample, there were 3 cases for which district 

enrollment size was missing and 112 cases for which poverty concentration was missing. Detail may not sum to totals because of rounding or 

missing data.

SOURCE: U.S. Department of Education, National Center for Education Statistics Fast Response Survey System (FRSS), “Distance Education 

Courses for Public School Elementary and Secondary School Students: 2002–03,” FRSS 84, 2003.
41

Table 10-A. Standard errors for the number and percent of enrollments in Advanced Placement 

or college-level courses offered through distance education of students regularly 

enrolled in the district, by district characteristics: 2002–03

District characteristic Total number of 

enrollments in distance 

education courses

Number of enrollments in 

Advanced Placement or 

college-level distance 

education courses

Percent of all distance 

education enrollments that 

are in Advanced Placement 

or college-level distance 

education courses

All public school districts................................................................ 36,233 5,126 2.1

District enrollment size

Less than 2,500 ................................................................ 24,742 3,777 6.2

2,500 to 9,999 ................................................................ 7,597 2,631 3.0

10,000 or more................................................................ 25,922 2,662 2.6

Metropolitan status

Urban ................................................................................................ 25,612 944 1.5

Suburban................................................................................................ 27,446 3,289 3.1

Rural ................................................................................................ 8,232 4,494 4.1

Region

Northeast................................................................................................ 23,613 1,234 8.6

Southeast................................................................................................ 6,454 1,195 2.1

Central ................................................................................................ 7,378 2,192 2.0

West................................................................................................ 27,630 4,443 5.6

Poverty concentration

Less than 10 percent................................................................ 13,761 2,828 4.1

10 to 19 percent................................................................ 10,003 4,043 4.0

20 percent or more ................................................................ 23,194 2,065 5.7

SOURCE: U.S. Department of Education, National Center for Education Statistics Fast Response Survey System (FRSS), “Distance Education 

Courses for Public School Elementary and Secondary School Students: 2002–03,” FRSS 84, 2003.
42

Table 11. Percent of districts reporting that various technologies were used as primary modes of 

instructional delivery for any distance education courses in which students in their 

district were enrolled, by district characteristics: 2002–03

District characteristic

Internet courses 

using 

synchronous 

computer-based 

instruction1

Internet courses 

using 

asynchronous 

computer-based 

instruction1

Two-way 

interactive 

video2

One-way 

prerecorded 

video

Other 

technologies3

All public school districts................................ 21 47 55 16 4

District enrollment size

Less than 2,500 ................................................................ 19 42 60 16 5

2,500 to 9,999 ................................................................ 21 60 44 15 3

10,000 or more ................................................................ 31 72 33 19 6

Metropolitan status

Urban ................................................................ 21 69 38 20 3

Suburban ................................................................ 24 58 39 14 4

Rural ................................................................ 19 40 64 16 5

Region

Northeast................................................................ 19 47 54 8 12

Southeast................................................................ 30 52 48 19 5

Central................................................................ 21 41 58 16 2

West ................................................................ 15 56 53 18 4

Poverty concentration

Less than 10 percent......................................................... 18 55 46 13 4

10 to 19 percent................................................................ 25 42 55 17 4

20 percent or more ........................................................... 17 45 64 16 6

1

 Synchronous refers to simultaneous or “real-time” interaction, whereas asynchronous is defined as not simultaneous.

2

 Two-way interactive video refers to two-way video with two-way audio.

3

 Other technologies mentioned included teleconferencing, CD-ROM, and other software packages.

NOTE: Percentages are based on unrounded numbers. Percentages are based on the estimated 5,480 districts with students enrolled in distance 

education courses in 2002–03. Percentages sum to more than 100 because some districts used different types of technologies as primary modes 

of instructional delivery for different distance education courses.

 SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), “Distance Education 

Courses for Public School Elementary and Secondary School Students: 2002–03,” FRSS 84, 2003.
43

Table 11-A. Standard errors for the percent of districts reporting that various technologies were 

used as primary modes of instructional delivery for any distance education courses in 

which students in their district were enrolled, by district characteristics: 2002–03

District characteristic

Internet courses 

using 

synchronous 

computer-based 

instruction

Internet courses 

using 

asynchronous 

computer-based 

instruction

Two-way 

interactive 

video

One-way 

prerecorded 

video

Other 

technologies

All public school districts................................ 1.6 1.8 1.9 1.6 0.8

District enrollment size

Less than 2,500 ................................................................2.1 2.4 2.4 2.0 1.0

2,500 to 9,999 ................................................................ 2.2 2.7 3.2 2.3 1.3

10,000 or more ................................................................ 3.0 3.4 3.4 3.0 1.4

Metropolitan status

Urban ................................................................ 4.3 4.9 5.3 5.0 1.5

Suburban ................................................................ 3.0 2.8 3.1 2.0 1.3

Rural ................................................................ 2.1 2.7 2.4 2.0 1.1

Region

Northeast................................................................ 4.5 6.4 5.9 2.4 4.2

Southeast................................................................ 4.1 5.3 5.0 3.2 1.5

Central................................................................ 2.6 2.9 3.4 3.1 1.1

West ................................................................ 3.4 3.5 3.9 3.0 1.7

Poverty concentration

Less than 10 percent.........................................................3.2 3.7 3.6 2.9 1.5

10 to 19 percent................................................................2.8 2.8 3.2 2.5 1.2

20 percent or more ...........................................................2.7 3.6 3.3 2.7 1.9

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), “Distance Education 

Courses for Public School Elementary and Secondary School Students: 2002–03,” FRSS 84, 2003.
44

Table 12. Percentage distribution of districts reporting that various technologies were used for 

the greatest number of distance education courses in which students in their district 

were enrolled, by district characteristics: 2002–03

District characteristic

Internet courses 

using 

synchronous 

computer-based 

instruction1

Internet courses 

using 

asynchronous 

computer-based 

instruction1

Two-way 

interactive 

video2

One-way 

prerecorded 

video

Other 

technologies3

All public school districts................................ 9 35 49 7 1

District enrollment size

Less than 2,500 ................................................................ 8 29 54 7 1

2,500 to 9,999 ................................................................ 9 48 38 5 1!

10,000 or more ................................................................ 11 60 24 3 2

Metropolitan status

Urban ................................................................ 10 57 31 2! ‡

Suburban ................................................................ 11 47 36 5 1

Rural ................................................................ 7 27 57 7 2

Region

Northeast................................................................ 6 39 49 2! 4!

Southeast................................................................ 14 39 39 7 1!

Central................................................................ 10 27 54 8 ‡

West ................................................................ 4 42 46 6 2!

Poverty concentration

Less than 10 percent......................................................... 8 43 42 5 2!

10 to 19 percent................................................................ 10 31 50 9 1!

20 percent or more ........................................................... 8 30 57 4 2!

! Interpret data with caution. The coefficient of variation is greater than 50 percent.

‡ Reporting standards not met; too few cases for a reliable estimate.

1

 Synchronous refers to simultaneous or “real-time” interaction, whereas asynchronous is defined as not simultaneous.

2

 Two-way interactive video refers to two-way video with two-way audio.

3

 Other technologies mentioned included teleconferencing, CD-ROM, and other software packages.

NOTE: Percentages are based on unrounded numbers. Percentages are based on the estimated 5,480 districts with students enrolled in distance 

education courses in 2002–03. Detail may not sum to totals because of rounding and not reporting where there are too few cases for a reliable 

estimate.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), “Distance Education 

Courses for Public School Elementary and Secondary School Students: 2002–03,” FRSS 84, 2003.
45

Table 12-A. Standard errors for the percentage distribution of districts reporting that various 

technologies were used for the greatest number of distance education courses in 

which students in their district were enrolled, by district characteristics: 2002–03

District characteristic

Internet courses 

using 

synchronous 

computer-based 

instruction

Internet courses 

using 

asynchronous 

computer-based 

instruction

Two-way 

interactive 

video

One-way 

prerecorded 

video

Other 

technologies

All public school districts................................ 1.2 1.6 1.8 1.0 0.5

District enrollment size

Less than 2,500 ................................................................1.5 2.2 2.3 1.4 0.7

2,500 to 9,999 ................................................................ 1.6 2.6 3.1 1.3 0.8

10,000 or more ................................................................ 2.1 3.2 3.0 1.2 1.0

Metropolitan status

Urban ................................................................ 3.5 5.1 4.7 1.3 ‡

Suburban ................................................................ 2.2 3.0 3.0 1.5 0.6

Rural ................................................................ 1.5 2.2 2.4 1.5 0.8

Region

Northeast................................................................ 2.3 5.8 6.0 1.2 2.5

Southeast................................................................ 3.1 4.8 5.0 1.9 0.8

Central................................................................ 1.8 2.7 3.6 1.9 ‡

West ................................................................ 1.5 3.1 3.4 2.0 1.1

Poverty concentration

Less than 10 percent.........................................................1.8 3.7 3.7 2.4 1.3

10 to 19 percent................................................................2.0 2.6 3.2 1.9 0.4

20 percent or more ...........................................................2.0 3.0 3.4 1.5 1.1

‡ Reporting standards not met; too few cases for a reliable estimate.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), “Distance Education 

Courses for Public School Elementary and Secondary School Students: 2002–03,” FRSS 84, 2003.
46

Table 13. Percent of districts with students enrolled in online distance education courses, and 

percent of those districts indicating the access location of the online courses, by district 

characteristics: 2002–03

Access location for online courses2

District characteristic

Districts with 

students enrolled in 

online distance 

education courses1

School Home Other location

All public school districts.............................................. 59 92 60 8

District enrollment size

Less than 2,500 ................................................................ 53 95 55 6

2,500 to 9,999 ................................................................ 71 87 66 9

10,000 or more................................................................ 80 87 77 17

Metropolitan status

Urban ............................................................................... 74 89 78 20

Suburban.......................................................................... 71 88 67 7

Rural ................................................................................ 51 96 53 7

Region

Northeast.......................................................................... 57 87 61 6!

Southeast.......................................................................... 67 96 63 8

Central.............................................................................. 55 92 56 8

West................................................................................. 61 93 64 9

Poverty concentration

Less than 10 percent......................................................... 66 90 64 7

10 to 19 percent................................................................ 56 93 60 7

20 percent or more ........................................................... 53 95 53 10

! Interpret data with caution. The coefficient of variation is greater than 50 percent.

1 Percentages are based on the estimated 5,480 districts with students enrolled in distance education courses in 2002–03.

2 Percentages are based on the estimated 3,200 districts with students enrolled in online distance education courses in 2002–03. Percentages sum 

to more than 100 because students in districts could access online courses from more than one location.

NOTE: Percentages are based on unrounded numbers.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), “Distance Education 

Courses for Public School Elementary and Secondary School Students: 2002–03,” FRSS 84, 2003.
47

Table 13-A. Standard errors for the percent of districts with students enrolled in online distance 

education courses, and percent of those districts indicating the access location of the 

online courses, by district characteristics: 2002–03

Access location for online courses

District characteristic

Districts with 

students enrolled in 

online distance 

education courses School Home Other location

All public school districts.............................................. 1.9 1.2 3.0 1.3

District enrollment size

Less than 2,500 ................................................................ 2.6 1.6 4.1 1.6

2,500 to 9,999 ................................................................ 2.7 2.6 3.4 2.4

10,000 or more................................................................ 2.8 2.6 3.4 2.5

Metropolitan status

Urban ............................................................................... 4.9 3.8 6.8 4.9

Suburban.......................................................................... 2.4 1.9 3.7 1.4

Rural ................................................................................ 2.8 1.3 4.1 2.1

Region

Northeast.......................................................................... 5.9 4.0 7.5 3.0

Southeast.......................................................................... 5.2 1.3 6.3 2.6

Central.............................................................................. 3.5 2.2 4.3 2.2

West................................................................................. 3.3 2.2 5.5 2.6

Poverty concentration

Less than 10 percent......................................................... 3.8 1.9 5.1 1.9

10 to 19 percent................................................................ 2.8 1.8 4.2 1.9

20 percent or more ........................................................... 3.7 2.1 4.4 3.1

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), “Distance Education 

Courses for Public School Elementary and Secondary School Students: 2002–03,” FRSS 84, 2003.
48

Table 14. Percent of districts with students accessing online distance education courses from 

home, and percent of those districts that provided or paid for various items for all or 

some of the students accessing online distance education courses from home, by district 

characteristics: 2002–03

Items provided or paid for by the district2

Computer

Internet service 

provider Other3 District characteristic

Districts with 

students accessing 

online distance 

education courses 

from home1

For all 

students

For some 

students

For all 

students

For some 

students

For all 

students

For some 

students

All public school districts................................ 60 24 8 27 7 6 2

District enrollment size

Less than 2,500 ................................................................ 55 29 7 32 7 7 ‡

2,500 to 9,999 ................................................................ 66 17 9 20 5 5 3!

10,000 or more................................................................ 77 11 11 15 8 5 4

Metropolitan status

Urban ................................................................ 78 9 16 19 11 ‡ 7

Suburban................................................................ 67 16 7 20 6 5 1!

Rural ................................................................ 53 33 8 34 7 8 3!

Region

Northeast................................................................ 61 14! 10! 27 10! ‡ ‡

Southeast................................................................ 63 30 6 39 6 4! ‡

Central ................................................................ 56 27 3 26 2! 9 1

West................................................................ 64 19 15 20 13 4! 5

Poverty concentration

Less than 10 percent................................ 64 24 5 25 4 5 ‡

10 to 19 percent................................................................ 60 21 6 22 5 5 2!

20 percent or more ................................ 53 29 16 36 14 9 5!

! Interpret data with caution. The coefficient of variation is greater than 50 percent.

‡ Reporting standards not met; too few cases for a reliable estimate.

1 Percentages are based on the estimated 3,200 districts with students enrolled in online distance education courses in 2002–03.

2

Percentages are based on the estimated 1,920 districts with students accessing online distance education courses from home in 2002–03.

3 Examples include software programs and phone service for dial-up Internet service.

NOTE: Percentages are based on unrounded numbers.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), “Distance Education 

Courses for Public School Elementary and Secondary School Students: 2002–03,” FRSS 84, 2003.
49

Table 14-A. Standard errors for the percent of districts with students accessing online distance 

education courses from home, and percent of those districts that provided or paid for 

various items for all or some of the students accessing online distance education 

courses from home, by district characteristics: 2002–03

Items provided or paid for by the district

Computer

Internet service 

District characteristic provider Other

Districts with 

students accessing 

online distance 

education courses 

from home

For all 

students

For some 

students

For all 

students

For some 

students

For all 

students

For some 

students

All public school districts................................ 3.0 3.1 1.7 3.0 1.6 1.6 0.9

District enrollment size

Less than 2,500 ................................................................ 4.1 5.1 2.4 4.7 2.3 2.5 ‡

2,500 to 9,999 ................................................................ 3.4 3.1 2.6 3.3 2.0 1.9 1.5

10,000 or more................................................................ 3.4 3.0 2.8 2.8 2.9 1.9 1.6

Metropolitan status

Urban ................................................................ 6.8 4.0 4.3 7.7 4.3 ‡ 3.3

Suburban................................................................ 3.7 3.3 2.5 3.3 2.4 1.5 0.6

Rural ................................................................ 4.1 5.7 2.8 5.7 2.5 2.6 1.7

Region

Northeast................................................................ 7.5 7.2 5.1 9.3 5.4 ‡ ‡

Southeast................................................................ 6.3 7.2 2.2 7.3 2.6 2.4 ‡

Central ................................................................ 4.3 5.0 1.4 5.2 0.9 2.7 0.4

West................................................................ 5.5 5.2 4.9 5.1 4.8 2.5 2.7

Poverty concentration

Less than 10 percent................................ 5.1 5.2 2.1 5.0 1.6 1.7 ‡

10 to 19 percent................................................................ 4.2 4.9 2.3 4.7 2.3 2.4 1.2

20 percent or more ................................ 4.4 6.3 6.2 6.3 6.2 4.2 3.5

‡ Reporting standards not met; too few cases for a reliable estimate.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), “Distance Education 

Courses for Public School Elementary and Secondary School Students: 2002–03,” FRSS 84, 2003.
50

Table 15. Percentage distribution of districts indicating whether various entities delivered the 

distance education courses in which students in their district were enrolled: 2002–03

Entity Yes No Don’t know

Cyber (online) charter school in the district ............................................................................. 3 95 2

Other schools in the district...................................................................................................... 8 91 1

Their district (delivered centrally from the district).................................................................. 16 83 1

Another local school district, or schools in other districts, in their state................................... 34 64 2

Education service agencies within their state1.......................................................................... 18 80 2

State virtual school in their state2............................................................................................. 18 81 1

State virtual school in another state2......................................................................................... 4 94 2

Districts or schools in other states3........................................................................................... 4 94 2

Postsecondary institution.......................................................................................................... 48 50 1

Independent vendor.................................................................................................................. 18 79 3

Other4....................................................................................................................................... 3 92 5

1 This category does not include the state education agency or local school districts.

2 A state virtual school is a state-centralized collection of K–12 courses available through Internet- or web-based methods.

3 Other than state virtual schools.

4 Other responses mentioned included consortiums of schools and community education programs.

NOTE: Percentages are based on unrounded numbers. Percentages in this table are based on the estimated 5,480 districts with students enrolled 

in distance education courses in 2002–03. Percentages of districts indicating “yes” for the various entities sum to more than 100 because districts 

could have more than one entity delivering distance education courses. Detail may not sum to totals because of rounding or missing data.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), “Distance Education 

Courses for Public School Elementary and Secondary School Students: 2002–03,” FRSS 84, 2003.
51

Table 15-A. Standard errors for the percentage distribution of districts indicating whether 

various entities delivered the distance education courses in which students in their 

district were enrolled: 2002–03

Entity Yes No Don’t know

Cyber (online) charter school in the district ............................................................................. 0.7 0.9 0.5

Other schools in the district...................................................................................................... 1.0 1.0 0.2

Their district (delivered centrally from the district).................................................................. 1.3 1.4 0.3

Another local school district, or schools in other districts, in their state................................... 2.4 2.3 0.4

Education service agencies within their state ........................................................................... 1.5 1.6 0.5

State virtual school in their state .............................................................................................. 1.5 1.6 0.3

State virtual school in another state.......................................................................................... 0.7 0.9 0.4

Districts or schools in other states............................................................................................ 0.9 1.0 0.4

Postsecondary institution.......................................................................................................... 2.3 2.3 0.4

Independent vendor.................................................................................................................. 1.8 1.9 0.5

Other........................................................................................................................................ 0.7 0.9 0.7

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), “Distance Education 

Courses for Public School Elementary and Secondary School Students: 2002–03,” FRSS 84, 2003.
52

Table 16. Percent of districts indicating that various entities delivered the distance education courses in which students in their district were 

enrolled, by district characteristics: 2002–03

District characteristic

Cyber 

(online) 

charter 

school in 

the district

Other schools 

in the district

Their 

district 

(delivered 

centrally 

from the 

district)

Another 

local school 

district, or 

schools in 

other 

districts, in 

their state

Education 

service 

agencies 

within their 

state1

State virtual 

school in 

their state2

State virtual 

school in 

another 

state2

Districts or 

schools in 

other states3

Postsecondary 

institution

Independent vendor Other4

All public school districts................... 3 8 16 34 18 18 4 4 48 18 3

District enrollment size

Less than 2,500 ................................ 3 5 15 39 18 15 3 4 54 16 3

2,500 to 9,999 ................................ 3 15 17 25 18 27 4 3 30 23 4

10,000 or more ................................ 5 28 22 13 14 27 8 5 33 28 3

Metropolitan status

Urban .................................................... 8! 25 23 20 20 17 6 3! 22 29 ‡

Suburban ............................................... 5 9 15 25 20 19 4 2 44 23 4

Rural ..................................................... 2 6 16 40 16 18 4 5 53 15 2

Region

Northeast............................................... 4 11 21 38 18 6 3! 5 39 21 3!

Southeast............................................... 1! 16 15 27 18 43 7 3 23 20 4

Central................................................... 3 7 16 38 17 17 4 5 53 13 3

West ...................................................... 3 5 15 29 17 12 3 4 58 25 2!

Poverty concentration

Less than 10 percent.............................. 4 9 3 33 16 15 5 5 49 21 4

10 to 19 percent................................ 3 7 2 33 19 18 4 4 50 18 2!

20 percent or more ................................ 1 10 3 38 17 22 3 4 46 14 3

! Interpret data with caution. The coefficient of variation is greater than 50 percent.

‡ Reporting standards not met; too few cases for a reliable estimate.

1 This category does not include the state education agency or local school districts.

2 A state virtual school is a state-centralized collection of K-12 courses available through Internet- or web-based methods.

3 Other than state virtual schools.

4 Other responses mentioned included consortiums of schools and community education programs.

NOTE: Percentages are based on unrounded numbers. Percentages are based on the estimated 5,480 districts with students enrolled in distance education courses in 2002–03. Percentages sum to more than 100 

because districts could have more than one entity delivering distance education courses.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), “Distance Education Courses for Public School Elementary and Secondary School 

Students: 2002–03,” FRSS 84, 2003.
53

Table 16-A. Standard errors for the percent of districts indicating that various entities delivered the distance education courses in which 

students in their district were enrolled, by district characteristics: 2002–03

District characteristic

Cyber 

(online) 

charter 

school in 

the district

Other schools 

in the district

Their 

district 

(delivered 

centrally 

from the 

district)

Another 

local school 

district, or 

schools in 

other 

districts, in 

their state

Education 

service 

agencies 

within their 

state

State virtual 

school in 

their state

State virtual 

school in 

another state

Districts or 

schools in 

other states

Postsecondary 

institution

Independent vendor Other

All public school districts................... 0.7 1.0 1.3 2.4 1.5 1.5 0.7 0.9 2.3 1.8 0.7

District enrollment size

Less than 2,500 ................................ 0.9 1.0 1.6 3.3 2.0 1.8 0.9 1.2 2.8 2.3 0.9

2,500 to 9,999 ................................ 1.1 2.4 2.8 2.5 2.3 2.8 1.4 1.0 3.1 3.0 1.2

10,000 or more ................................ 1.4 3.1 2.7 2.8 2.6 2.9 2.0 1.6 3.8 3.0 1.1

Metropolitan status

Urban .................................................... 4.0 4.2 5.8 5.4 5.9 3.7 2.6 1.8 4.8 5.6 ‡

Suburban ............................................... 1.2 1.6 2.4 2.4 2.0 2.6 1.2 0.9 3.8 2.7 1.5

Rural ..................................................... 0.7 1.2 1.9 3.4 2.1 2.2 1.0 1.4 3.0 2.3 0.9

Region

Northeast............................................... 1.8 3.6 3.9 5.8 3.7 2.0 1.9 2.1 6.0 4.5 1.6

Southeast............................................... 0.7 2.6 2.9 4.2 3.2 4.1 2.4 1.1 3.2 3.5 1.3

Central................................................... 1.0 1.6 2.1 4.1 2.5 1.8 1.2 1.4 3.9 1.9 1.3

West ...................................................... 1.6 1.3 3.1 3.9 3.0 3.0 1.1 1.4 4.1 4.1 1.1

Poverty concentration

Less than 10 percent.............................. 1.1 1.8 2.5 3.6 3.3 2.5 1.5 1.6 3.6 3.3 1.5

10 to 19 percent................................ 1.1 1.5 2.4 3.6 2.7 2.4 1.3 1.3 3.5 2.9 1.1

20 percent or more ................................ 0.6 1.9 3.3 3.9 3.1 2.8 1.4 1.8 4.7 2.5 1.5

‡ Reporting standards not met; too few cases for a reliable estimate.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), “Distance Education Courses for Public School Elementary and Secondary School 

Students: 2002–03,” FRSS 84, 2003.
54

Table 17. Percent of districts indicating that they delivered distance education courses to students 

who were not regularly enrolled in their district, by district characteristics: 2002–03

District characteristic Percent

All public school districts...................................................................................................................................... 21

District enrollment size

Less than 2,500 ........................................................................................................................................................ 22

2,500 to 9,999 .......................................................................................................................................................... 18

10,000 or more......................................................................................................................................................... 19

Metropolitan status

Urban ....................................................................................................................................................................... 15

Suburban.................................................................................................................................................................. 20

Rural ........................................................................................................................................................................ 22

Region

Northeast.................................................................................................................................................................. 29

Southeast.................................................................................................................................................................. 13

Central ..................................................................................................................................................................... 22

West......................................................................................................................................................................... 19

Poverty concentration

Less than 10 percent................................................................................................................................................. 19

10 to 19 percent........................................................................................................................................................ 22

20 percent or more ................................................................................................................................................... 22

NOTE: Percentages are based on unrounded numbers. Percentages are based on the estimated 5,480 districts with students enrolled in distance 

education courses in 2002–03.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), “Distance Education 

Courses for Public School Elementary and Secondary School Students: 2002–03,” FRSS 84, 2003.
55

Table 17-A. Standard errors for the percent of districts indicating that they delivered distance 

education courses to students who were not regularly enrolled in their district, by 

district characteristics: 2002–03

District characteristic Percent

All public school districts...................................................................................................................................... 1.7

District enrollment size

Less than 2,500 ........................................................................................................................................................ 2.3

2,500 to 9,999 .......................................................................................................................................................... 2.3

10,000 or more......................................................................................................................................................... 2.6

Metropolitan status

Urban ....................................................................................................................................................................... 4.0

Suburban.................................................................................................................................................................. 2.5

Rural ........................................................................................................................................................................ 2.2

Region

Northeast.................................................................................................................................................................. 4.0

Southeast.................................................................................................................................................................. 2.6

Central ..................................................................................................................................................................... 3.1

West......................................................................................................................................................................... 3.4

Poverty concentration

Less than 10 percent................................................................................................................................................. 2.8

10 to 19 percent........................................................................................................................................................ 3.1

20 percent or more ................................................................................................................................................... 3.7

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), “Distance Education 

Courses for Public School Elementary and Secondary School Students: 2002–03,” FRSS 84, 2003.
56

Table 18. Percentage distribution of districts indicating how important various reasons were for 

having distance education courses in their district: 2002–03

Reason1 Not 

important

Somewhat 

important

Very 

important

Don’t 

know

Offering courses not otherwise available at the school.................................. 9 11 80 #

Meeting the needs of specific groups of students.......................................... 15 22 59 3

Offering Advanced Placement or college-level courses................................ 26 19 50 4

Reducing scheduling conflicts for students................................................... 41 33 23 2

Permitting students who failed a course to take it again................................ 64 15 17 4

Addressing growing populations and limited space ...................................... 72 17 8 3

Generating more district revenues................................................................. 77 12 4 7

# Rounds to zero.

1 Although respondents were able to specify some other reason for having distance education, the only available response options for this category 

were somewhat important and very important (see appendix B). Therefore, this category is not included in this table.

NOTE: Percentages are based on unrounded numbers. Percentages are based on the estimated 5,480 districts with students enrolled in distance 

education courses in 2002–03. Detail may not sum to totals because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), “Distance Education 

Courses for Public School Elementary and Secondary School Students: 2002–03,” FRSS 84, 2003.
57

Table 18-A. Standard errors for the percentage distribution of districts indicating how important 

various reasons were for having distance education courses in their district: 2002–03

Reason

Not 

important

Somewhat 

important

Very 

important

Don’t 

know

Offering courses not otherwise available at the school.................................. 1.0 1.2 1.4 0.1

Offering Advanced Placement or college-level courses................................ 1.7 1.9 1.9 0.8

Addressing growing populations and limited space ...................................... 1.7 1.4 1.0 0.7

Reducing scheduling conflicts for students................................................... 2.4 2.4 1.6 0.7

Permitting students who failed a course to take it again................................ 1.6 1.3 1.4 0.8

Meeting the needs of specific groups of students.......................................... 1.6 1.9 2.0 0.8

Generating more district revenues................................................................. 2.0 1.6 0.7 1.1

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), “Distance Education 

Courses for Public School Elementary and Secondary School Students: 2002–03,” FRSS 84, 2003.
58

Table 19. Percent of districts reporting that various reasons were somewhat or very important for 

having distance education courses in their district, by district characteristics: 2002–03

District characteristic

Offering 

courses not 

otherwise 

available at 

the school

Meeting the 

needs of 

specific 

groups of 

students

Offering 

Advanced 

Placement or 

college-level 

courses

Reducing 

scheduling 

conflicts for 

students

Permitting 

students 

who failed a 

course to 

take it again 

Addressing 

growing 

populations 

and limited 

space

Generating 

more 

district 

revenues

All public school districts................................ 91 81 69 56 32 25 16

District enrollment size

Less than 2,500................................ 93 82 74 56 30 21 15

2,500 to 9,999 ................................ 86 79 54 52 34 33 14

10,000 or more................................ 82 86 59 70 50 44 19

Metropolitan status

Urban................................................................ 79 82 49 61 47 36 18

Suburban................................................................ 86 79 59 56 33 28 15

Rural................................................................ 95 83 76 56 31 22 16

Region

Northeast................................................................ 91 81 61 48 19 30 4!

Southeast................................................................ 93 84 67 65 39 46 9

Central ................................................................ 94 82 69 59 26 16 18

West................................................................85 80 74 51 44 26 19

Poverty concentration

Less than 10 percent ................................ 93 80 66 54 27 19 11

10 to 19 percent ................................ 91 79 67 54 34 22 15

20 percent or more ................................ 91 88 77 62 34 35 21

! Interpret data with caution. The coefficient of variation is greater than 50 percent.

NOTE: Percentages are based on unrounded numbers. Percentages are based on the estimated 5,480 districts with students enrolled in distance 

education courses in 2002–03.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), “Distance Education 

Courses for Public School Elementary and Secondary School Students: 2002–03,” FRSS 84, 2003.
59

Table 19-A. Standard errors for the percent of districts reporting that various reasons were 

somewhat or very important for having distance education courses in their district, 

by district characteristics: 2002–03

District characteristic

Offering 

courses not 

otherwise 

available at 

the school

Meeting the 

needs of 

specific 

groups of 

students

Offering 

Advanced 

Placement or 

college-level 

courses

Reducing 

scheduling 

conflicts for 

students

Permitting 

students 

who failed a 

course to 

take it again 

Addressing 

growing 

populations 

and limited 

space

Generating 

more 

district 

revenues

All public school districts................................ 10 1.7 1.7 2.4 1.5 1.5 1.8

District enrollment size

Less than 2,500................................ 1.4 2.3 2.4 2.9 1.9 1.9 2.5

2,500 to 9,999 ................................ 1.9 2.7 3.1 3.2 3.0 3.1 2.2

10,000 or more................................ 2.9 2.2 3.8 3.5 3.4 3.5 2.3

Metropolitan status

Urban................................................................ 49 4.6 6.6 6.8 5.6 7.6 5.2

Suburban................................................................ 2.2 2.5 3.2 3.3 2.5 2.9 2.1

Rural................................................................ 10 2.2 2.3 3.3 2.2 1.9 2.6

Region

Northeast................................................................ 3.8 4.2 4.7 4.9 3.9 5.2 1.8

Southeast................................................................ 2.2 2.9 4.1 4.3 4.6 4.1 2.1

Central ................................................................ 10 2.5 3.0 3.5 2.6 1.9 2.8

West................................................................ 27 3.7 3.9 4.4 3.6 3.4 3.3

Poverty concentration

Less than 10 percent ................................ 1.5 2.6 3.2 4.2 3.2 2.7 2.2

10 to 19 percent ................................ 0.2 3.4 2.9 3.2 2.9 2.4 2.7

20 percent or more ................................ 2.0 2.8 3.1 4.7 3.2 3.5 3.5

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), “Distance Education 

Courses for Public School Elementary and Secondary School Students: 2002–03,” FRSS 84, 2003.
60

Table 20. Percent of districts with students enrolled in distance education courses that were 

planning to expand distance education courses, by district characteristics: 2002–03

District characteristic Percent

All public school districts...................................................................................................................................... 72

District enrollment size

Less than 2,500 ........................................................................................................................................................ 73

2,500 to 9,999 .......................................................................................................................................................... 69

10,000 or more......................................................................................................................................................... 76

Metropolitan status

Urban ....................................................................................................................................................................... 70

Suburban.................................................................................................................................................................. 69

Rural ........................................................................................................................................................................ 74

Region

Northeast.................................................................................................................................................................. 71

Southeast.................................................................................................................................................................. 77

Central ..................................................................................................................................................................... 71

West......................................................................................................................................................................... 73

Poverty concentration

Less than 10 percent................................................................................................................................................. 69

10 to 19 percent........................................................................................................................................................ 71

20 percent or more ................................................................................................................................................... 78

NOTE: Percentages are based on unrounded numbers. Percentages are based on the estimated 5,480 districts with students enrolled in distance 

education courses in 2002–03.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), “Distance Education 

Courses for Public School Elementary and Secondary School Students: 2002–03,” FRSS 84, 2003.
61

Table 20-A. Standard errors for the percent of districts with students enrolled in distance 

education courses that were planning to expand distance education courses, by 

district characteristics: 2002–03

District characteristic Percent

All public school districts...................................................................................................................................... 2.0

District enrollment size

Less than 2,500 ........................................................................................................................................................ 2.5

2,500 to 9,999 .......................................................................................................................................................... 3.2

10,000 or more......................................................................................................................................................... 2.6

Metropolitan status

Urban ....................................................................................................................................................................... 5.0

Suburban.................................................................................................................................................................. 3.7

Rural ........................................................................................................................................................................ 2.6

Region

Northeast.................................................................................................................................................................. 4.8

Southeast.................................................................................................................................................................. 4.5

Central ..................................................................................................................................................................... 3.2

West......................................................................................................................................................................... 3.3

Poverty concentration

Less than 10 percent................................................................................................................................................. 3.5

10 to 19 percent........................................................................................................................................................ 3.1

20 percent or more ................................................................................................................................................... 3.8

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), “Distance Education 

Courses for Public School Elementary and Secondary School Students: 2002–03,” FRSS 84, 2003.
62

Table 21. Percentage distribution of districts indicating the extent to which various factors were 

preventing them from expanding distance education courses: 2002–03

Factor

Not at all

Minor 

extent

Moderate 

extent

Major 

extent

Course development and/or purchasing costs....................... 12 20 32 36

Limited technological infrastructure to support 

distance education.......................................................... 41 26 24 9

Concerns about course quality ............................................. 30 33 26 11

Restrictive federal, state, or local laws or policies............... 54 29 10 7

Concerns about receiving funding based on student 

attendance for distance education courses...................... 40 24 20 16

Other1................................................................................... † # 4 7

† Not applicable.

# Rounds to zero.

1

Percentage distribution does not sum to 100 because 90 percent of districts did not provide an “other” response. Other factors mentioned 

included scheduling conflicts, staffing issues, and lack of need.

NOTE: Percentages are based on unrounded numbers. Percentages are based on the estimated 3,960 districts that indicated they were planning 

to expand distance education courses. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), “Distance Education 

Courses for Public School Elementary and Secondary School Students: 2002–03,” FRSS 84, 2003.
63

Table 21-A. Standard errors for the percentage distribution of districts indicating the extent to 

which various factors were preventing them from expanding distance education 

courses: 2002–03

Factor

Not at all

Minor 

extent

Moderate 

extent

Major 

extent

Course development and/or purchasing costs....................... 1.8 2.1 2.4 2.4

Limited technological infrastructure to support 

distance education.......................................................... 2.3 2.3 2.5 1.2

Concerns about course quality .............................................

Restrictive federal, state, or local laws or policies............... 2.1 2.2 2.0 1.3

Concerns about receiving funding based on student 

attendance for distance education courses...................... 2.5 2.3 1.4 1.1

Other.................................................................................... †

1

†

2

0.8 1.4

† Not applicable.

1

 Category not available.

2

 Standard error is not derived because it is based on an estimate of zero percent.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), “Distance Education 

Courses for Public School Elementary and Secondary School Students: 2002–03,” FRSS 84, 2003.
64

Table 22. Percent of districts indicating that various factors were preventing them from 

expanding distance education courses to a moderate or major extent, by district 

characteristics: 2002–03

District characteristic Course 

development 

and/or 

purchasing 

costs

Concerns 

about course 

quality

Concerns 

about 

receiving 

funding 

based on 

attendance 

for distance 

education 

courses

Limited 

infrastructure 

to support 

distance 

education

Restrictive 

federal, state, 

or local laws 

or policies Other1

All public school districts................................ 68 37 36 33 17 10

District enrollment size

Less than 2,500 ................................................................ 70 35 37 35 17 10

2,500 to 9,999 ................................................................60 43 29 27 13 13

10,000 or more................................................................ 73 48 41 28 21 9

Metropolitan status

Urban ................................................................ 65 53 54 23 30 9

Suburban................................................................ 73 41 38 29 18 13

Rural ................................................................ 67 34 34 36 15 9

Region

Northeast................................................................ 65 38 20 28 17 14

Southeast................................................................ 63 34 37 40 16 8

Central................................................................ 70 40 36 31 18 11

West................................................................ 71 33 43 35 15 9

Poverty concentration

Less than 10 percent......................................................... 70 41 33 31 19 7

10 to 19 percent................................................................ 65 34 38 26 14 14

20 percent or more ........................................................... 71 36 38 43 17 9

1 Other responses mentioned included scheduling conflicts, staffing issues, and lack of need.

NOTE: Percentages are based on unrounded numbers. Percentages are based on the estimated 3,960 districts that indicated they were planning 

to expand distance education courses. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), “Distance Education 

Courses for Public School Elementary and Secondary School Students: 2002–03,” FRSS 84, 2003.
65

Table 22-A. Standard errors for the percent of districts indicating that various factors were 

preventing them from expanding distance education courses to a moderate or major 

extent, by district characteristics: 2002–03

District characteristic Course 

development 

and/or 

purchasing 

costs

Concerns 

about course 

quality

Concerns 

about 

receiving 

funding 

based on 

attendance 

for distance 

education 

courses

Limited 

infrastructure 

to support 

distance 

education

Restrictive 

federal, state, 

or local laws 

or policies Other

All public school districts................................ 2.3 2.3 2.2 2.7 1.9 1.6

District enrollment size

Less than 2,500 ................................................................ 30 3.2 2.8 3.4 2.4 1.7

2,500 to 9,999 ................................................................ 38 4.1 3.0 3.9 3.7 3.5

10,000 or more ................................................................ 43 4.3 3.8 3.2 3.3 2.2

Metropolitan status

Urban ................................................................ 7.7 7.6 6.5 4.1 6.5 3.2

Suburban ................................................................ 2.9 4.0 3.8 3.8 2.5 2.4

Rural ................................................................ 3.2 3.3 3.4 3.5 3.0 2.0

Region

Northeast................................................................ 5.4 6.0 6.2 8.7 3.9 4.6

Southeast................................................................ 4.6 4.8 5.8 5.0 4.1 2.1

Central................................................................ 3.3 3.6 3.6 4.1 3.3 2.7

West ................................................................ 4.7 4.5 4.5 4.9 4.1 2.7

Poverty concentration

Less than 10 percent......................................................... 50 4.6 4.5 4.7 3.4 1.9

10 to 19 percent................................................................ 39 3.3 3.8 3.6 2.7 3.3

20 percent or more ........................................................... 37 5.0 4.4 5.5 3.7 2.5

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), “Distance Education 

Courses for Public School Elementary and Secondary School Students: 2002–03,” FRSS 84, 2003.
66

Table 23. Estimates and standard errors for figures 1–4

Item Estimate Standard error

Figure 1. Percentage distribution of public schools with students enrolled in distance 

education courses, by instructional level: 2002–03

Elementary schools.................................................................................................................. 2 0.5

Middle or junior high schools.................................................................................................. 7 0.8

High schools............................................................................................................................ 76 1.5

Combined or ungraded schools1............................................................................................... 15 1.6

Figure 2. Percentage distribution of enrollment in distance education courses of students 

regularly enrolled in the districts, by instructional level: 2002–03

Elementary schools.................................................................................................................. 1! 0.5

Middle or junior high schools.................................................................................................. 2 0.5

High schools............................................................................................................................ 68 6.7

Combined or ungraded schools1............................................................................................... 29 6.8

Figure 3. Percentage distribution of districts reporting that various technologies were used

for the greatest number of distance education courses in which students in their district 

were enrolled: 2002–03

Two-way interactive video2..................................................................................................... 49 1.8

Internet courses using asynchronous computer-based instruction3........................................... 35 1.6

Internet courses using synchronous computer-based instruction3............................................. 9 1.2

One-way prerecorded video..................................................................................................... 7 1.0

Other technologies4.................................................................................................................. 1 0.5

Figure 4. Percent of districts indicating that various factors were preventing them from 

expanding distance education courses to a moderate or major extent: 2002–03

Course development and/or purchasing costs .......................................................................... 68 2.3

Concerns about course quality ................................................................................................. 37 2.3

Concerns about receiving funding based on attendance for distance education courses........... 36 2.2

Limited infrastructure to support distance education ............................................................... 33 2.7

Restrictive federal, state, or local laws or policies ................................................................... 17 1.9

Other5....................................................................................................................................... 10 1.6

! Interpret data with caution. The coefficient of variation is greater than 50 percent.

1

 Combined or ungraded schools are those in which the grades offered in the school span both elementary and secondary grades or that are not 

divided into grade levels.

2

 Two-way interactive video refers to two-way video with two-way audio.

3

 Synchronous refers to simultaneous or “real-time” interaction, whereas asynchronous is defined as not simultaneous.

4

 Other technologies mentioned included teleconferencing, CD-ROM, and other software packages.

5 Other responses mentioned included scheduling conflicts, staffing issues, and lack of need.

NOTE: Percentages are based on unrounded numbers. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), “Distance Education 

Courses for Public School Elementary and Secondary School Students: 2002–03,” FRSS 84, 2003.
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Appendix A

Technical Notes
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Technical Notes

Fast Response Survey System

The Fast Response Survey System (FRSS) was established in 1975 by the National Center

for Education Statistics (NCES), U.S. Department of Education. FRSS is designed to collect issueoriented data within a relatively short timeframe. FRSS collects data from state education agencies, local 

education agencies, public and private elementary and secondary schools, public school teachers, and

public libraries. To ensure minimal burden on respondents, the surveys are generally limited to three

pages of questions, with a response burden of about 30 minutes per respondent. Sample sizes are

relatively small (usually about 1,000 to 1,500 respondents per survey) so that data collection can be

completed quickly. Data are weighted to produce national estimates of the sampled education sector. 

The sample size permits limited breakouts by classification variables. However, as the number of

categories within the classification variables increases, the sample size within categories decreases, which 

results in larger sampling errors for the breakouts by classification variables. 

Sample Design

The sample for the FRSS survey on distance education courses consisted of 2,305 public 

school districts in the 50 states and the District of Columbia. It was selected from the 2001–02 NCES

Common Core of Data (CCD) Local Education Agency Universe file, which was the most current file

available at the time of selection. The sampling frame included 14,229 regular public school districts and 

989 “other education agencies” with at least one charter school. For the purposes of the study, “regular” 

school districts included any local school district that was not a component of a supervisory union (i.e.,

Education Agency type 1 on the CCD), or was a local school district component of a supervisory union

sharing a superintendent and administrative services with other local school districts (i.e., Education

Agency type 2 on the CCD). Excluded from the sampling frame were districts in the outlying U.S. 

territories and regular districts with no enrollments. 

The school district sampling frame was stratified by district type (regular or charter),

enrollment size (less than 1,000, 1,000 to 2,499, 2,500 to 9,999, 10,000 to 99,999, and 100,000 or more), 

and percentage of children in the district ages 5–17 in families living below the poverty level (less than
A-4

10 percent, 10 to 19.99 percent, 20 to 29.99 percent, and 30 percent or more).1 Districts in the frame were 

then sorted by type of locale (urban, suburban, rural) and region (Northeast, Southeast, Central, West) to

induce additional implicit stratification. These variables are defined in more detail in the Definitions of

Analysis Variables section of this report.

Data Collection and Response Rates

Questionnaires and cover letters for the study were mailed to the superintendent of each

sampled district in November 2003. The letter introduced the study and requested that the questionnaire

be completed by the district’s director of curriculum and instruction, the technology coordinator, the

distance education coordinator, or another staff member who was most knowledgeable about the district’s 

distance education courses. Respondents were offered the option of completing the survey via the Web or 

by mail. Telephone follow-up for survey nonresponse and data clarification was initiated in December

2003 and completed at the end of April 2004.

To calculate response rates, NCES uses standard formulas established by the American Association 

of Public Opinion Research.2 Thus, unit response rates (RRU) are calculated as the ratio of the weighted 

number of completed interviews (I) to the weighted number of in-scope sample cases. There are a

number of different categories of cases that make up the total number of in-scope cases, including

I = weighted number of completed interviews;

R = weighted number of refused interview cases;

O = weighted number of eligible sample units not responding for reasons other than refusal;

NC = weighted number of noncontacted sample units known to be eligible;

U = weighted number of sample units of unknown eligibility, with no interview; and

e = estimated proportion of sample units of unknown eligibility that are eligible.

 

1

 Poverty estimates for school districts were based on Title I data provided to the U.S. Department of Education by the Bureau of the Census and 

contained in U.S. Department of Commerce, Bureau of the Census, Current Population Survey (CPS) “Small Area Income and Poverty

Estimates, Title I Eligibility Database, 1999.” The No Child Left Behind Act of 2001 directs the Department of Education to distribute Title I 

basic and concentration grants directly to school districts on the basis of the most recent estimates of children in poverty. For income year

1999, estimates were derived for districts according to their 2001–02 boundaries based on 2000 census data and model-based estimates of

poverty for all counties. For detailed information on the methodology used to create these estimates, please refer to

www.census.gov/hhes/www/saipe.html. 

2

 See American Association for Public Opinion Research (AAPOR), Standard Definitions: Final Dispositions of Case Codes and Outcome Rates 

for Surveys (Ann Arbor, MI: AAPOR, 2000). Note that for this report, there were no sampled units with unknown eligibility. 
A-5

The unit response rate represents a composite of the components as follows:

I R O NC e(U )

I

RRU

+ + + +

=

Of the 2,305 districts in the sample, 10 were found to be ineligible for the survey because

they no longer existed. Another three were found to be ineligible because they did not meet some other

criteria for inclusion in the sample (e.g., the district was composed of only one school, which was a

charter school that offered only prekindergarten classes, and thus was ineligible for the sample). This left 

a total of 2,292 eligible districts in the sample. Completed questionnaires were received from 2,158

districts, or 94 percent of the eligible districts

3

 (table A-1). The weighted response rate was 96 percent. 

The weighted number of eligible districts in the survey represent the estimated universe of public school

districts in the 50 states and the District of Columbia. The estimated number of districts in the survey

universe decreased from the 15,218 districts in the sampling frame to an estimated 15,040 because some

of the districts were determined to be ineligible for the FRSS survey during data collection.

 

3

 Approximately 40 percent of surveys were completed via mail, 29 percent via the Web, 13 percent via phone, and 12 percent via fax.
A-6

Table A-1. Number and percent of public school districts in the study, and the estimated number 

and percent in the nation, for the total sample and for districts with students regularly 

enrolled in distance education courses in 2002–03, by district characteristics: 2003

Total sample

Districts with students regularly enrolled 

in distance education courses in 2002–03

Respondents 

(unweighted)

National estimate

(weighted)

Respondents

(unweighted)

National estimate

(weighted)

District characteristic

Number Percent Number Percent Number Percent Number Percent

All public school districts................................ 2,158 100 15,040 100 812 100 5,480 100

District enrollment size

Less than 2,500 ................................ 1,039 48 11,080 74 381 47 4,060 74

2,500 to 9,999 ................................................................ 722 34 3,100 21 232 29 1,010 18

10,000 or more ................................ 394 18 820 5 199 25 410 7

Metropolitan status

Urban ................................................................ 282 13 1,220 8 99 12 280 5

Suburban ................................................................ 1,052 49 6,150 41 337 42 1,700 31

Rural ................................................................ 824 38 7,660 51 376 46 3,500 64

Region

Northeast................................................................ 459 21 3,040 20 108 13 640 12

Southeast................................................................ 355 16 1,750 12 182 22 790 14

Central................................................................ 700 32 5,390 36 297 37 2,500 46

West ................................................................ 644 30 4,850 32 225 28 1,540 28

Poverty concentration

Less than 10 percent................................ 751 37 4,850 35 249 31 1,620 30

10 to 19 percent................................ 776 38 5,330 38 331 41 2,220 41

20 percent or more ................................ 519 25 3,690 27 222 28 1,560 29

NOTE: For the FRSS study sample, there were 3 cases for which district enrollment size was missing and 112 cases for which poverty 

concentration was missing. Detail may not sum to totals because of rounding or missing data.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), “Distance Education 

Courses for Public School Elementary and Secondary School Students: 2002–03,” FRSS 84, 2003.
A-7

Imputation for Item Nonresponse

Although item nonresponse was very low, data were imputed for all missing questionnaire

data. These 29 items are listed in table A-2. The missing items included both numerical data, such as

counts of enrollments in distance education courses, and categorical data, such as which technologies

were used as primary modes of instructional delivery for distance education courses. The missing data

were imputed using a “hot-deck” approach to obtain a “donor” district from which the imputed values

were derived. Under the hot-deck approach, a donor district that matched selected characteristics of the

district with missing data (the recipient district) was identified. The matching characteristics included

district type, region, metropolitan status, district enrollment size class, and poverty concentration. Once a 

donor was found, it was used to derive the imputed values for the district with missing data. For 

categorical items, the imputed value was simply the corresponding value from the donor district. For 

numerical items, the imputed value was calculated by taking the donor’s response for that item (e.g.,

number of distance education course enrollments) and dividing that number by the total number of

students enrolled in the donor district. This ratio was then multiplied by the total number of students

enrolled in the recipient district to provide an imputed value. All missing items for a given district were

imputed from the same donor whenever possible.

Data Reliability

While the “Distance Education Courses for Public Elementary and Secondary School

Students” survey was designed to account for sampling error and to minimize nonsampling error,

estimates produced from the data collected are subject to both types of error. Sampling error occurs

because the data are collected from a sample rather than a census of the population, and nonsampling

errors are errors made during the collection and processing of the data. 
A-8

Table A-2. Number of cases with imputed data in the study sample, and number of cases with 

imputed data the sample represents, by questionnaire items: 2003

Questionnaire item

Respondent 

sample

(unweighted)

National 

estimate

(weighted)

Q4A Total number of distance education course enrollments.............................................................................. 3 14

Q4B Number of distance education course enrollments in elementary schools ................................................... 2 9

Q4C Number of distance education course enrollments in middle or junior high schools ................................... 4 18

Q4D Number of distance education course enrollments in high schools.............................................................. 5 23

Q4E Number of distance education course enrollments in combined or ungraded schools.................................. 2 6

Q5A General elementary school curriculum ........................................................................................................ 2 9

Q5B English/language arts................................................................................................................................... 5 25

Q5C Social studies/social sciences (including history) ........................................................................................ 5 25

Q5D Computer science ........................................................................................................................................ 5 25

Q5E Natural/physical science (e.g., biology, chemistry, physics)........................................................................ 5 25

Q5F Mathematics................................................................................................................................................ 5 25

Q5G Foreign languages........................................................................................................................................ 5 25

Q5H Other (specify)............................................................................................................................................. 1 1

Q5I Total number of enrollments across curriculum areas ................................................................................ 4 21

Q6 Whether any students regularly enrolled in the district were enrolled in Advanced Placement or collegelevel courses offered through distance education................................................................................... 1 2

Q6ENRL Number of enrollments................................................................................................................................ 5 20

Q7A Internet courses using synchronous (i.e., simultaneous or “real-time”) computer-based instruction ........... 2 9

Q7B Internet courses using asynchronous (i.e., not simultaneous) computer-based instruction........................... 2 9

Q7C Two-way interactive video (i.e., two-way video with two-way audio)........................................................ 1 4

Q7D One-way prerecorded video (including prerecorded videos provided to students, and television broadcast

and cable transmission using prerecorded videos)................................................................................. 2 9

Q8 Which one of the technologies was used for the greatest number of distance education courses................. 1 4

Q13A Provide computer ........................................................................................................................................ 2 6

Q13B Provide Internet service provider................................................................................................................. 2 6

Q13C Provide other (specify)................................................................................................................................. 1 4

Q14 Whether the district delivered any distance education courses to students who were not regularly 

enrolled in the district............................................................................................................................ 1 1

Q16A Course development and/or purchasing costs.............................................................................................. 1 7

Q16B Limited technological infrastructure to support distance education............................................................. 1 7

Q16D Restrictive federal, state, or local laws or policies....................................................................................... 3 15

Q16E Concerns about receiving funding based on student attendance for distance education courses.................. 1 15

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), “Distance Education 

Courses for Public School Elementary and Secondary School Students: 2002–03,” FRSS 84, 2003.
A-9

Sampling Errors

The responses were weighted to produce national estimates (see table A-1). The weights

were designed to adjust for the variable probabilities of selection and differential nonresponse. The

findings in this report are estimates based on the sample selected and, consequently, are subject to

sampling variability. General sampling theory was used to estimate the sampling variability of the

estimates and to test for statistically significant differences between estimates.

The standard error is a measure of the variability of an estimate due to sampling. It indicates 

the variability of a sample estimate that would be obtained from all possible samples of a given design

and size. Standard errors are used as a measure of the precision expected from a particular sample. If all 

possible samples were surveyed under similar conditions, intervals of 1.96 standard errors below to 1.96

standard errors above a particular statistic would include the true population parameter being estimated in 

about 95 percent of the samples. This is a 95 percent confidence interval. For example, the estimated

percentage of public school districts with students regularly enrolled in distance education courses is

36.4 percent and the standard error is 1.2 percent (see tables 1 and 1-A). The 95 percent confidence

interval for the statistic extends from [36.4—(1.2 x 1.96)] to [36.4 + (1.2 x 1.96)], or from 34.0 to

38.8 percent. The 1.96 is the critical value for a statistical test at the 0.05 significance level (where 0.05

indicates the 5 percent of all possible samples that would be outside the range of the confidence interval).

Because the data from the FRSS distance education courses survey were collected using a

complex sampling design, the variances of the estimates from this survey (e.g., estimates of proportions)

are typically different from what would be expected from data collected with a simple random sample. 

Not taking the complex sample design into account can lead to an underestimation of the standard errors

associated with such estimates. To generate accurate standard errors for the estimates in this report,

standard errors were computed using a technique known as jackknife replication. As with any replication 

method, jackknife replication involves constructing a number of subsamples (replicates) from the full

sample and computing the statistic of interest for each replicate. The mean square error of the replicate

estimates around the full sample estimate provides an estimate of the variance of the statistic. To

construct the replications, 50 stratified subsamples of the full sample were created and then dropped 1 at a 

time to define 50 jackknife replicates. A computer program (WesVar) was used to calculate the estimates 

of standard errors. WesVar is a stand-alone Windows application that computes sampling errors from

complex samples for a wide variety of statistics (totals, percents, ratios, log-odds ratios, general functions 

of estimates in tables, linear regression parameters, and logistic regression parameters).
A-10

Where appropriate, estimates with a coefficient of variation (CV) greater than 50 percent

have been noted. The CV is a ratio of the standard error to the estimate, multiplied by 100 to obtain a

percent. The CV is used to compare the variability of two or more estimates, where higher CV values

indicate greater variability and lower CV values indicate less variability.

Nonsampling Errors

Nonsampling error is the term used to describe variations in the estimates that may be caused 

by population coverage limitations and data collection, processing, and reporting procedures. The sources 

of nonsampling errors are typically problems like unit and item nonresponse,

4

 differences in respondents’

interpretations of the meaning of questions, response differences related to the particular time the survey

was conducted, and mistakes made during data preparation. It is difficult to identify and estimate either

the amount of nonsampling error or the bias caused by this error. To minimize the potential for

nonsampling error, this study used a variety of procedures, including a pretest of the questionnaire with

directors of curriculum and instruction or other people at the district who were deemed to be the most

knowledgeable about the district’s distance education courses. The pretest provided the opportunity to

check for consistency of interpretation of questions and definitions and to eliminate ambiguous items. 

The questionnaire and instructions were also extensively reviewed by NCES and the data requester at the 

Office of Educational Technology. In addition, manual and machine editing of the questionnaire

responses was conducted to check the data for accuracy and consistency. Cases with missing or 

inconsistent items were recontacted by telephone to resolve problems. Data were keyed with 100 percent 

verification for surveys received by mail, fax, or telephone.

Definitions of Analysis Variables

District Enrollment Size—This variable indicates the total number of students enrolled in the district

based on data from the 2001–02 CCD. Data on this variable were missing for three districts; districts 

with missing data were excluded from all analyses involving district enrollment size. The variable was 

collapsed into the following three categories:

Less than 2,500 students

2,500 to 9,999 students

10,000 or more students

 

4

 Unit nonresponse typically refers to situations in which the survey was not completed by the respondent. Item nonresponse occurs when an

item on the survey is blank or incomplete.
A-11

Metropolitan Status—This variable indicates the type of community in which the district is located, as

defined in the 2001–02 CCD (which uses definitions based on U.S. Census Bureau classifications). 

Metropolitan status is the classification of an education agency’s service area relative to a Metropolitan

Statistical Area (MSA). An MSA is an area consisting of one or more contiguous counties (cities and

towns in New England) that contain a core area with a large population nucleus, as well as adjacent

communities having a high degree of economic and social integration with that core. An area is defined

as an MSA if it is the only MSA in the immediate area and has a city of at least 50,000 population or it is 

an urbanized area of at least 50,000 with a total metropolitan population of at least 100,000 (75,000 in

New England). The categories are described in more detail below.

Urban—Primarily serves a central city of an MSA

Suburban—Serves an MSA but not primarily its central city

Rural—Does not serve an MSA

Region—This variable classifies districts into one of the four geographic regions used by the Bureau of

Economic Analysis of the U.S. Department of Commerce, the National Assessment of Educational

Progress, and the National Education Association. Data were obtained from the 2001–02 CCD Local

Education Agency Universe file. The geographic regions are

Northeast—Connecticut, Delaware, District of Columbia, Maine, Maryland, Massachusetts, New 

Hampshire, New Jersey, New York, Pennsylvania, Rhode Island, and Vermont

Southeast—Alabama, Arkansas, Florida, Georgia, Kentucky, Louisiana, Mississippi, North

Carolina, South Carolina, Tennessee, Virginia, and West Virginia 

Central—Illinois, Indiana, Iowa, Kansas, Michigan, Minnesota, Missouri, Nebraska, North

Dakota, Ohio, South Dakota, and Wisconsin

West—Alaska, Arizona, California, Colorado, Hawaii, Idaho, Montana, Nevada, New Mexico,

Oklahoma, Oregon, Texas, Utah, Washington, and Wyoming 

Poverty Concentration—This variable indicates the percentage of children in the district ages 5–17 in

families living below the poverty level, based on the Title I data provided to the U.S. Department of

Education by the Bureau of the Census. Data on this variable were missing for 112 districts; districts with 

missing data were excluded from all analyses involving poverty concentration. The variable was

collapsed into the following three categories:

Less than 10 percent

10 to 19 percent

20 percent or more

Contact Information

For more information about the survey, contact Bernard Greene, Early Childhood, International,

and Crosscutting Studies Division, National Center for Education Statistics, Institute of Education

Sciences, U.S. Department of Education, 1990 K Street NW, Washington, DC 20006; e-mail: 

Bernard.Greene@ed.gov; telephone (202) 502–7348. 
A-12

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B-1

Appendix B

Questionnaire
B-2

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B-3

U.S. DEPARTMENT OF EDUCATION O.M.B. APPROVED

NATIONAL CENTER FOR EDUCATION STATISTICS No.: 1850–0733

WASHINGTON, D.C. 20006–5651

DISTANCE EDUCATION COURSES FOR PUBLIC ELEMENTARY AND

SECONDARY SCHOOL STUDENTS: 2002–03

FAST RESPONSE SURVEY SYSTEM

This survey is authorized by law (P.L. 103–382). While participation in this survey is voluntary, your cooperation is critical to make the 

results of this survey comprehensive, accurate, and timely.

• Distance education courses are credit-granting courses offered to elementary and secondary school

students enrolled in your district in which the teacher and students are in different locations. These courses:

• may originate from your district or from other entities (e.g., a state virtual school or a postsecondary institution).

• can be delivered via audio, video (live or prerecorded), or Internet or other computer technologies, including both 

synchronous (i.e., simultaneous or “real time”) and asynchronous (i.e., not simultaneous) instruction. 

• may include occasional face-to-face interactions between the teacher and the students. For example, a teacher

teaching a course at several schools via video-conferencing may rotate between schools, or the teacher and

students may be in the same location for occasional lab work or tests.

• Include information about distance education Advanced Placement or college-level courses in which

students in your district were enrolled.

• For purposes of this survey, do not include information about:

• supplemental course materials, virtual field trips, online homework, or staff professional development. 

• courses conducted mainly via written correspondence.

• Include information for all schools administered by your district (e.g., regular schools, charter schools,

magnet schools, alternative schools, special education schools, etc.).

• The time frame for this survey is the 12-month 2002–03 school year. This includes distance education courses

during the summer of 2002 or the summer of 2003, depending on how records are kept at your district.

IF ABOVE INFORMATION IS INCORRECT, PLEASE MAKE CORRECTIONS DIRECTLY ON LABEL.

Name of person completing form: Telephone:

Title/position: E-mail:

Best days and times to reach you (in case of questions):

THANK YOU. PLEASE KEEP A COPY OF THIS SURVEY FOR YOUR RECORDS.

PLEASE RETURN COMPLETED FORM TO: IF YOU HAVE ANY QUESTIONS, CONTACT:

Anne Kleiner (7166.29) Anne Kleiner at Westat

Westat 800-937-8281, Ext. 2710 or 240-453-2710

1650 Research Boulevard Fax: 800-254-0984

Rockville, Maryland 20850-3195 E-mail: annekleiner@westat.com

According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless it displays a valid OMB

control number. The valid OMB control number for this information collection is 1850–0733. The time required to complete this information collection is 

estimated to average 30 minutes per response, including the time to review instructions, search existing data resources, gather the data needed, and

complete and review the information collection. If you have any comments concerning the accuracy of the time estimate or suggestions for improving

this form, please write to: U.S. Department of Education, Washington, DC 20202–4651. If you have any comments or concerns regarding the status of 

your individual submission of this form, write directly to: National Center for Education Statistics, 1990 K Street, NW, Washington, DC 20006.

FRSS Form No. 84 11/2003
B-4

Before you answer the questions, please carefully read the instructions and definitions on the front of 

this questionnaire.

1. In 2002–03 (12-month school year), how many schools were in your district? Please include all schools

administered by your district (e.g., regular schools, charter schools, magnet schools, alternative schools, special

education schools, etc.). Enter “0” if there were no schools in your district at that instructional level in 2002–03. 

a. Total number of schools................................

b. Number of elementary schools.........................

c. Number of middle or junior high schools..........

d. Number of high schools....................................

e. Number of combined or ungraded schools ......

• The number of enrollments may include duplicated counts of students; i.e., a student should be counted for

each course in which he/she was enrolled. 

• Report only about distance education enrollments of students regularly enrolled in your district. 

• Take into account any distance education courses in which students in your district were enrolled, regardless of 

where the courses originated (i.e., from your district or another entity).

• Include enrollments in distance education Advanced Placement or college-level courses in which students in

your district were enrolled. 

• Consider only credit-granting courses. Do not take into account supplemental course materials, virtual field

trips, online homework, staff professional development, or courses conducted mainly via written

correspondence. 

2. In 2002–03 (12-month school year), were any public elementary or secondary school students in your district

enrolled in distance education courses (as defined on the front of this questionnaire and in the box above)?

Yes...... 1 (Continue with question 3.) No ....... 2 (Stop. Complete respondent section on front and return 

questionnaire.)

3. Of the schools reported in question 1, how many had at least one student enrolled in distance education courses

in 2002–03 (12-month school year)? See box above for instructions. Enter “0” if there were no schools with

students enrolled in distance education courses in your district at that instructional level in 2002–03.

a. Total number of schools with students enrolled in distance education courses ........................

b. Number of elementary schools with students enrolled in distance education courses.........................

c. Number of middle or junior high schools with students enrolled in distance education courses ..........

d. Number of high schools with students enrolled in distance education courses....................................

e. Number of combined or ungraded schools with students enrolled in distance education courses ......

4. For 2002–03 (12-month school year), report the number of enrollments in distance education courses of students 

regularly enrolled in your district. See box above for instructions. Enter “0” if there were no students in your

district enrolled in distance education courses at that instructional level in 2002–03. 

a. Total number of distance education course enrollments ..............................................................

b. Number of distance education course enrollments in elementary schools...........................................

c. Number of distance education course enrollments in middle or junior high schools ............................

d. Number of distance education course enrollments in high schools ......................................................

e. Number of distance education course enrollments in combined or ungraded schools.........................
B-5

5. For 2002–03 (12-month school year), report the number of enrollments in distance education courses by 

curriculum area of students who were regularly enrolled in your district. See box on previous page for instructions. 

Enter “0” if there were no students in your district enrolled in distance education courses in that curriculum area in 

2002–03.

a. General elementary school curriculum...........................................................................

b. English/language arts .....................................................................................................

c. Social studies/social sciences (including history)...........................................................

d. Computer science...........................................................................................................

e. Natural/physical science (e.g., biology, chemistry, physics) ..........................................

f. Mathematics ...................................................................................................................

g. Foreign languages..........................................................................................................

h. Other (specify)

i. Total number of enrollments across curriculum areas (Total should equal total 

in question 4a.) .............................................................................................................

6. In 2002–03 (12-month school year), were any students regularly enrolled in your district enrolled in Advanced 

Placement or college-level courses offered through distance education? See box on previous page for instructions.

Yes ..... 1 (Number of enrollments: ) No ....... 2

7. In 2002–03 (12-month school year), which technologies were used as primary modes of instructional delivery for

any distance education courses in which students in your district were enrolled? (Circle one on each line.)

• If a course used multiple technologies to deliver instruction, but one mode predominated, circle yes for the

predominant mode for the course. 

• Please take into account any distance education courses in which students in your district were enrolled,

regardless of where the courses originated. 

• Do not consider technologies used for supplemental course materials or professional development.

Yes No

a. Internet courses using synchronous (i.e., simultaneous or “real time”) computer-based 

instruction (e.g., interactive computer conferencing) ........................................................................ 1 2

b. Internet courses using asynchronous (i.e., not simultaneous) computer-based instruction ............. 1 2

c. Two-way interactive video (i.e., two-way video with two-way audio) ................................................ 1 2

d. One-way prerecorded video (including prerecorded videos provided to students, and television 

broadcast and cable transmission using prerecorded videos).......................................................... 1 2

e. Other technologies (specify) 1 2

8. In 2002–03 (12-month school year), which one of the technologies listed in question 7 was used for the greatest 

number of distance education courses in which students in your district were enrolled? (Circle the letter

corresponding to the technology listed in question 7. Circle only one.)

a b c d e

9. How important were the following reasons for having distance education courses in your district in 2002–03 (12-

month school year)? Please take into account any distance education courses in which students in your district

were enrolled, regardless of where the courses originated. (Circle one on each line.) 

Not 

important

Somewhat 

important

Very 

important

Don’t 

know

a. Offering courses not otherwise available at the school................................ 1 2 3 4

b. Offering Advanced Placement or college-level courses................................ 1 2 3 4

c. Addressing growing populations and limited space ................................ 1 2 3 4

d. Reducing scheduling conflicts for students ................................ 1 2 3 4

e. Permitting students who failed a course to take it again................................ 1 2 3 4

f. Meeting the needs of specific groups of students ................................1 2 3 4

g. Generating more district revenues ................................................................ 1 2 3 4

h. Other (specify) — 2 3 —
B-6

10. In 2002–03 (12-month school year), which of the following entities delivered the distance education courses in

which students in your district were enrolled? (Circle one on each line.) 

Yes No

Don’t

know

a. Cyber (i.e., online) charter school in your district ................................................. 1 2 3

b. Other schools in your district ................................................................................ 1 2 3

c. Your district (i.e., delivered centrally from the district) ......................................... 1 2 3

d. Another local school district, or schools in another district, in your state............. 1 2 3

e. Education service agencies within your state (e.g., BOCES, COE, IU),

not including the state education agency or local school districts........................ 1 2 3

f. State virtual school in your state (i.e., state-centralized K-12 courses

available through Internet- or web-based methods)............................................. 1 2 3

g. State virtual school in another state ..................................................................... 1 2 3

h. Districts or schools in other states (other than state virtual schools) ................... 1 2 3

i. Postsecondary institution...................................................................................... 1 2 3

j. Independent vendor.............................................................................................. 1 2 3

k. Other (specify) 1 2 3

11. In 2002–03 (12-month school year), were any students in your district enrolled in online distance education

courses (i.e., courses delivered over the Internet)?

Yes ..... 1 (Continue with question 12.) No ....... 2 (Skip to question 14.)

12. In 2002–03 (12-month school year), where were students in your district accessing online distance education

courses? Please take into account any online distance education courses in which students in your district were

enrolled, regardless of where the courses originated. (Circle one on each line.)

Yes No

a. At school................................................................................................................................. 1 2

b. At home .................................................................................................................................. 1 2

c. At some other location (specify) 1 2

13. In 2002–03 (12-month school year), did your district provide or pay for the following items for students accessing 

online distance education courses from home? (Circle one on each line.) 

If no online distance education courses were accessed at home, check here and skip to question 14.

Yes, for 

all 

students

Yes, for 

some 

students

No

a. Computer............................................................................................................ 1 2 3

b. Internet service provider..................................................................................... 1 2 3

c. Other (specify) 1 2 3

14. In 2002–03 (12-month school year), did your district (or schools in your district) deliver any distance education

courses to students who were not regularly enrolled in your district (e.g., to students from other districts, private

school students, or home-schooled students)? 

Yes ..... 1 No ....... 2 Don’t know ..... 3

15. Does your district plan to expand distance education courses?

Yes ..... 1 (Continue with question 16.) No ....... 2 (Stop. Complete respondent section on front and return 

questionnaire.)

16. To what extent are the following factors keeping your district (or schools in your district) from expanding distance 

education courses? (Circle one on each line.)

Not

at all

Minor

extent

Moderate

extent

Major

extent

a. Course development and/or purchasing costs................................... 1 2 3 4

b. Limited technological infrastructure to support distance education ... 1 2 3 4

c. Concerns about course quality........................................................... 1 2 3 4

d. Restrictive federal, state, or local laws or policies.............................. 1 2 3 4

e. Concerns about receiving funding based on student attendance for

distance education courses................................................................ 1 2 3 4

f. Other (specify) — 2 3 4