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Distance Education Courses for Public Elementary and Secondary School Students: 2002-03
NCES: 2005010
March 2005

Tables of Estimates and Standard Errors

  • 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
     
  • 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
     
  • 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
     
  • 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
     
  • Table 3: Percent of schools in the nation with students enrolled in distance education courses, by instructional level and district characteristics: 2002–03
     
  • 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
     
  • Table 4: Percentage distribution of schools with students enrolled in distance education courses, by instructional level and district characteristics: 2002–03
     
  • 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
     
  • Table 5: Number of enrollments in distance education courses of students regularly enrolled in the districts, by instructional level and district characteristics: 2002–03
     
  • 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
     
  • 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
     
  • 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
     
  • Table 7: Number of enrollments in distance education courses of students regularly enrolled in the districts, by curriculum area and district characteristics: 2002–03
     
  • 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
     
  • 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
     
  • 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
     
  • 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
     
  • 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 collegelevel courses offered through distance education, by district characteristics: 2002–03
     
  • 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
     
  • 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
     
  • 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
     
  • 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
     
  • 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
     
  • 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.
     
  • 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
     
  • 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
     
  • 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
     
  • 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
     
  • 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
     
  • 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
     
  • 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
     
  • 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
     
  • 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
     
  • 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
     
  • Table 18: Percentage distribution of districts indicating how important various reasons were for having distance education courses in their district: 2002–03
     
  • 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
     
  • 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
     
  • 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
     
  • 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
     
  • 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
     
  • Table 21: Percentage distribution of districts indicating the extent to which various factors were preventing them from expanding distance education courses: 2002–03
     
  • 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
     
  • 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
     
  • 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
     
  • Table 23: Estimates and standard errors for figures 1-4
     
  • 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
     
  • 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
     

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