address many challenges facing schools and students, but emphasizes that content available for learning on the Web currently is variable in quality: some is excellent, but much is mediocre. To date, a great deal of emphasis has been placed on developing the technology, but “… dazzling technology has no value unless it supports content that meets the needs of learners” (Education Commission to the President of the United States, 2000, p. 12).

Virtual high schools are a rapidly increasing phenomenon (Carr, 2000). Many evolve from virtual universities and are sponsored by a postsecondary institution. Illinois, Maryland, Michigan, New Mexico, Utah, and West Virginia have all started or are planning to start statewide virtual high schools. States that have previously had such programs in place include California, Florida, Indiana, Kentucky, Massachusetts, and Nebraska. While all of the state virtual high schools are organized and financed slightly differently, many appear to adhere to a model in which the virtual high school is a division of the virtual university and shares the same infrastructure.

Nearly all university-sponsored virtual high schools started with AP-level courses, but they now are drawing on a variety of different sources to supply the online courses offered. Several plan to purchase courses from APEX Online Learning, which focuses on creating and delivering online AP courses; others are developing their own courses by contracting with teachers or schools for the use of courses created by virtual high schools in other states (Carr, 2000).

A model for a virtual high school that is not affiliated with a single college or university is the Virtual High School Project, a collaboration among high schools from around the country. In exchange for contributing a small amount of teaching time, a participating school can offer its students NetCourses ranging from advanced academic to technical and specialized courses. Schools donate computers, Internet connectivity, and staff time. Each school also provides a site coordinator who is responsible for project management and support of teachers and students at the local school. Teachers must successfully complete The Teachers Learning Conference, a graduate-level NetCourse designed to expose participants to educational strategies and technologies for NetCourse teaching.

Computer-based multimedia courses combine online technology with CD-ROM, video conferencing, electronic communication, Web-based laboratory, and other technologies. These courses allow for self-paced instruction that is tailored to the individual’s needs; students can spend as little or as much time as necessary to master a concept. Some include contact with live tutors.

Front Matter (R1-R24)

Executive Summary (1-16)

1. Introduction (17-27)

2. Context of Advanced Study (28-63)

3. The Advanced Placement Program (64-82)

4. The International Baccalaureate Programme (83-102)

5. Other Opportunities and Approaches to Advanced Study (103-116)

6. Learning With Understanding: Seven Principles (117-133)

7. Designing Curriculum, Instruction, Assessment, and Professional Development (134-153)

8. Analysis of the AP and IB Programs Based on Learning Research (154-175)

9. Analysis of AP and IB Curriculum, Instruction, Assessment, and Professional Development (176-184)

10. Uses, Misuses, and Unintended Consequences of AP and IB (185-196)

11. Recommendations (197-205)

References (206-228)

Appendix A: Overview of Panel Findings and Recommendations (229-252)

Appendix B: Biographical Sketches of Committee Members (253-258)

Appendix C: Statement of Task (259-260)

Index (261-272)

Content Panel Report: Biology (273-338)

Content Panel Report: Chemistry (339-396)

Content Panel Report: Physics (397-490)

Content Panel Report: Mathematics (491-564)