Despite the escalating prevalence and support for eLearning programs across the country, virtual schools raise many policy and logistical questions that have yet to be answered sufficiently, said the editors of a recently released report on eLearning.

"Technology Counts 2002: E-Defining Education," which reports the findings of Education Week's fifth annual 50-state educational technology survey, finds more and more students are attending school without ever entering a traditional bricks-and-mortar classroom.

A total of 12 states have created online high schools and 25 states have laws that permit cyber charter schools, the report said. Approximately 30 cyber charter schools have emerged in a dozen of those states. In addition, 32 states have started some type of eLearning initiative.

An estimated 40,000 to 50,000 students will have enrolled in an online course by the end of this school year, according to "Virtual Schools: Trends and Issues," a report released last fall by WestEd.

Oregon and South Dakota already administer their state tests online, and 10 additional states are looking into web-based assessment through pilot programs.

eLearning is big business, too.

The Florida Virtual High School, the nation's largest, most prominent state-sponsored virtual school, serves 5,000 students. The school receives $6 million each year from the state, plus it earns extra revenue by selling its courses to schools in other states, such as West Virginia.

The Virtual High School, operated by a Massachusetts-based company, is a collaboration of 200 high schools in 28 states and 8 countries.

While eLearning initiatives are multiplying rapidly, Kevin Bushweller, the report's project editor, cited some key points for educators to consider before they plunge into eLearning in their own districts:

• Is it even necessary? eLearning is best used to fill gaps in a school's curriculum offerings and shouldn't necessarily replace key courses, Bushweller said.

• Does the infrastructure exist already, or will it take a significant investment?

• What kind of access do students have to the internet?

• Are the courses aligned to state standards?

• Who should provide and design the courses—a company such as Apex Learning, or the school's own teachers?

• Should students get the same credit for completing a virtual course as a traditional course?

• Which students are eligible to participate? Virtual schooling is not ideal for every student, as it requires self-motivation and parental guidance.

• How much training should teachers receive? Teachers can't use the same tactics as in bricks-and-mortar classrooms and will need sufficient training to make the switch effectively to a virtual classroom.

• How will schools ensure high-quality curriculum? Courses can't just be slapped together. Schools need to consider what's lost when students and teachers don't meet face to face and how they can compensate for this.