Several recent articles, such as “Virtually Educated,” by Gail
Collins, and “The New Digital Divide,” by Susan P. Crawford,
explore the implications of both mandated online learning and
issues of access for urban and rural poor. While many are
familiar with online — or distance — learning as part of recent
efforts by universities to provide education opportunities to
non-traditional students as well as those who are not able to
attend traditional classes for a variety of reasons (work,
family obligations, etc.), many more have no idea how recent
legislative dictates are being addressed in the K-12 public
school arena. State level republican legislators have
overwhelmingly supported mandating that all K-12 students take
at least one online course before high school graduation. The
plan eliminates the need for classroom teachers, who are
replaced by adults who facilitate the computer lab where
students take online courses, but also fills the coffers of for-
profit education companies with funds meant for public