Last week I offered thoughts on the Fordham Institute’s research paper on e-schools in Ohio titled, “Enrollment and Achievement in Ohio’s Virtual Charter Schools.”

It is a strong study. As I wrote though, it has four significant limitations in the research—not of the analysts’ fault but instead because of limitations intrinsic to the data that are currently available to measure the outcomes of e-school students—that should give us pause in the conclusions we are able to draw from it.

It’s worth discussing in more depth one of the limitations, as well as exploring the policy implications from Fordham’s study.