Degree Date


Document Type

Dissertation - Public Access

Degree Name

Ed.D. Doctor of Education

Academic Discipline

Educational Leadership

First Advisor

Carla L. Sparks


Educational K-12 learning environments have had limited to no change over many decades. Due to recent initiatives to social-emotional programs, school safety measures, and the need to increase academic achievement, there has been a push for school choice options that go beyond the traditional ways of learning. The purpose of this study is to examine the effectiveness of blended learning on student achievement within various environments in Grades 3-8. I used a mixed methodology to compare quantitative extant data from Achieve3000®, State Standardized Assessments, as well as qualitative data through teacher, parent, and student surveys. I collected 229 student extant data points over one school year with 10 teachers, 38 parents, and five students participating in the statement surveys. The extant data and surveys served as the determining factor of a subgroup’s self-efficacy toward blended learning options and actual student achievements.