Rauschenfels, DianeJohnson, Christopher W.Watson, Chnice2014-12-222017-04-142014-12-222017-04-1420142014https://hdl.handle.net/11299/187453Thesis Presented in Partial Fulfillment of the Requirements for The Master of Education Degree in the College of Education and Human Service Professions, University of Minnesota Duluth, 2014.Committee names: Diane J. Rauschenfels (Chair), Christopher Johnson. This item has been modified from the original to redact the signatures present.The structure of education is continuously evolving as more technology is being incorporated within educational sectors. Online education programs have grown significantly over the past decade, from online programs that are designed for college students, to some of America's most vulnerable populations such as K-12 students. Primarily designed for the advanced learner, it is apparent that technology has made education more accessible for all levels of education as well as diverse populations-in particular at-risk students. With online education programs increasing rapidly at 30% annually (Watson & Gemin, 2008), it is essential to evaluate the scope of online education programs in relation to diverse populace. This study evaluated education affiliates regarding their aspects on the effects of online educational programs in association with at-risk students. The current study was conducted over a regular school semester and covered Alternative Learning Center (ALC) schools statewide and conventional academic institutions within the region of northern Minnesota.enOnline education programsK-12 studentsAt-risk studentsAlternative Learning CenterMaster of EducationDepartment of EducationCollege of Education and Human Service ProfessionsUniversity of Minnesota DuluthPlan Cs (coursework-based master's degrees)Web-based instructionAcademic achievementSpecial educationScholarly Text or Essay