An analysis from 2002 to 2014, aligning media reporting of the effectiveness of the fully online K–12 cyber charter school model with data on enrollment flows to cyber charter schools and expenditure and demographic indicators across all 500 residential public school districts in Pennsylvania, finds a three-part geospatial-social process. Initial high-tech cachet surrounding the option stimulated statewide spread in enrollments, but over time growth in student flows became more pronounced among disadvantaged, lower tax-base public school districts. As mass media coverage shifted to a research-substantiated narrative of the model’s academic ineffectiveness, cyber charter enrollments declined first in districts with higher parent educational attainment and then intensified. With the large movement of students, the mean amount of public funds transferred from residential districts in 2014 was about $800,000 (standard deviation about $3,100,000). With dubious academic benefits, districts with the lowest tax base lost significant revenue to cyber charter providers.

中文翻译：

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网络特许学校和公共区域之间日益严重的资源不平等：宾夕法尼亚州 2002-2014 年全州选择政策的地理空间模式和后果

一项从 2002 年到 2014 年的分析，将完全在线 K-12 网络特许学校模型有效性的媒体报道与宾夕法尼亚州所有 500 个住宅公立学区的网络特许学校入学流量数据以及支出和人口统计指标保持一致，发现三部分地理空间社会过程。围绕该选项的最初高科技声望刺激了全州范围内的入学人数，但随着时间的推移，学生流量的增长在弱势、低税基的公立学区中变得更加明显。随着大众媒体报道转向对该模型学术效率低下的研究证实的叙述，网络特许注册人数首先在父母受教育程度较高的地区下降，然后加剧。随着学生的大量流动，2014年居民区公共资金转移平均金额约为80万美元（标准差约为310万美元）。由于可疑的学术利益，税基最低的地区让网络包机提供商损失了大量收入。