Abstract
Northeastern Pennsylvania administrators have limited availability of data related to online and blended learning. Through the use of an electronic survey, incorporating closed- and open-ended questions, the study examined the status of fully online and blended learning in K-12 public schools in Northeastern Pennsylvania and analyzed administrators’ perceived importance of and barriers to fully online and blended learning. Results of the study revealed perceptions related to the importance of meeting the needs of specific students and desire to expand programs, as well as barriers related to potential growth. Recommendations include revisions to and creation of online and blended learning policy, establishing district wide teams engaged in the planning and implementation of online and blended programs, and additional study to address the limited data on stakeholder perceptions.