It's been a rough time for the image of K-12 virtual education. Studies in Colorado and Minnesota have suggested that full-time online students are struggling to match the achievement levels of their peers in brick-and-mortar schools. Articles in "The New York Times" questioned not only the academic results for students in virtual schools, but also the propriety of business practices surrounding the use of public dollars for such programs. Meanwhile, two left-leaning magazines, "The Nation" and "Mother Jones," contended last month that policies pushed by former Florida Gov. Jeb Bush in the name of digital opportunities for students have the ulterior motive of funneling money to big technology companies. And the move into education by Rupert Murdoch, with his News Corp. conglomerate's purchase of the educational technology company Wireless Generation, has drawn protests from some teacher advocates at public appearances by the right-leaning media tycoon. Against this backdrop, educators who gathered at the Virtual School Symposium held early last month in Indianapolis appeared eager to strike a balance between working to address what they see as valid criticisms of their field and rebutting others they see as misconceptions. They also seemed to agree the burden is on them to tell their own story and prove their effectiveness.