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Using Online Learning For Credit Recovery
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Book Synopsis Using Online Learning for Credit Recovery by : Allison Powell
Download or read book Using Online Learning for Credit Recovery written by Allison Powell and published by . This book was released on 2015 with total page 25 pages. Available in PDF, EPUB and Kindle. Book excerpt: Our country has been trying to address the graduation crisis in many ways. We are seeing the impact of the efforts to improve graduation rates over the past twenty years including agreement among states to implement a common cohort-based graduation rate, research-based efforts to improve the transition to 9th grade, increased academic and social supports, individualized instruction, effective use of educational technology and building new capacity of districts to provide multiple pathways to graduation including re-engagement centers so young people that had previously disengaged from school can re-enroll in school to complete their diplomas. Initially, when students were over-age and under-credited, school districts had to depend on alternative schools designed for students that need more support and/or flexibility, and used by students that may have disengaged from school, seeking a different learning environment or pushed out through disciplinary policies. With online and blended learning, districts are beginning to develop flexibly paced credit recovery to help students stay on track to graduation instead of finding themselves in senior year with no way to graduate. Alternative schools like other schools have been integrating online learning to create more options for students. Today, one of the root issues is the older students who are missing a significant number of credits do not have the time to sit in class again, thus competency-based programs are a better option. Online learning is inherently modular. Allowing more time to build mastery and experience smaller successes along the way would also function to prevent huge gaps in their learning that ultimately requires them to retake full courses today. At the heart of the issue, when students have gaps in learning, competency-based education approaches can let kids focus in more closely on where there are gaps in learning--rather than waiting until students have to catch up by re-enrolling in entire credits. Just focusing on making up credits may not help them strengthen their skills. Adaptive learning and educational software can really help students strengthen their basic foundational skills and increase fluency on the lower levels of Bloom's taxonomy on appropriate learning goals. But, that is not enough. Students need to be able to engage in higher order thinking skills and demonstrate deeper learning to build their analytical, evaluation, synthesis and be able to apply their learning on the higher levels of Bloom's taxonomy. It is important for students to get to the higher levels of depth of knowledge, and an especially critical issue for kids who are having trouble in school. It is important that our system begin to transform around the needs of students. To ensure success, the focus should be on how we help students graduate with the skills to be successful in life. Credit Recovery Resources are provided. ["Using Online Learning for Credit Recovery: Getting Back on Track to Graduation" was originally written by John Watson, and Burch Gemin in June 2008].
Book Synopsis Using Online Learning for At-Risk Students and Credit Recovery. Promising Practices in Online Learning by : John Watson
Download or read book Using Online Learning for At-Risk Students and Credit Recovery. Promising Practices in Online Learning written by John Watson and published by . This book was released on 2008 with total page 18 pages. Available in PDF, EPUB and Kindle. Book excerpt: Online learning programs are designed to expand high-quality educational opportunities and to meet the needs of diverse students. While the primary reason online courses are offered in school districts is to expand offerings to courses that would otherwise be unavailable, the second most commonly cited reason for offering online learning is to meet individual student needs, according to a survey done by the National Center for Education Statistics. Today's online programs and schools offer a broad range of online courses and services to reach a variety of students, from struggling to gifted, who seek personalized pathways to learning opportunities. Many educators are finding that online and blended learning are effective ways to reach students who fail one or more courses, become disengaged, or who seek an alternative to traditional education. Some of the early online programs that initially focused on high-achieving students, such as the Kentucky Virtual High School, have expanded offerings, and are finding success with a much broader range of students. As online learning moves past the early adopter phase, the growth of online programs focused on at-risk students or credit recovery has redefined how educational technology can be used to address the needs of all students, from advanced students in search of Advanced Placement or dual-credit courses, to at-risk students trying to find the right instructional mix to it their learning styles. As online programs increasingly focus on at-risk students and credit recovery, educators are finding that reaching these students presents a specific set of issues that are explored in this paper. (Contains 12 footnotes.).
Book Synopsis Stakeholder's Perceptions of Supplemental Online Learning for Credit Recovery by : Theresa Jeanne Pettyjohn
Download or read book Stakeholder's Perceptions of Supplemental Online Learning for Credit Recovery written by Theresa Jeanne Pettyjohn and published by . This book was released on 2012 with total page 203 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: District decision-makers and school leaders are faced with the challenge of evaluating various options to support at-risk students who are in danger of not graduating with their peers. Supplemental online learning is considered an innovative means of assisting students with credit recovery. Virtual schools and commercial curriculum providers have enumerated the benefits of online learning; however, the majority of the research has been conducted on post-secondary learners. Therefore, the purpose of this qualitative study was to understand stakeholders' perceptions of the benefits and challenges of high school supplemental online learning for credit recovery. This qualitative study employed a single case study design with purposive sampling. Participants included twelve high school students who had been enrolled in supplemental online learning for credit recovery. Additional participants included two content teacher monitors and four graduation coaches. The audio-recorded interviews were transcribed and coded for patterns in responses, from which major themes evolved. Student historical data and district online credit recovery data from the 2010-2011 school were reviewed. Findings revealed four major themes: expectations of self, others, and online coursework; students are at-risk for more than academics; the importance of choice and control; and the impact of online coursework. Online learning allowed greater flexibility, and the opportunity for students to have control over learning promoted academic success and improved outlook. Economic disadvantage continues to impact access to online learning. At- risk students acknowledged the benefits of online learning, and admit that they outweigh the challenges; however, there is still a need for a teacher. All participants endorsed the online learning environment for at-risk students over the traditional classroom. Negativity, distraction, criticism, and demands in the regular classroom diminish its effect. A relationship with a trusted staff member is a key component of at-risk students' success in online learning for credit recovery. There is an affective part of supporting at-risk students that cannot be minimized or ignored. There continues to be a lack of understanding of the rigor and relevance of online learning in the educational community and with the public at large.
Book Synopsis Expanding Minds and Opportunities by : Terry K. Peterson
Download or read book Expanding Minds and Opportunities written by Terry K. Peterson and published by . This book was released on 2013-02-05 with total page 448 pages. Available in PDF, EPUB and Kindle. Book excerpt: Expanding Minds and Opportunities: Leveraging the Power of Afterschool and Summer Learning for Student Success presents an impressive and significant body of work that comprises almost 70 reports, research studies, essays, articles, and commentaries by more than 100 authors representing a range of researchers, educators, policy makers, and professionals in the field, as well as thought leaders and opinion influencers. Collectively, these writings boldly state that there is now a solid base of research and best practices clearly showing that quality afterschool and summer learning programs-including 21st Century Community Learning Centers-make a positive difference for students, families, schools, and communities.
Book Synopsis A Study of the Effectiveness of an Online Credit Recovery Initiative in Preventing High School Dropouts by : April Lyman Williams
Download or read book A Study of the Effectiveness of an Online Credit Recovery Initiative in Preventing High School Dropouts written by April Lyman Williams and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: According to the Texas Public Education Information and Management System (PEIMS) Student Data Report (2011), a total of 21,813 students in the class of 2011, Grade 9 cohort, dropped out. The focus of this study is to determine the current state of online learning opportunities available to at-risk, inner-city youth, in order for them to complete their high school diploma. A non-experimental, descriptive design research study was conducted. The study looked at a population of inner-city students who completed online credit recovery programs, as well as inner-city students who completed credit recovery courses through a traditional model, focusing on graduation rates. This study found that students had a higher graduation rate in online credit recovery courses, while fewer students that completed traditional credit recovery graduated. Results suggest that online learning has the potential to decrease the number of dropouts in urban areas, allowing more students to successfully gain a high school diploma.
Book Synopsis Choosing College by : Michael B. Horn
Download or read book Choosing College written by Michael B. Horn and published by John Wiley & Sons. This book was released on 2019-09-11 with total page 304 pages. Available in PDF, EPUB and Kindle. Book excerpt: Cut through the noise and make better college and career choices This book is about addressing the college-choosing problem. The rankings, metrics, analytics, college visits, and advice that we use today to help us make these decisions are out of step with the progress individual students are trying to make. They don't give students and families the information and context they need to make such a high-stakes decision about whether and where to get an education. Choosing College strips away the noise to help you understand why you’re going to school. What's driving you? What are you trying to accomplish? Once you know why, the book will help you make better choices. The research in this book illustrates that choosing a school is complicated. By constructing more than 200 mini-documentaries of how students chose different postsecondary educational experiences, the authors explore the motivations for how and why people make the decisions that they do at a much deeper, causal level. By the end, you’ll know why you’re going and what you’re really chasing. The book: Identifies the five different Jobs for which students hire postsecondary education Allows you to see your true options for what’s next Offers guidance for how to successfully choose your pathway Illuminates how colleges and entrepreneurs can build better experiences for each Job The authors help readers understand not what job students want out of college, but what "Job" students are hiring college to do for them.
Book Synopsis The Impact of an Online Credit Recovery Program on Students in Grades Nine and Ten by : Andrew P. Capone
Download or read book The Impact of an Online Credit Recovery Program on Students in Grades Nine and Ten written by Andrew P. Capone and published by . This book was released on 2017 with total page 103 pages. Available in PDF, EPUB and Kindle. Book excerpt: Students who fall behind in credits in their first years of high school are at risk of not graduating. William Penn High School (WPHS) offers students who fail courses the opportunity to make up lost credits by using an online option called the WPHS Credit Recovery Program. The WPHS Credit Recovery Program is designed to keep students on the path toward graduation. It has been assisting students since 2012, but has never been evaluated. Currently the courses in the program consist of video lessons followed by multiple-choice assessments. Common Core State Standards (CCSS) require a level of rigor that the current program may not provide. This is an evaluation of the WPHS Credit Recovery Program using quantitative and qualitative measures. ☐ Colonial School District Curriculum and Instruction experts evaluated the following credit recovery courses, English I, English II, Integrated Math I, and Integrated Math II, on a custom rubric created by the investigator for this study. Students in the WPHS Credit Recovery Program completed a Likert-type survey about their perceptions of online learning and traditional classroom learning. A focus group interview was conducted with students who failed either English or Integrated Math during their first two years of high school. Teachers of English I, English II, Integrated Math I, and Integrated Math II participated in a separate focus group interview. Student records from 2013-2014 and 2014-2015 were reviewed to see if students benefited from the program. ☐ Results of the evaluation revealed a program that is lacking in quality with low rigor courses that do not align to CCSS. Perceptions of the WPHS Credit Recovery Program differed between WPHS students and teachers. The program is not without merit; more students who participated in the online WPHS Credit Recovery Program graduated compared to students who did not participate in the online credit recovery program. Retention of the WPHS Credit Recovery Program is proposed since the program helps students meet graduation requirements. Recommendations are offered for program improvement, including the formation of a credit recovery team to guide a major redesign of the WPHS Credit Recovery Program.
Book Synopsis Implementing Student-Level Random Assignment During Summer School by : Jessica Heppen
Download or read book Implementing Student-Level Random Assignment During Summer School written by Jessica Heppen and published by . This book was released on 2011 with total page 6 pages. Available in PDF, EPUB and Kindle. Book excerpt: Credit recovery is one strategy to deal with high failure rates. The primary goal of credit recovery programs is to give students an opportunity to retake classes that they failed in an effort to get them back on track and keep them in school (Watson & Gemin, 2008). Most recently, as schools across the nation struggle to keep students on track and re-engage students who are off track, online learning has emerged as a promising and increasingly popular strategy for credit recovery: more than half of respondents from a national survey of administrators from 2,500 school districts reported using online learning in their schools for credit recovery, with just over a fifth (22%) reporting "wide use" of online learning for this purpose (Greaves & Hayes, 2008). Despite the growing use of online courses for credit recovery, the evidence base is thin. This paper describes the design and initial implementation of a randomized control trial that was designed to strengthen the evidence base surrounding online courses used for credit recovery. This study is testing: (1) the impact of online Algebra I for credit recovery against the standard face-to-face (f2f) version of the course and (2) the effects of offering expanded credit recovery options with online algebra, relative to business as usual (i.e., the summer programming that schools would offer in the absence of efforts to expand credit recovery). The setting will be Chicago Public Schools (CPS) high schools with freshman Algebra I failure rates of 20% or higher. The target students for this study are first-time freshmen who failed Algebra IB but passed the first semester. The study is first being implemented in summer 2011, and the authors will describe the study design and report on the implementation of the first summer cohort, including challenges and lesson learned from expanding access to credit recovery courses for at-risk students and conducting random assignment "on the spot" as students show up to take summer classes. The paper will also describe methods for measuring student participation and engagement in online courses, including interactions with online teachers, online students and in-class mentors.
Book Synopsis A Second Chance to Graduate on Time by : Eric L. Jones
Download or read book A Second Chance to Graduate on Time written by Eric L. Jones and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: High schools in the United States are facing increased scrutiny to increase the number of students graduating with a diploma in four years. This pressure comes from many sources. First, the No Child Left Behind Act instituted graduation as a measure of a high school's success at the federal level. States soon followed by increasing accountability in this area. Differences in how graduation rates were measured and advancements in data tracking technology led to many states measuring cohort groups of students who enter high school in the ninth grade and tracking them to see how many graduate in four years. This measure became known as an on-time graduation rate and, in many states, became a measure used to determine high school's accreditation. School districts responded to these changes in accountability by instituting new programs designed to increase graduation rates and decrease the number of students dropping out. One type of program that has increased in popularity across the country is the online credit recovery program. Online credit recovery programs utilize an asynchronous online learning platform that is designed for students who are repeating a course they failed in a traditional classroom setting. Features of an online credit recovery program include a one-to-one learning environment where students interact with digital curriculum that includes text, audio, video, and graphic information. Online credit recovery courses are designed so that students can demonstrate mastery of known content quickly and focus on material they did not master the first time they took the course. This instructional approach, along with the asynchronous design that allows students to work through course content at their own pace, enables students to earn a course credit in a reduced period of time. The purpose of the current study was to capture the perceptions of students who are enrolled in an online credit recovery program. The goal of the study to document what factors they believed contributed to their success. The study was driven by research questions which sought to analyze the (1) factors students attributed to their success in the online credit recovery program, (2) perceived chances of graduating from high school on-time after successfully completing the course, (3) relationship between the credit recovery course and the one-to-one laptop computing initiative supported by the school district, and (4) online learning environment of the credit recovery program, as compared to a traditional classroom setting. A qualitative, phenomenological design was used to explore the research questions. Twenty retained ninth grade students were interviewed. Ten came from each of the two schools that first implemented the online credit recovery program in the school district. The researcher inductively coded these interviews which allowed themes to emerge through the voices of these students. These themes included a sense of control of the learning environment in the online credit recovery program that students did not feel in a regular classroom. This control was manifested by the self-paced, distraction-free, learning environment that was enhanced by the district's one-to-one laptop computing initiative. Also, increased and varied opportunities to demonstrate mastery fostered this sense of control. Another major theme that emerged is that students believed that their chances to graduate on-time were improved because they were able to earn a credit in a course quickly that they had previously failed. The ability to recover this credit allowed students to avoid traditional credit recovery options in which they felt they would not be successful. Students also perceived that they would continue to experience success if they were allowed to take other courses through the online credit recovery program.
Book Synopsis Comparing Success Rates for General and Credit Recovery Courses Online and Face to Face by : John Hughes
Download or read book Comparing Success Rates for General and Credit Recovery Courses Online and Face to Face written by John Hughes and published by . This book was released on 2015 with total page 51 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report describes the results of a REL Southeast study comparing student success in online credit recovery and general courses taken online compared to traditional face-to-face courses. Credit recovery occurs when a student fails a course and then retakes the same course to earn high school credit. This research question was motivated by the high use of online learning in the Southeast, particularly as a method to help students engage in credit recovery. The data for this study covered all high school courses taken between 2007/08 and 2010/11 in Florida (excluding Driver's and Physical Education). The study compares the likelihood of a student earning a C or better in an online course as compared to a face-to-face course. Comparisons for both general and online courses include those courses taken for the first time and credit recovery courses. The results show that the likelihood of a student earning a grade of C or better was higher when a course was taken online than when taken face-to-face, both for general courses and credit recovery courses. Most subgroups of students also had higher likelihood of success in online courses compared to face-to-face courses, except that English language learners showed no difference in outcomes when taking credit recovery courses online. However, it is not possible to determine whether these consistent differences in course outcomes are attributable to greater student learning, other factors such as differences in student characteristics, or differences in grading standards. The following are appended: (1) Data and methodology; and (2) Detailed results.
Book Synopsis Online Learning as a Remedy for Course Failure by : Samantha Lillian Viano
Download or read book Online Learning as a Remedy for Course Failure written by Samantha Lillian Viano and published by . This book was released on 2018 with total page 171 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Academic Outcomes for North Carolina Virtual Public School Credit Recovery Students. REL 2017-177 by : D. T. Stallings
Download or read book Academic Outcomes for North Carolina Virtual Public School Credit Recovery Students. REL 2017-177 written by D. T. Stallings and published by . This book was released on 2016 with total page 58 pages. Available in PDF, EPUB and Kindle. Book excerpt: Across the Regional Educational Laboratory Southeast Region there is growing interest in strengthening the presence of online learning in all public schools to help equalize education opportunities for all students and prepare students for a digital future. For instance, the North Carolina General Assembly has required that the state transition to digital learning tools by 2017, and work is under way to meet that goal. This study was designed to expand stakeholders' understanding of one pre-existing aspect of digital learning that helped inspire the state's transition--the extent to which online learning is already providing digitally enhanced options for students at risk of dropping out. Both virtual schools and state education agencies are interested in learning more about the reach of credit recovery programs (which allow students to retake required courses to make up graduation credits for courses they failed) and how outcome data differ across credit recovery options. These questions also are important to district-level personnel, especially in North Carolina. Though North Carolina dropout rates have decreased and graduation rates have risen in recent years, considerable public pressure remains for school districts to continue to improve these rates, and interest in using online credit recovery to address the issue is growing. This study examined the North Carolina Virtual Public School's (NCVPS) credit recovery program (which was added to NCVPS's extensive list of high school course offerings in 2008) and other common credit recovery options available to students in the state (such as summer school and traditional school-year course repetition, as well as online credit recovery provided by third-party vendors). It also compared short- and longer-term academic outcome data across the credit recovery options. Finally, the study calculated correlations between the academic outcomes and characteristics of students enrolled in the various credit recovery options to lay the groundwork for future research on the efficacy of credit recovery programs. Key findings include: (1) NCVPS credit recovery students were less likely than other credit recovery students to be economically disadvantaged, and a greater proportion entered high school proficient in math and reading; (2) There was little difference in the short-term success rates (such as end-of-course exam scores) between NCVPS credit recovery students and other credit recovery students; (3) On measures of longer-term success (such as graduation rates), NCVPS credit recovery students were less likely than other credit recovery students to graduate, but those who did graduate were more likely to stay on track to graduate (by succeeding in subsequent related coursework) and to graduate on time (that is, within four years); and (4) Black NCVPS credit recovery students were less likely than students of other racial/ethnic groups to reach proficiency in the recovered course (as measured by test scores) but were more likely to succeed in subsequent coursework in the same subject area after completion of the credit recovery course. The following are appended: (1) Data and methodology; (2) Regression results referenced in the main text; (3) Detailed results of all regression analyses; and (4) Interview protocols for third-party vendors.
Book Synopsis Creating Teacher Immediacy in Online Learning Environments by : D'Agustino, Steven
Download or read book Creating Teacher Immediacy in Online Learning Environments written by D'Agustino, Steven and published by IGI Global. This book was released on 2016-03-31 with total page 381 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educators are finding that communication and interaction are at the core of a successful web-based classroom. This interactivity fosters community, which contributes to effective and meaningful learning. Positive online communities and the communication therein encourage students to interact with others’ views which not only grows one’s empathy, but is an integral part of constructivist learning theories. Because of this, the most important role of an educator in an online class is one that ensures student interactivity and engagement. Creating Teacher Immediacy in Online Learning Environments addresses the most effective models and strategies for nurturing teacher immediacy in web-based and virtual learning environments. A number of innovative methods for building an authentic, personalized online learning experience are outlined and discussed at length within this publication, providing solutions for pre-service as well as in-service educators. This book is a valuable compilation of research for course designers, faculty, students of education, administration, software designers, and higher education researchers.
Book Synopsis Handbook of Research on K-12 Online and Blended Learning by : RIchard E. Ferdig
Download or read book Handbook of Research on K-12 Online and Blended Learning written by RIchard E. Ferdig and published by Lulu.com. This book was released on 2014 with total page 542 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The Handbook of Research on K-12 Online and Blended Learning is an edited collection of chapters that sets out to present the current state of research in K-12 online and blended learning. The beginning chapters lay the groundwork of the historical, international, and political landscape as well as present the scope of research methodologies used. Subsequent sections share a synthesis of theoretical and empirical work describing where we have been, what we currently know, and where we hope to go with research in the areas of learning and learners, content domains, teaching, the role of the other, and technological innovations."--Book home page.
Book Synopsis Targeting Summer Credit Recovery by : Jared Eno
Download or read book Targeting Summer Credit Recovery written by Jared Eno and published by . This book was released on 2014 with total page 5 pages. Available in PDF, EPUB and Kindle. Book excerpt: Algebra is considered a key gatekeeper for higher-level mathematics course-taking in high school and for college enrollment (Adelman, 2006; Gamoran & Hannigan, 2000). Yet, algebra pass rates are consistently low in many places (Higgins, 2008; Ham & Walker, 1999; Helfand, 2006), including Chicago Public Schools (CPS). This is of particular concern because academic performance in core courses during the first year of high school is the strongest predictor of eventual graduation (Allensworth & Easton, 2005). Offering online credit recovery courses is one strategy to deal with high failure rates. However, no rigorous evidence currently exists about the efficacy of online credit recovery courses. Understanding patterns of treatment effects may provide clues to the relative strengths and weaknesses of online and standard face-to-face (f2f) learning. A related policy question is whether district and school administrators should target online learning to certain students. This paper investigates these questions by exploring heterogeneity in the treatment effects of online algebra credit recovery using Chicago Public School students who failed second semester Algebra I in the spring of freshman year, and attempted credit recovery as part of the study in summer 2011 or 2012. [For a related abstract, see ED562834.].
Download or read book Learning Online written by Barbara Means and published by Routledge. This book was released on 2014-04-03 with total page 233 pages. Available in PDF, EPUB and Kindle. Book excerpt: At a time when more and more of what people learn both in formal courses and in everyday life is mediated by technology, Learning Online provides a much-needed guide to different forms and applications of online learning. This book describes how online learning is being used in both K-12 and higher education settings as well as in learning outside of school. Particular online learning technologies, such as MOOCs (massive open online courses), multi-player games, learning analytics, and adaptive online practice environments, are described in terms of design principles, implementation, and contexts of use. Learning Online synthesizes research findings on the effectiveness of different types of online learning, but a major message of the book is that student outcomes arise from the joint influence of implementation, context, and learner characteristics interacting with technology--not from technology alone. The book describes available research about how best to implement different forms of online learning for specific kinds of students, subject areas, and contexts. Building on available evidence regarding practices that make online and blended learning more effective in different contexts, Learning Online draws implications for institutional and state policies that would promote judicious uses of online learning and effective implementation models. This in-depth research work concludes with a call for an online learning implementation research agenda, combining education institutions and research partners in a collaborative effort to generate and share evidence on effective practices.
Book Synopsis Efficacy of Online Algebra I for Credit Recovery for At-Risk Ninth Graders by : Jessica Heppen
Download or read book Efficacy of Online Algebra I for Credit Recovery for At-Risk Ninth Graders written by Jessica Heppen and published by . This book was released on 2012 with total page 12 pages. Available in PDF, EPUB and Kindle. Book excerpt: The consequences of failing core academic courses during the first year of high school are dire. In the Chicago Public Schools (CPS), only about one-fifth of off-track freshmen--students who fail more than one semester of a core academic course and/or fail to earn enough credits to be promoted to 10th grade--graduate high school, compared with over 80% of on-track freshmen (Allensworth & Easton, 2005, 2007). Failure of Algebra I is particularly problematic. In CPS, only 13% of students who fail both semesters of Algebra I in 9th grade graduate in 4 years, and the largest share of 9th grade algebra failures occur in the second semester of the course. Elucidating the ways that students can get back on track is of the utmost policy importance. Credit recovery is one strategy to deal with high failure rates. The primary goal of credit recovery programs is to give students an opportunity to retake classes that they failed in an effort to get them back on track and keep them in school (Watson & Gemin, 2008). As schools across the nation struggle to keep students on track and re-engage students who are off track, online learning has emerged as a promising and increasingly popular strategy for credit recovery. Despite the growing use of online courses for credit recovery, the evidence base is thin. This paper describes the design, implementation, and results of a randomized control trial that was designed to address this gap. The primary intent of the proposed paper is to share findings to date for the two cohorts of students who participated in two Algebra I credit recovery courses (one online and one face-to-face) as part of this trial--first time freshmen in 2010-11 at 15 CPS high schools and first-time freshmen at 13 CPS high schools in 2011-12. Tables and figures are appended.
