Effects of Expanding Summer Credit Recovery in Algebra

• In Event: Getting At-Risk Students Back on Track: Results From a Randomized Trial of Algebra Credit Recovery

Abstract

Purpose & Theoretical Framework
This study examines the benefits of offering expanded credit recovery options for ninth grade algebra, relative to business as usual. In particular, we test to what extent expanding the number of seats available in summer school classes as well as the outreach efforts informing students of and encouraging their attendance to summer school results in increased credit recovery. In addition, we examine if this increased credit recovery results in long-term attainment and achievement gains.

Methods
In summers 2011 and 2012, some high schools in CPS were given the resources (funding for teacher salaries, logistical support finding teachers and recruiting students) for sections of second-semester Algebra I credit recovery courses. Schools were eligible to participate if they fell above a cut-off point in terms of the number of their students who failed second semester algebra in 2010.

Using difference-in-difference approach, comparing two pre-treatment and two post-treatment cohorts of ninth graders, and schools that were eligible and those that were not, we perform two school-level analyses and one student-level analysis. The first analysis uses a school fixed effect model to examine the intent-to-treat (ITT) effect of receiving an invitation to participate in expanded summer credit recovery. The second analysis examines the local treatment-on-the-treated (TOT) effect of accepting to participate in expanded summer credit recovery. We assume that, conditional on cohort size and failure rates in the current year, the number of failures in a past year (i.e., 2010) is only related to our outcome of interest through participating in expanded credit recovery. Thus, we use eligibility status in a year to instrument for participation. The third analysis examines the local effect of successfully recovering an algebra credit over the summer using a similar instrumental variables approach.

Data Sources
Administrative records from Chicago Public Schools including enrollment, course taking, grades, attendance, and standardized test scores are used in this analysis.

Results
In schools that participated in the study, 28% of freshman who failed second semester algebra recovered the credit over the summer, in contrast to 13% who would have recovered in absence of expanded credit recovery. Students at schools with expanded credit recovery were more likely to take future math courses on time, but experience no detectable changes in future test scores. Four-year high school graduation outcomes will be available fall 2015 and analyzed well in advance of AERA.

Scholarly Significance
There is some evidence from prior literature that intensive remedial programs over the summer improve student test scores when there are strong incentives for students to demonstrate growth. However, there is little evidence about the extent to which standard credit recovery produces similar gains in learning outcomes or educational attainment. We provide evidence that business-as-usual summer credit recovery does not produce detectable test score gains. With graduation data (expected September 2015), we will be able to conclude whether credit recovery lead to greater educational attainment, even absent test score gains.

Authors

• Elaine M. Allensworth, University of Chicago

• Valerie Michelman, University of Chicago