High School Credit Recovery: Effect of an Online Course on Student Experiences and Initial Outcomes

• In Event: The Use of Online Courses for High School Credit Recovery: Implementation, Initial Outcomes, and Costs

Abstract

Objectives
To examine the effectiveness of online credit recovery courses, this presentation discusses differences in student experiences and initial academic outcomes for students who enrolled in online and teacher-directed credit recovery classes.

Perspective
The promise of online courses for credit recovery lies in features afforded by the technology that, when utilized, can result in courses designed to meet the specific needs of academically at-risk students. These features include diagnostic assessments to “personalize” content; interactive tools to promote engagement; lessons that consistently employ evidence-based models for structuring concepts; and flexibility that allows students to progress through course material at their own pace (Archambault et al., 2010; Bakia et al., 2013; Blackboard K–12, 2009; Dynarski et al, 2008; Mayer, 2011; Mayer & Moreno, 2003; U.S. Department of Education, 2009).

Methods
Students within schools were randomly assigned to take their credit recovery course in an online class (treatment) or a teacher-directed class (control). We estimated average treatment effects for the intent-to-treat student sample using regular and logistic regression models that control for student characteristics, course subject, and randomization blocks. For student survey- and test-based outcomes, we included inverse-probability weighting to account for non-response.

Data Sources
The analysis is based on the following data sources: (1) a student survey to measure student experiences in the course; (2) end-of-course student test to measure English content knowledge; and (3) course final grades. The data sources and measures are described in Table 2.1.

Results
Preliminary results indicate that students assigned to the treatment and control classes had similar experiences in the class (see Figure 2.1) and similar test scores (see Figure 2.2). But treatment students were less likely to pass the class (see Figure 2.3). Forthcoming analyses will examine how effects differ across courses, student subgroups, and degrees of implementation.

Significance
The results fill a critical need for rigorous evidence about the effective use of online credit recovery for high school students and demonstrate the challenge of improving student experiences in credit recovery courses. The results also raise concerns about how to balance rigor, remediation, and grading in credit recovery courses. Session discussants will provide insight from a district administrator’s, an online course provider’s, and an educational researcher’s perspective about how districts can address these concerns to support the academic success of students attempting to recover course credit.

Authors

• Rui Yang, Facebook

• Jordan Rickles, American Institutes for Research

• Iliana Brodziak de los Reyes, American Institutes for Research

• Jessica Heppen, American Institutes for Research