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Getting At-Risk Students Back on Track: Results From a Randomized Trial of Algebra Credit Recovery
Sat, April 9, 4:05 to 6:05pm, Marriott Marquis, Floor: Level Two, Marquis Salon 2Session Type: Symposium
Abstract
The consequences of failing core courses during the first year of high school are dire, and students who fail Algebra I in particular are very unlikely to graduate. This symposium will discuss findings from a rigorous study of credit recovery. The study examined the impacts on students’ achievement and other academic outcomes of taking an online Algebra I course for credit recovery in the summer after ninth grade, versus taking a standard face-to-face (f2f) version of the course. The papers describe the implementation of the online and f2f courses and their impacts on outcomes through high school graduation for 1,400 at-risk students in the Chicago Public Schools who enrolled in them after their freshman year.
Sub Unit
Chair
Papers
Impact of Online Versus F2F Algebra Credit Recovery - Jessica Heppen, American Institutes for Research; Nicholas Andrew Sorensen, American Institutes for Research
Online Algebra Credit Recovery: Characteristics of In-Class Mentor Instructional Support - Suzanne Stachel Taylor, American Institutes for Research; Jordan Rickles, American Institutes for Research
Content and Rigor of Algebra Credit-Recovery Courses - Kirk Walters, American Institutes for Research; Nicholas Andrew Sorensen, American Institutes for Research
Getting Back on Track: Who Needs Algebra I Credit Recovery and Subsequent Achievement Gaps - Jordan Rickles, American Institutes for Research; Lauren Fellers, Teachers College, Columbia University
Effects of Expanding Summer Credit Recovery in Algebra - Elaine M. Allensworth, University of Chicago; Valerie Michelman, University of Chicago