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Equity, Implementation, and Outcomes in Online Instruction for Credit Recovery in High Schools
Mon, April 12, 11:10am to 12:40pm EDT (11:10am to 12:40pm EDT), Division C, Division C - Section 3b: Technology-Based Environments Paper and Symposium Sessions 2Session Type: Working Group Roundtable
Abstract
School districts across the nation are using online credit recovery, particularly in large urban school districts and for students who are struggling academically. An emerging body of research links credit recovery programs to the rise in high school graduation rates but does not find comparable increases in student learning. In investigations focused at different levels of the education system and applying different theoretical and methodological approaches, this panel examines the implementation and outcomes of online credit recovery programs, with particular attention to issues of equity in opportunity and consequences for achievement gaps and post-high school outcomes. Importantly, the contributors examine the costs of credit recovery relative to traditional face-to-face instruction and estimate longer-term outcomes, including employment and earnings.
Sub Unit
Chair
Papers
High School Student Experiences and Outcomes in Online Courses: Implications for Educational Equity and the Future of Learning - Jennifer Suzanne Darling-Aduana, Georgia State University
An Evaluation of Credit Recovery as an Intervention for Students Who Fail Courses - Samantha Viano, George Mason University; Gary Henry, University of Delaware
Does the Labor Market Give Credit for Learning Online? Online Credit Recovery in High School and Later Labor Market Outcomes - Carolyn Heinrich, Vanderbilt University; Emily Cheng, University of Wisconsin - Madison
An Online Learning Approach to High School Credit Recovery: Initial Outcomes and Implementation Costs - Jordan Rickles, American Institutes for Research; Drew Atchison, American Institutes for Research; Peggy Clements, American Institutes for Research; Iliana Brodziak de los Reyes, American Institutes for Research; Jessica Heppen, American Institutes for Research