Online Credit Recovery Programs Offered in U.S. High Schools: Effect on Society, a Quantitative Study

2021 ◽  
Author(s):  
Adrianne Harrison-Surgeon
Keyword(s):  
High Schools ◽  
Quantitative Study ◽  
Credit Recovery ◽  
Recovery Programs ◽  
Credit Recovery Programs

scholarly journals A Quantitative Study on Credit Recovery Curricula for Improving High School Graduation Rates

2020 ◽  
Author(s):  
Barbara Vaiana
Keyword(s):  
High School ◽  
Graduation Rates ◽  
High School Graduation ◽  
Credit Recovery ◽  
High School Graduation Rates ◽  
Recovery Programs ◽  
Ex Post ◽  
Significant Difference ◽  
School Graduation ◽  
Credit Recovery Programs

<p>A quantitative, ex post facto causal comparative study methods was used to determine the impacts of implementing credit recovery into high school curricula on graduation rates. A thematic literature review described the particular areas of the literature and research purpose. The target sample was Illinois high school districts with and without credit recovery programs implemented and for years 2007-2010 pre-implementation and years 2011-2014 post-implementation. A multivariate analysis of variance (MANOVA) was conducted to test the multiple continuous dependent variables, high school graduation rates and the hypotheses regarding the effect of credit recovery programs on graduation rates. Results indicated there was no statistically significant difference between groups even when controlling for attendance. Recommendations and suggestions for future research were provided.</p>

Leading an Online School

2011 ◽  
pp. 109-121 ◽  
Author(s):  
Virginia E. Garland
Keyword(s):  
Online Learning ◽  
Charter School ◽  
Best Practice ◽  
Virtual Learning ◽  
Credit Recovery ◽  
Recovery Programs ◽  
Administrative Team ◽  
Online School ◽  
Credit Recovery Programs

The case study of best practice in leading an online school looks at New Hampshire’s Virtual Learning Academy Charter School (VLACS), because it has an effective administrative team, which supports online learning in both accelerated and credit recovery programs.

Analysis of Nominally Equivalent Outcome Studies: A Comment on Rickles, Heppen, Allensworth, Sorensen, and Walters (2018)

2019 ◽  
Vol 48 (4) ◽  
pp. 239-240
Author(s):  
Mark C. White
Keyword(s):  
Null Hypothesis ◽  
Credit Recovery ◽  
Outcome Studies ◽  
Recovery Programs ◽  
Credit Recovery Programs

Rickles, Heppen, Allensworth, Sorensen, and Walters (2018) compare two credit recovery programs with a null hypothesis of equal effects. Upon failing to reject the null, they implicitly accept the null. However, not rejecting the null is not equivalent to accepting the null, a confusion common to a range of research, which I highlight.

Credit Recovery

2022 ◽  
pp. 405-419
Author(s):  
Blair Payne
Keyword(s):  
Students With Disabilities ◽  
Students Of Color ◽  
Scientific Research ◽  
Credit Recovery ◽  
Alternative Learning ◽  
Recovery Programs ◽  
History Of ◽  
Short And Long Term ◽  
Credit Recovery Programs

Credit recovery programs are a form of alternative learning in which students have an additional opportunity to gain credit, or pass, a previously failed class by retaking the course, either in full or with key standards. Although little scientific research exists regarding the effectiveness of credit recovery, in addition to the short- and long-term impacts that it has on students, research has determined that students of color and students with disabilities are disproportionally represented within credit recovery programs. As a result, some of a school's most vulnerable students end up in credit recovery programs and directly experience the inequitable implications of the programming. This chapter examines the history of credit recovery, the studies that have sought to address its effectiveness as an intervention, the inequalities that the system has inadvertently created, and future recommendations for consideration.

A Quantitative Study on Credit Recovery Curricula for Improving High School Graduation Rates

2020 ◽  
Author(s):  
Barbara Vaiana
Keyword(s):  
High School ◽  
Graduation Rates ◽  
High School Graduation ◽  
Credit Recovery ◽  
High School Graduation Rates ◽  
Recovery Programs ◽  
Ex Post ◽  
Significant Difference ◽  
School Graduation ◽  
Credit Recovery Programs

<p>A quantitative, ex post facto causal comparative study methods was used to determine the impacts of implementing credit recovery into high school curricula on graduation rates. A thematic literature review described the particular areas of the literature and research purpose. The target sample was Illinois high school districts with and without credit recovery programs implemented and for years 2007-2010 pre-implementation and years 2011-2014 post-implementation. A multivariate analysis of variance (MANOVA) was conducted to test the multiple continuous dependent variables, high school graduation rates and the hypotheses regarding the effect of credit recovery programs on graduation rates. Results indicated there was no statistically significant difference between groups even when controlling for attendance. Recommendations and suggestions for future research were provided.</p>

Student Voice in School Improvement: A Principal in the Nuevo South Reflects on a Student-Centered Practitioner Inquiry

2021 ◽  
Vol 36 (1) ◽  
pp. 208-219
Author(s):  
Susan Chappell
Keyword(s):  
School Improvement ◽  
Student Voice ◽  
Credit Recovery ◽  
Instructional Change ◽  
Practitioner Inquiry ◽  
Student Centered ◽  
Policy Actors ◽  
Recovery Programs ◽  
Credit Recovery Programs

The purpose of this brief is to share my reflections as a practitioner-scholar conducting a student-centered inquiry. My dissertation sought to provide a channel for accessing Latinx students’ voices regarding their experiences in credit recovery programs. I share what I learned from students and how the power harnessed by the input of authentic student voice is now driving instructional change throughout the building and the district. I conclude with recommendations for other practitioners on ways they may begin to include students in school improvement efforts as co-leaders, co-researchers, and co-policy actors.

scholarly journals Credit Recovery Curricula for Improving Graduation Rate.docx

2020 ◽  
Author(s):  
Barbara Vaiana
Keyword(s):  
High School ◽  
Graduation Rates ◽  
Credit Recovery ◽  
Future Research ◽  
High School Graduation Rates ◽  
Recovery Programs ◽  
Ex Post ◽  
Significant Difference ◽  
Ex Post Facto ◽  
Credit Recovery Programs

<p>A quantitative, ex post facto causal comparative study methods was used to determine the impacts of implementing credit recovery into high school curricula on graduation rates. A thematic literature review described the particular areas of the literature and research purpose. The target sample was Illinois high school districts with and without credit recovery programs implemented and for years 2007-2010 pre-implementation and years 2011-2014 post-implementation. A multivariate analysis of variance (MANOVA) was conducted to test the multiple continuous dependent variables, high school graduation rates and the hypotheses regarding the effect of credit recovery programs on graduation rates. Results indicated there was no statistically significant difference between groups even when controlling for attendance. Recommendations and suggestions for future research were provided.</p>

scholarly journals ASSESSING THE VALIDITY AND RELIABILITY OF A QUESTIONNAIRE ON COOPERATION BETWEEN LEARNING PLACES (VOCATIONAL HIGH SCHOOL AND INDUSTRY)

2021 ◽  
Vol 2 (1) ◽  
pp. 17-28
Author(s):  
Rita Fransina Maruanaya ◽  
Thomas Köhler
Keyword(s):  
High School ◽  
High Schools ◽  
Quantitative Study ◽  
Content Validity ◽  
Pearson Correlation ◽  
Hotel Management ◽  
Vocational High School ◽  
Validity And Reliability ◽  
Cronbach Alpha ◽  
Vocational High Schools

This study aimed to measure the validity and reliability of the questionnaire in the context of scientific research on the cooperation of vocational high schools and industry for example in the field of Hotel management. Participants (n=20) were teachers of Vocational High Schools and Trainers of Hotels. This is a quantitative study. The validity test was conducted through items content validity using Pearson Correlation Product Moment. The Cronbach Alpha value was applied to determine the reliability of the questionnaire. The result showed that questionnaire is valid with 35 questions and the values of Cronbach Alpha are Variable 1= 0,94 (perfect), Variable 2=0,84 (high), Variable 3= 0,53 (average), Variable 4=0,92 (perfect). Based on the results, it can be stated that the questionnaire is valid and reliable. Therefore, it can be used as an instrument for a study

scholarly journals Teacher Performance: The effect on Teacher Satisfaction in Public Senior High Schools

2021 ◽  
Vol 2 (2) ◽  
pp. 47-52
Author(s):  
Hamidi Hamidi ◽  
A. Wahab Jufri ◽  
I Wayan Karta
Keyword(s):  
High School ◽  
High Schools ◽  
Data Analysis ◽  
Quantitative Study ◽  
Random Sampling ◽  
Teacher Satisfaction ◽  
Teacher Performance ◽  
Sampling Technique ◽  
Total Sample ◽  
Senior High School

This research aim to determine the effect of performance on teachers satisfaction in Public Senior High Schools in Lombok, Indonesia. This study is a quantitative study was conducted in Lombok with a population of 580 teachers. The total sample of 85 teachers was obtained by a proportional random sampling technique. Data analysis was performed by regression. The results showed that performance has an impact on teacher satisfaction. The teachers of public senior high school in Lombok will be satisfied if their performance is very good. It was concluded that one way to maintain teacher satisfaction is by improving performance

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