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An Evaluation of Credit Recovery as an Intervention for High School Students Who Fail Courses

Samantha Viano,
Gary T. Henry

Credit recovery (CR) refers to online courses that high school students take after previously failing the course. Many have suggested that CR courses are helping students to graduate from high school without corresponding increases in academic skills. This study analyzes administrative data from the state of North Carolina to evaluate these claims using full data from public and private CR providers. Findings indicate that students who fail courses and enroll in CR have lower test scores of up to two tenths of a standard deviation and are about seven percent more likely to graduate high school on time than students who repeat courses traditionally. Test score differences are particularly large for Biology compared to Math I and English II. Hispanic and economically disadvantaged CR students are more likely to graduate high school than their peers.

Keywords
online learning, virtual learning, high school, drop out, test scores, evaluation
Education level
K-12 Education
Topics
Out-of-School and Alternative Education
Tags
Student supports,
High schools,
Assessment
Download 09/2020
Supplementary Appendix
Document Object Identifier (DOI)
10.26300/kcx1-vk12
EdWorkingPaper suggested citation:
Viano, Samantha, and Gary T. Henry. (). An Evaluation of Credit Recovery as an Intervention for High School Students Who Fail Courses. (EdWorkingPaper: -302). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/kcx1-vk12

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