Drexel University (UNITED STATES)
About this paper:
Appears in: EDULEARN21 Proceedings
Publication year: 2021
Page: 655 (abstract only)
ISBN: 978-84-09-31267-2
ISSN: 2340-1117
doi: 10.21125/edulearn.2021.0180
Conference name: 13th International Conference on Education and New Learning Technologies
Dates: 5-6 July, 2021
Location: Online Conference
This study assessed online credit recovery programs' effectiveness in addressing "the Drop Out Problem" in the United States. This study provides a profile of school culture (behaviors) associated with successful online credit recovery programs which can be used as a basis to increase needed student support and teacher training improvements.

Schools that offer online credit recovery and the relationship with school culture and school retention are explored by following postsecondary school students to discern their contributions to society three years beyond their expected H.S. graduation date. This research addresses the need for educational programs designed to solve the student drop out problem. Over a lifetime, dropouts typically earn less, suffer from poorer health as adults, and are more likely to wind up in jail than their diploma-earning peers. At-risk students are placed in alternative settings after having received punitive disciplinary practices resulting in academic and social failure. This research provides an overview of the Literature with three streams; online credit recovery & virtual programs, school culture and school retention. To carry out the investigation of this study research these streams of literature explored how to identify students who are considered at-risk. Students who took online recovery courses and students who took face-to-face recovery courses seemed to rely on positive interaction with teachers to reach completion. Current research show that at-risk students benefit from taking online recovery courses if they can (a) follow the rules of the program, (b) be self-motivated, and (c) communicate their needs effectively. Those students who have failed core courses can take credit recovery courses to meet graduation requirements. At-risk high school seniors, who need credits for graduation, benefit most by enrolling in online credit recovery and extra online courses. Outside influences may promote personal, social, and cultural barriers that could entice or deter at-risk students from being academically at their best. Student engagement is considered a behavior affecting school retention.

In this study the effectiveness of online credit recovery programs and student contribution to society beyond high school graduation is examined using a post-positivist quantitative approach. Research questions include; 1) What is the relationship between the availability of online credit recovery programs and high school retention? 2) What is the relationship between school culture and school retention in schools that offer online credit recovery programs ? 3) What is the relationship between the availability of online credit recovery programs, school retention and contributions to society (work or profession) three years past scheduled high school graduation date? These relationships were investigated through the analysis of data collected by the United States Department of Education High School Longitudinal Study (HSLS:09) using student and administrator survey and questionnaire data covering 2009 through 2016. 10,947 surveys were analyzed.
Online Credit Recovery, School Culture, School Retention, Dropout Prevention, At-Risk Student, Personalized Learning.