Abstract:

This profile of school culture (behaviors) associated with successful online credit recovery programs explores the need for student support and teacher training improvements. Through a post-positivistic quantitative approach, this paper examines secondary analysis data from the United States Department of Education High School Longitudinal Study (HSLS:09). The relationship with school culture and school retention is investigated through the analysis of data collected and the results provide a profile of school culture (behaviors) associated with successful online credit recovery programs, providing a basis for needed student support and teacher training improvements.

It is vitally important that young people receive the educational opportunities needed for them to become responsible, qualified citizens equipped with skills and fortitude to excel in higher education and careers after high school. School districts should allocate adequate funding to support personalized learning plans for the most at-risk student population. Findings indicate that students who attended schools that offered online credit recovery programs had a higher graduation rate than schools that did not offer online credit recovery programs.

Keywords:

Online Credit Recovery, School Culture, School Retention, Dropout Prevention, At-Risk Student, Personalized Learning.