A Choice between Second Chances
An Analysis of How Students Address Course Failure
Bibliographic Data
| ID | 11366367 |
|---|---|
| Authors | Samantha Viano (0000-0002-9229-3597, George Mason University, corresponding author) |
| Year | 2021 |
| Volume | 128 |
| Issue | 1 |
| Pages | 29-58 |
| Publication date | 2021-11-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | American Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0195-6744 • E-ISSN: 1549-6511 |
| Publisher | University of Chicago Press (PUBLISHER • US) |
| DOI | 10.1086/716549 |
| OpenAlex | W3214733425 |
| Language | EN |
| Citations received | 5 |
| References cited | 19 |
Purpose: On average, one in five high school students in North Carolina fails at least one core, required course every year. After failure, students have two options to regain course credit: repeat the course face-to-face (F2F) or online credit recovery (OCR). This study seeks to provide descriptive evidence on OCR/F2F enrollment patterns over time and across schools. Research Methods: The data include administrative records from the state of North Carolina on all high school students enrolled in public schools between the 2012–13 and 2016–17 school years. Analyses are descriptive with ordinary least squares regression and multilevel models. Findings: OCR has grown in popularity: schools, on average, were as likely to enroll students in OCR as F2F courses by 2015–16. Increasing high school graduation rates and decreasing test score proficiency are correlated with increasing OCR enrollment at the school level. Students with more absences and Black students are more likely to enroll in OCR, and students with disabilities are less likely to enroll. OCR enrollment is associated with a 12 percentage point increase in the probability of earning course credit over F2F courses, although this could indicate students more likely to earn course credit are assigned to OCR. Implications: School leaders should consider how they assign students to OCR/F2F given the findings indicating OCR enrollment could come with intended benefits for credit earning but unintended negative consequences for test scores. Future research could explore these processes to understand the most effective uses of OCR for student remediation of course credit
Academic achievement · Descriptive statistics · Graduation (instrument · Mathematics education · Medical education · Popularity · Statistics · Test (biology · Financial Literacy, Pension, Retirement Analysis · Higher Education Research Studies · Mathematics · Medicine · Psychology · Social Psychology · Youth Substance Use and School Attendance
Online Credit Recovery as an Intervention for High School Students Who Fail Courses
Reimagining credit recovery
Do virtual schools deliver in rural areas? A longitudinal analysis of academic outcomes
Failing to Learn From Failure in Online Credit Recovery Assessments
Online Course-Taking and Expansion of Curricular Options in High Schools
New Conceptual Frameworks for Student Engagement Research, Policy, and Practice
The Dropout Process in Life Course Perspective
Stressors and Turning Points in High School and Dropout
Leaving College
School-Based Peer Effects and Juvenile Behavior
Insights on Adolescence From a Life Course Perspective
Online Credit Recovery and the Path to On-Time High School Graduation
Connecting Entrance and Departure
Juvenile Arrest and Collateral Educational Damage in the Transition to Adulthood
Research on Divorce
| Citations per year | 1.67 |
|---|---|
| Citation span | 2023 - 2026 (4) |
| Highly cited | No |