Literaturnachweis - Detailanzeige
Autor/inn/en | Eno, Jared; Heppen, Jessica |
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Institution | Society for Research on Educational Effectiveness (SREE) |
Titel | Targeting Summer Credit Recovery |
Quelle | (2014), (5 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
Schlagwörter | Algebra; Remedial Mathematics; Academic Failure; Credits; Summer Programs; High School Students; Secondary School Mathematics; Online Courses; Public Schools; Randomized Controlled Trials; Mathematics Achievement; Pretests Posttests; Regression (Statistics); Student Characteristics; Least Squares Statistics; Outcomes of Education; Cohort Analysis; Context Effect; Evidence; High School Freshmen; Evidence Based Practice; Comparative Analysis; Conventional Instruction; At Risk Students; Program Effectiveness; Research Design; Statistical Significance; Educational Benefits; Illinois Sommerkurs; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Online course; Online-Kurs; Public school; Öffentliche Schule; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Regression; Regressionsanalyse; Lernleistung; Schulerfolg; Kohortenanalyse; Evidenz; Forschungsdesign; Bildungsertrag |
Abstract | Algebra is considered a key gatekeeper for higher-level mathematics course-taking in high school and for college enrollment (Adelman, 2006; Gamoran & Hannigan, 2000). Yet, algebra pass rates are consistently low in many places (Higgins, 2008; Ham & Walker, 1999; Helfand, 2006), including Chicago Public Schools (CPS). This is of particular concern because academic performance in core courses during the first year of high school is the strongest predictor of eventual graduation (Allensworth & Easton, 2005). Offering online credit recovery courses is one strategy to deal with high failure rates. However, no rigorous evidence currently exists about the efficacy of online credit recovery courses. Understanding patterns of treatment effects may provide clues to the relative strengths and weaknesses of online and standard face-to-face (f2f) learning. A related policy question is whether district and school administrators should target online learning to certain students. This paper investigates these questions by exploring heterogeneity in the treatment effects of online algebra credit recovery using Chicago Public School students who failed second semester Algebra I in the spring of freshman year, and attempted credit recovery as part of the study in summer 2011 or 2012. [For a related abstract, see ED562834.] (ERIC). |
Anmerkungen | Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |