Targeting Summer Credit Recovery

Autor/inn/en	Eno, Jared; Heppen, Jessica
Institution	Society for Research on Educational Effectiveness (SREE)
Titel	Targeting Summer Credit Recovery
Quelle	(2014), (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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