Not exact matches
In some alternative
schools, children attend
for the purpose of
credit recovery, and once they've earned a sufficient number of
credits, they transfer back to a traditional
school.
Martel, the long - time social studies teacher, says
credit -
recovery classes ran 82 hours per quarter at his
school compared to 125 hours
for classes held during the
school day, and that teachers were told not to give homework.
In this case that meant at the fringe of
schools — in the advanced classes, foreign languages, and
credit and dropout
recovery options they couldn't otherwise offer,
for example.
For example, out - of -
school learning,
credit recovery, and advanced and elective coursework all represent areas where students face limited options because traditional
schools often have a tough time offering solutions.
As
credit recovery grows in popularity, though, it's becoming increasingly common
for school districts to turn to online companies.
An LEA shall use these grant funds to support direct student services including: (1) a student's enrollment and participation in academic courses not otherwise available at the student's
school; (2)
credit recovery and academic acceleration courses that lead to a regular high
school diploma; (3) activities that assist students in successfully completing postsecondary level instruction and examinations that are accepted
for credit at institutions of higher education; and (4) if applicable, transportation to allow a student enrolled in a low - performing
school to transfer to another public
school.
Well - known blogger Joanne Jacobs,
for one, is skeptical that
credit recovery can motivate students who've failed before: «I see potential
for a game of let's pretend: Students pretend they've learned, online providers pretend they've taught and
schools pretend all their graduates have a high
school education.»
That's what critics call «
credit recovery» education programs, which are increasingly used at high
schools across New York as a way
for struggling students to complete coursework online or using workbooks in subjects they've previously failed or in which they've fallen behind.
Proponents, however, say
credit recovery is a miracle cure
for high
school coursework, the way
for a student to complete an entire class in just a week.
This might include early intervention
for students who are at risk of failing Algebra I or any 9th - grade math class,
credit recovery or targeting students with attention from graduation coaches in high
school.
The education news site GothamSchools (now Chalkbeat New York) reported on a guidance counselor at New York's A. Philip Randolph High
School,
for example, who said she was instructed to enroll dozens of failing students in
credit -
recovery classes solely so they could earn their diplomas.
In communities including New Orleans, Los Angeles, and Chicago, educators are creating alternative
schools for struggling students that employ online
credit -
recovery programs as a core portion, or all, of their curriculum.
The Los Angeles Unified
School District is back in the news
for its use of technology, this time
for its online
credit -
recovery courses.
Even as online
credit recovery hits the mainstream,
for the most part it has remained free of any scrutiny beyond what individual
school leaders and the consumer marketplace provide.
Meanwhile, about 80 percent of urban
schools cite
credit recovery as an issue of importance, according to the International Association
for K — 12 Online Learning.
As a result, the staff and teachers at
schools like the NET and ReNEW Accelerated end up working extensively with the students on note - taking skills, supplementing the
credit -
recovery classes with more personalized instruction, and prepping the students
for the content they will encounter online.
With the exception of isolated pockets, like the Florida Virtual
School (where funding of some online courses will soon be tied to passing an external exam), the conversation about accountability
for online
credit recovery has not been nearly as robust and far - reaching, in either a political or a pragmatic sense.
At Taylor County High
School, the instructional tools in Odysseyware are used primarily
for credit recovery for grades 10 to 12.
The district chose Odysseyware to offer students
credit recovery, engage younger students in high -
school advancement, and offer more opportunities
for learning in non-traditional ways.
Initiatives such as identifying students at risk
for dropping out early and providing the necessary academic and social / emotional supports; the expansion of alternative and flexible pathways to graduation, such as on - line
credit recovery courses, have proven to be effective in reaching more students and keeping them in
school, Warwick said.
The Navy training introspection made me think of our own «in a box» reforms that include virtual
schools,
credit recovery,
for - profit charters and any number of new programs that claim all will reach competency in far shorter time than in traditional programs.
Unhappy with the results they experienced through two years using a different curriculum, Fannin County High
School switched to Odysseyware in the 2006 - 07 school year for its credit recovery and accrual
School switched to Odysseyware in the 2006 - 07
school year for its credit recovery and accrual
school year
for its
credit recovery and accrual needs.
Today, a
credit recovery teacher conducts three blocks of lab teaching during the
school day
for roughly 90 students.
The Struggle to Pass Algebra I in Urban High
Schools: Online vs. Face - to - Face
Credit Recovery for At - Risk Students
Two unique opportunities exist within ESSA
for states to utilize funding that would have gone to districts under past federal formulas, but can now be used
for specific programs or purposes like personalized learning,
credit recovery, or programs that support
school leaders or principals.
But now we know that about one - third of recent DC high
school graduates — 900 students — had no business receiving diplomas, and that they marched across the stage last Spring because some adults changed their grades or pushed them through the farce known as «
credit recovery,» in which students can receive
credit for a semester by spending a few hours over a week's time in front of a computer.
In addition, while the
school system has an official
credit -
recovery program
for students looking to make up
for failed classes, some
schools were found to have their own «unofficial» programs.
The students apparently used an access code normally assigned to a teacher to change their grades on work done on curriculum software called Edgenuity, which is an online platform through which the
school district offers courses
for credit recovery and acceleration.
Practice 2: Provide extra study time and opportunities
for credit recovery and accumulation through after -
school, Saturday
school, or summer programs.
This makes it difficult
for schools to determine which
credit recovery options — summer
school, after -
school programs or online programs,
for example — are best
for individual students.
The
credit recovery program was enacted by the
school board this fiscal year to help offset a potential graduation crisis, as this year is the first time the A-G courses are required
for graduation.
That's the model Spokane put in place — an array of support systems that includes alternative
schools,
credit -
recovery programs, tutoring and counseling services, and a dual -
credit program with a community college
for students who need inspiration rather than remediation to be re-engaged in their studies.
Made up of immigrants and non-immigrant students, these groups meet regularly to share vital
school information, discuss and plan course schedules, and explore opportunities
for enrichment, intervention, and
credit recovery.
We started by using technology to help students with
credit recovery and
for summer
school.
The difference
for this group — participants in the Montana public
schools» most successful online
credit recovery programs — seems to be access to teachers who can help them troubleshoot technical difficulties and content - related challenges, according to the study, «Online
credit recovery: Enrollment and passing patterns in Montana Digital Academy courses,» released last month by REL Northwest, a branch of the U.S. Department of Education's Institute of Education Sciences serving Alaska, Idaho, Montana, Oregon and Washington.
Credit recovery courses (online)-- Online courses that allow students to make up failed
credits needed
for high
school graduation or be on track to enter high
school prepared to meet the demands of a college - preparatory curriculum.
What initially began as a partnership to deliver
credit recovery solutions quickly grew to an exciting expansion of digital learning opportunities
for Akron Public
Schools.
In addition to these specific courses, the Talent Development model offers after - hours
credit recovery programs, an alternative program, called Twilight
School, and other summer and weekend activities
for making up or catching up.
Eligibility
for credit recovery courses with VirtualSC is based on the student's eligibility within the district of their sponsor
school.
The June resolution reaffirming the board's commitment to A-G called on the superintendent's office to develop a long - term plan set to begin in the 2016 - 2017
school year, leaving the class of 2016 caught somewhat in the middle and without much help but
for the
credit recovery program.
Among the highlights was Helen Bernstein Academy, which Gipson wrote has created «a comprehensive system of opportunities
for credit recovery... with all of the
school community working to support students» needs.»
Currently, it offers K - 12 English Language Arts (ELA) and math academic support twice per week; a
credit recovery program
for grades nine through 12 twice per week; high
school and middle
school speech and debate teams; and academic counseling at the high
school level.
Districts and
schools that view online
credit recovery programs primarily from an economic standpoint — that they are cheaper or less labor intensive — may be overlooking the adult support that is necessary
for students to succeed.
A total of 2,452 students accounted
for 3,763 unique enrollments in MTDA online
credit recovery courses during the 2013 — 2014
school year.
In 2015, the Los Angeles
school board decided to roll back graduation requirements by allowing students to pass classes required
for college entrance with a grade of a «D» instead of a «C.» And in Los Angeles and elsewhere, students who are not on track to graduate from high
school can now take «
credit recovery» classes — many of which are devoid of any meaningful content.
According to the report, the National Center
for Education Statistics said 88 percent of
school districts around the country offered some form of
credit recovery courses to their students in
school year 2009 - 10, and, «as online and blended learning have grown significantly in the last five years, it is likely those numbers are significantly higher now.»
Based on internal analysis of its success data, MTDA has rolled out several new design enhancements in the last two
school years, including a simplified course organization, increased access to live tutoring
for students struggling on particular assignments or concepts, and an increased expectation of local
schools to build a supportive environment around
credit recovery students.
Petrilli said the growing use of
credit recovery by
school districts is alarming and may be responsible
for the record high national graduation rate that was achieved
for the 2013 - 14
school year.
Both statistics seem like even more significant accomplishments given that the data indicate
schools tend to limit virtual learning options
for students, seeing it more as a
credit recovery option than as an initial
credit solution.
But
school employees in Atlanta have also reported pressure to inflate grades, particularly
for students enrolled in online «
credit recovery,» which allows students to make up failed courses.