Credit recovery in public education has become an intervention used widely in the United States to address the rising number of students who are not meeting with success in the completion of required courses in the traditional education setting. With the passing of the Every Student Succeeds Act in 2015, public schools sought a method to motivate at-risk students with high school graduation using a predominantly self-paced, computer-based method of instruction known as credit recovery. Credit recovery programs are developed to meet the needs of at-risk students through private enterprise and market this intervention to public/private schools to facilitate the identified needs and address weaknesses that have also been identified. Critics contend that the lack of regulation on the private enterprise jeopardizes the validity of the results attained using the intervention. Proponents counter that the increased motivation and subsequent success afforded students outweighs any concerns. Using ex post facto data obtained from the Virginia State Department of Education, a quantitative study using the context, input, process, and product (CIPP) model of evaluation was used as the primary mode of data disaggregation. The study includes seven public high schools in the predominantly suburban area of Hampton Roads, Virginia examining specifically the 2019 graduation cohort. The data examine the relationship between course completion, intervention findings, and participant performance on standardized tests, demographic profile for students in the 2019 cohort, and students' ability to return to their cohort and graduate on time. The researcher discovered there was no correlation between the credit recovery program completion and standardized test scores. In addition, demographic data showed an inordinate high number of male students, special education/504 plan students, and self-identified Black/African American students as at risk and participating in the recovery program. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]