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ERIC Number: ED672365
Record Type: Non-Journal
Publication Date: 2024-Jul
Pages: 27
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Available Date: 0000-00-00
Failing to Learn from Failure: The Facade of Online Credit Recovery Assessments. EdWorkingPaper No. 24-1005
Jennifer Darling-Aduana; Carolyn J. Heinrich; Jeremy Noonan; Jialing Wu; Kathryn Enriquez
Annenberg Institute for School Reform at Brown University
Online credit recovery (OCR) courses are the most common means through which students retake courses required for high school graduation. Yet a growing body of research has raised concerns regarding student learning in these courses, with low quality assessments posited as one contributing factor. To address this concern, we reviewed every assessment item from a widely used OCR Algebra 1 course. We also examined pathways for passing the course mastery tests without learning content. In addition, we identified if and how states regulate OCR. We found OCR assessments as executed lacked rigor and validity. We offer recommendations to improve rigor, close pathways that call into question the validity of results, strengthen implementation procedures, and increase state-level oversight of providers.
Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/
Publication Type: Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Annenberg Institute for School Reform at Brown University
Grant or Contract Numbers: N/A
Author Affiliations: N/A