A Choice between Second Chances: An Analysis of How Students Address Course Failure.
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| Title: | A Choice between Second Chances: An Analysis of How Students Address Course Failure. |
|---|---|
| Authors: | Viano, Samantha1 (AUTHOR) |
| Source: | American Journal of Education. Nov2021, Vol. 128 Issue 1, p29-58. 30p. 1 Color Photograph, 1 Chart, 4 Graphs. |
| Subject Terms: | *High school graduation rates, *School administrators, *Black students, *High school students, Multilevel models |
| Geographic Terms: | North Carolina |
| Abstract: | Purpose: On average, one in five high school students in North Carolina fails at least one core, required course every year. After failure, students have two options to regain course credit: repeat the course face-to-face (F2F) or online credit recovery (OCR). This study seeks to provide descriptive evidence on OCR/F2F enrollment patterns over time and across schools. Research Methods: The data include administrative records from the state of North Carolina on all high school students enrolled in public schools between the 2012–13 and 2016–17 school years. Analyses are descriptive with ordinary least squares regression and multilevel models. Findings: OCR has grown in popularity: schools, on average, were as likely to enroll students in OCR as F2F courses by 2015–16. Increasing high school graduation rates and decreasing test score proficiency are correlated with increasing OCR enrollment at the school level. Students with more absences and Black students are more likely to enroll in OCR, and students with disabilities are less likely to enroll. OCR enrollment is associated with a 12 percentage point increase in the probability of earning course credit over F2F courses, although this could indicate students more likely to earn course credit are assigned to OCR. Implications: School leaders should consider how they assign students to OCR/F2F given the findings indicating OCR enrollment could come with intended benefits for credit earning but unintended negative consequences for test scores. Future research could explore these processes to understand the most effective uses of OCR for student remediation of course credit. [ABSTRACT FROM AUTHOR] |
| Copyright of American Journal of Education is the property of University of Chicago and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 154042321 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: A Choice between Second Chances: An Analysis of How Students Address Course Failure. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Viano%2C+Samantha%22">Viano, Samantha</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22American+Journal+of+Education%22">American Journal of Education</searchLink>. Nov2021, Vol. 128 Issue 1, p29-58. 30p. 1 Color Photograph, 1 Chart, 4 Graphs. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22High+school+graduation+rates%22">High school graduation rates</searchLink><br />*<searchLink fieldCode="DE" term="%22School+administrators%22">School administrators</searchLink><br />*<searchLink fieldCode="DE" term="%22Black+students%22">Black students</searchLink><br />*<searchLink fieldCode="DE" term="%22High+school+students%22">High school students</searchLink><br /><searchLink fieldCode="DE" term="%22Multilevel+models%22">Multilevel models</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22North+Carolina%22">North Carolina</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Purpose: On average, one in five high school students in North Carolina fails at least one core, required course every year. After failure, students have two options to regain course credit: repeat the course face-to-face (F2F) or online credit recovery (OCR). This study seeks to provide descriptive evidence on OCR/F2F enrollment patterns over time and across schools. Research Methods: The data include administrative records from the state of North Carolina on all high school students enrolled in public schools between the 2012–13 and 2016–17 school years. Analyses are descriptive with ordinary least squares regression and multilevel models. Findings: OCR has grown in popularity: schools, on average, were as likely to enroll students in OCR as F2F courses by 2015–16. Increasing high school graduation rates and decreasing test score proficiency are correlated with increasing OCR enrollment at the school level. Students with more absences and Black students are more likely to enroll in OCR, and students with disabilities are less likely to enroll. OCR enrollment is associated with a 12 percentage point increase in the probability of earning course credit over F2F courses, although this could indicate students more likely to earn course credit are assigned to OCR. Implications: School leaders should consider how they assign students to OCR/F2F given the findings indicating OCR enrollment could come with intended benefits for credit earning but unintended negative consequences for test scores. Future research could explore these processes to understand the most effective uses of OCR for student remediation of course credit. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of American Journal of Education is the property of University of Chicago and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=154042321 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1086/716549 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 30 StartPage: 29 Subjects: – SubjectFull: High school graduation rates Type: general – SubjectFull: School administrators Type: general – SubjectFull: Black students Type: general – SubjectFull: High school students Type: general – SubjectFull: Multilevel models Type: general – SubjectFull: North Carolina Type: general Titles: – TitleFull: A Choice between Second Chances: An Analysis of How Students Address Course Failure. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Viano, Samantha IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 11 Text: Nov2021 Type: published Y: 2021 Identifiers: – Type: issn-print Value: 01956744 Numbering: – Type: volume Value: 128 – Type: issue Value: 1 Titles: – TitleFull: American Journal of Education Type: main |
| ResultId | 1 |
