Examining Credit Recovery Experience at a State Virtual School

posted on March 31, 2017

This report begins discussion on the topic of credit recovery by testifying to the concept that students who have different reasons for taking online courses perform differently. Specifically, the underperformance of credit recovery students was hypothesized; the contextual information was also explored, including enrollment patterns, demographic factors, and the learning environment which focused on instructors who taught the courses.

From descriptive analyses and cross-classified multilevel modeling using data from 24,437 course enrollment records from 14,551 students, key findings showed that more students enrolled in MVS mathematics courses and summer courses for CR than for any other reason. Analysis also revealed that those students were more likely to underperform in comparison with those indicating any other enrollment reason while controlling for variance due to student gender, instructor types, and the data structure.

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