Education Week - September 23, 2015 - (Page 8)

DIGITAL DIRECTIONS > Tracking news and ideas in educational technology www.digitaldirections.org Online Credit Recovery in Need of Overhaul, Study Says Many programs lack evidence of rigor By Michelle R. Davis School districts need to overhaul online credit-recovery programs to focus greater attention on content mastery versus seat time, incorporate more face-to-face teacher support, and build in better accountability measures to make sure students who earn course credits are showing learning gains, a new report concludes. The report from the International Association for K-12 Online Learning, or iNACOL, urges schools and districts to re-evaluate their online credit-recovery offerings, which are typically used to help students pass a class previously failed. In recent years, critics have become concerned that some online credit-recovery options are just a way for districts to boost graduation rates, without improving student learning. "Too many credit-recovery programs are out there just pushing students to the finish line on graduation with low rigor or just flexible pacing, but without the skills development," said Susan D. Patrick, the association's president and CEO. "We intentionally Print Ad call that out as being not appropriate." Schools are often attracted to online credit recovery because it may cost less than more traditional options, and it can offer greater flexibility to students, allowing them to retake courses at a time and on a pace that works for them. The iNACOL report notes that 88 percent of school districts offered some form of credit recovery during the 2009-10 academic year, much of that in an online format. Questions About Rigor But the report finds that such programs need to evolve to be effective, and some credit-recovery programs have come under fire in the past few years for lacking rigor and providing low-quality options. New York City's credit recovery offerings, for example, have been criticized as being used to inflate graduation rates without holding students accountable for learning. David C. Bloomfield, a professor of education leadership at New York City's Brooklyn College and the City University of New York Graduate Center, said both district leaders and vendors need to accept blame for poor credit-recovery offerings. Districts want programs with a record of success so their students regain credits, and to achieve those results, some vendors dumb down their offerings, he said. "Districts are totally complicit in this," he said. "It's mutual backscratching." Bloomfield said even successful programs are often just "teaching to the test," with a "lack of proof that information is retained." Published data on whether or what kinds of credit-recovery courses are most effective are scarce. However, Jessica Heppen, a managing researcher for the American Institutes for Research, has been studying students who are taking Algebra 1 credit-recovery courses in both online and face-to-face settings. According to her preliminary results, students retaking the course online reported it was more challenging than those working in a more traditional classroom found it to be. Slightly more students in the face-to-face setting actually recovered the algebra credit, and the online credit-recovery students had lower post-test algebra scores. But whether students had online or face-to-face Algebra 1 credit recovery appeared to have no impact on their math achievement in future years. "I'm definitely in favor of increasing innovative and high-quality models of credit recovery and testing them," Heppen said. A Successful Data-Driven Framework to Empower Instructional Growth Learn how you can drive more effective professional learning across your school or district by using a framework for instructional improvement focused on data and mastery rather than seat time and credit hours. free webinar tuesday, sept. 29, 2015 2 to 3 p.m. et www.edweek.org/go/webinar/ empoweringGrowth Guests Kelly Montes De oca, former chief academic officer, partnerships to uplift Communities schools; current chief implementation officer, BloomBoard PaiGe HoffMan, manager, teacher recruitment, district of Columbia public schools (dCps), Washington, d.C. MoDerator lucia GiacoMantonio, director of marketing, BloomBoard 8 | EDUCATION WEEK | September 23, 2015 | www.edweek.org The iNACOL report highlights strategies the organization believes to be working. Adaptive offerings and competency-based programs of credit recovery, in which students advance on the basis of being able to show mastery of a topic, are beneficial, the reports says. Because those programs base completion on mastery rather than seat time, they allow for alternative methods of progression by students. In some cases, students may skip parts of courses in which they've demonstrated understanding through assessments. Other credit-recovery options include what the report calls "unit recovery," which allows "students to retake just the units or competencies they need in order to advance." 'Units' of Recovery For example, at the Virtual Learning Academy Charter School in New Hampshire, which also serves as the state's virtual school, 62 competencybased credit-recovery courses are offered. Students may retake an entire class, but they also may retake only the units or portions of the course that they didn't master, said Steve Kossakoski, the school's CEO. Also, if students start failing portions of a class, they can take the credit-recovery units simultaneously, as they are taking the class, to prevent losing credit for the course. "Our hope is that students do this within the context of the course to have the greatest meaning," Kossakoski said. "A lot of schools send us kids in the summer [to recover credits] but that's not as powerful, since the course ended three months ago." Face-to-face support can also play a key role in improving credit recovery programs, according to the iNACOL report, which offers examples. At John Marshall High School in Chicago, the Pathway to Accelerated Student Success, or PASS, program pairs a student who has dropped out of school and re-enrolled, or one who is more than a year behind in graduation requirements, with a student advocate. In the Colorado Youth for Change program, a nonprofit organization working with nine Denver-area school districts, online credit-recovery courses are done in computer labs of 25 students, supported by one or two teachers and volunteers. Scan this tag with your smartphone for a link to "Using Online Learning for Credit Recovery: Getting Back on Track to Graduation." www.edweek.org/links http://www.digitaldirections.org http://www.edweek.org/links http://www.edweek.org/go/webinars http://www.edweek.org/go/webinar/EnpoweringGrowth http://www.edweek.org/go/webinar/EnpoweringGrowth http://www.edweek.org

Table of Contents for the Digital Edition of Education Week - September 23, 2015

Education Week - September 23, 2015
Research Agency Faces Deep Cuts In Budget Bills
Schools Seek Split From Confederacy
English-Learner Tests Moving to Digital Realm
Despite Research on Teens’ Sleep, Change to School Start Times Difficult
Contents
News in Brief
Report Roundup
To Combat Inequity, Ferguson Panel Urges K-12 Changes
Study: KIPP Confers an Edge in Academics But Not in Attitudes
DIGITAL DIRECTIONS: Online Credit Recovery in Need of Overhaul, Study Says
Blogs of the Week
From Pre-K to Higher Ed., Duncan Tour Touts Priorities
GOP Presidential Debaters Give Glancing Mention to Education
In Wide-Ranging Discussion, Duncan Mulls Issues, Agenda
ANN MYERS & JILL BERKOWICZ: STEM Doesn’t Narrow the Curriculum
MARY ANN ZEHR: Can a Former Journalist Teach English-Language Learners to Write?
GREG MILO: Why Do Students Hate History? Some Thoughts on the ‘Boring’ Social Studies
Letters
TopSchoolJobs Recruitment Marketplace
CAROL DWECK: Growth Mindset, Revisited

Education Week - September 23, 2015

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