Efficacy of Online Algebra I for Credit Recovery for At-Risk Ninth Grade Students: Evidence from Year 1

Autor/inn/en	Heppen, Jessica; Allensworth, Elaine; Walters, Kirk; Pareja, Amber Stitziel; Kurki, Anja; Nomi, Takako; Sorensen, Nicholas
Institution	Society for Research on Educational Effectiveness (SREE)
Titel	Efficacy of Online Algebra I for Credit Recovery for At-Risk Ninth Grade Students: Evidence from Year 1
Quelle	(2012), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Algebra; Online Courses; At Risk Students; Grade 9; High School Students; Repetition; Required Courses; Mathematics Instruction; Instructional Effectiveness; Urban Schools; Public Schools; Illinois + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; School year 09; 9. Schuljahr; Schuljahr 09; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Wiederholung; Pflichtkurs; Mathematics lessons; Mathematikunterricht; Unterrichtserfolg; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Public school; Öffentliche Schule
Abstract	This study is an efficacy trial funded by a grant from the Institute of Education Sciences (IES) National Center for Education Research (NCER). Fifteen CPS high schools are receiving funding to implement two Algebra I credit recovery courses during the summer sessions of 2011 and 2012--one online and one face-to-face (f2f). These courses allow students to recover a 1/2 credit of Algebra I. The study is designed to address a set of research questions that address the following specific aims: (1) To test the efficacy of online Algebra I for credit recovery, compared with standard f2f Algebra I for credit recovery; (2) To determine the supporting classroom conditions under which online Algebra I for credit recovery yields higher efficacy; (3) To gauge the extent to which credit recovery can help at-risk students get back on track, relative to students who passed Algebra I in 9th grade; and (4) To gauge the effects of expanding summer credit recovery options through online courses. In this paper, the authors will focus on the impact of taking online Algebra I for credit recovery on shortterm outcomes for the first cohort of ninth-graders. These include credit attainment in the course and scores on an end-of-course algebra test and on the PLAN assessment (a standardized pre-ACT taken in fall of grade 10). Over the course of this 4-year study, we will continue to follow the first cohort of students, as well as a second cohort, through high school to examine long-term effects on future test scores, course-taking and likelihood of dropout. (Contains 1 table.) (ERIC).
Anmerkungen	Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10