Literaturnachweis - Detailanzeige
| Autor/in | Loewenberg, David |
|---|---|
| Titel | A Digital Path to a Diploma: Online Credit-Recovery Classes Are a Lifeline--and Ripe for Abuse |
| Quelle | In: Education Next, 20 (2020) 1, S.50 (6 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1539-9664 |
| Schlagwörter | Online Courses; Repetition; Required Courses; High School Students; Deception; Educational Technology; New York; Wisconsin (Milwaukee) |
| Abstract | In 2018, the high-school graduation rate in Newburgh, New York, climbed to 78 percent, up from 66 percent just five years earlier. Central to this success was Newburgh's use of online credit-recovery classes. For decades, high-school students who failed a required class were presented with two unappealing options: either repeat the course next year or during summer school. But in recent years, online credit recovery has emerged as a third way. Students who fail a course can enroll in a computer-based version of the class without waiting, quickly progress through required material, earn the missing credits, and, in some cases, improve their grade-point average. This article looks at what actually happens during online credit-recovery courses. A look at recent headlines reveals reasons for concern. The flexibility of online credit-recovery programs can help educators meet students' diverse needs, but it may also hamper efforts to ensure that coursework is rigorous. That may undermine students' longer-term success. (ERIC). |
| Anmerkungen | Hoover Institution. Stanford University, Stanford, CA 94305-6010. Tel: 800-935-2882; Fax: 650-723-8626; e-mail: educationnext@hoover.stanford.edu; Web site: http://educationnext.org/journal/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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