Academic Outcomes for North Carolina Virtual Public School Credit Recovery Students. Stated Briefly. REL 2017-217

Autor/inn/en	Stallings, D. T.; Stanhope, Daniel; Weiss, Sara P.; Starcke, Matthew; Maser, Robert H.; Li, Difei
Institution	National Center for Education Evaluation and Regional Assistance (ED); Regional Educational Laboratory Southeast (ED); Florida State University, Florida Center for Reading Research
Titel	Academic Outcomes for North Carolina Virtual Public School Credit Recovery Students. Stated Briefly. REL 2017-217
Quelle	(2017), (15 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Virtual Schools; Public Schools; Outcomes of Education; Credits; Repetition; Required Courses; Economically Disadvantaged; Low Income Students; High School Students; Reading Skills; Mathematics Skills; Scores; Graduation Rate; Minority Group Students; Academic Achievement; Summer Schools; Enrollment; North Carolina + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Lernleistung; Schulerfolg; Wiederholung; Pflichtkurs; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Reading skill; Lesefertigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Schulleistung; Summer school; Sommerkurs; Einschulung
Abstract	This study examined the North Carolina Virtual Public School's (NCVPS) credit recovery program and other common credit recovery options available to students in the state. The study compared short- and longer-term academic outcome data across credit recovery options, as well as correlations between the academic outcomes and characteristics of enrolled students. Overall, NCVPS students were less likely than other credit recovery students to be economically disadvantaged, and a greater proportion of NCVPS students entered high school proficient in math and reading. However, there was little difference in short-term success rates (such as end-of-course exam scores) between NCVPS credit recovery students and other credit recovery students. NCVPS students were less likely than other credit recovery students to graduate, but those who did graduate were more likely to graduate in four years. Among NCVPS students, outcomes for racial/ethnic minority students and economically disadvantaged students differed from those for other students. [For the full report, see ED569940.] (As Provided).
Anmerkungen	Regional Educational Laboratory Southeast. Available from: Institute of Education Sciences. 550 12th Street SW, Washington, DC 20202. Tel: 202-245-6940; Web site: https://ies.ed.gov/ncee/edlabs/regions/southeast/index.asp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01