Examining the Implications of Virtual Credit Recovery on High School Student Achievement in EOC Classes
High school graduation is an important accomplishment not only for the graduates; but also, society. Whether students enter the workforce, armed services, or seek post-secondary studies at institutions of higher learning, the road to earning the coveted high school diploma can be an immense struggle for many. For decades, architects of educational reform movements have struggled to concoct the just right potion to ensure all students graduate college and/or career ready. Providing high school students an opportunity to participate in asynchronous credit recovery may be a close second to the silver bullet. This causal comparative quantitative research study examines the implications asynchronous credit recovery has on student achievement. A dependent sample t-test has been conducted to analyze pre and post-test scores to examine the impact of credit recovery on student achievement. Utilizing a two-tailed test, with an effect size of 5%, has permitted a 95% confidence interval to be obtained. Paired data from students enrolled in EOC American Literature, Biology, Algebra I, and United States History virtual credit recovery courses was utilized to conduct the data analysis. The researcher uses a dependent sample t-test to understand how virtual credit recovery changes the achievement scores for students enrolled in EOC content areas during the 2021- 2022 academic year in comparison to the 2022-2023 academic year.
student achievement, credit recovery, virtual learning, EOC exams, Equivalency Theory, Education
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