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Does an Online Learning Approach to High School Credit Recovery Affect High School Graduation Rates?

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Title: Does an Online Learning Approach to High School Credit Recovery Affect High School Graduation Rates?
Language: English
Authors: Sarah Peko-Spicer (ORCID 0009-0007-7661-8033), Jordan Rickles (ORCID 0000-0001-7034-2864), Margaret Clements, Mark Lachowicz, Iliana Brodziak de los Reyes
Source: Educational Evaluation and Policy Analysis. 2026 48(2):785-792.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 8
Publication Date: 2026
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R305A170152
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: Electronic Learning, High School Students, Online Courses, Credits, Time to Degree, High School Graduates, Models, Academic Achievement, Learner Engagement, Repetition, Required Courses, Academic Failure, Algebra, Secondary School Mathematics, English Instruction, Teaching Methods, Graduation Rate
Geographic Terms: California (Los Angeles)
DOI: 10.3102/01623737251355590
ISSN: 0162-3737
1935-1062
Abstract: High school course failure rates have increased since the COVID-19 outbreak. As school districts adjust to a "new normal," district leaders are increasingly looking to online credit recovery as a flexible and cost-effective strategy for getting students back on track. However, some researchers and policymakers have raised concerns that online credit recovery is a tool to boost grades and graduation rates without boosting learning. This brief presents findings from a multisite randomized study of an online credit recovery model implemented in a large, urban district. Comparing the online credit recovery courses to more traditional teacher-directed credit recovery courses, we find no statistically significant effect of the online credit recovery model on graduation rates or credit accumulation. However, we cannot rule out differences between the online and teacher-directed courses, given imprecision in the estimates. We discuss how the findings add to the current debate on the promise of online credit recovery.
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2026
Accession Number: EJ1505887
Database: ERIC
FullText Text:
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  Data: Does an Online Learning Approach to High School Credit Recovery Affect High School Graduation Rates?
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  Data: <searchLink fieldCode="AR" term="%22Sarah+Peko-Spicer%22">Sarah Peko-Spicer</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0007-7661-8033">0009-0007-7661-8033</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jordan+Rickles%22">Jordan Rickles</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7034-2864">0000-0001-7034-2864</externalLink>)<br /><searchLink fieldCode="AR" term="%22Margaret+Clements%22">Margaret Clements</searchLink><br /><searchLink fieldCode="AR" term="%22Mark+Lachowicz%22">Mark Lachowicz</searchLink><br /><searchLink fieldCode="AR" term="%22Iliana+Brodziak+de+los+Reyes%22">Iliana Brodziak de los Reyes</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Educational+Evaluation+and+Policy+Analysis%22"><i>Educational Evaluation and Policy Analysis</i></searchLink>. 2026 48(2):785-792.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Label: Peer Reviewed
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  Data: Y
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  Data: 8
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Online+Courses%22">Online Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Credits%22">Credits</searchLink><br /><searchLink fieldCode="DE" term="%22Time+to+Degree%22">Time to Degree</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Graduates%22">High School Graduates</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Repetition%22">Repetition</searchLink><br /><searchLink fieldCode="DE" term="%22Required+Courses%22">Required Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Failure%22">Academic Failure</searchLink><br /><searchLink fieldCode="DE" term="%22Algebra%22">Algebra</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Mathematics%22">Secondary School Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22English+Instruction%22">English Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Graduation+Rate%22">Graduation Rate</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22California+%28Los+Angeles%29%22">California (Los Angeles)</searchLink>
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  Data: 0162-3737<br />1935-1062
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  Data: High school course failure rates have increased since the COVID-19 outbreak. As school districts adjust to a "new normal," district leaders are increasingly looking to online credit recovery as a flexible and cost-effective strategy for getting students back on track. However, some researchers and policymakers have raised concerns that online credit recovery is a tool to boost grades and graduation rates without boosting learning. This brief presents findings from a multisite randomized study of an online credit recovery model implemented in a large, urban district. Comparing the online credit recovery courses to more traditional teacher-directed credit recovery courses, we find no statistically significant effect of the online credit recovery model on graduation rates or credit accumulation. However, we cannot rule out differences between the online and teacher-directed courses, given imprecision in the estimates. We discuss how the findings add to the current debate on the promise of online credit recovery.
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  Data: 2026
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  Data: EJ1505887
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        Value: 10.3102/01623737251355590
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 8
        StartPage: 785
    Subjects:
      – SubjectFull: Electronic Learning
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Online Courses
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      – SubjectFull: Credits
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      – SubjectFull: High School Graduates
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      – SubjectFull: Repetition
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      – SubjectFull: Academic Failure
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      – SubjectFull: Secondary School Mathematics
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Graduation Rate
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      – SubjectFull: California (Los Angeles)
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      – TitleFull: Does an Online Learning Approach to High School Credit Recovery Affect High School Graduation Rates?
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              Y: 2026
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