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ERIC ED564069: Who Attends Summer Credit Recovery Classes, and Who ...
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This current paper uses data collected as part of an
efficacy trial funded by a grant from the Institute of
Education Sciences (IES) National Center for Education
Research (NCER) (See Symposium Justification and Paper #1
for a more complete description of the focus of the
broader study). Since participation in the study was
voluntary, students showing up for summer school likely
differed from students who failed the second semester of
algebra but who did not show up in many important ways.
If the idea behind credit recovery is to get kids back on
track (to recover), how likely is that given how far
behind they are? This paper examines which students
attend summer school, which students recover the credit
during summer school, and how classroom contexts impact
the likelihood that various types of students recover
credits. Specifically, the current paper seeks to address
the following questions: (1) What are the characteristics
of students who show up for summer credit recovery,
compared with (a) students who don't show up but need to
recover, and (b) students who succeeded in Algebra I in
grade 9?; (2) Which types of students who show up for
summer school are most likely to recover their credits
and score well on the post-test in summer school? (a)
Students that started far behind in math skills benefit
less than students who were far behind? (b) Students who
only needed one credit more successful than students who
needed multiple?; and (3) How does students' probability
of passing summer school depend on the interaction of
their individual characteristics and the characteristics
of the classrooms they are in (size, teacher
qualifications, peer composition [prior academic
achievement of students in class])? (a) For example, do
students who have failed more classes prior to summer
school benefit more from smaller class sizes than their
relatively more successful peers? Are students with high
numbers of prior failures highly likely to not pass
summer school regardless of class size? The author
focuses on which students showed up to summer school and
will continue to compare and contrast students who showed
up versus those who did not in terms of future test
scores, course-taking and likelihood of dropout. The
current paper uses data from slightly different groups of
students for different sets of analyses. For the first of
analyses data from all students who attended the study
schools and who were first-time ninth graders in fall of
2010 or fall of 2011 were examined to compare the
background characteristics and previous academic
achievement of three groups of students: (1) students who
failed Algebra I and attended one of the study summer
school classes; (2) students who failed Algebra I but did
not attend one of the study summer school classes; and
(3) students who passed Algebra I. The second set
examined data from all Chicago Public School (CPS)
students who were first-time ninth graders in fall of
2010 or fall of 2011 and who failed Algebra I during
their ninth grade year to examine the extent to which
students successfully recovered the credit during the
summer as well as identify the characteristics of
students who did so compared with those who did not
recover the credit. The third set of analyses examined
data from all students who attended the study schools and
who were first time ninth graders in fall of 2010 or fall
of 2011 and who failed Algebra I during their ninth grade
year to examine how students' probability of passing
summer school depends on the interaction of their
individual characteristics and the characteristics of the
classrooms (size, teacher qualifications, peer
composition [prior academic achievement of students in
class]) they are in. Conclusions will be able to provide
a detailed picture of who attends summer school algebra
credit recovery classes, who passes them, and how
classroom contexts impact the likelihood that various
types of students recover credits.
Date Published: 2016-04-23 00:27:31
Identifier: ERIC_ED564069
Item Size: 2236668
Language: english
Media Type: texts
# Topics
ERIC Archive; Remedial Mathematics; S...
# Collections
ericarchive
additional_collections
# Uploaded by
@chris85
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