Credit recovery, online education, k 12 education
The purpose of this dissertation in practice is to address the problem of online credit recovery. Although online enrollments have skyrocketed in recent years and all preliminary research indicates a large percentage of those enrollments are from students seeking credit recovery, much of the curriculum currently being offered is not research-based. Following a literature review focused on the history of credit recovery as well as successful current methods, we designed CRIT (Credit Recovery Instructional Treatment), a research-based approach to curriculum design for credit recovery. CRIT is a standards based curriculum relying on criterion based assessments. This approach was then applied in the creation of specific curriculum for English 4 credit recovery and as a general approach for all subjects. A step by step evaluation plan for current and proposed approaches for credit recovery was then defined. Additionally, we provide a detailed implementation strategy specific to our organization but easily retrofitted for other organizations. We focus on the organization of Florida Virtual School (FLVS), a state run K-12 virtual school run as a special school district in Florida because it is a familiar organization; however, the model and results may be generalizable for online or traditional education.
This is a Dissertation in Practice with two authors: Kelly Scott and Elise Anderson Smith
If this is your thesis or dissertation, and want to learn how to access it or for more information about readership statistics, contact us at STARS@ucf.edu.
Doctor of Philosophy (Ph.D.)
College of Education
Length of Campus-only Access
Doctoral Dissertation (Open Access)
Smith, Elise Anderson, "Failing the Failed: A Treatise on the Need for a Research Based Pedagogical Approach to Credit Recovery" (2014). Electronic Theses and Dissertations, 2004-2019. 6674.