Final Report

FRIT 8435-Y01
Vikki Harmon, Autumn Roberts, Carla Turner 4/23/2012

I.

Executive Summary What is Credit Recovery and how does it impact Jonesboro High School? Credit Recovery is traditionally defined as a way to recover credit for a course that a student was previously unsuccessful in earning academic credit towards graduation. It differs greatly from programs that allow students to earn first time credit in that students having already satisfied seat time requirements for a course in which they were unsuccessful can focus on earning credit based on competency of the content standards for the particular course. High School accreditation in the state of Georgia is based on credits. GA Credit Recovery courses are fully aligned with the Georgia Performance Standards. Courses include a variety of material including Flash/video presentations, review assignments, web-based learning activities and unit assessments. Tests must be proctored at the local school, but course assignments are able to be completed outside of school. All courses contain a final exam. If a student takes an EOCT course, the end-of-course-test must be taken again at the local high school. At Jonesboro High School students must earn 21 credits to graduate. If a student fails a class in the traditional setting, they are given the chance to regain those credits through the Virtual Remediation Program. Without such a program, students only option would be 8th period classes. Why is the Virtual Remediation Program a more viable option than after school alternatives? 8th period classes are online classes running Monday through Thursday, 3:15-5:15 p.m., for six weeks. This program is only offered on a need-basis and provides limited seating for those looking to recover credits. In addition, the time spent is after school, when many students may have other responsibilities including classwork from the regular school day. Virtual Remediation allows students to work toward credit recovery during the regular school day, providing a better option for those who have out of school responsibilities, practices, or even part-time jobs. Who seeks knowledge in regard to the Virtual Remediation Program and why? The use of the Virtual Remediation Program is essential for the students of Jonesboro High School to regain lost or missing credits needed to graduate. Interested parties in the programs effectiveness include students, parents, teachers and administrators, school districts and the State of GA Education Program. All stakeholders agree that the program should be effective in educating students, allowing them to regain lost or missing credits, and graduate on time. There is also concern that the program should encourage students to return to the traditional setting with the acquired knowledge necessary for application and use. Evaluative information gathered from this type of program, allows all those vested in education to select the best measures for credit recovery, detrimental for our youth.

What are we seeking to evaluate? Is the online Virtual Remediation program at Jonesboro High School an effective tool for students to regain lost credits from the traditional classroom setting? This evaluation was conducted to ensure students are signing up for appropriate courses at Jonesboro High School and effectively completing the requirements for credit recovery for graduation, including gaining the knowledge for classroom application in the traditional setting. Is the model for credit recovery at this institution an effective tool for students to regain credits needed for graduation? Stakeholders on the county level, school administrators and counselors can use the evaluation results to determine whether the Virtual Remediation program is an effective tool that results in a higher graduation rate. Evaluation data will also determine if the existing programs are effective in meeting the county goals in student achievement, both on individual and demographic levels.

Describe the focus of the evaluation. Seven years ago, the Virtual Remediation Program was started at Jonesboro High School after recommendation from counselors, teachers and administrators. Critical components for the program include enrollment, completion of credits, and contribution toward graduation rate and traditional classroom success. Critical components for the program include enrollment, completion of credits, and contribution toward graduation rate and traditional classroom success. Surveys, transcripts, pass/fail ratios, and group observations will be used to evaluate the program. Is the online Virtual Remediation program at Jonesboro High School an effective tool for students to regain lost credits from the traditional classroom setting? How is the program allowing students to regain lost or missing credits, thus graduating on time? Do the students view the VR programs as a viable alternative to the traditional classroom setting? These are the questions our evaluation is looking to answer. How will we evaluate the effectiveness if the program? What was determined? What conclusions and recommendations does the evaluation have to offer?

II.

Introduction to the Report The purpose of the evaluation is to determine whether the Virtual Remediation is an effective in helping students pass failing classes in comparison to the traditional learning environment. The Virtual Remediation Program at Jonesboro High School is alternative way for students to gain credits via computerized curriculum. These classes are available during the day, for all subjects, and offer a second chance for students to regain lost or missing credits, thus allowing them to graduate on time. Credit Recovery is traditionally defined as a way to recover credit for a course that a student was previously unsuccessful in earning academic credit towards graduation. It differs greatly from programs that allow students to earn first time credit in that students having already satisfied seat time requirements for a course in which they were unsuccessful can focus on earning credit based on competency of the content standards for the particular course. High School accreditation in the state of Georgia is based on credits. GA Credit Recovery courses are fully aligned with the Georgia Performance Standards. Courses include a variety of material including Flash/video presentations, review assignments, web-based learning activities and unit assessments. Tests must be proctored at the local school, but course assignments are able to be completed outside of school. All courses contain a final exam. If a student takes an EOCT course, the end-of-course-test must be taken again at the local high school. At Jonesboro High School students must earn 21 credits to graduate. If a student fails a class in the traditional setting, they are given the chance to regain those credits through the Virtual Remediation Program. Without such a program, students only option would be 8th period classes. 8th period classes are online classes running Monday through Thursday, 3:15-5:15 p.m., for six weeks. Two teachers, one General Education and one Special Education teacher remain in the lab with the students. Teachers reset student tests and quizzes, explain directions as needed, and provide minimal technology support. Students are only required to take tests and quizzes in the computer lab. Assignments may be completed at home or at any other computer. This program is only offered on a need-basis and provides limited seating for those looking to recover credits. In addition, the time spent is after school, when many students may have other responsibilities including classwork from the regular school day. Virtual Remediation allows students to work toward credit recovery during the regular school day, providing a better option for those who have out of school responsibilities, practices, or even part-time jobs. The use of the Virtual Remediation Program is essential for the students of Jonesboro High School to regain lost or missing credits needed to graduate. Interested parties in the programs effectiveness include students, parents, teachers and administrators, school districts and the State of GA Education Program. The purpose of the Credit Recovery initiative, as presented by the Georgia DOE through the Georgia Virtual School, is to provide online course access to Georgia students for the purpose of earning credit for a course that a student has not been academically successful. The coursework provided by the Georgia Virtual School will reach out to students in need of Credit Recovery and engage them in challenging; highly motivational classes that will help them get back on track.

Local districts and schools will benefit by increasing the number of students who meet federal mandates dictated by No Child Left Behind. This initiative will, additionally, alleviate the local school districts' burden of funding Credit Recovery programs and provide equity and access to all of Georgias students. Teachers and administrators who oversee graduation rates, district quotas, and other requirements in regard to testing, need an effective program allowing students to gain the knowledge and application process required for classroom success. Credit Recovery programs, in general, have a primary focus of helping students stay in school and graduate on time. The parents of students, who engage in this type of credit recovery method, desire a program of integrity and success and will encourage their children during the process. Students who see the Virtual Remediation Program as a viable option will become motivated to complete the requirements and regain control of their graduation status. All stakeholders agree that the program should be effective in educating students, allowing them to regain lost or missing credits, and graduate on time. There is also concern that the program should encourage students to return to the traditional setting with the acquired knowledge necessary for application and use. Again, the use of the Virtual Remediation Program is essential for the students of Jonesboro High School to regain lost or missing credits needed to graduate. Evaluative information gathered from this type of program, allows all those vested in education to select the best measures for credit recovery, detrimental for our youth. This evaluation was conducted to ensure students are signing up for appropriate courses at Jonesboro High School and effectively completing the requirements for credit recovery for graduation, including gaining the knowledge for classroom application in the traditional setting. Is the model for credit recovery at this institution an effective tool for students to regain credits needed for graduation? Due to the nature of its information, real-time data was collected and used for the evaluative study. Surveys were completed by those currently enrolled in the program. Student transcripts, database results, and group interviews were used to determine effectiveness of the program. Stakeholders on the county level, school administrators and counselors can use the evaluation results to determine whether the Virtual Remediation program is an effective tool that results in a higher graduation rate. Evaluation data will also determine if the existing programs are effective in meeting the county goals in student achievement both on individual and demographic levels. Limitations to our study include no way in determining the intrinsic motivation of our students. Also During the evaluation process, the state of Georgia has received a No Child Left Behind waiver allowing for our state government to abandon the federally approved criteria and develop their own criteria for measurements. This evaluation could prove either to be either out dated, or provide pre-mature data collection needed for future requirements.

III.

Focus of the Evaluation Seven years ago, the Virtual Remediation Program was started at Jonesboro High School after recommendation from counselors, teachers and administrators. Three classrooms were designated for use, allowing approximately 90 students to enroll with the program per semester. One instructional teacher is assigned to each classroom, and one special education teacher floats between classrooms to aid all students within the program. Critical components for the program include enrollment, completion of credits, and contribution toward graduation rate and traditional classroom success. Surveys, transcripts, pass/fail ratios, and group observations will be used to evaluate the program. Is the online Virtual Remediation program at Jonesboro High School an effective tool for students to regain lost credits from the traditional classroom setting? How is the program allowing students to regain lost or missing credits, thus graduating on time? Do the students view the VR programs as a viable alternative to the traditional classroom setting? What numbers of students are choosing the traditional classroom setting over Virtual Recovery in an attempt to regain credits? What are the results from those students who enroll- how many are passing? Failing? These questions will be answered after collecting data from those who are, or once were, enrolled in the program. Counselors within the program will also give information, in addition to, data collected from the Virtual Recovery Database itself.

IV.

Brief Overview of Evaluation Plans and Procedures This is where the design, information sources, methods for collecting information, sampling and information collection procedures go. On our last project, I was not designated for these parts. I did however give input in regard to them once they were shared with me. I attempted to collaborate on this offering insight into the actual names of the design, questioning the use of group interviews, and re-designing the information sources. There were several questions and suggestions that I had that were what I felt to be- deemed as unwanted or unimportant. This underdeveloped area makes it hard to complete the fluidity of the project. For example: We have mentioned parents throughout the process, but then opted to not include them in the evaluation tool? Also, If we use a group observation/interview, we must create it- along with any survey and place into the appendices. I dont see where a formal interview is needed in this type of evaluation. Also, How will we analyze data? This is the what we are looking for without this the entire project makes no sense. I am NOT saying that I have been any better than anyone else on these projects. However, this is why I was very sensitive when I was asked to complete the executive summary on my own. I dont feel that is fair- not because I dont want to do the work, but because I feel as if we are missing some key

elements to our project. I cannot make these decisions on my own. It should be a GROUP project and summary, not one person and there are many areas that are lacking for this to be created at a high caliber.

V.

Presentation of Evaluation Results During the VRs time at Jonesboro High School, approximately 800 credits have been earned by its participants and an estimated 900 students have graduated on time due to participation in the program. In three semesters [school year and summer], an average of 150 students enroll in the Virtual Remediation Program. Of the 150 students, approximately 74% of the students pass the virtual classes and earn full credit. Of the 150 students, averages of 14 seniors enroll. Of the 14 seniors, an average 95% pass the virtual classes and earn full credit to graduate on time.

Dr. Carlson also mentions to include a formal report here for the Audience of counseling staff and administrators.

VI. VII. VIII.

Conclusions and Recommendations Minority Reports of Rejoinders Appendices