Design credit-recovery interventions to address broader academic deficits and engagement, not only algebra content¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 review), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The brief recommends that interventions for students who fail Algebra I extend beyond algebra content knowledge. Because these students typically show incoming math and reading deficits, high absenteeism, suspensions, and failures in multiple subjects, the authors argue interventions "could likely be more successful if they address broader issues of student academic deficits and engagement in addition to specific shortcomings in algebra content knowledge." Credit recovery alone is unlikely to return most of these students to the graduation track.

Design Implications¶

Context¶

Requirements¶

• Interventions must be matched to students' multiple needs: academic deficits in math and reading plus engagement issues that interfere with attendance.

Constraints¶

• The brief states getting back on track "requires more than just recovering the Algebra I credit"; single-course recovery does not address the multiple-course failures these students carry.

Target Learners¶

• Ninth graders who fail Algebra I and need credit recovery in high school

Target Learning Goals¶

• Recovery of Algebra I credit and progress toward on-time high school graduation

Claims¶

• An estimated one-third of students fail to learn because of psychosocial problems that interfere with engagement in instruction [+W]

Related Strategies¶

• Culturally Responsive Teaching
• Provide schools real-time early warning data reports and credit recovery reports to monitor student performance and support on-track progress
• Couple subject-area curriculum reforms with comprehensive strategies to improve attendance and academic behaviors
• Use course-failure data to prompt school self-evaluation and targeted intervention before students' second year

Examples¶

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Key Sources¶

• Rickles, J., Heppen, J., Taylor, S., Allensworth, E., Michelman, V., Sorensen, N., Walters, K., & Clements, P. (2016). Getting Back on Track: Who Needs to Recover Algebra Credit After Ninth Grade? (Research Brief 3). American Institutes for Research & University of Chicago Consortium on School Research. https://www.air.org/CreditRecovery