Offer summer credit recovery to expand newcomer English learners' access to academic subjects¶

Strategy · All strategies
Evidence · 2 claims (2 for) · 1 study (1 causal), q2 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

The article investigates a summer credit recovery program aimed at expanding high school newcomer ELs' access to academic subjects, in which students recover or earn credits outside the regular school year. The study reports that "Credit recovery increased the number of math, English Language Arts, science, and social science classes taken by newcomer EL students," making summer credit recovery an implementable lever for increasing newcomer ELs' academic content exposure.

Design Implications¶

Context¶

Requirements¶

• A district credit-bearing summer program that newcomer EL students can attend to recover or accrue course credit
• Student-level course-taking data to monitor which subjects students take

Constraints¶

• Graduation-rate benefits were imprecisely estimated in the study
• English proficiency effects were described only as suggestive

Target Learners¶

• High school newcomer English learners

Target Learning Goals¶

• Increased access to and completion of academic content courses in math, English Language Arts, science, and social science

Claims¶

• The program's impact was estimated with a difference-in-differences-in-differences approach on student-level data from a large urban California district [+W]
• Summer credit recovery increased the number of math, English Language Arts, science, and social science classes taken by newcomer EL students [+W]

Related Strategies¶

• Provide English learner-specific summer learning and staff accelerated learning programs with EL specialists

Examples¶

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Key Sources¶

• Angela Johnson. (2019). Summer credit recovery impact on newcomer English Learners. American Educational Research Journal. https://www.nwea.org/research/publication/summer-credit-recovery-impact-on-newcomer-english-learners/