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A Blended Approach to Online Credit Recovery

by Leila Meyer

The Journal

Article excerpt

Report: Online Credit Recovery Programs Benefit from Personalized, Blended Learning Approach

More than 75 percent of school districts are using blended and online learning for credit recovery and to expand course offerings, according to a new report from the International Association for K-12 Online Learning (iNACOL), but the type of program and method of implementation has an effect on its success. The report, “Using Online Learning for Credit Recovery: Getting Back on Track to Graduation,” is intended to provide districts with guidance on how to help at-risk or returning students earn the course credits required for high school graduation.

Our take

A Focus on Competency in Credit Recovery Programs

Effective credit recovery requires programs that are “rigorous, engaging and personalized,” according to a recent report from the International Association for K-12 Online Learning (iNACOL). Too often, districts have loosened up standards in an attempt to increase graduation rates, but nobody wins in these situations. One opportunity for improvement might be competency-, rather than credit-based, the report suggests. Case studies support these recommendations. Is it time to review, and potentially revise, your district’s credit recovery programs?

Online learning offers opportunities for students to regain or earn credit in ways that can be more personalized and accessible. But administrators and educators need to guard against loosening standards for credit recovery. A good first step may be reviewing your current program to ensure reliability, teacher involvement and effective measures of proficiency.

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