The central purpose of this research was to assess student learning outcomes in the Algebra I credit recovery course offered at traditional schools in Louisiana and the Algebra I credit recovery course offered online by the Louisiana Virtual School (LVS). It was also conducted to assess the associations of gender, grade level, and socio-economic status on learning outcomes measured as final grade in the course. The researcher utilized the Statistical Package for Social Sciences to analyze the data. Descriptive statistics were used to describe the demographic features of the data. Frequencies of the variables in each group were examined and a crosstab analysis was also utilized. The Pearson's Correlation Coefficient as well as a factorial ANOVA was utilized to determine and examine the relationship between the independent and the dependent variables. On the basis of the findings, it was concluded that the participants who took the course in a traditional school setting had higher means of the final grades than participants who took the course at LVS. A review of the literature and the findings of this study revealed a need for further research in several areas. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]