This study examines the effectiveness of a summer school credit recovery program in the Sun Valley High School District. Using logistic regression I assess the relationship between race, gender, course failure, school of origin and summer school participation for a sample of students that failed one or more classes in their first year of high school. A second set of models examines the association between the variables listed above and high school graduation. While most students that failed one or more classes did not graduate from high school, the findings indicated that these students are more likely to graduate from high school if they participate in the summer school program than if they do not. As the number of times that students participated in the summer school program increased, the more likely they were to graduate from high school. This study's findings also identified course failure as a predictor for both summer school participation and dropping out of high school. The students who failed one course during their initial semesters of high school were more likely to attend the summer school program than students who failed multiple courses. The same trend was noted with high school graduation. Students who failed multiple courses during their initial semester in high school were less likely to participate in the summer school program and graduate from high school than students who only failed one course. The findings suggest that the Sun Valley High School District should: re-examine the current format of implementing the summer school credit recovery program, create and implement a freshman orientation program, and examine the main causes of course failure for freshman. [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.]