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Allensworth, Elaine; Nomi, Takako; Heppen, Jessica – Society for Research on Educational Effectiveness, 2013
The consequences of failing core academic courses during the first year are dire. In Chicago, over a quarter of students fail at least one semester of algebra in their ninth grade year, and only 13% of students who fail both semesters of Algebra I in ninth grade graduate in 4 years. Offering credit recovery options is one strategy to deal with…
Descriptors: Algebra, Repetition, Required Courses, Secondary School Mathematics
Nomi, Takako; Allensworth, Elaine – University of Chicago Consortium on Chicago School Research, 2014
Whether or not to sort students by incoming skills has been a contentious issue. This brief shows that there are potential costs and benefits to both approaches. Even with the same curriculum, the consequences of sorting depend on students' incoming skills and the outcomes being considered. This brief highlights a critical role skill-based sorting…
Descriptors: College Preparation, Track System (Education), Competency Based Education, Educational Change
Heppen, Jessica; Allensworth, Elaine; Walters, Kirk; Pareja, Amber Stitziel; Kurki, Anja; Nomi, Takako; Sorensen, Nicholas – Society for Research on Educational Effectiveness, 2011
Credit recovery is one strategy to deal with high failure rates. The primary goal of credit recovery programs is to give students an opportunity to retake classes that they failed in an effort to get them back on track and keep them in school (Watson & Gemin, 2008). Most recently, as schools across the nation struggle to keep students on track…
Descriptors: Summer Schools, Student Participation, Online Courses, At Risk Students