Tag: Remediation

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Published Document Title Authors Pages Abstract
November 2007 North Carolina Virtual Public Schools Review of Summer School 2007 Rhea, Anisa

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In summer 2007, 995 Wake County Public School System (WCPSS) students enrolled in online courses provided free of charge by the North Carolina Virtual Public School (NCVPS). Whereas most students were seeking to recover credits, some students enrolled in courses for credit acceleration. Students who elected to take accelerated courses were more likely than students registered for credit recovery courses to terminate their enrollment. Few students who initially enrolled in NCVPS had successful academic outcomes as indicated by the small proportion who received passing course grades from NCVPS (28.2%) and who demonstrated proficiency on End-of-Course (EOC) exams (13.5%). However, students enrolled for credit acceleration had higher success rates on both measures than students trying to recover credits. Survey results reveal that students taking accelerated EOC courses were also likely to possess the characteristics attributed to successful online learners. The guidelines for enrollment and the structures and processes of NCVPS should be evaluated to assess whether participation in NCVPS is an appropriate option to promote students' academic success.

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July 2005 Student Support Team Evaluation Baenen, Nancy
Harlow, Kristin2

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Student Support Teams (SST) are designed to strengthen and support students who are experiencing academic, behavioral, family, and/or emotional difficulties that interfere with learning. SSTs develop and implement action plans using classroom-, school-, family-, and/or community-based strategies. In 2003-04, 80% of the 4,944 students served by SSTs were elementary students. Over half of the students referred for academic reasons scored on grade level before SST participation. Earlier SST meetings and family-based strategies were correlated with positive academic outcomes. Classroom-based strategies were correlated with fewer suspensions. Schools varied in their success in improving SST students' achievement. SST participants' growth in achievement was generally smaller than a matched comparison group over one year, but students could have differed in ways related to referral reasons. SST students closed the gap between their achievement and that of the district overall in some elementary grades but not at the secondary level.

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