credit recovery

makeup work

where credit is (and isn't) due

not making the grade

New York

With stricter credit recovery policy comes a push to do more

An impending crackdown on how students can make up failed classes has some schools scurrying to help students rack up missing credits this spring. Many schools allow students who are missing credits—either because they failed a class, or because circumstances kept them from attending or completing required work—to receiving course credit for completing extra assignments through a practice known as "credit recovery." The practice, which accounted for about 1.7 percent of credits earned last year, offers students the chance to pick up narrowly missed credits without having to repeat classes, but it has also been criticized for devaluing academic credits because the make-up assignments are often less in-depth than those required in the regular classes. Last month, following an audit that found errors and possible evidence of cheating at 60 high schools, the city announced that it would begin restricting credit recovery access to students, in part by capping the number of credits students may receive through credit recovery, limiting enrollment to students who attended at least two thirds of class they're making up, and allowing students to make up credits only in the months immediately after they fail a course. The new policies take effect July 1 — giving schools a four-month window to help students rack up credits before the restrictions kick in. Teachers and students at many schools said last week that they hadn't heard about the looming policy changes. But some of those who did said the news had motivated a credit recovery spree among students missing credits—a response Department of Education officials say is inappropriate. Students at a small school at the Lower East Side's Seward Park Campus, said administrators had individually told students who are missing credits that now is the time to finish credit recovery.
New York

Students say new high school policies will require extra support

Student activists call for a greater focus on college readiness in city schools during a rally today. For some city teachers and students, the big news this week wasn't the release of teachers' ratings but a slew of new policies meant to crack down on graduation rate inflation. The new policies, which follow an audit that found errors and evidence of possible cheating at dozens of schools, change the way high school exams will be graded and limit the number of failed courses students can make up without repeating the class. Today, high school students said tougher expectations are a good thing — as long as they are coupled with more support for schools. The students were holding a rally and panel discussion at New York University Friday afternoon to draw attention to a campaign, spearheaded by City Councilmen Ydanis Rodriguez and Robert Jackson, and several advocacy groups including the Urban Youth Collaborative and the Coalition for Educational Justice. For years, students affiliated with those groups have been urging the city to fund "success centers" inside schools where teens could get help preparing for college. And in 2009, CEJ began calling attention to a potential "looming crisis" posed by the state's increasingly tough graduation standards  — something a top Department of Education official told GothamSchools this week threatens to roll back graduation rates far more than the policy changes. The students I spoke to had not heard yet about new policies, which the department announced Thursday, and did not know how their schools might be affected. But one said some of the city's new policies could hurt school graduation rates in the short run by making it more difficult for students to make up credits for courses they failed.
New York

City alters Regents grading, credit recovery policies after audit

The Department of Education is cracking down on graduation rate inflation, following an internal audit that uncovered errors and possible evidence of cheating at 60 high schools. The audits, conducted by the department's internal auditor, scrutinized data at 60 high schools that had posted unusual or striking results. Of the 9,582 students who graduated from the schools in 2010, the audit found that 292 did not have the exam grades or course credits required under state regulations. At one school, Landmark High School, 35 students had graduated without earning all of the academic credits required for graduation. At another, Pablo Neruda Academy for Architecture and World Studies, 19 students had gotten credits through "credit recovery" that the school could not prove complied with state requirements. At two schools, Fort Hamilton High School and Hillcrest High School, an examination of Regents exams uncovered problems in the scoring of multiple students' tests. Department officials said they had asked Special Commissioner of Investigation Richard Condon to launch inquiries at nine schools based on issues raised during the audits. (Schools where investigations were already underway were excluded from the audit.) Students who graduated without sufficient credits won't have their diplomas revoked, officials said. And schools won't have their graduation rates revised to reflect the audited numbers, either, except potentially where the city found schools had purged students from their rolls without confirming that they had enrolled elsewhere. Instead, department officials are cracking down on loopholes in city and state regulations about how to graduate students. Among the major policy changes are revisions to Regents exam scoring procedures, new limitations on "credit recovery" options for students who fail courses, and an alteration to the way schools determine whether a student has met graduation requirements. The changes reflect a new understanding of the degree to which principals had become confused with — or, in some cases, ignorant of — graduation policies. They also reflect an unusual acknowledgment from the Department of Education that its strategies for delivering support to schools and holding them accountable are not always successful.
New York

Muted response to Regents' call for credit recovery comments

New York

Global Studies bets 'transformation' funds on new tech, staff

School for Global Studies "master" teacher, Natasha Blakley, prepares for the start of school in the Brooklyn school's new computer lab, purchased with federal funds. To Joseph O’Brien, principal of Brooklyn's School for Global Studies, there is no clearer indication of how new federal funds have led to higher achievement than Room 326. The classroom-turned-computer lab, outfitted with 35 Apple computers purchased last winter, is being used by students to recover credits toward graduation and study languages online, and by parents who lack Internet access at home. In addition to two laptop carts and new smartboards for a dozen classrooms, the lab replaces the school’s once-meager technology offerings, which included aging classroom computers hampered by viruses and two broken smartboards. “For the first time, our students were able to have a dedicated room where they could use the computer on their own time, whether after school or on their lunch hour, with staffed personnel,” he said. Tasked with raising the school’s graduation rate when the Department of Education appointed him to run Global Studies last year, O’Brien sees the new lab as a main tool. He paid for the lab with $170,000 of the $890,000 in federal School Improvement Grants awarded to Global Studies because it landed on the state’s list of lowest-performing schools last year—requiring the city to overhaul it. For Global Studies and 10 other schools on the list, the city chose “transformation,” meaning they would receive new principals and nearly $2 million in School Improvement Grants over three years to buy extra supplies and support. The city is starting to overhaul another 33 schools this year under three improvement models. As the 6th through 12th-grade school enters its second year of transformation — bringing it a second infusion of cash — O’Brien said change is already being felt. “We are no longer the school that we once were,” he said. “This school is really becoming an oasis of learning.” Now he just has to convince families that that’s true. 
New York

Probe underway after staff blows whistle on illicit credit recovery

A Philip Randolph High School is under investigation for credit accumulation fraud. (Credit: NYC DOE school web site) A high school that posted suspicious swings in graduation rates in recent years is under investigation for giving students credits they didn’t earn. Teachers and other staff members at A. Philip Randolph High School said they blew the whistle after seeing administrators abuse a practice that allows students to quickly make up credits in classes that they previously failed. Department of Education officials said the Office of Special Investigations began probing A. Philip Randolph last month after Chancellor Dennis Walcott received several emails earlier this summer alleging illicit use of the practice, known as "credit recovery," to artificially improve the school's graduation numbers. After years of mediocre performance, the school’s graduation rate increased nearly 30 points two years ago and was one of the city’s highest. This year, with less than a week before graduation day, school administrators ordered guidance counselors to enroll all failing seniors into online credit recovery courses so that they could graduate on time, one of the counselors said. She said the courses were crammed into one or two days and often went unsupervised. When she and the school’s programming coordinators protested to administrators, they were rebuffed, the guidance counselor said. “I said to them, ‘That is not right,’” she said. “You’re asking us to do something unethical.”
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