This study analyzed Putnam County School System's (PCSS) implementation of an online academic credit recovery tool. The online application was intended to allow students to recover credits required to graduate on time. The focus of the research was to determine if the implementation of Compass Learning by Putnam County School System has improved graduation rates across the four high schools within the district and to assess the consistency and fidelity of the implementation among the facilitators of the program. Online academic credit recovery allowed students the opportunity to reclaim credits needed to graduate from high school on time that they were unable to earn in a traditional classroom setting. The researchers gathered data from the four high schools located in the district. They included Cookeville, Monterey, Upperman, and White Plains. The data were gathered through observations of Compass Learning classes in each of the high schools; responses to surveys from faculty, facilitators, and students; graduation statistics from both the State of Tennessee and PCSS; and Compass Learning metrics provided by the central office staff. The study revealed that graduation rates improved after the implementation of Compass Learning for credit recovery. The study also showed that facilitators, students, and teachers had similar views of the implementation practices across the district, and that facilitator availability was a strong factor in assisting students to success.
|Commitee:||Hebert, Dr. Tracey, Nordstrom, Dr. Hope, Wiemers, Dr. Roger|
|Department:||College of Education|
|School Location:||United States -- Tennessee|
|Source:||DAI-A 76/04(E), Dissertation Abstracts International|
|Subjects:||Educational tests & measurements, Educational technology|
|Keywords:||Online learning, Putnam County, Tennessee|
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