Critics have long raised concerns about the quality of credit recovery courses in American high schools, particularly those offered online. A recent study by Carolyn Heinrich and colleagues highlights significant issues with an Algebra 1 credit recovery program, revealing that a staggering 83% of assessment questions are multiple choice, with over 90% failing to require higher-order thinking skills. Alarmingly, 91% of questions can be answered with a simple Google search, undermining the integrity of the assessments. The leniency in retaking tests allows students to review previous answers, further enabling superficial learning. The study also points to a lack of regulation at the state and district levels, with New York being the only state with comprehensive oversight. To combat these issues, the authors recommend implementing better assessments, requiring in-person proctoring, and conducting state-level audits to ensure genuine learning. The findings suggest that without substantial reforms, traditional methods of credit recovery may be more effective for students.
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