Abstract
Recent estimates show nearly 90% of school districts nationwide offer some form of online credit recovery. Despite its widespread adoption, there is a dearth of research surrounding the suitability of online credit recovery for students. This study examined potential success factors of students enrolled in virtual recovery courses in a school district in the mid-Atlantic region of the United States. Descriptive statistics, chi-square analysis, and binary logistic regression modeling was used for data analysis to account for the influence of student characteristics on credit recovery outcome. Findings revealed that grade-level, IEP status, and middle school End-of-Grade Test results could be linked to achievement in online credit recovery courses. Implications of these findings for educators are discussed
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