Public schools in America are experiencing a massive decline in student enrollment, resulting in school consolidations and closures across the nation. (Dee, 2023). This decline has many implications, particularly in rural areas, such as Northeast Tennessee. These implications and the public pressure to maintain high graduation rates and academic outcomes, require school leaders and policymakers to reflect on who is leaving public schools and why. This phenomenological study explored the school experiences and perceptions of individuals who left the traditional high school prior to graduation. In-depth interviews were conducted one-on-one with 13 participants via an online video conferencing platform who were formerly enrolled in traditional public high schools in Northeast Tennessee and either dropped out or enrolled in a nontraditional option prior to graduation. Nontraditional options included brick-and-mortar alternative schools offered by a public school district, separate credit recovery and graduation programs housed within the traditional high school, and online public schools. Dropping out was defined as leaving the traditional high school permanently and without obtaining a high school diploma, regardless of if the participant received a high school equivalency credential, such as a GED. Through the amplification of voices of those who left the traditional public high school, the findings of this study revealed themes of personal and familial barriers, negative associations with the school culture and environment, systemic and procedural barriers, and elements of positive teacher-student relationships.

The purpose of the study was to determine the extent to which a credit recovery program improved the academic success for high school freshmen. For the purpose of this study, academic success was defined as whether or not the student advanced from 9th to 10th grade. A total of 255 students from two junior high schools and one comprehensive high school were included in the study. Independent variables included program, gender, ethnicity, socioeconomic status, TAKS Reading/Language Arts results, and TAKS Mathematics results. A review of related literature provided background information regarding the issues surrounding high school freshmen, dropouts, grade retention, and effective intervention programs. This quantitative study utilized descriptive statistics and logistic regression to analyze the relationship between the independent variables and student success as measured by whether or not the student advanced from ninth to tenth grade. In addition, the study examined the odds of success if participating in the credit recovery program. Sources of data included Incomplete and Failure Listing, Ninth Grade Advisor Listing, Tenth Grade Advisory Listing, and the Student Roster-Fall Collection. The Ninth Grade Success Initiative Program Evaluation for Cycles 6, 7, and 9 provided the individual student results of participation in the program. Levels of significance were set at the .05 level. The findings of this study indicated that no statistically significant relationship existed between participation in the credit recovery program, gender, ethnicity, socioeconomic status, TAKS Reading/Language Arts results, TAKS Mathematics results, and advancing from 9th to 10th grade. It was concluded that further study would be needed to determine the most effective means for providing academic assistance to ninth grade students.

Embora existam soluções para sistemas de cobrança e telecomunicações que apresentem relatórios para auxílio à cobrança de clientes, ambas carecem de informações que apoiem a tomada de decisões, nas análises estratégicas e na propensão de pagamento. Desse modo, o objetivo deste projeto é implementar ferramentas e soluções inteligentes a fim de reduzir o desperdício de tempo e aumentar a produtividade do gestor, decorrentes da necessidade da análise e cruzamento de todos os dados para tomar qualquer ação durante os processos de cobrança e gestão de custos. / Although there are solutions for billing and telecommunications systems to present reports to support debt collection, both lack information to support decision making in strategic analysis and propensity to pay. Thus, the goal of this project is to implement intelligent tools and solutions taht are able to increase their productivity and reduce waste of managers time, due to the need of analyzing and crossing all the data to take action during the collection processes and cost management.

Embora existam soluções para sistemas de cobrança e telecomunicações que apresentem relatórios para auxílio à cobrança de clientes, ambas carecem de informações que apoiem a tomada de decisões, nas análises estratégicas e na propensão de pagamento. Desse modo, o objetivo deste projeto é implementar ferramentas e soluções inteligentes a fim de reduzir o desperdício de tempo e aumentar a produtividade do gestor, decorrentes da necessidade da análise e cruzamento de todos os dados para tomar qualquer ação durante os processos de cobrança e gestão de custos. / Although there are solutions for billing and telecommunications systems to present reports to support debt collection, both lack information to support decision making in strategic analysis and propensity to pay. Thus, the goal of this project is to implement intelligent tools and solutions taht are able to increase their productivity and reduce waste of managers time, due to the need of analyzing and crossing all the data to take action during the collection processes and cost management.

The purpose of this study was to understand the obstacles faced as well as strategies used by 6 graduates of a small rural high school in Southern Middle Tennessee. Specifically, this study was an examination of the life experiences of 6 graduates, identifying the major obstacles faced and the successful strategies used to complete the requirements for a high school diploma. Qualitative methodology guided this study. This approach allowed for the lived experiences to be examined and the voices of 6 participants be heard. Data collected included participant stories using semistructured interviews conducted using an interview protocol, drawing of a concept map, and prioritization of influences according to their perspective regarding their diploma completion. Other valuable data included researcher field notes and graduation coach file notes. Findings are presented in 6 themes pertaining directly to the interview questions regarding key elements—circumstances leading to a relationship with a graduation coach, discussions during grad coach sessions, nongrad parent influences, parent expectations, grade retention, and strategies implemented by the graduation coach. After the collection and analysis of all data, the researcher coded the data to determine emerging themes. Much of the researcher’s work consisted of processing the data to discover categories and patterns among the stories told by the 6 graduate participants, as presented in the qualitative narrative analysis methodology. Through the narrative inquiry method of this study, the examination of the stories of 6 graduates reveals that a relationship with at least 1 caring adult in the high school setting is imperative to successful high school completion. This adult may offer assistance through a variety of ways such as developing an academic plan of action, building confidence, arranging tutoring sessions, or tracking progress.

The purpose of this study was to examine the difference in student success by retained students who participate in the Hamblen County (Tennessee) Credit Recovery Program [HCCRP] in the year prior and following their participation. HCCRP is an alternative intervention for students who have been retained in the middle grades of Hamblen County School System. Student success was defined and assessed in the areas of academic proficiency, discipline, and student absenteeism. Student information regarding each area was obtained from the Hamblen County School System, coded, and analyzed through quantitative testing. This study was guided by 8 research questions and 8 corresponding null hypotheses. Five of the null hypotheses were tested for significance using a paired sample t tests, 2 were tested using a chi square testing, and 1 was tested using a single sample t test. The population of this study was 94 students who had participated in the HCCRP in the 2010- 2012 school years. The analysis of data showed no significant difference in student science scores, number of discipline referrals, or absenteeism in comparing the year prior and the year following the students’ participation in HCCRP. The paired sample t test did reveal significant increases in both student math and reading/language arts scores. A chi squared test showed a significant number of low socioeconomic students within the population. Additionally, a single sample t test showed a significantly higher number of days students missed prior to attending HCCRP and the acceptable level of absenteeism. The result of this study indicates that students who have attended HCCRP as an alternative to grade level retention benefited academically in math and reading/language arts.

Asynchronous online credit recovery programs have been implemented in public schools across the United States for a variety of reasons. In this case, African American female students who are deficient in course credits towards high school graduation have taken advantage of this relatively new e-programming mechanism as a means to capture course credits that were lost during the course of a student's high school career. Female enrollees in the asynchronous credit recovery program are lacking in course credits due to course failure for reasons such as truancy, excessive absences, maternity, incarceration, employment, health associated and domestic related demands outside of school. Beyond the aforementioned, the school climate in terms of organization, discipline, safety, and supportive relationships plays a significant role towards student success or failure. Because African American females are positioned at the bottom of the ethno-gender stratum, concentration on African American females is vital to ensuring academic success in addition to their well being. The purpose of this qualitative study is to investigate and ultimately understand the perceptions, attitudes, and behaviors of a group of African American female graduates while enrolled in an asynchronous credit recovery program. The study was guided by the following research questions: How does enrollment in an asynchronous credit recovery program affect non-traditional African American female's perceptions of education? How does enrollment in an asynchronous credit recovery program affect the lives of non-traditional African American female student participants? What are the factors that contribute to the success of the non-traditional African American female student participants? Data were collected through semi-structured interviews, intense site immersion and observation, and thorough review of school district and student records. At the culmination of the data collection process, data analysis was conducted using the constant comparison method. Results from the data analysis revealed a reinvigorated perception of education as well as a reversal of lowered expectations, behaviors, standards, and attitudes while enrolled in the asynchronous credit recovery program. Enrollment in the asynchronous credit recovery program assuredly fostered academic success and strengthened the independent nature and identity formation of the African American female participants. Several of the implications for practice are: strengthening adult/student relationships; culturally relevant professional development exercises; consideration of a female centered curriculum; address the at-risk student population as early as elementary school; and continuing research on the effectiveness of asynchronous credit recovery programs. / Educational Administration

The choice to drop out of high school often follows a progression of disengagement from school (Bridgeland, Dilulio, and Morison, 2006). Students often begin this process as a result of attendance challenges, disciplinary consequences, and persistent failure in traditional learning environments (Bridgeland et al., 2006; Fenning et al., 2012; Foley and Pang, 2006). School divisions face federal and state mandates to improve graduation rates and are under pressure to reform educational practices in an effort to lower the dropout rate (Picciano, Seaman, Shea, and Swan, 2012). School districts around the country have sought to diminish dropout rates through a variety of strategies. The collective goal in all of the initiatives is to redefine the high school experience for students who do not fit the traditional model, connecting them with alternative learning opportunities so as to best meet individual needs (Ferdig, 2010; Carver, Lewis, and Tice, 2010). Online credit recovery programs have the potential to re-connect students at risk of dropping out of high school through technological interactivity, personalization, and immediate feedback (Ferdig, 2010; Watson and Gemin, 2008). This study identified 97 Virginia school divisions offering online credit recovery programs to students identified as at-risk. This dissertation examined the relationship between the use of online credit recovery programs and on-time graduation rates in the Virginia and found an increase in the on-time graduation rates in the school divisions that implemented this strategy. The researcher also examined the various models used throughout the Commonwealth and found a variety of implementation strategies used by school divisions. However data indicated no significant difference in the Virginia on-time graduation rates when comparing the different program implementation measures. / Ed. D. / Students often begin to entertain the ides of dropping out after a process of attendance challenges, disciplinary consequences, and persistent failure in traditional learning environments. School divisions face federal and state mandates to improve graduation rates and are under pressure to reform educational practices in an effort to lower the dropout rate. School districts around the country have sought to diminish dropout rates through a variety of strategies. The collective goal in all of the initiatives is to redefine the high school experience for students who do not fit the traditional model, connecting them with alternative learning opportunities so as to best meet individual needs. Online credit recovery programs have the potential to re-connect students at risk of dropping out of high school through the use of technology, personalization, and immediate feedback. This study identified Virginia school divisions offering online credit recovery programs to students identified as at-risk of dropping out of high school. The relationship between the implementation of online credit recovery programs and on-time graduation rates in the Commonwealth of Virginia was examined to determine the impact of this intervention strategy. This study identified 97 school divisions currently offer an online credit recovery program. Findings indicated an increase in graduation rates for school divisions using this intervention strategy. The researcher also examined various implementation models and found no significant difference in graduation rates when comparing implementation measures.

The purpose of this research was to ascertain the characteristics of dropouts, their rationale for reentry, and what constituted effective practices within a Texas alternative education program (AEP). While, a number of studies have been conducted to explain why students drop out of school, more research was needed in the area of students that reenter to complete their studies (Fernandez, Paulsen & Hiranko-Nakanishi, 1996; Krashen, 1998; NCES, 1981; Pirog & Magee, 1997; Ramsey, 1988; Rumberger, 1995; Warren, 1996; White & Kaufman, 1997). The study utilized qualitative methodology with a case-study approach by utilizing small groups within the context of an organization (Miles and Huberman, 1994). The study site was purposely selected (Kuzel, 1992; Morse, 1989) using low-socio-economic criteria, ethnic representation, an AEIS rating of Commended, and a high graduation rate. Site participant selection included comprehensive sampling (Goetz and LeCompte, 1984) of the AEP personnel and random sampling of the student participants and their respective parents. The primary data was collected using a modified three-interview method (Dolbeare and Schuman, 1982) with corroborating document review and focus groups. Findings indicated that research participants could identify seventeen different characteristics for returning high school students. Some of the characteristics describing these students also reflect their motivation or rationale for returning back to complete their high school studies. The study revealed four major practices within the AEP that supported the program and its students towards their mission of graduating. These were: hiring the right personnel, monitoring academic progress, providing student support services, and maintaining a safe school climate. A resultant theme indicated that there was a need to promote a positive image of the value of the AEP. Since only ten participants and five students were included in the study, the findings can only be tentatively generalized. Finally, suggestions are made for AEP programs to be designed to entice students not only to return back to school, but to remain until their goal to graduate is realized. / text

The recent interest in graduation rates (a phrase sometimes used interchangeably and incorrectly with attainment rates and completion rates) began with the Commission on the Future of Higher Education, also known as the Spellings Commissions, which called for “dramatic” changes in higher education to address the “persistent gap between the college attendance and graduation rates of low-income Americans and their more affluent peers” (Cook & Hartle, 2011, p. 1). As educators, we should strive to make sure that the students we serve receive a quality education, one that will prepare them to be college or career ready. In recent years, the national graduation rate does not ensure that educators are preparing their students for life after high school. This study analyzed the findings from a specific credit recovery and how, when implemented with a strong parental involvement, a credit recovery can have a positive impact on the graduation rate. From the administering of a student survey and parent interview/questionnaire, it was determined that parental involvement and student motivation have the greatest impact on student achievement for students who participate in credit recovery. When students have consistent access to Georgia Virtual School, then their motivation is the strongest. The findings in this study imply that parental support impacts the academic success of students. If parents said they were informed about the credit recovery procedures, this implies that there is a high level of communication between the school and home. Educational leaders should focus on areas or predictors within the family, society, or individual circumstances of the child, as well as in the academic surroundings and materials in order to meet the diverse needs of the students.