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Participants included 12 students enrolled in these programs, two content teacher monitors, and four graduation coaches. Findings address how supplemental online learning can support at-risk students, while also identifying barriers and risks related to instructional quality, engagement, autonomy, and resource constraints. Results aim to inform school leaders selecting programs and policymakers shaping credit recovery options.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/online-credit-recovery-benefits-and-challenges/601772/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/online-credit-recovery-benefits-and-challenges/601772.png","ImageObject",300,407,{"name":92,"@type":93},"ahduag","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the purpose of the qualitative study?","Question",{"text":112,"@type":113},"To understand stakeholders’ perceptions of the benefits and challenges of high school supplemental online learning for credit recovery.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Who participated in the study?",{"text":117,"@type":113},"Twelve high school students in supplemental online learning for credit recovery, two content teacher monitors, and four graduation coaches.",{"name":119,"@type":110,"acceptedAnswer":120},"Why are school leaders increasingly using supplemental online learning for credit recovery?",{"text":121,"@type":113},"To help address high dropout rates and to provide more self-paced, supported learning options for at-risk students, while improving how schools manage resources and evaluate educational effectiveness.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601772,1792209670,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36},3985747870414,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Online Credit Recovery: Benefits and Challenges  \nThis manuscript has been peer-reviewed, accepted, and endorsed by the National Council of Professors of Educational Administration (NCPEA) as a significant contribution to the scholarship and practice of  \nschool administration and K-12 education.  \nTeri Pettyjohn  \nJason LaFrance  \nGeorgia Southern University  \nSchool leaders are faced with selecting programs to support at-risk students in high schools across the United States. Increasingly, supplemental online learning is being selected as an innovative way to assist these students. The purpose of this qualitative study was to understand stakeholders’ perceptions of the benefits and challenges of high school supplemental online learning for credit recovery. Participants included twelve high school students who had been enrolled in supplemental online learning for credit recovery, two content teacher monitors, and four graduation coaches. The perceptions of these respondents provide insight for school leaders selecting online credit recovery programs and policymakers.  \nIntroduction  \nSchool leaders face the challenges of a significant drop out rate. In fact, there are more than one million American high school students who drop out each year (Bridgeland, DiIulio, & Morison, 2006) . Increasingly, schools are utilizing supplemental online learning to assist students with credit recovery (Holstead, Spradlin, & Plucker, 2008) . Critics of online education are concerned that some online learning options risk moving students through a course without their having received true educational benefit. However, others laud distance education for providing a highly engaging instructional environment that is self-paced, personalized, and facilitated by certified instructors who provide individualized support (Natsu, 2011; Trotter, 2008) . Ultimately, school leaders are responsible for evaluating the process of credit recovery and supplemental online learning in order to improve at-risk student success and more effectively manage resources. One source of information that may be useful to school leaders is feedback from students and staff who work in this environment. Therefore, the purpose of this qualitative study is to identify the benefits and challenges of supplemental online learning for credit recovery from the perspective of students and staff.  \nNCPEA Education Leadership Review of Doctoral Research, Vol. 1, No. 1 – March 2014 ISSN: 1532-0723 © 2014 National Council of Professors of Educational Administration  \nThis manuscript may not be used commercially or edited. When quoting portions of this text, attribution  \nto the author/s is required.  \nGrowth of Blended and Online Learning Background  \nLearning experiences can be classified by the amount of control that the student has over the content and nature of the learning activity. In traditional didactic or expository learning experiences, content is transmitted to the student by a lecture, written material, or other mechanisms. Such conventional instruction is often contrasted with active learning in which the student has control of what and how he or she learns (Means, Toyama, Murphy, Bakia, & Jones, 2009) . In their foundational work involving autonomy and self-determination, Deci and Ryan (1985) stated that students demonstrate the need for autonomy when they approach a task that warrants some degree of control and choice in the situation. They suggest people resist pressure from external forces such as rules, regulations, orders, and deadlines imposed on them by others because it interferes with their need for autonomy (Deci & Ryan, 1985) . Sometimes a person even rejects help in order to remain in control (deCharms, 1983) . An understanding of students’perceptions of support in online learning may equip teachers (both site-based and online) with strategies to promote autonomy and increase self-determination.  \nIndividual autonomy can be developed by activities and programs th","cbCaijoIrPnbYv4B","https://ap.wps.com/l/cbCaijoIrPnbYv4B","pdf",342496,16,"English","# Introduction\n# Growth of Blended and Online Learning Background\n# Supplemental Online Learning","[{\"question\":\"What was the purpose of the qualitative study?\",\"answer\":\"To understand stakeholders’ perceptions of the benefits and challenges of high school supplemental online learning for credit recovery.\"},{\"question\":\"Who participated in the study?\",\"answer\":\"Twelve high school students in supplemental online learning for credit recovery, two content teacher monitors, and four graduation coaches.\"},{\"question\":\"Why are school leaders increasingly using supplemental online learning for credit recovery?\",\"answer\":\"To help address high dropout rates and to provide more self-paced, supported learning options for at-risk students, while improving how schools manage resources and evaluate educational effectiveness.\"}]","Online Credit Recovery: Benefits and Challenges | PDF",1792093400]