The Struggle to Pass Algebra: Online vs. Face-to-Face Credit Recovery for At-Risk Urban Students

Heppen, Jessica; Sorensen, Nicholas; Walters, Kate; Rickles, Jordan; Taylor, Suzanne Stachel; Michelman, Valerie

doi:10.1080/19345747.2016.1168500

Cited by 76 publications

(68 citation statements)

References 10 publications

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“…Before the COVID-19 pandemic, in-school learning had already been proven to be more effective than distance learning. Furthermore, student outcomes resulting from online learning have been shown to be poorer, on average, than outcomes resulting from face-to-face instruction (Heppen et al 2017). Conditions for effective remote learning (good internet connection, and clear explanations, scaffolding and feedback from teachers) are not easy to accomplish.…”

Section: The Impact Of School Closure On Learning and Learning Inequamentioning

confidence: 99%

The impact of lockdown on the learning gap: family and school divisions in times of crisis

2020

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The lockdown of schools in Spain to confront the effects of COVID-19 caused an enormous impact at both societal and educational levels. Schools and families had to react rapidly to a new teaching and learning scenario without the benefit of previous planning or government guidelines. In this context, some schools were better able to adapt to the new circumstances than others. Likewise, the structure and size of families' economic, social and cultural capital produced significant differences in the learning opportunities for children from different backgrounds. This article assesses the impact of the school lockdown on the learning gap between children from different social backgrounds in Catalonia. Based on 35,419 responses to an online survey administered between 26 and 30 March 2020 to families with children aged between 3 and 18, the authors' analysis shows that learning opportunities varied significantly. Middle-class families were able to maintain higher standards of education quality in a critical context, while children from socially disadvantaged families had few learning opportunities both in terms of time and learning experiences (schoolwork and maintenance of after-school activities). Results differed by type of school (public/ private) where students were enrolled, family economic, social and cultural capital, and family living conditions. In the final part of the article, the authors highlight the importance of the role of the school in ensuring learning opportunities for children from low socioeconomic backgrounds, and they discuss some policy implications of their findings.

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Section: The Impact Of School Closure On Learning and Learning Inequamentioning

confidence: 99%

The impact of lockdown on the learning gap: family and school divisions in times of crisis

2020

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“…A much more likely scenario is a 70-80% reduction in the curriculum. Chicago and others will claim online and remote learning will bridge the gap, but the dismal outcomes of the past (Heppen et al, 2017) offer little data to support anything other than students will not morph into independent, motivated learners able to self-manage oneself without teachers or peers.…”

Section: Contextmentioning

confidence: 99%

The Canary in the Mine: Remote Learning in the Time of COVID-19

Coker

2020

JCT

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National organizations in the United States issued policy proposals for returning to school during the COVID-19 pandemic. A qualitative review, using the constant comparison model, examined six policies from different organizations. The policies operate on the notion of a progressive curriculum, with the values of equity, access, and adaptations driving the planning process. There are five variables national policies utilize to operationalize the progressive curriculum and values: organizing, staffing, scheduling, envisioning, and vulnerabilities. A case study using an individual school district examined the impact on learning within the framework of the policies. Recommendations to improve online and remote learning follow.

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“…Behavioral engagement, including attendance and out-ofschool learning, is a critical mediator to achievement, particularly in an online course setting where students, versus teachers, dictate how much time students spend logged in and engaged in learning-related activities (Darling-Aduana et al, 2019;Heinrich et al, 2019;Jaggars, 2014;Levy, 2011;Xu & Jaggars, 2014;Yukselturk & Bulut, 2007). Despite evidence that technology use can increase student engagement (Warschauer, 2006;Zhao, Lei, Yan, Lai, & Tan, 2005), the primary study that examined the effects of online course taking on engagement among high school students identified no significant differences in engagement compared with students in a traditional classroom setting (Heppen et al, 2017). In addition to not representing a robust literature, Heppen et al (2017) relied on self-report measures and focused on cognitive versus behavioral engagement.…”

Section: Behavioral Engagement In Online Coursesmentioning

confidence: 99%

Behavioral Engagement Shifts Among At-Risk High School Students Enrolled in Online Courses

Darling-Aduana

2019

AERA Open

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Academic behaviors such as attendance are highly associated with academic outcomes. High schools are also increasingly turning to online courses to educate their most marginalized students. In this study, I explored the extent to which enrollment in an online course improved engagement and allowed students to make course progress online outside the traditional school day by examining within-student changes in academic behaviors. Students completed their online course in fewer class periods than required to complete a comparable course in a traditional, face-to-face instructional setting. At the same time, students attended, on average, three additional days of school when enrolled in an online course as when enrolled in solely face-to-face courses, indicating a potentially positive spillover effect. Results have implications for practitioners and policy makers interested in online learning and understanding what programs might be most effective in reengaging students at risk of course failure or dropping out of high school.

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The Struggle to Pass Algebra: Online vs. Face-to-Face Credit Recovery for At-Risk Urban Students

Cited by 76 publications

References 10 publications

The impact of lockdown on the learning gap: family and school divisions in times of crisis

The impact of lockdown on the learning gap: family and school divisions in times of crisis

The Canary in the Mine: Remote Learning in the Time of COVID-19

Behavioral Engagement Shifts Among At-Risk High School Students Enrolled in Online Courses

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