Dissertation Defense Announcement Ed.D. Program: Jason Richardson “The Credit Recovery Experience at High Point High School: A Qualitative Case Study”

High school graduation is a key predictor of long-term economic and social stability. Yet, students facing academic, socio-economic, and personal challenges often struggle with credit loss, leading to disengagement and dropout. Credit recovery programs aim to address this issue, but little research explores how students experience these programs and what factors contribute to their success.

This qualitative case study examined the credit recovery program at High Point High School (HPHS) to understand student experiences, perceptions of program effectiveness, and the role of supportive structures in fostering academic persistence. The research explored (1) students’ experiences and evaluations of the program, including factors contributing to their credit loss and activities chosen for credit recovery; (2) what students learned from the program; (3) which program aspects they attributed to learning; and (4) how the program could be improved.

Data collection included two student focus groups, eight in-depth interviews, and an analysis of student reflection statements and program documents. Findings revealed that credit loss often resulted from push, pull, and fall-out factors, including school discipline, personal responsibilities, and a lack of motivation, exacerbated by external stressors such as the COVID-19 pandemic. The HPHS credit recovery program mitigated these challenges through student choice, relational support from staff, and structured reflection activities. The program’s modular design—featuring College & Career Readiness, Academic Enrichment, Reflection & Growth, and Service Learning & Civic Engagement—allowed students to align credit recovery with personal goals, fostering engagement and confidence. Supportive staff relationships were instrumental in rebuilding motivation and promoting academic success.

This study contributes to the limited literature on credit recovery by centering student voices and identifying programmatic elements that effectively support students. Findings suggest that credit recovery programs should prioritize student agency, individualized academic pathways, and relational support to enhance engagement and long-term success. Implications for educators, school leaders, and stakeholders are discussed, along with recommendations for refining credit recovery initiatives to better serve academically vulnerable students.