Teacher Perceptions of How Virtual Credit Recovery Programs are a Viable and Equivalent Alternative to Traditional Credit Recovery Options: A Case Study

Virtual credit recovery (VCR) programs are addressing the problem of students not graduating on time or dropping out altogether. However, it was unknown how high school teachers perceive the use of VCR courses as being a viable and equivalent alternative to traditional credit recovery options in Northern Virginia classrooms. The purpose of this qualitative case study was to explore how high school teachers perceive the use of VCR courses as being a viable and equivalent alternative to traditional credit recovery options in Northern Virginia classrooms. Simonson's equivalency theory provided the theoretical framework for the study. Research questions explored teacher perception of VCR program equivalency and the modifications needed to address non-equivalent issues. Data triangulation occurred from interviews, questionnaires, and artifact analysis using a purposive sample of 10 teachers from a relevant population of 23 teachers in a Northern Virginia school division. Thematic analysis revealed five themes associated with research question one and include (a) knowledge of students; (b) instructional design procedures; (c) facilitator communication and support; (d) instructional assistance; and (e) outcomes. Three themes emerged from research question two and include (a) accommodating students' needs; (b) program utilization; and (c) VCR program software. Findings show the VCR program containing both equivalent and nonequivalent learning experiences and reveal it to be an equivalent and viable alternative for most, but not all students. This led to the development of suggested modifications to address nonequivalence in the VCR program. Improving VCR program equivalency could enhance its effectiveness to improve on time graduation rates.