Commentary On The Rigor Of Los Angeles Schools’ Credit Recovery Courses
The big issue is the lack of accountability. The district has a vested interest in raising graduation rates and making the A-G policy look good. But who checks that students are getting enough online coursework to receive a meaningful education? Who sets the standard, if there is any standard, for the minimum amount of work that must be put into an online course to receive credit?
A UC official also was surprised to learn that students might be pre-testing out of most of the units in any course. Monica Lin, associate director for undergraduate admissions, said UC doesn’t supervise how local school districts use their courses and doesn’t have the time and resources to conduct regular audits even if it wanted to. She added that the university would reconsider approval if it knew that large numbers of students were pre-testing their way through most of the course.
Her instincts are right. If large numbers of students are indeed testing out of significant portions of these courses — which is difficult to ascertain — and if they’re skipping writing assignments on a regular basis, then those students are being done a serious disservice. If they’re just reading one book in a year in what’s supposed to be the equivalent of a junior-year English course, that’s unacceptable too — and raises worrisome questions about the rest of the credit-recovery courses being offered as well.
