[Context]
Aram Armstrong is a design researcher studying the education system as a substitute teacher. This report is focused on the topic of credit recovery, i.e. "How do students catch up when they fall behind?" This report was informed by two days onsite in a middle school library, observing and coaching 6th and 7th graders, who were primarily using Edgenuity for reviewing math and social studies lessons in the school library.
[Observations]
A PREVAILING ATTITUDE OF "WE DONʻT CARE AND IT DOESNʻT MATTER"
While a handful of students were able to self-manage their studies, the majority of students showed a double lack of engagement and comprehension of the content presented. They failed to pass assignments and failed to apply basic study skills like taking notes, or using headphones to hear more clearly. There was little concern about the consequences of failure.
MEDIOCRE MATERIALS BEG THE QUESTION, "IS THIS THE BEST WE CAN DO?"
The math and English lessons I saw on Edgenuity were basic, linear sequences of minimally produced "talking heads writing on slides" videos and simplistic evaluations through quizzes. Desk research confirmed my impressions and hunches; this is bad, we can do better, and there are superior alternatives.
"ADULTS-IN-THE-LOOP" MAKE A BIG DIFFERENCE
After observing a pattern of slow or no progress with several students, I sat beside students to inquire about where they were stuck, investigated how much they comprehended of the material, probed into why they didnʻt use used headphones or take notes, and worked with them to reason through multiple choice quizzes. At one point, facing the limits of my math knowledge, I asked ChatGPT how to calculate the volume of a cone and then walked the student through the process, step-by-step. With only 2 to 6 students, on average, per class to watch over, it was easy for me to identify moments of "stuckness" and guide them to think more critically and find better answers.
[Reflections, Synthesis, and Insights]
Students in credit recovery classes tend to be the least self-motivated and the most need of gentle (or firm) direction. Why are we giving them boring material and expecting them to pay attention?
Adults donʻt need to be experts to be both helpful and motivating. They just need to be present and model curiosity.
There appears to be an absence of incentives that matter to the student. Without clear rewards or meaningful penalties, the strongest motivator was "Is there an adult paying attention?"
[Generative Questions]
How might we give students who are falling behind access to the kinds of learning experiences that will propel them forward?
Can the next generation of AI-augmented EdTech tools help students leapfrog over learning barriers, improve engagement, and deepen comprehension?
How do "adults-in-the-loop" improve outcomes when paired with generative AI tools?
Failing Forward: How U.S. Schools Can Leverage AI to Fix Credit Recovery
In an era where educational outcomes are increasingly tied to the successful adoption of technology, U.S. schools face significant challenges in delivering effective credit recovery programs. These programs, designed to help students who have fallen behind catch up and graduate on time, are often plagued by outdated methods, limited engagement, and a one-size-fits-all approach. The consequences are dire: students who fail to recover credits are at greater risk of dropping out, leading to long-term personal and societal costs.
This report, Failing Forward: How U.S. Schools Can Leverage AI to Fix Credit Recovery, explores how emerging AI technologies can revolutionize credit recovery by providing personalized, adaptive, and engaging learning experiences that meet the diverse needs of today’s students. The report offers a comprehensive analysis of the current state of credit recovery, the challenges faced by attention- and motivation-challenged students, and the potential of AI to address these issues.
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