Exploration of Practices in Pennsylvania Public Schools to Support Over-Age, Under-Credited Students
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D)
Department
Educational Administration
Date of Award
1-10-2024
Abstract
In four years of high school education some students do not achieve the appropriate number of credits to receive a diploma. To support over-age, under-credited students, each high school has to intervene. Schools need to find ways to help students receive the credits needed, allow students to go beyond four years to graduate, or drop out of high school. In many cases, students become under-credited after the first year of high school. While schools may easily determine who the under-credited students are, how, or even whether the issue is addressed before the second or third year of high school many times is arbitrary. Many under-credited students are at the mercy of a haphazard system dependent on a competent, caring school counselor. Processes, like regular transcript reviews, are only effective when specific school employees, including school counselors, building-level administrators, or district-level administration see it as a problem. This research will focus on rural, suburban, and urban public high schools in the Commonwealth of Pennsylvania and the ways and extent to which their students are on track to achieve the correct number of credits to graduate. This qualitative descriptive research will include an Executive Summary including best practices for supporting over-age, under-credited students available to the Commonwealth’s Intermediate Units.
Advisor
Peter Williams
Subject Categories
Education
Recommended Citation
Zubairu, Christine, "Exploration of Practices in Pennsylvania Public Schools to Support Over-Age, Under-Credited Students" (2024). Electronic Theses & Dissertations. 1148.
https://digitalcommons.tamuc.edu/etd/1148
