The Effectiveness of Edgenuity When Used for Credit Recovery


Carri L. Eddy

Document Type


Degree Name

Doctor of Education (Ed.D)


Educational Administration

Date of Award

Fall 2013


This quantitative study used descriptive statistics, logistic regression, and chi-square analysis to determine the impact of using Edgenuity (formerly Education 2020 Virtual Classroom) to assist students in the recovery of lost credits. The sample included a North Texas school district. The Skyward student management system provided archived student English grades and credit accrual for the 2013 cohort, and Edgenuity provided archived credit recovery information from 2010 to 2013. Descriptive statistics revealed that 66.54% of the courses attempted in Edgenuity were recovered. Logistic regression indicated that all predictors were statistically significant indicators that predicted whether students would graduate with their 2013 cohort. The chi-square value was significant for students who attempted credit recovery for English I and their chances of passing English II without credit recovery the following school year. The chi-square value was not significant for students who used Edgenuity to recover English I or II credits and their chances of passing the reading End-of-Course assessment. Results of the study indicate that Edgenuity is a viable option for students who wish to regain lost credits and continue progressing toward graduation.


Julia Ballenger

Subject Categories

Education | Educational Administration and Supervision