Date of Award

Spring 2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Committee Chair

Morgan Blanton

Abstract

This study quantitatively examined the impact of Edmentum Courseware as a credit recovery tool as measured by student course completion rates and course grades, and compared graduation rates before and after its implementation at Evergreen High School (pseudonym) located in a rural district in Upstate South Carolina. Additionally, the study also qualitatively explored the perspectives of secondary educators regarding the application of Edmentum Courseware as a tool for credit recovery and its effect on student success. Using the framework from three learning theories, which are Zone of Proximal Development (Vygotsky, 1962), Universal Design for Learning (Rose & Meyer, 2002), and Bloom’s (1956) Taxonomy of six levels of thinking, a mixed methods study was conducted with a convergent parallel design. Four groups of participants were included in this study. Quantitative data analysis, which included existing student data, showed no statistically significant trends in course completion and graduation rates. Qualitative data included semi-structured individual interview transcripts, which were analyzed using thematic analysis, and revealed that all secondary educators perceive Edmentum as a structured and content-aligned program that promotes student engagement and student preparedness for subsequent courses and as a tool to fill in the gaps to earn the missed credits; however, the evidence showed that it was highly conditional on monitoring. The study findings recommended having clear guidelines in place during the implementation of Edmentum, because its success depends heavily on monitoring, structure, and academic integrity systems.

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

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