Date of Award

Spring 2-27-2017

Document Type


Degree Name

Doctor of Education (EdD)


Educational Leadership

First Advisor

Trevor Turner, Ph.D.

Second Advisor

Sheila Gregory, Ph.D.

Third Advisor

Darrell Groves, Ed.D.


The recent interest in graduation rates (a phrase sometimes used interchangeably and incorrectly with attainment rates and completion rates) began with the Commission on the Future of Higher Education, also known as the Spellings Commissions, which called for “dramatic” changes in higher education to address the “persistent gap between the college attendance and graduation rates of low-income Americans and their more affluent peers” (Cook & Hartle, 2011, p. 1). As educators, we should strive to make sure that the students we serve receive a quality education, one that will prepare them to be college or career ready. In recent years, the national graduation rate does not ensure that educators are preparing their students for life after high school.

This study analyzed the findings from a specific credit recovery and how, when implemented with a strong parental involvement, a credit recovery can have a positive impact on the graduation rate. From the administering of a student survey and parent interview/questionnaire, it was determined that parental involvement and student motivation have the greatest impact on student achievement for students who participate in credit recovery. When students have consistent access to Georgia Virtual School, then their motivation is the strongest.

The findings in this study imply that parental support impacts the academic success of students. If parents said they were informed about the credit recovery procedures, this implies that there is a high level of communication between the school and home. Educational leaders should focus on areas or predictors within the family, society, or individual circumstances of the child, as well as in the academic surroundings and materials in order to meet the diverse needs of the students.