The title of his latest piece is: "Teacher Sees how Cheating Can Boost Graduation Rate." To which many high school teachers in America, particularly those working with at risk populations, can respond by saying, "Duh."
I have yet to find a school district that has data to show its credit recovery classes improve learning and help students achieve the mastery they failed to get the first time they took a course. Because graduation rates are such a popular measure of school quality, and credit recovery such a cheap way to raise those percentages, districts cannot be trusted to shake their addiction.
If there are other teachers and students with stories about credit recovery, good or bad, my email address is firstname.lastname@example.org.
This information can certainly be used against us but let's face the reality that when credit recovery takes hold so students receive bogus credits and subsequently meaningless high school diplomas, nobody wins.
The first goal in reforming education should be to bring some integrity back to the schools. Unfortunately, that would almost positively lead to lower graduation rates and some politician would suffer the political fallout so expect the scams to multiply, not decrease. Mathews calls it an addiction. I have to agree.
School choice also accelerates the push to cheat as schools need to look good on paper to attract quality students.