The use of credit recovery as a high school dropout prevention strategy has rapidly increased within the last twenty years. The majority of public schools within the United States of America utilize at least one form of credit recovery. Credit recovery programs include a range of instructional delivery methods and may include various curricula and resources. The current body of existing literature related to the effectiveness of credit recovery programs is shallow. Ample opportunities exist to examine and learn about the demographic profiles and outcomes of students enrolled in credit recovery programs. The New Castle County Vocational Technical (NCCVT) School District's Integrated Mathematics I Summer Credit Recovery Program utilizes Apex Learning (a commercial vendor) and the summer school program had not been formally evaluated. The purpose of this Educational Leadership Portfolio (ELP) was to examine the relationship between high school students' participation (from across all four district high schools) in the NCCVT Integrated Mathematics I Summer Credit Recovery Program and the educational outcomes of students within all district high schools. Comparison groups were utilized, and the student group types included in this study were as follows: 1) Failed initial credit IM-I and participated in IM-I Summer Credit Recovery 2) Failed initial credit IM-I and did not participate in IM-I Summer Credit Recovery 3) Passed IM-I with a "D" A correlational ex post facto research design was used to answer the following research questions: 1) What are the relationships between the demographic variables and type of student? 2) What are the relationships between the outcome variables of IM-I credit recovery and on-time graduation with type of student? 3) What are the relationships between selected outcome variables and type of student? 4) What are the correlations between the SAT scores and overall GPA with highest IM-I course grade based on type of student subgroups? The results for the first question indicated differences between the student groups for special education status. The results for the second question indicated significant differences between groups for both credit recovery rate and on-time graduation rate. The results for the third question indicated differences between student groups for total math credits, overall GPA, and best IM-I course grade. Results for the fourth question indicated that overall GPA was related to best IM-I course grade and the strongest correlations were between best grade and the SAT scores for students in Group B. The results provided the NCCVT School District with information about the long-term outcomes of students who participated in the NCCVT IM-I Summer Credit Recovery Program as compared to other students. This was the first evaluation of the NCCVT IM-I Summer Credit Recovery Program. Limitations of the study were identified and recommendations were provided. A brief summary of the recommendations offered are as follows: investigate why more students from Delcastle and Howard received letter grades of D and F as compared to the other schools, consider the possible reasons for poor long-term educational outcomes for the majority of IM-I Summer Credit Recovery Program participants, determine if students with special needs received the appropriate supports during summer school, consider embarking upon a deeper review of the pedagogical approaches and curriculum utilized during summer credit recovery, have students complete a cumulative summative assessment (exit exam) at the end of the IM-I Summer Credit Recovery Program, and ensure that program policies are clear with a process for assessing that standards are met. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]