Kimberley Gomez,  <br/><br/>
Redressing Science Learning Through Supporting Language: The Biology Credit Recovery Course 

 -  Sage  2019. 
 - Vol 54, Issue 10, 2019(1489-1519 p.) 
<br/><br/> Annually, thousands of U.S. students fail high school introductory biology. The language demands of biology are large, and science teachers are often unprepared to support students’ language needs. Here, we describe a 4-week summer high school introductory biology course executed in a large West Coast city. Our aim was to help 33 students recover their biology credit. A centerpiece of the 4-week course was the embedding of metacognitive language support tools in class lectures and assessments. Of 29 regular attendees, 28 passed with a C or better. Student science learning was reliably associated with use of the language support tools. 
<br/><br/><label>Subjects--Topical Terms: </label><br/>high school,<br/> programs, <br/> academic achievement, <br/>urban education, <br/>minority academic success, <br/>remedial programs, <br/>credit recovery, <br/>teacher development,<br/>literacy