This study assessed online credit recovery programs' effectiveness in addressing "the Dropout Problem" in the United States, providing 1) a profile of school culture (behaviors) associated with successful online credit recovery programs, 2) a basis for needed student support and teacher training improvements. The effectiveness of online credit recovery programs and student contribution to society beyond high school graduation will be examined using a post- positivist quantitative approach. Schools that offer online credit recovery and the relationship with school culture and school retention is explored by following postsecondary school students to discern their contributions to society three years beyond their expected high school graduation date. These relationships are investigated through the analysis of data collected by the United States Department of Education High School Longitudinal Study (HSLS:09). Results provide a profile of school culture (behaviors) associated with successful online credit recovery programs, providing a basis for needed student support and teacher training improvements. The findings from this study indicate that students who attended schools that offered online credit recovery programs were higher societal contributors over the seven-year time span. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]