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CAREI > Current Projects > Block Scheduling

Research & Resources - Student Achievement

Student Achievement

Abstract:

Block scheduling has recently challenged the traditional high school schedule that emerged in the early 20th century. Literature revealed that approximately 50% of high schools in the US use some type of block scheduling.  Improved student achievement, daily attendance, school climate, and student discipline were noted as advantages of block scheduling; however, retention of information, the scheduling of Advanced Placement courses, student achievement, and the implementation process were noted as areas of concern. This study assessed the effects of block scheduling on student performance on the 2001 AP Calculus AB, AP English Literature; Composition, and AP US History tests and on the 2001 Connecticut Academic Performance Test (CAPT). Twelve block and twelve traditional schedule Connecticut public high schools were chosen for this study. T tests conducted on AP results indicated no significant difference between block and traditional mean scores on all three tests. Similarly, chi square tests indicated no relationship between type of schedule and scoring and not scoring 3 or above on all three tests. T tests conducted on CAPT results indicated no difference between block and traditional mean scores on the math, reading, and writing sections; however, there was a significant difference between means on the science section with block students outperforming traditional students on all four sections. Chi square tests indicated a significant relationship between type of schedule and scoring and not scoring at level 4 on all four sections and scoring and not scoring at level 1 on the math, science, and reading sections.  The findings of the study yielded the following conclusions: (1)within this study, type of schedule did not affect student performance on AP Calculus AB, AP English Literature; Composition, and AP US History tests; and (2)within this study, A/B block scheduling was associated with higher student performance on the CAPT.  Based on this study's results, there appears to be no justification for high schools not adopting an A/B block schedule based on fears of standardized test performance declining. In fact, the study provided evidence that, on the CAPT, student performance may even improve in conjunction with the adoption of block scheduling.

Abstract:

The purpose of this study was to determine if there were significant differences in mathematical academic achievement relative to scheduling practices of Tennessee public high schools located in the metropolitan cities of Chattanooga, Knoxville, Memphis, and Nashville. The public high schools identified would have consistently implemented a traditional schedule, an accelerated (4 x 4) block schedule, or an alternating (A/B) block schedule for the academic years 1998-1999, 1999-2000,and 2000-2001.  Furthermore, the study was designed to seek insights on college students' perceptions of their high school's schedule relative to instruction received in their high school Algebra I class. These perceptions were gained through questionnaires. The questionnaires were administered to college students enrolled in state operated institutions of higher education in the cities identified for this study in the Spring Semester of 2002.  These perceptions were obtained to determine if the college students' perceptions would support the theoretical beliefs associated with block scheduling and traditional scheduling as stated by the current literature. Theoretically, the extended class time in a block schedule will offer a teacher the instructional advantages of more one-on-one teacher-student interaction, the flexibility to offer a variety of teaching methods, and time for more in-depth instruction. Also, the aforementioned advantages are achieved without losing student attention. It was stated in the current literature that the traditional schedule is not able to offer the aforementioned instructional advantages because of the lack of time.  For Part One of this study, statistically significant differences were found among the means of the school scores of the traditional schedule, the accelerated (4 x 4) block schedule, and the alternating (A/B) block schedule on the ACT Mathematics Test and on the High School Subject Matter Test in Algebra I, respectively. In each examination, the accelerated (4 x 4) block-scheduled schools attained the highest mean school score followed by the traditional-scheduled schools and the alternating (A/B) block-scheduled schools, respectively. The findings of Part Two of this study revealed no statistically significant differences in the mean measured perceptions of each theoretical belief among the traditional schedule, the accelerated (4 x 4) block schedule, and the alternating (A/B) block schedule.

Abstract:

Given that math achievement of eighth grade students has shown almost no growth in the United States over a ten year period (National Assessment of Educational Progress, United States Department of Education, 1995), this study attempted to examine the effect a particular schedule design (A/B Alternating Block and Modified Block) has on student math achievement as measured by a standardized test (Texas Assessment of Academic Standards), student attendance and drop out rate. The study attempted to determine whether middle school students benefit academically, especially in the area of mathematics, from instruction that is delivered in a Modified Block schedule format as compared to instruction that is delivered in the A/B Alternating Block schedule design.  Four middle schools were selected according to comparable characteristics such as campus demographics (ethnicity break down, socio-economic level, etc) and schedule design in place. Data was collected on student math scores, attendance and drop out rates.  Findings of the study indicate that overall and over time student mathematics achievement was higher in schools where students received instruction in the A/B Alternating Block scheduling format as compared to the Modified Blocked schools. A closer observation revealed this was true especially for White and Hispanic students.  In reference to student attendance, the study showed that overall student attendance was higher for those students enrolled in schools with an A/B Alternating Block scheduling format as opposed to those enrolled in Modified Blocked Schools. Thus, recommendations for practice would include the continued implementation of the A/B Alternating Block schedule design and the continued monitoring over time of math achievement by whole group and by ethnic background. Finally, recommendations for further research were made to conduct additional studies to further identify middle school practices that will facilitate and provide for increased student achievement.

Abstract:

Many secondary schools are using block-scheduling formats. However, few have evaluated formally the effects of intensive block schedule instructional time on student achievement. This study assessed the impact of block scheduling on student achievement at a rural middle school. Academic performances in reading, writing,mathematics, and discipline and attendance data of 8th grade students were examined. Eighth grade students during 1999-2000 followed a traditional schedule of six 45-minute periods daily their entire time at West Coast Middle School (WCMS) grades 6th-8th. Eighth grade students during 2000-2001 followed a block schedule of four 80-minute periods daily during their entire time at WCMS grades 6th-8th. Three hundred thirty three students participated, with 138 following the block and 195 following the traditional schedule. Initial equivalence was determined using 5th grade data: gender, ethnicity, socio-economic status, end-of-year language and math averages, and IOWA reading and math scores. Chi-square and independent tests were calculated to ensure equivalence of groups.  MANOVAs were conducted on three clusters of 8th grade dependent variables: (a)FLAT Reading SSS, FCAT Reading NRT, FCAT Writing, FCAT Math SSS, and FCAT Math NRT, (b)STAR Reading (three different administrations) and STAR Math (three different administrations), and (c)end-of-year language and math final average. One-way ANOVA's were calculated on attendance and number of discipline referrals. Results showed statistically significant differences favoring block scheduling on FCAT Math Sunshine State Standards (SSS), FCAT Math Norm Referenced Test (NRT), STAR Math (all three administrations), and FCAT Reading SSS. No statistically significant differences were found in FCAT Writing, FCAT Reading NRT, STAR Reading (all three administrations), end-of-year final averages in language and math, discipline, and attendance. Block scheduled math and language were increased to 80-minutes daily, while traditional classes remained at 45minutes. Implications might be that increased time led to increased student achievement. 

Abstract:

A number of leading educators have called for schools to reassess their existing order and to search for better methods of delivering instruction in the classroom. A key issue in the reform movement involves the use of time. In the past ten years advocates of intensive scheduling have recommended organizing time more efficiently by implementing a delivery system known as block scheduling.  The purpose of this dissertation was to evaluate the effectiveness of block scheduling on academic achievement. The research measured archival data from high schools for three years before block scheduling, as compared with three years since the implementation of block scheduling.  The facets of student success used as indication of academic achievement were: (1)Graduation Percentages; (2)Standardized Test Scores; (3)School Dropout Rate.  The study examined data from ten Missouri public high schools. The first component of the research compared the above listed indicators of academic achievement before and after the implementation of block scheduling. The second component of the research compared academic achievement of students enrolled in high schools withenrollment under 1,084 students with high schools of enrollment over 1,084 students.  A series of paired t-tests were conducted to assess if there was a significant difference in academic achievement before and after implementing block scheduling. A Two-way Analysis of Means (ANOM) was carried out to determine if the effect of block scheduling varied with the size of the high school.  The summary of the conclusions based on this study are: (1)The graduation percentages for students enrolled in a high school with a block schedule was slightly better than students enrolled in a school with a traditional schedule. (2)There was no difference in ACT scores for students enrolled in schools with block or traditional schedules. (3)Dropout rates were significantly lower at schools using block scheduling.  (4)There was no difference in student achievement in schools with less than or more than 1,084 students. 

Abstract:

The state of the educational system has been scrutinized for years and continues to be a perennial cause for concern. In order to regain the confidence of the American public school systems and their leaders redoubled their efforts to improve student attendance, discipline, and achievement by overhauling the educational system. One reform that many high schools are experimenting with is the block schedule. The purpose of this study was to determine the possible relationship of eight-block scheduling on specific student behaviors and academic achievement in selected southwest Missouri high schools. More specifically, this study analyzed the relationship between eight-block scheduling and ACT scores, attendance rates, number of disciplinary referrals, and dropout rates.  A review of related literature indicated that nearly half of American high schools are utilizing or have investigated the option of block scheduling. Increased attendance rates, more time for cooperative learning strategies, decreased discipline problems, lower dropout rates, and higher ACT scores were noted as advantages of block scheduling. However, maintaining students' attention, lack of teacher training, and financial stability were noted as disadvantages of block scheduling.  Five southwest Missouri high schools were chosen for this study due to their close proximity and similarity to each other and having at least two years of experience under the eight-block scheduling system. Participating high schools completed a two page questionnaire designed to elicit demographic information and specific data related to each dependent variable. The findings of the study have resulted in the following conclusions: (1)Although not significantly different, ACT scores and attendance rates increased after implementing eight-block scheduling; (2)Although not significantly different, disciplinary referrals increased slightly after implementing eight-block scheduling; and (3)Eight-block scheduling appeared to have a significant impact on lowering dropout rates. 

Abstract:

The purpose of this study was to describe the effect of block scheduling on the reading achievement and mathematics achievement of tenth-grade students. To achieve this purpose, the study tested two hypotheses: (1)There is a statistically significant difference between the reading achievement of tenth-grade students who participated in a block schedule and the reading achievement of tenth-grade students who participated in a traditional schedule; and (2)There is a statistically significant difference between the mathematics achievement of tenth-grade students who participated in a block schedule and the mathematics achievement of tenth-grade students who participated in a traditional schedule.  To test these hypotheses, the study used a pretest-posttest control group research design in which the independent variable was the scheduling pattern to which students were exposed, block scheduling or traditional scheduling. The block scheduling pattern was the 4/4 plan. The 4/4 plan is one in which the school day is divided into four instructional blocks of approximately ninety minutes each and the school year is divided into two semesters. The dependent variables were reading and mathematics achievement as measured by the Texas Assessment of Academic Skills test. The participants consisted of all tenth-grade students (272 students) who attended a high school that used 4/4 block scheduling and all tenth-grade students (323 students) who attended a high school that used traditional scheduling during the 1996-2000 school years.  With the exception of the scheduling plans used in the two high schools, they were similar with regard to other pertinent factors.  The dependent variables, reading achievement and mathematics achievement, were measured through posttest administrations of the reading and mathematics subsections of the Texas Assessment of Academic Skills, a state-mandated achievement test. Analysis of covariance procedures were used to test the hypotheses with pretest scores on these two indices serving as controls.  The results indicated that the reading and the mathematics achievement of the tenth-grade students who participated in a block schedule were statistically significantly higher than the reading achievement and the mathematics achievement of the tenth-grade students who participated in a traditional schedule.  

Abstract:

The purpose of this study was to determine the effect of block scheduling on student achievement in public high schools in the state of Illinois. The dependent variables in the study were the American College Test (ACT) composite scores, Illinois Goal Assessment Plan (IGAP) achievement in science and social sciences, and Illinois Standards Achievement Tests (ISAT) achievement in reading, writing, and math. The study also examined the factors of teacher in-service, curricular changes, and additional financial allocations for schools that adopted a block schedule design. The degree to which all three of these factors related to student achievement was a primary focus of the study. Control factors included in the overall design of the study were percentage of low-income students, expenditures per pupil, percentage of student mobility, and average class size.  The multiple regression analysis indicated that the block effect did have a slightly negative, but significant, effect on 1999 ACT composite scores, math achievement at grade 10, and writing achievement at grade 10. The block effect did not have any significant negative impact on reading at grade 10, science at grade 11, or social science achievement at grade 11. In general, controlling for low income, mobility rate, average class size, and expenditure per pupil, student achievement in Illinois block-schedule high schools was slightly lower than student achievement in Illinois non-block high schools.  Teacher in-service was not significantly related to 1999 ACT scores for block schedule schools. Also, the amount of level of in-service was not found to be significantly related to any of the 1999 IGAP/ISAT dependent variables.  Curriculum development was not significantly related to 1999 ACT composite test scores, reading, writing, math, and science achievement. The ANCOVA test was not conducted for social science due to the significant interaction of curriculum development and low income for social science. Money or financial commitment was not found to be significantly related to 1999 ACT composite scores, writing, math, or science achievement. Again, the  ANCOVA test was not conducted for reading and social science scores due to the significant interaction of money commitment and percentage of low income students.  Additionally, a two-way ANOVA revealed that categorized low income and money commitment was not significantly related to 1999 ACT composite test scores. 

Abstract:

The purpose of this study was to bring evidence to the proposition that educational services delivered in a block schedule format result in higher student achievement than educational services delivered in a traditional schedule format. For the purposes of this study, student achievement was measured by ACT subtest and composite scores and the final high school grade average. As ancillaries to this primary investigation, evidence was also sought to determine differences in academic achievement between male and female students in the two scheduling formats and between the three high schools in the Jackson-Madison County system. A faculty survey was also administered to investigate attitudes, perceptions, and pedagogical practices.  The sample population for this study included a total of 816 subjects stratified by gender, school, and schedule format. The graduating classes of 1994 and 1995, which received instruction exclusively in a traditional format, were pooled to form a non-blocked group.  Likewise, the graduating classes of 1999 and 2000 which received instruction exclusively in a 4 x 4 block schedule were pooled to form a blocked group. For the purpose of this study, support of the proposition was determined to be a finding of statistical significance in either the ACT composite score or final high school grade average.  The student achievement data set was analyzed using the stepwise multiple regression statistic. The dependent variable final high school grade average was found to be significant relative to block scheduling. Block scheduling was not significantly related to any of the ACT subtest or ACT composite variables.  The responses to the 22-item survey from 189 teachers were subjected to factor analysis. Three items in component one received component scores greater than .80.  These items all related, in slightly different ways, to quality of learning. Teaching strategies, assessment, accommodating student needs, school environment, attendance, attitude toward change, use of electives, and opportunities for collegial collaboration were also included in component one of the factor analysis.  Comparison of the statistical analyses of student achievement data and faculty survey responses indicated that teachers generally believe block scheduling to be adversely affecting student achievement, while no such overall affect was found in this sample. Additional study to determine students' use of electives, and the diligent communication of successes within the school were primary recommendations.  

Abstract:

The purpose of this study was to determine if there were significant differences in the academic achievement among students in an A/B block, 4 x 4 block schedule and a traditional schedule.  The population for this study was selected from public high schools in South Carolina who were identified as being on A/B block, 4 x 4 block, or a traditional schedule from 1997-2000. The sample consisted of 500 students on A/B block, 500 students on 4 x 4 block, and 500 students on traditional schedule. The instrument used was the Basic Skills Assessment Test which was the Exit Exam administered to students in grades 10-12.  The mean, median, mode, and standard deviations were used to compute the descriptive analysis of the sample. The test for Independent Means, the Analysis of Variance procedures, and the Neuman-Keuls Multiple Range Test were used to provide comparative data. Significances were established at the .05 level of probability. The findings of the study were as follows: There was a strong significant difference in the mean reading score among the three  groups. The mean reading scores for traditional scheduled students and A/B block scheduled students were significantly higher than the mean reading score for 4 x 4 block scheduled students. There was a strong significant difference among the three groups' reading achievement based on gender with the traditional scheduled females and males and A/B block scheduled males obtaining higher mean reading scores than the other groups. There was a strong significant difference among the three groups' reading achievement based on race. The mean reading scores for white students in each of the three groups were significantly higher than black students. The traditional scheduled black students mean score was significantly higher than 4 x 4 block scheduled and A/B block scheduled black students. The mean score for traditional scheduled white students was significantly higher than the mean score for 4 x 4 block scheduled white students.  In the area of mathematics no significant differences were found among the groups based on gender or race. 

Abstract:

The purpose of this study was to compare the exit examination scores of students under Block Scheduling and Traditional Scheduling to determine which scheduling arrangement impacted more effectively on academic achievement. The sample consisted of 462 junior and senior students in a block scheduled high school and 699 junior and senior students in a traditional high school.  The reading and mathematics Exit Exam (BSAP) Test scores were used as the indicator of academic achievement. The One-Way Analysis of Variance (ANOVA), the t-test for Independent Means, and the Newman-Keuls Multiple Range Test were employed to test ten null hypotheses.  The major findings were summarized as follows: 1) There was no significant difference between the reading achievement of block scheduled students and traditional scheduled students. 2) There was no significant difference between the math achievement of block scheduled students and traditional scheduled students. 3) There were no significant differences in the reading achievement among block scheduled students and traditional scheduled students according to gender.  4) There were no significant differences in the math achievement between block scheduled students and traditional scheduled students according to gender.  5) There were no significant differences among the reading achievement of block scheduled students and traditional scheduled students according to race.  6) There were no significant differences among the math achievement of block scheduled students and traditional scheduled students according to race.  7) There were no significant differences among the reading achievement of block scheduled students and traditional scheduled students according to the socioeconomic status. 8) There were no significant differences among the math achievement of block scheduled students and traditional scheduled students according to the socioeconomic status. 9) There were no significant interaction effects of scheduling arrangements, among gender, race and socioeconomic status on the reading achievement of students. 10) There were no significant interaction effects of scheduling arrangements, among gender, race and socioeconomic status on the math achievement of students. 

Abstract:

The researcher conducted an ex post facto study using archival test data to answer the research question - What are the relationships of varying periods of time among middle schools using the block scheduling model and the academic achievement of sixth grade students in reading and mathematics?  The independent variable in the study was school schedule (traditional or block scheduling model), the dependent variables were students' academic growth in reading and mathematics as measured by test scores on North Carolina's End-of Grade Tests from 1996-2000.  Independent group t-tests were used to test for significant differences in the mean growth scores in both reading and mathematics between the traditional and the block scheduled schools for three years after implementing the organizational change at the sixth grade level in five middle schools.  The researcher's findings indicated that sixth grade students who received mathematical instruction in a flexible block model had statistically significant achievement differences at the 0.01 levels, when compared to traditionally scheduled sixth grade math students.  Conversely, sixth grade students who experienced a change from traditional scheduling to block scheduling in reading did not obtain a statistically significant result (0.01 level of significance) at four of the five middle schools. One of the five schools did show statistical significance for the second and third year of block scheduling. 

Abstract:

This study compared traditional, A/B and accelerated block scheduling and its effects on student achievement and attendance by comparing the differences in student outcomes observed before and after the adoption of block/accelerated block schedules. The independent variable was the use of time in a block-scheduling model.  The dependent variables were student outcomes measured by nine indicators based on the Academic Excellence Indicator System in Texas: student attendance, graduation rate, dropout rate, percentage of students taking advanced courses, percentage of students passing all Exit-level Texas Assessment of Academic Skills tests, percentage of students taking College Admissions Tests, mean SAT total score of those students who took the SAT, mean ACT total score of those students who took the ACT, and percentage of students who are at or above criterion on the SAT or ACT of those students taking the SAT or ACT. Data from archival files from the Texas Education Agency's Academic Excellence Indicator System for each respective year of the eight-year longitudinal study was collected.  Scheduling models (traditional, alternating block and accelerated block) were investigated. The sample was drawn from the student population of a large urban school district in north central Texas, a district serving approximately 77,000 students. The district has twelve regular high schools serving students in grades nine through twelve. All twelve regular high schools were included in this study.  The indicators were analyzed using SPSS multivariate and univariate analysis to compare the means, regression line slopes, and regression line intercepts for each type of schedule: traditional only, traditional prior to A/B block change, traditional prior to accelerated block change, A/B block, and accelerated block. The regression line, slopes, and intercepts were based on separate regression analysis where a school year was used to predict the AEIS indicators for each type of schedule. With the exception of graduation rate, significant difference was found for all dependent variables. 

Abstract:

The purpose of this study was to determine if there was a relationship between block-scheduling and academic achievement of high school students when considering ethnicity. For this study ethnicity was divided into two categories, black and white, as defined by the U.S. Census Bureau. Academic achievement was defined as reading and math scores on the Florida Comprehensive Assessment Test (FCAT). Traditional-scheduling was defined as a six-period day with classes meeting daily for 60 minutes for two semesters each year. Block scheduling was defined as four classes each semester in blocks that last between 85 to 100 minutes each.  One two-way ANOVA and six one-way ANOVA's were performed to determine if a significant difference in reading and math FCAT scores existed within and between scheduling and ethnicity. The sample consisted of 724 black and 382 white tenth grade students who were in their second year at one of the test schools. In this study, the independent variables were scheduling and ethnicity, and the dependent variables were reading and math FCAT scores.  Analyses of the data showed that the interaction between scheduling and ethnicity had no statistically significant effect, thus supporting an increasing body of literature.  Results of this analysis indicated that students in the traditional-scheduling groups performed better than students in the block-scheduled groups. Follow-up analysis suggested that this effect may have been more pronounced for black students than for white students, but failure to detect a significant two-way interaction preceded this conclusion. 

Abstract:

This study documented one high school's move from a traditional schedule to an  extended block schedule. This new block schedule was adopted in the 1996-1997 school year, and it was a major organizational change.  The study addressed both the qualitative aspects of the change process itself, and the quantitative impact the new schedule has had on student achievement over the past six years.  The implementation of this schedule change was the initial focus of the study. Using current research on change theory, the researcher did an historical analysis of what worked and what did not work during this change.  This chronological view emphasized the change process itself. The research questions were: (1)What are the key components of an organizational change, specifically extended block scheduling, in a high school setting? (2)What is the relative importance of these key components when making the organizational change to extended block scheduling? (3)What changes in measurable outcomes of student data occurred after implementation of extended block scheduling? The methodology involved chronological notes, a study of Board reports, survey results, and minutes of existing committee meetings. Multiple surveys were analyzed and summarized.  This is also a study of the impact of the schedule upon student achievement, as measured by some generally accepted qualitative indicators of educational progress (post-secondary placement rates, attendance rates, percentage making honor rolls, student disciplinary infractions, etc). The student data covered a six year span from the 1994-1995 school year through the 1999-2000 school year.  There is also a quantitative component to this study, and the research hypothesis was: (1)Extended block scheduling would result in significant improvement in student achievement. The quantitative study supported the rationale for the change, showing that the schedule change has had significant impact on student achievement, as measured by Scholastic Achievement Test (SAT) results, data on student grades, and scores on two different standardized tests administered.  Although most of the qualitative results were positive, the impact of extended block scheduling provided uneven results in the quantitative measures discussed herein, with grades and SAT scores improving, and mixed results in both the California Achievement Test/Fifth Edition (CAT/5) and the Pennsylvania System of School Assessment (PSSA) tests. Despite these general trends, none of the standardized test data exhibited statistically significant change. The only statistically significant change measured was in the area of students' earned final grades.  

Abstract:

The purpose of this study was to examine the effects of the 4 x 4-block schedule on curriculum, instructional time and SAT scores of seniors in seven high schools in Spartanburg, South Carolina. This study compared data four years prior to block scheduling to four years after adopting block scheduling.  The study was conducted in two phases, quantitative and qualitative. The quantitative data were related to the curriculum, instructional time and SAT scores. The quantitative data were descriptive in nature. The qualitative data provided explanations for the trends in the quantitative data. The qualitative data were collected by interviewing principals of the high schools in the study.  The findings from the quantitative data revealed after four years on the 4 x 4-block schedule a significant increase occurred in the number of seniors taking the SAT having earned 20 or more academic credits. Another increase occurred in the number of academic electives added to the curriculum in the core areas of math, science, English and social studies. The daily instructional time increased by 30 minutes on the 4 x 4 block schedule. The quantitative findings related to the verbal and math SAT scores of seniors indicated there were no significant differences when comparing data four years before 4 x 4-block scheduling to four years after adopting 4 x 4-block scheduling.  The findings from the qualitative phase indicated that the organizational change alone to 4 x 4-block scheduling could not be expected to impact SAT scores. The principal interviews indicated that the following factors might well have an impact on SAT scores: a targeted verbal and math SAT pull out program for students scheduled to take the SAT, semester long SAT preparation courses, double blocking math and English courses, scholarship incentives, course sequencing and counseling.  

Abstract:

This study was conducted to determine whether scheduling interventions make a difference in student achievement.  It examined the effects of scheduling types on Iowa Tests of Educational Development (ITED) scores in Iowa high schools. Student performance, as measured by ITED scores, was used to compare 4 x 4 lock-scheduled schools, A/B alternating-day block-scheduled schools, 8-period day scheduled schools, and the Iowa state norms. An analysis of covariance was used as the analytical procedure. The ANCOVA factored in both school size and gender. The battery of ITED scores used for comparison included reading, mathematics, science, social studies, and composite scores. This study suggests that there is no significant difference in student performance as measured by the Iowa Tests of Educational Development in Iowa schools using a 4 x 4 or an A/B block schedule. No significant difference was found in all but three of the tests when comparing students in schools using a traditional 8-period day schedule and students in either a 4 x 4 or an A/B block scheduled school.  One unique aspect of this study was the comparison of the ITED scores in the year prior to implementation of a block schedule with the 1999 ITED scores of the same school. Only schools that had been on block scheduling two or more years were selected for the study. This longevity component suggests that the ITED mean scores of schools will increase, although not significantly, after the conversion to an A/B block schedule. The same results were not produced with a 4 x 4 schedule.  Another pattern that developed throughout the course of the hypothesis testing was the fact that the variability of scores in the block schools was consistently greater than in the traditionally scheduled schools. When factoring in gender, the range in standard deviations primarily was due to the wide differences in males' mean scores.  Size of the school had little effect on student performance on the ITED. There was a positive correlation between mean scores on the ITED and school size. As schools increased in size, the ITED mean scores rose, but except in one hypothesis test, these differences were not significant.  

Abstract:

The purpose of this study was to investigate how the change from a traditional to a 4 x 4 block schedule affected student achievement and pedagogic practices in an academically successful school in suburban Atlanta, Georgia. Research involved both qualitative and quantitative measures in a mixed design methodology.  Student achievement was measured through grades earned in college preparatory courses, Advanced Placement exam scores, state high school graduation test results, and SAT scores. The school's faculty was surveyed in order to determine teacher beliefs about block scheduling's effect on instructional and pedagogical practices; their active participation in implementing a new schedule; and student preparation for college, continued education, and work environments.  Three methods were used to analyze collected data. First, both Chi Square tests and t-tests were used to compare results on student achievement measures earned on both traditional and block schedules. Second, descriptive statistics were used to evaluate teacher responses to survey items. Third, detailed responses to survey items were obtained from five teachers selected for their role in the change process.  Results indicated that on 13 measures of student achievement, 10 maintained similar levels or showed significant increases after 2 years on block schedule.  However, grades earned by students after 1 year under the block schedule system did show a decrease. The survey, and the detailed responses, demonstrated that teachers are using more student-centered and concept-based pedagogical practices in the classroom. Teachers also felt that their active involvement in planning the change to block scheduling, especially their participation in staff development activities, had made implementation of the new schedule successful. Finally, they believed that block scheduling does indeed better prepare students for the level of learning they will experience in college and the team-based approaches common in today's workplace. 

Abstract:

This study sought to determine the relationship between parallel block scheduling and student achievement as measured by the Third Grade English Standards of Learning Test. Using scores from the quartile of elementary schools serving the highest percentage of students receiving free and reduced lunch, achievement scores of students in nine parallel block scheduled schools were compared to achievement scores of students in nine non-parallel block scheduled schools using a one-way analysis of variance with an alpha level of .05. The nine parallel block scheduled school represented the scores of 616 students while the nine non-parallel block scheduled schools represented the scores of 650 students.  This study found no difference in achievement in the six reporting categories of the 1999 administration of the Third Grade English Standards of Learning Test for students in parallel block scheduled schools versus non-parallel block scheduled schools.   

Abstract:

As a result of A Nation at Risk (1983) and recent school reform initiatives (Cawelti, 1995), the traditional school schedule for secondary schools has been criticized as being inadequate for today's curricula needs. Block scheduling, in which extended periods of time for learning are available, is one strategy being implemented in an effort to enhance student academic achievement. The use of block scheduling has increased from 4% in the early 80's to over 40% by 1999 (Texas Report, 1999). To date, however, research results on the effects of block scheduling are mixed (e.g., Edwards, 1995; Kruse & Kruse, 1995). Proponents of block scheduling (e.g., Canady & Rettig, 1995; Carroll, 1990; O'Neil, 1995) have argued that block instructional schedules improve student behavior, increase student achievement, and improve teacher morale. Although many high schools have made the transition from a traditional schedule to a block schedule, a paucity of data exists in which the efficacy of block scheduling has been examined.  The purpose of this researcher in conducting this study was to examine the effects of instructional scheduling on student academic achievement, student scholastic aptitude, and school climate variables at the secondary school level in the state of Texas. This researcher examined the influence of different types of high school instructional schedules (i.e., traditional schedule versus block schedule; A/B block, Modified A/B block, and Accelerated block) on student performance. Academic achievement was measured in terms of Texas Academic Assessment System (TAAS) results in the academic areas of reading, math, writing, end-of-course exams (i.e., Algebra I, English II, U.S. History, and Biology), two aptitude measures (i.e., ACT and SATI), and on two school climate variables (i.e., attendance rates and dropout rates). Data used were for the 1999-2000 academic year.  Findings of this statewide study may be interpreted as a lack of evidence that students in schools with a block instructional schedule outperform students in schools with a traditional instructional schedule. These findings were not supportive that block instructional scheduling improves student achievement, student aptitude, and or school climate. Rather, findings herein were highly supportive of the traditional instructional schedule over a block instructional schedule. In addition, the findings may be interpreted as meaning that different block instructional schedules may not yield similar results.  That is, 18 differences were yielded among the three types of block instructional schedules. (Abstract shortened by UMI.)