Research & Resources - Resources by Subject
Andrews, Sue (Jul 2003). The effect of block
scheduling on student achievement on standardized tests. DAI-A 64/01, p.
100,
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.
Kolc, Deborah S., Ph.D. (2000). A Descriptive Study
of the Lives of English Teachers: Experiencing Curriculum and Structural
Change. Presented to the faculty of The Graduate College at the
University of Nebraska.
The purpose of this participant-observational study was to describe the
lived experiences of high school English teachers as they experienced
structural and curriculum change. Ethnographic techniques were the
primary methods used and included participant-observation, interviews,
and other documents. The study focused on three high school English
teachers in a large suburban high school who were implementing district
written outcomes and assessments and who were also piloting block
schedule.
This study examined the teachers’ stories as learners and teachers as
well as their beliefs, attitudes, and reactions to student achievement
and block structure. The results indicated that the teachers’
experiences as learner still had strong influences on their current
beliefs and practices as teachers. Prior to this study, these teachers
had been given little time or incentive to reflect on these impacts. As
they dealt with the curriculum changes, these teachers increased their
involvement in district collaborative activities. These teachers began
to observe the positive effects of block scheduling on student
achievement. They became more comfortable with the idea of continuous
improvement and ongoing reflection on student learning.
Reid, Louann. Perceived Effects of Block Scheduling
on the Teaching of English. ERIC. ED382950.
This study attempted to determine if block scheduling in secondary
schools affected curriculum and student achievement in English courses.
22 teachers were interviewed, of whom 10 were on a rotating block
schedule with the remainder on a regular 4x4. Most teachers liked the
block. 44 students were interviewed; most thought they had improved
their writing ability. Teachers, students and principals wished to
retain the block schedule. Effects on student achievement were
inconclusive.Foreign/World Languages:
Evaluation
Wallinger, Linda M. (1999). What the research says
about block scheduling and foreign language instruction.
Paper presented at the 1999 American Council on the Teaching of Foreign
Languages, Dallas, TX.
The above document provides a summary of information provided in a
doctoral dissertation study entitled “The Impact of Alternative
Scheduling Practices on Student Performance in French I.” A formal
abstract of the study may be found in Dissertation Abstracts
International, 59 (9), 3315A. This dissertation was conducted at The
College of William and Mary in Williamsburg, VA and is on file there in
the Swem Library. Part of this research has been reported in an article
entitled “Foreign Language Instruction and Block Scheduling” in
Connections Beyond the Foreign Language Classroom, Dimension ‘99 edited
by David Alley and C. Maurice Cherry, published in 1999 by the Southern
Conference on Language Teaching (SCOLT).Report in print friendly
versions
de Lopex, M. (1996, Winter). Block scheduling and
second-language instruction. ACTFL Newsletter. VII(2), 11-15.
Fairfax County (VA) Public Schools. (1997, January).
A status report on the implementation of block scheduling in nine high
schools. Falls Church, VA: Author.
Lapkin, S., Harley, B., & Hart, D. (1997). Block
scheduling for language study in the middle grades: A summary of the
Carleton Case Study. Learning Languages (2), 3, 4-8.
North Carolina Department of Public Instruction.
(1996). Foreign languages on the block. Raleigh, NC: Author. (ERIC
Document Reproduction Service No. ED 403 742
Wallinger, L. (1998). The impact of alternate
scheduling practices on student performance in French I. Unpublished
doctoral dissertation, The College of William and Mary, Williamsburg,
VA.
Hartwig, Phyllis. Reaction: The Eight-Block Plan.
Communication: Journalism Education Today (C:JET), v27 n1 p15,27 Fall
1993.
Describes how the eight-block plan at North Kansas City High School
has, despite difficulties, worked well.
Teger, Nancy L., Ed.: and Others. Block Scheduling; Block
Schedules: A Restructuring Agenda and Block Scheduling: Impact on
Library Media Programs; Block Scheduling: Comments from Inside the Media
Center.
Three articles describe block scheduling in two Florida high schools.
Cantu, Nora Tijerina (EdD), 2001. The Effect of
Block Scheduling on the Reading and Mathematics Achievement of
Tenth-Grade Students.
This paper was presented to the faculty of the University of Houston.
The purpose of this study was to test the hypothesis: 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 this hypothesis, the study used a pretest
– posttest control group research design in which the independent
variable was the scheduling pattern to which the students were exposed.
Participants consisted of 272 students from one high school that used a
4 x 4 block plan and 323 students from a traditionally organized high
school.
Mathematical achievement was measured by the Texas Assessment of
Academic Skills (TAAS) Test. Analysis of covariance procedures were used
to test the hypotheses with pretest scores. The results indicated that
the mathematics achievement of the tenth-grade students who participated
in a block schedule were statistically significantly higher than the
mathematics achievement of the students attending the school with the
traditional schedule.
Dunlap, Deborah Lynn Batten, Ed.D. (2001). Flexible
Scheduling: Twice Around the Block. This paper was presented to the
faculty at the University of Houston.
The purpose of this study was to describe the extent to which high
school mathematics achievement improved following the implementation of
the A – B block schedule, and to evaluate any improvements in attendance
and student discipline. Students were sub-classified using categories of
gender, ethnicity, at-risk status, socio-economic status, and campus
selection.
The study used a causal-comparative research design to address four
research questions and four hypotheses. The results obtained suggested
that the A – B block schedule appeared to have a statistically
significant effect on the mathematics achievement of all students across
all groups. Also, the A-B block schedule appeared to have a
statistically significant effect on absences for all groups except the
Asian-American sub-group. The findings of the study suggest that the A –
B block schedule is a restructuring effort that appears to support all
students.
Fortner, Trina Michelle, Ed.D. (2000). The Effect
of Gender and the Term a Course is Taught in the Block Schedule
Structure on Stanford Achievement Test Mathematics Scores. This
paper was presented to the faculty at the University of Alabama.
The purpose of this study was to determine whether gender and the
term in which a student is enrolled in algebra or geometry impacts the
level of performance in that subject on the Stanford Achievement Test
(SAT) scores. The population was composed of 219 students in rural
Alabama who took algebra or geometry during the 1998-1999 school years
and took the math portion of the SAT in April of 1999. The independent
variables were the semester algebra or geometry was taken and the gender
of the students in the population. The dependent variable was the
results of the math portion of the SAT for each of the students in the
population.
The study employed a mixed methodology design where both quantitative
and qualitative methods were used. Data was collected from the math
portion of the SAT, from student focus groups, and open-ended interviews
with all of the algebra and geometry teachers at each of the four
schools. Results indicated that gender does not impact, positively or
negatively, a student’s score on the math portion of the SAT.
Schroth, Gwen. Dixon, Jean. The Effects of Block
Scheduling on Seventh Grade Math Students. ERIC No.ED387887.
This study of two Texas middle schools found that the test scores of
lower achieving students who attended math classes more frequently and
for longer periods of time were not significantly higher than those of
low-achieving students in the traditional 50-minute, daily classes. The
study also suggests that uninterrupted class time did not guarantee
greater gains in achievement over interrupted time for higher achieving
students.
Restructuring
Harrison, Jennifer S. "Strategies for the
Heterogeneous Math Class". Middle School Journal, v24 n4 p10-16
Mar 1993.
To motivate students towards higher achievement and encourage
mingling across racial and socioeconomic groups, a team of Florida
seventh-grade teachers developed a plan featuring a rotating schedule,
enrichment classes for all students, long time-blocks two days weekly,
and heterogeneous cohesive groups. The program exposed all the students
to a challenging math curriculum stressing high performance standards
and algebraic concepts.
Kramer, S.L. (1996) Block scheduling and high school
mathematics instruction. The Mathematics Teacher, 89(9), 758-768.
This article addresses commonly asked questions about the effects of
block scheduling on mathematics instruction: usefulness of lecturing,
curriculum coverage, Advanced Placement, use of classroom time,
instructional vs. administrative time, engagement rate, absences,
retention of learning after a gap, and student achievement on
standardized tests. It has an excellent summary of all research findings
on block and student achievement and the limitations of those findings.
Rettig, Michael D and Canady, Robert Lynn. High
Failure Rates in Required Mathematics Courses: Can a Modified Block
Schedule be Part of the Cure? A Bulletin Special. NASSP Bulletin,
v82 n596 p56-65 Mar 1998.
To allow variable amounts of time for students to complete Algebra I,
a gateway course, schools must address four issues--curriculum,
instructional methods, assessment, and scheduling.
Wronkovich, Michael; Hess, Caryl A. and Robinson,
James E. An Objective Look at Math Outcomes Based on New Research into
Block Scheduling. ERIC. NASSP Bulletin, v81 n593 p32-41 Dec 1997.
This study examined performance differences between students
receiving algebra and geometry instruction in a traditional, year-long
structure versus students in an intensified block structure. It found
the traditional structure more effective and argues that some students
will need advanced courses and some cannot easily digest accelerated
math and science material.
Retention
Shockey, Brenda P. The Effects of Varying
Retention Intervals within a Block Schedule on Knowledge Retention in
Mathematics. ERIC. Doctoral dissertation, University of Maryland,
College Park. 1997.
Other Resources
Math Forum -
Mathematics Education (with a section on block scheduling).
Reinventing
Schools: The Technology Is Now! National Academy of Sciences Web
Site
| Title: |
The effect of block
scheduling on student achievement on standardized tests |
| Author: |
Andrews, Sue |
| Source: |
DAI-A 64/01, p. 100, Jul
2003 |
| Data Used: |
Connecticut Academic
Performance Test (CAPT) |
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.
| Title: |
Comparisons of traditional
and block schedules on the ACT Mathematics Test and Algebra I state
examinations and on student perceptions |
| Author: |
Carter, Malon Wendell |
| Source: |
DAI-A 63/07, p. 2483, Jan
2003 |
| Data Used: |
ACT Mathematics Test |
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.
| Title: |
The A/B Alternating Block
versus the Modified Block in the middle school |
| Author: |
Cavazos, Salvador |
| Source: |
DAI-A 64/01, p. 32, Jul
2003 |
| Data Used: |
Texas Assessment of
Academic Standards |
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.
| Title: |
Comparison of selected
academic achievement, attendance, and discipline referrals for
students under block and traditional scheduling |
| Author: |
Hodges, Gina Lynn |
| Source: |
DAI-A 64/01, p. 35, Jul
2003 |
| Data Used: |
IOWA reading and math test |
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.
| Title: |
The effect of block
scheduling on the reading and mathematics achievement of tenth-grade
students |
| Author: |
Cantu, Nora Tijerina |
| Source: |
DAI-A 62/07, p. 2325, Jan
2002 |
| Data Used: |
Texas Assessment of
Academic Skills |
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.
| Title: |
The impact of block
scheduling and traditional scheduling on academic achievement |
| Author: |
Fowler, Ronnie Wayne |
| Source: |
DAI-A 63/02, p. 548, Aug
2002 |
| Data Used: |
Basic Skills Assessment
Test |
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.
| Title: |
A comparative analysis of
students' academic achievement under block and traditional
scheduling |
| Author: |
Drummond, Patricia Ann |
| Source: |
DAI-A 63/02, p. 548, Aug
2002 |
| Data Used: |
Reading and Mathematics
Exit Exam (BSAP) in South Carolina |
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.
| Title: |
The relationship of block
scheduling and sixth grade achievement in reading and mathematics |
| Author: |
Mattox, Kim Irene |
| Source: |
DAI-A 61/12, p. 4630, Jun
2001 |
| Data Used: |
North Carolina's End-of
Grade Test |
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.
Goodrich, Kathlene J., Ph.D. (2001), An
Investigation of Block Scheduling in High School String Ensembles:
Student Performance, Attentiveness, and Attrition. This paper was
presented to the faculty of The University of Michigan.
The purpose of this study was to investigate alternative school
scheduling patterns to determine whether they have an impact on string
music education, student attentiveness, and student attrition rates in
block-scheduled classrooms and in traditional-scheduled classrooms. The
researcher was attempting to determine if there were differences in
student performance levels.
This study is important, because it provides both quantitative and
qualitative research data. This causal-comparative design used a
dominant – less dominant research model. Statistical and numerical data
was collected in the music classrooms. Interview data collected from
each of the participating music teachers provided necessary context and
historical background information.
Hinckley, June. Blocks, Wheels, and Teams: Building
a Middle School Schedule. Musical Educators' Journal. February
1992, pp.26-30.
Hoffman, Elizabeth, Comp. A Closer Look at Block
Scheduling. ERIC No.EJ512729. Teaching Music v2 n5 p42-43 Apr
1995.
Describes and discusses the impact of several models of block
scheduling on music education. Asserts that music educators must
understand the consequences of various scheduling options in order to be
credible participants in scheduling discussions and planning.
Jackson, Cephus, Jr., Ph.D. (1998), Teachers’ Perceptions of 4 x 4
Block Scheduling and Student Academic Success in Two Southeastern
Mississippi High Schools. This paper was presented to the faculty of The
University of Southern Mississippi.
The purpose of the study was to examine the relationship between the
composite set of predictor variables: instructional strategies, depth of
subject matter covered, relationship with students, instructional time,
opportunities to help students, disciplinary problems and the criterion
variable of student academic success.
115 high school teachers, who worked in two high schools under the
organization of a 4 x 4 block schedule for three years, participated in
this descriptive study.
Written survey research and examination of school records was used in
this study. The teachers completed the survey at a faculty meeting.
Results indicated that thee was a statistically significant relationship
$(p = .05)$ between the criterion variable of teachers perceptions of
student academic success and the composite set of predictor variables of
instructional time, depth of subject matter covered, relationship with
students, instructional time, opportunities to help students, and
disciplinary problems.
Patterson, Glenn. Modifying Block Schedules to
Salvage Music Programs. The Instrumentalist, January 1997.
Patterson looks at the problems of the 4X4 schedule on music programs
and proposes the split-block and/or A/B plan schedules as viable
solutions.
Music Educators National Conference, has a number of articles on
line.
The
Virginia Music Educators Association made a statement about block
scheduling in 1996.
| Title: |
Comparison of selected
academic achievement, attendance, and discipline referrals for
students under block and traditional scheduling |
| Author: |
Hodges, Gina Lynn |
| Source: |
DAI-A 64/01, p. 35, Jul
2003 |
| Data Used: |
IOWA reading and math test |
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.
| Title: |
The effect of block
scheduling on the reading and mathematics achievement of tenth-grade
students |
| Author: |
Cantu, Nora Tijerina |
| Source: |
DAI-A 62/07, p. 2325, Jan
2002 |
| Data Used: |
Texas Assessment of
Academic Skills |
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.
| Title: |
A comparative analysis of
students' academic achievement under block and traditional
scheduling |
| Author: |
Drummond, Patricia Ann |
| Source: |
DAI-A 63/02, p. 548, Aug
2002 |
| Data Used: |
Reading and Mathematics
Exit Exam (BSAP) in South Carolina |
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.
| Title: |
The relationship of block
scheduling and sixth grade achievement in reading and mathematics |
| Author: |
Mattox, Kim Irene |
| Source: |
DAI-A 61/12, p. 4630, Jun
2001 |
| Data Used: |
North Carolina's End-of
Grade Test |
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.
| Title: |
Parallel block scheduling
and reading achievement in the elementary grades |
| Author: |
Sayeski, Benjamin Thomas |
| Source: |
DAI-A 62/04, p. 1292, Oct
2001 |
| Data Used: |
Third Grade English
Standards of Learning Test |
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.
Moore, Gary; Kirby, Barbara; and Becton, Linda Kay.
Block Schedulings Impact on Instruction FFA, and SAE in Agricultural
Education. ERIC. Journal of Agricultural Education, v38 n4 p1-10 1997.
Responses from 141 of 222 secondary agriculture teachers in North
Carolina showed generally positive attitudes about block scheduling. It
has substantially increased the number of agriculture students but had
little impact on instructional quality or supervised agricultural
experience. It had a negative effect on Future Farmers of America. |
