The Effects of Block Scheduling on High School Academic Achievement
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| Title: | The Effects of Block Scheduling on High School Academic Achievement |
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| Language: | English |
| Authors: | Lewis, Chance W., Dugan, James J., Winokur, Marc A., Cobb, Brian R. |
| Source: | NASSP Bulletin. 2005 89(645):72-87. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2005 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Block Scheduling, High Schools, High School Students, Mathematics Achievement, Reading Achievement, Longitudinal Studies, Standardized Tests, Statistical Analysis, Predictor Variables, Scores |
| ISSN: | 0192-6365 |
| Abstract: | The effect of block scheduling on high school student achievement in mathematics and reading was investigated in this study through the use of an ex post-facto, longitudinal research design. Specifically, student scores from 9th and 11th-grade standardized tests were matched and sorted by junior high and high school attended. Outcome measures consisted of Levels tests and ACT exams in mathematics and reading. Statistical analyses of student gain scores included main effects of scheduling type, gender, and ethnicity as well as interaction effects for these independent variables. Results indicate that students in 4 x 4 block scheduling had greater gain scores in reading and mathematics than did students in both traditional scheduling and A/B block scheduling. |
| Abstractor: | Author |
| Entry Date: | 2006 |
| Access URL: | https://bul.sagepub.com/cgi/content/abstract/89/645/72 |
| Accession Number: | EJ747991 |
| Database: | ERIC |
| Abstract: | The effect of block scheduling on high school student achievement in mathematics and reading was investigated in this study through the use of an ex post-facto, longitudinal research design. Specifically, student scores from 9th and 11th-grade standardized tests were matched and sorted by junior high and high school attended. Outcome measures consisted of Levels tests and ACT exams in mathematics and reading. Statistical analyses of student gain scores included main effects of scheduling type, gender, and ethnicity as well as interaction effects for these independent variables. Results indicate that students in 4 x 4 block scheduling had greater gain scores in reading and mathematics than did students in both traditional scheduling and A/B block scheduling. |
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| ISSN: | 0192-6365 |
