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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
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
FullText Text:
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PubType: Academic Journal
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  Data: The Effects of Block Scheduling on High School Academic Achievement
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  Data: <searchLink fieldCode="SO" term="%22NASSP+Bulletin%22"><i>NASSP Bulletin</i></searchLink>. 2005 89(645):72-87.
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  Data: 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
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  Data: 16
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  Data: Journal Articles<br />Reports - Evaluative
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Block+Scheduling%22">Block Scheduling</searchLink><br /><searchLink fieldCode="DE" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Achievement%22">Mathematics Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Achievement%22">Reading Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Longitudinal+Studies%22">Longitudinal Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Standardized+Tests%22">Standardized Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+Analysis%22">Statistical Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink>
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  Data: 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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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
        StartPage: 72
    Subjects:
      – SubjectFull: Block Scheduling
        Type: general
      – SubjectFull: High Schools
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Mathematics Achievement
        Type: general
      – SubjectFull: Reading Achievement
        Type: general
      – SubjectFull: Longitudinal Studies
        Type: general
      – SubjectFull: Standardized Tests
        Type: general
      – SubjectFull: Statistical Analysis
        Type: general
      – SubjectFull: Predictor Variables
        Type: general
      – SubjectFull: Scores
        Type: general
    Titles:
      – TitleFull: The Effects of Block Scheduling on High School Academic Achievement
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            NameFull: Lewis, Chance W.
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            NameFull: Dugan, James J.
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            NameFull: Winokur, Marc A.
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            NameFull: Cobb, Brian R.
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              Y: 2005
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              Value: 0192-6365
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              Value: 89
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            – TitleFull: NASSP Bulletin
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