A Matter of Time: The Effects of Block Scheduling on the Academic Achievement of Secondary School Students in the District of Columbia
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Type of Work40 p.
action research papers
ProgramMasters of Education
RightsCollection may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email firstname.lastname@example.org.
SubjectsEducation -- Research papers (Graduate)
Block scheduling (Education) -- Washington (D.C.) -- Research.
Academic achievement -- Washington (D.C.) -- Research.
Education, Secondary -- Washington (D.C.) -- Research.
Education -- Research papers (Graduate)
This historical study analyzes the relative effectiveness of traditional scheduling, 4X4 block scheduling (4X4), and alternate day block (A/B) scheduling in three different schools governed by District of Columbia Public Schools (DCPS) system as measured by SAT, AP Exam, and DC CAS performances. A random sample of 1,389 from three different DCPS schools representing three scheduling types from 2007-2012 was drawn. ANOVA was run to determine mean performance levels for student performance at each school for each metric. An additional test was run to compare means from 8th and 10th grade DC CAS data for the 2011 cohorts at each of the three schools. Analysis of overall performance means distinctly favors the A/B scheduling model. However, comparative analysis of 8th and 10th grade DC CAS data for the 2011 cohort favors the 4X4 model. The results of this study are nebulous at best. A larger sample size and consideration of additional factors would likely allow researchers to better analyze the implications of this research.