Download or read book Comparison of Block Scheduling and Traditional Scheduling Effects on ACT and IGAP Scores in Illinois High Schools written by James W. Dunnan and published by . This book was released on 2001 with total page 168 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Comparison of Traditional Scheduling Versus Block Scheduling in a Suburban High School written by Gena Marie Balsimo and published by . This book was released on 2005 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt: Documents one high school's move from a traditional schedule to a four-period block schedule. Examines the effects of scheduling on student achievement including grade point averages, ACT test scores, Advanced Placement scores, discipline, attendance, retention, and drop out rates. Data are from the school district's database using only student scores and cover a nine-year period. Analysis shows a significant improvement in the relationship between block scheduling and grade point averages, dropout/enrollment rates, failure rates, and daily attendance rates.
Download or read book A Comparison of Block Scheduling Models and Their Relationship to Prairie State Achievement Exam Scores in Selected Illinois High Schools written by Dan J. Bertrand and published by . This book was released on 2005 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Block Scheduling Versus Traditional Education written by Trent Lindall Holmberg and published by . This book was released on 1996 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2001 with total page 672 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Test Score Comparison Between Block and Traditional Scheduling written by Yancy J. Ford and published by . This book was released on 2015 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: The purpose of this study was to examine how schools utilizing block scheduling and traditional scheduling models differ in achievement levels on the five Georgia End-ofCourse Exams (EOCT) and the Georgia High School Graduation Writing test (GHSWT) at two high schools in rural South Georgia. The researcher investigated if there is a differential benefit in terms of higher EOCT/GHSWT scores during block or traditional scheduling when considering demographic variables student gender, race, or SES. No experimentation occurred as the study relied on historical data. Both high schools were examined individually; comparing the five EOCT's and the GHSWT under the block schedule during the 2011-2012 school with the same exams under the 7-period traditional schedule during the 2012-2013 and 2013-2014 school terms. The design comparison for this quasi-experimental study was a 2-group non-random selection design comparing each school to itself rather to each other. Each school is very different in terms of student demographics; therefore the examination with each school is imperative. This study used quantitative statistics so that clear concrete data is used to show evidence to which schedule students performed best on from a standardized assessment view. In addition, descriptive statistics was used including means and standard deviations. A multi-way ANOVA with 6 factors (schedule, sex, race, SES, classification, and school year) was used to determine if a significant difference existed between the students instructed on a 4 x 4 block schedule and students instructed on a seven-period day traditional schedule. The multi-way ANOVA allowed for testing of interactions among predictors. The interactions helped show if any specific sub-groups benefited more operating under one scheduling model than another. After an in-depth study and analysis of a Test score comparison between block and traditional scheduling of two schools and twelve subject areas, the results indicated a significant difference in mean scores by school year in two of the twelve subjects. Writing scores at School 1 were significantly different indicating the change from block to a traditional schedule was a positive move, and Biology scores at School 2 were significantly different indicating the change from block to a traditional schedule was a positive move. However, at both schools in all twelve areas, the overall mean test score slightly increased each year indicating the possibility the move from block scheduling to a more traditional scheduling model could be positive given more time.
Download or read book Block Scheduling in High School Mathematics written by Gayle Hawkins Hughes and published by . This book was released on 2008 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine if there was a statistical difference between end-of-course grades in Algebra II at three high schools in northeast Tennessee and mathematics content scores on the ACT Assessment at the same three high schools, by comparing a one-semester accelerated (4x4) block schedule, a two-semester accelerated (4x4) block schedule, and a traditional year-long schedule. The purpose was also to determine if a relationship exists between Algebra II grades and ACT Assessment mathematics content scores for all students and for each school, and to determine if a statistically significant difference occurred in the number of students who continue their mathematics education by taking Trigonometry among the three different teaching schedules. Seven null hypotheses were tested. Analyses showed a significant difference in grades among the three schedules, but not among the ACT Assessment mathematics scores. When comparing grades and ACT Assessment mathematics scores for the total population and for each schedule, a positive relationship occurred each time. When testing the last null hypothesis, it was determined that a significant difference occurred in the type of teaching schedule and enrollment in Trigonometry.
Download or read book The Efficacy of Block Scheduling at Cocke County High School in Comparison to ACT Scores written by Mitzy D. Hall and published by . This book was released on 2006 with total page 190 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Impact of Block Scheduling on Student Achievement Attendance and Discipline at the High School Level written by Smooth (Poet) and published by . This book was released on 2011 with total page 157 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine the impact block scheduling has on (a) student academic achievement, discipline, and attendance, and (b) administrator, teacher, and student perceptions. The study compared 2005-2010 data from a high school utilizing the A/B block schedule and a high school under a traditional schedule, in one suburban school district. The study used mixed methods. The quantitative data described, analyzed, and interpreted reading and math FCAT [Florida Comprehensive Achievement Test] scores, attendance rates, and discipline referrals from 2005-2010. A total of seven repeated ANOVAs were conducted to analyze the difference between the two schedule designs with respect to two achievement indicators; reading and math FCAT scores. The qualitative data offered a voice to administrators, teachers, and students, and was gathered through individual face-to-face, email, or phone interviews. The quantitative findings for the study yielded the following conclusions: (1) students experienced higher FCAT reading scores on the A/B block schedule than the traditional schedule; (2) students experienced higher FCAT math scores under the traditional schedule than the A/B block schedule; (3) attendance rates decreased for students under the A/B block schedule and increased for students under the traditional schedule; and (4) discipline referrals decreased at a higher rate for students under the traditional schedule than students under the A/B block schedule. The administrator, teacher, and student perceptions contributed to the following qualitative findings for the study: (1) block scheduling fosters extended learning sessions when properly planned; (2) with fewer transitions discipline issues decreased; (3) attendance was not affected by the block schedule; (4) block schedule allows for the implementation of various instructional strategies; and (5) transitioning from a traditional to a block schedule was thought to be difficult at first, but attainable, and would alleviate any feelings of being rushed. Four appendixes present: (1) Florida High School Report Card; (2) Interview Questions; (3) Participant Consent Form; and (4) Parental Permission Form. (Contains 22 tables.).
Download or read book A Study of the Effect of 4 X 4 Block Scheduling on Composite ACT Scores written by Shannon Salyer Bryant and published by . This book was released on 2007 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt: Purpose of this study was to determine if converting to a 4 X 4 block schedule from a traditional six period schedule during the 1995-1996 school year had an impact on composite ACT scores of high school students in Cheatham County, Tennessee.
Download or read book A Correlation Study of Scheduling and Achievement in Illinois High Schools written by Terry Ray Ryker and published by . This book was released on 2008 with total page 129 pages. Available in PDF, EPUB and Kindle. Book excerpt: The study had two main purposes. The first purpose was to determine whether there was any difference in the academic achievement of students receiving their education through a traditional, an alternating eight-block, or four-by-four block scheduled high school in the state of Illinois, as measured by the Prairie State Achievement Exam (PSAE). The second purpose was to determine whether there was any difference in the graduation rates of traditional, an alternating eight-block, or four-by-four block scheduled high schools in the State of Illinois. For the two purposes, socioeconomic status (SES) and type of community were included in the analysis. A questionnaire was sent to every principal from public high schools in the state of Illinois. Of the 637 surveys sent out, 73.3% were returned. ANOVAs were used to compare average PSAE scores in mathematics, reading and science as well as graduation rates. Levels of significance were determined at an alpha level of .05. Tukey/Krammer post hoc tests were used to determine which schedule type(s) were significantly better if the ANOVA showed a significant difference. While differences were found in average PSAE scores and graduation rates, most of the differences were not significant. Of the 96 possible comparisons, significant differences were found in only 10 occasions. Seven of the significant differences were found in mathematics, two in science, and one in reading. There were no instances of significant difference in graduation rates. The significant differences were found mainly at schools with a high SES, from the suburbs or a combination of the two and from schools with a low SES, from urban cities or a combination of the two.
Download or read book The Effects of 4x4 Block Scheduling on High School Students Achievement and Continuous Enrollment Rates written by Todd Walker and published by . This book was released on 2015 with total page 33 pages. Available in PDF, EPUB and Kindle. Book excerpt: The academic achievement of high school students in the United States has remained behind in science and mathematics compared to other industrialized nations. Block scheduling is a reform movement that may increase proficiency rates of high school students in the areas of science and mathematics and increase overall high school graduation rates. This study presents the effects of 4X4 block scheduling on student achievement and continuous enrollment rates. The researcher used archival test data to determine whether a significant difference existed in the California State Standards Test (CST) scores in life science between sophomore students who attended high school on a 4X4 block schedule and those who attended high school on a traditional schedule. The results of an independent t-test suggests that sophomore students who attended high school on a traditional schedule performed significantly higher than sophomore students who attended a high school on a 4X4 block schedule. This researcher also used archival data to determine whether a significant difference existed in continuous enrollment rates between students who attended a high school on a 4X4 block schedule and those who attended a high school on a traditional schedule. The results of the Pearson chi-square suggests that students who began high school on a 4X4 block schedule were more likely to stay until they graduated than students who began high school on a traditional schedule.
Download or read book The Effect of Block Scheduling on ACT Scores of Secondary Public School Students written by Steven D. Epley and published by . This book was released on 2000 with total page 76 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Block Scheduling written by Michael D. Rettig and published by Routledge. This book was released on 2013-11-20 with total page 219 pages. Available in PDF, EPUB and Kindle. Book excerpt: This bestseller shows you how block schedules can enhance learning and instruction, increase opportunities for students, and improve teachers' performance. It provides practical tools for planning and implementation.
Download or read book Efficacy of High School Scheduling Policies written by Mary Osborne Chambless and published by . This book was released on 1999 with total page 390 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Comparative Study of the Effect of Block Scheduling and Traditional Scheduling on Student Achievement for the Florida Algebra 1 End of Course Examination written by Arthur Scott Underwood and published by . This book was released on 2014 with total page 103 pages. Available in PDF, EPUB and Kindle. Book excerpt: The focus of this research was on the effect of school schedules on student achievement for ninth-grade students in a Florida school district. Data were collected from two central Florida high schools from the 2011-2012 and 2012-2013 school years. Five one-way analyses of covariance (ANCOVA) were performed to ascertain if there was any interaction between school schedules and student achievement. Examined were the interactions (a) between schedule and schools, (b) schedule and male students, (c) schedule and female students, (d) schedule and Black students, and (e) schedule and Hispanic students. The independent variable, school schedule, consisted of two levels: traditional schedule and A/B block schedule. The dependent variable was the spring Algebra 1 End- of-Course Examination (EOC), and the covariate was the Florida Comprehensive Assessment Test (FCAT) Mathematics Eighth-grade Development Scale Score. School schedule was not significantly related to students' spring Algebra 1 EOC scores, F(1,788) p = .932. School schedule was not significantly related to male students' spring Algebra 1 EOC scores, F(1,392) p = .698. School schedule was not significantly related to female students' spring Algebra 1 EOC scores, F(1,393) p = .579. School schedule was not significantly related to Black students' spring Algebra 1 EOC scores, F(1,186) p = .545. School schedule was not significantly related to Hispanic students' spring Algebra 1 EOC scores, F (1,184) p = .700.
Download or read book A Comparison of the Use of Instructional Time in Block Scheduled and Traditionally Scheduled High School Classrooms written by Walter H. Hart and published by . This book was released on 2000 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: The purpose of this study was to compare the use of instructional time between high schools using 4 x 4 block scheduling and those using traditional scheduling. In addition, off-task behavior was compared in high schools using 4 x 4 block scheduling with those high schools using traditional scheduling. Fifty-two high school classrooms were observed in order to collect the data for this study. Half of these classes used 4 x 4 block scheduling, while the remaining classes used traditional scheduling. Raters categorized the type of instructional activity at five-minute intervals. Statistical procedures (i.e.: t-tests) were utilized to compare differences within each setting. Few differences were noted in how instructional time was used in the 4 x 4 block schedule schools and the traditional schools. Independently, active instruction occurred most frequently in both settings, followed by passive instruction, group instruction, and management. It was also concluded that there were no differences in the rates of off-task behavior between the 4 x 4 block scheduled schools and the traditionally-scheduled schools. The rates of off-task behavior were low in both settings. It is recommended that high school teachers be provided training that will enable them to effectively use interactive instructional activities. Also, schools using block scheduling need to continue to monitor its effectiveness relative to academic achievement and school climate.
