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 Impact of Block Scheduling on Student Achievement School Climate and Curriculum written by Gregg E. Schrage and published by . This book was released on 2001 with total page 476 pages. Available in PDF, EPUB and Kindle. Book excerpt:

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 A Study of High School Schedules and Standardized Testing Performance written by Robert H. Stranger and published by . This book was released on 2004 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effects of Extended Block Scheduling on Math and Science Achievement in Missouri and Illinois High Schools written by Ellen Jean-Elizabeth Brown and published by . This book was released on 1997 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Study of High School Scheduling Models Effect on Student Achievement written by Rhonda L. Davis and published by . This book was released on 2009 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Block of time Scheduling Practices in Illinois Junior High Schools written by Millard Dale Baughman and published by . This book was released on 1960 with total page 54 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Impact of School Schedule on Student Achievement written by Jessica L. Furman and published by . This book was released on 2007 with total page 161 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Study of the Relationship Between and Among Scheduling Grouping Grading Curriculum and Mathematics Achievement in Pennsylvania Secondary Schools written by William M. Harley and published by . This book was released on 2008 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: Widespread access to technology facilitates the sharing of effective classroom practices across disciplines. The implementation of successful practices is essential; particularly in this era of educational accountability, most notably the adequately yearly progress (AYP) goals of the federal No Child Left Behind (NCLB) legislation. In addition to bottom-up classroom practices, teachers and other educational stakeholders are entitled to information about top-down policies to enhance teaching and learning. This study examines the correlation between policies in four areas and outcomes on one specific component of AYP in Pennsylvania public secondary schools. The policies considered herein are scheduling (traditional or block), grouping (homogeneous or heterogeneous), grading (weighted or not), and secondary math curriculum (U.S. Department of Education cited standards-based or traditional). This study quantifies the correlation between school district polices in these areas and results on the 11th grade mathematics portion of the 2006 Pennsylvania System of School Assessment (PSSA). Standard and Poor's recognizes school districts in Pennsylvania and across the country whose students have achieved NCLB testing outcomes that exceed expectations. In 2005, 55 Pennsylvania districts were cited by Standard and Poor's as being "outperforming school districts." The 60 secondary schools in these districts served as the population for this study. The study quantifies the correlation between the specific combinations of the four policies utilized by the 40 participating high schools and PSSA results. Evidence is discovered that, of the four policies, only block scheduling correlated with higher PSSA 11th grade math outcomes.

Download or read book The Relationship of Traditional and Block Scheduling to High School Mathematics Achievement written by Deborah Lynn Strickland Skinner and published by . This book was released on 2012 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The study examined the relationship between traditional and 4 x 4 block scheduling models used by Georgia high schools and the level of mathematics achievement on the Georgia High School Graduation test during 2008, 2009, and 2010"--Leaf iii.

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 Abstracts of Theses written by Illinois State Normal University and published by . This book was released on 1950 with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Analysis of High School Scheduling Frameworks and Student Achievement written by Kara Alana Marquez and published by . This book was released on 2016 with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Educational Research Bulletin written by and published by . This book was released on 1925 with total page 444 pages. Available in PDF, EPUB and Kindle. Book excerpt: Includes the sections "Educational readings" and "Books to read."

Download or read book The Effects of Various High School Scheduling Models on Student Achievement in Michigan written by Russell Edward Pickell and published by . This book was released on 2017 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study reviews research and data to determine whether student achievement is affected by the high school scheduling model, and whether changes in scheduling models result in statistically significant changes in student achievement, as measured by the ACT Composite, ACT English Language Arts, and ACT Math scores. The high school scheduling models included in this study are: six period semester (SPS), five period trimester (FPT), seven period semester (VPS), standard 4x4 block (SB), and alternate day block (ADB). Supportive and non-supportive research are discussed in regard to the impact of the student scheduling model on student achievement.

Download or read book Does scheduling matter An analysis of a new high school academic schedule policy and its impact on attendance discipline and academic achievement written by Carletta Denise Washington and published by . This book was released on 2011 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Making Creative Schedules Work in Middle and High Schools written by Elliot Y. Merenbloom and published by Corwin Press. This book was released on 2006-12-28 with total page 209 pages. Available in PDF, EPUB and Kindle. Book excerpt: Use creative scheduling strategies to improve student-teacher relationships and promote more positive learning experiences! Today′s schools are responding to the pressing need for positive student-teacher relationships that promote successful learning and prevent dropouts and violence. To meet this challenge, many secondary schools are reorganizing around smaller schools or "houses" and structuring longer blocks of learning time. Authors Elliot Y. Merenbloom and Barbara A. Kalina provide a step-by-step process for leaders and school teams focused on restructuring to promote more meaningful interaction between teachers and students. Through troubleshooting know-how, short real-life case stories, and detailed decision-making and planning charts, this roll-up-your-sleeves working handbook: Offers a thorough presentation of restructuring options with advantages and disadvantages of multiple models Walks leaders and teams through the decision-making and solution-building processes Presents instructional formats and strategies that maximize the benefits of restructured schedules Discusses how to prepare and communicate with students and parents about changes This practical, user-friendly book helps teachers, school leaders, curriculum developers, and administrators fashion a vision that nurtures positive learning experiences and strengthens student achievement.