High school block scheduling and its affects on student achievement
Reese, Angela Kathleen
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There were two purposes for this study. First, the study compared student achievement on the Georgia High School Graduation Test (GHSGT) at a block-scheduled high school in Central Georgia (School One) with a traditional scheduled high school (School Two) in Central Georgia. Second, if there was a statistically significant difference in any one of the scores for the students, the study investigated whether there was a statistically significant difference among/between subgroups based on the disaggregations required by No Child Left Behind (2001) and the A + Education Reform Act (as amended, 2003). Four hypotheses were developed for the total group to determine if there were any statistically significant differences in the GHSGT scores for mathematics, science, social science, and English for block-scheduled students compared to traditionally scheduled students. The results of the analyses of co-variance (ANCOVA) found that there were no statistically significant differences at the .05 level for any of the GHSGT subtest scores. For those subgroups that consisted of at least 40 students in each of the disaggregated variables, the analysis of data was conducted to determine the areas where a significant difference existed between the variables and the performance on the subtests of the GHSGT. This data presented outcomes that could be used by schools, whether block or traditional, in meeting requirements of accountability. Males scored significantly higher than females on both the GHSGT science and social science subtests. In addition, a statistically significant difference was found between race and performance on the GHSGT mathematics and science scores. White students scored significantly higher than black students did on both the GHSGT mathematics and science subtests. Students who were not economically disadvantaged (not qualifying for free or reduced lunch) scored significantly higher on the GHSGT science subtest. In conclusion, the type of scheduling, whether block or traditional, did not have an impact on high school students’ achievement on the GHSGT. The outcomes of the research showed that while scheduling had no affect on GHSGT scores, gender, race, and economic status of students did affect their performance on subtests of the GHSGT.