The passage of No Child Left Behind has increased the level of accountability for all educators. There are many factors that affect student achievement. One factor that may be overlooked is the schedule configuration of schools. Addressing student needs through scheduling options may assist school systems and students in performing at the level they are being held accountable.
The population for this study was students from a rural East Tennessee middle school with a population of approximately 700 students. The low socioeconomic students represent 68% of the school total enrollment while 18% of the students have an individual education plan (IEP). The gender of the school is nearly 50% male and female.
Looking at 2 research questions, an independent t test was used to determine if there was a significant difference in reading-language arts and mathematics Tennessee Comprehensive Assessment Program (TCAP) scores after implementing a rotating schedule. Subgroups used in this study were: students with an Individual Education Plan (IEP), low socioeconomic students, male and female students.
Results of this study were mixed. Students with an IEP showed an increase in both reading-language arts and mathematics. For all subgroups in reading, there was an increase in achievement although the results showed that there was not a significant relationship between the rotating schedule and student achievement. The only group to show gains in mathematics after implementation of the rotating was those students with an IEP. Each of the 3 remaining subgroups actually showed a loss and there was a significant relationship between the rotating schedule and student achievement.
","abstract_html":"<p>The passage of No Child Left Behind has increased the level of accountability for all educators. There are many factors that affect student achievement. One factor that may be overlooked is the schedule configuration of schools. Addressing student needs through scheduling options may assist school systems and students in performing at the level they are being held accountable.</p><p>The population for this study was students from a rural East Tennessee middle school with a population of approximately 700 students. The low socioeconomic students represent 68% of the school total enrollment while 18% of the students have an individual education plan (IEP). The gender of the school is nearly 50% male and female.</p><p>Looking at 2 research questions, an independent t test was used to determine if there was a significant difference in reading-language arts and mathematics Tennessee Comprehensive Assessment Program (TCAP) scores after implementing a rotating schedule. Subgroups used in this study were: students with an Individual Education Plan (IEP), low socioeconomic students, male and female students.</p><p>Results of this study were mixed. Students with an IEP showed an increase in both reading-language arts and mathematics. For all subgroups in reading, there was an increase in achievement although the results showed that there was not a significant relationship between the rotating schedule and student achievement. The only group to show gains in mathematics after implementation of the rotating was those students with an IEP. Each of the 3 remaining subgroups actually showed a loss and there was a significant relationship between the rotating schedule and student achievement.</p>","abstract_has_math":false,"creators":["Carter, James Edward"],"institution":null,"degree_name":"EdD (Doctor of Education)","degree_level":"Dissertation - unrestricted","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-05-07T07:00:00Z","date_published":"2011-05-07T07:00:00Z","updated_at":"2026-07-24T02:20:06Z","subjects":["middle school scheduling","rotating schedule","circadian rhythems","alternative scheduliing","Education","Educational Psychology","Life Sciences","Physiology"],"languages":[],"rights":["Copyright by the authors."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dc.etsu.edu/etd/1259","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Carter, James Edward"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["1990-01-01T08:00:00Z"]},{"key":"dc:date.issued","label":"Date","values":["2011-05-07T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - unrestricted"]},{"key":"thesis:degree_name","label":"Degree Name","values":["EdD (Doctor of Education)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["middle school scheduling","rotating schedule","circadian rhythems","alternative scheduliing","Education","Educational Psychology","Life Sciences","Physiology"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["Copyright by the authors."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dc.etsu.edu/context/etd/article/2450/viewcontent/CarterJ041511f.pdf","https://dc.etsu.edu/etd/1259"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The passage of No Child Left Behind has increased the level of accountability for all educators. There are many factors that affect student achievement. One factor that may be overlooked is the schedule configuration of schools. Addressing student needs through scheduling options may assist school systems and students in performing at the level they are being held accountable.
The population for this study was students from a rural East Tennessee middle school with a population of approximately 700 students. The low socioeconomic students represent 68% of the school total enrollment while 18% of the students have an individual education plan (IEP). The gender of the school is nearly 50% male and female.
Looking at 2 research questions, an independent t test was used to determine if there was a significant difference in reading-language arts and mathematics Tennessee Comprehensive Assessment Program (TCAP) scores after implementing a rotating schedule. Subgroups used in this study were: students with an Individual Education Plan (IEP), low socioeconomic students, male and female students.
Results of this study were mixed. Students with an IEP showed an increase in both reading-language arts and mathematics. For all subgroups in reading, there was an increase in achievement although the results showed that there was not a significant relationship between the rotating schedule and student achievement. The only group to show gains in mathematics after implementation of the rotating was those students with an IEP. Each of the 3 remaining subgroups actually showed a loss and there was a significant relationship between the rotating schedule and student achievement.
"]},{"key":"dc:title","label":"Title","values":["Alternative Scheduling in the Middle School: Considering Circadian Rhythms."]}]}],"canonical_facts":{"dc:creator":["Carter, James Edward"],"dc:date.available":["1990-01-01T08:00:00Z"],"dc:date.issued":["2011-05-07T07:00:00Z"],"dc:description.abstract":["The passage of No Child Left Behind has increased the level of accountability for all educators. There are many factors that affect student achievement. One factor that may be overlooked is the schedule configuration of schools. Addressing student needs through scheduling options may assist school systems and students in performing at the level they are being held accountable.
The population for this study was students from a rural East Tennessee middle school with a population of approximately 700 students. The low socioeconomic students represent 68% of the school total enrollment while 18% of the students have an individual education plan (IEP). The gender of the school is nearly 50% male and female.
Looking at 2 research questions, an independent t test was used to determine if there was a significant difference in reading-language arts and mathematics Tennessee Comprehensive Assessment Program (TCAP) scores after implementing a rotating schedule. Subgroups used in this study were: students with an Individual Education Plan (IEP), low socioeconomic students, male and female students.
Results of this study were mixed. Students with an IEP showed an increase in both reading-language arts and mathematics. For all subgroups in reading, there was an increase in achievement although the results showed that there was not a significant relationship between the rotating schedule and student achievement. The only group to show gains in mathematics after implementation of the rotating was those students with an IEP. Each of the 3 remaining subgroups actually showed a loss and there was a significant relationship between the rotating schedule and student achievement.
"],"dc:identifier":["https://dc.etsu.edu/context/etd/article/2450/viewcontent/CarterJ041511f.pdf","https://dc.etsu.edu/etd/1259"],"dc:rights":["Copyright by the authors."],"dc:subject":["middle school scheduling","rotating schedule","circadian rhythems","alternative scheduliing","Education","Educational Psychology","Life Sciences","Physiology"],"dc:title":["Alternative Scheduling in the Middle School: Considering Circadian Rhythms."],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - unrestricted"],"thesis:degree_name":["EdD (Doctor of Education)"]},"updated_at":"2026-07-24T02:20:06Z"}