This study was designed to investigate if a statistical variance exists between traditional and A/B block school scheduling, and the effect on economically disadvantaged student achievement on the English I and Algebra I End-of-Course STAAR state-mandated exam, from 2015-2018. In response to studies illuminating the achievement gap, educational leaders in Texas implemented block scheduling in order to improve student outcomes among high school students. However, to date, published research studies yield mixed results of the effectiveness block scheduling has made on student achievement. The findings are expected to help to fill the gap in published literature, which focuses on the effect of block scheduling on the academic outcomes of high school students in the state of Texas. The results of this study suggested that there is a statistical significance in the performance of economically disadvantaged students on traditional and A/B block school schedules.
","abstract_html":"<p>This study was designed to investigate if a statistical variance exists between traditional and A/B block school scheduling, and the effect on economically disadvantaged student achievement on the English I and Algebra I End-of-Course STAAR state-mandated exam, from 2015-2018. In response to studies illuminating the achievement gap, educational leaders in Texas implemented block scheduling in order to improve student outcomes among high school students. However, to date, published research studies yield mixed results of the effectiveness block scheduling has made on student achievement. The findings are expected to help to fill the gap in published literature, which focuses on the effect of block scheduling on the academic outcomes of high school students in the state of Texas. The results of this study suggested that there is a statistical significance in the performance of economically disadvantaged students on traditional and A/B block school schedules.</p>","abstract_has_math":false,"creators":["Brannon, Marcus D"],"institution":null,"degree_name":"Doctor of Education","degree_level":"Dissertation","degree_discipline":"Secondary Education and Educational Leadership","degree_department":null,"school":null,"contributors":["Dr. Pauline Sampson","Dr. Janet Tareilo","Dr. Robbie Steward"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2020,"date_issued":"2020-08-01T07:00:00Z","date_published":"2020-08-01T07:00:00Z","updated_at":"2026-07-24T04:30:30Z","subjects":["School Scheduling","Economically Disadvantaged Students","Academic Performance","Causal Comparative","Texas High Schools","Curriculum and Instruction","Educational Leadership","Secondary Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarworks.sfasu.edu/etds/344","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Pauline Sampson","Dr. Janet Tareilo","Dr. Robbie Steward"]},{"key":"dc:creator","label":"Author","values":["Brannon, Marcus D"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2020-08-24T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Secondary Education and Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["School Scheduling","Economically Disadvantaged Students","Academic Performance","Causal Comparative","Texas High Schools","Curriculum and Instruction","Educational Leadership","Secondary Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarworks.sfasu.edu/etds/344"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study was designed to investigate if a statistical variance exists between traditional and A/B block school scheduling, and the effect on economically disadvantaged student achievement on the English I and Algebra I End-of-Course STAAR state-mandated exam, from 2015-2018. In response to studies illuminating the achievement gap, educational leaders in Texas implemented block scheduling in order to improve student outcomes among high school students. However, to date, published research studies yield mixed results of the effectiveness block scheduling has made on student achievement. The findings are expected to help to fill the gap in published literature, which focuses on the effect of block scheduling on the academic outcomes of high school students in the state of Texas. The results of this study suggested that there is a statistical significance in the performance of economically disadvantaged students on traditional and A/B block school schedules.
"]},{"key":"dc:title","label":"Title","values":["Causal Comparative Study: The Effect of School Scheduling and Academic Outcomes of Economically Disadvantaged Students"]}]}],"canonical_facts":{"dc:contributor":["Dr. Pauline Sampson","Dr. Janet Tareilo","Dr. Robbie Steward"],"dc:creator":["Brannon, Marcus D"],"dc:date.available":["2020-08-24T07:00:00Z"],"dc:description.abstract":["This study was designed to investigate if a statistical variance exists between traditional and A/B block school scheduling, and the effect on economically disadvantaged student achievement on the English I and Algebra I End-of-Course STAAR state-mandated exam, from 2015-2018. In response to studies illuminating the achievement gap, educational leaders in Texas implemented block scheduling in order to improve student outcomes among high school students. However, to date, published research studies yield mixed results of the effectiveness block scheduling has made on student achievement. The findings are expected to help to fill the gap in published literature, which focuses on the effect of block scheduling on the academic outcomes of high school students in the state of Texas. The results of this study suggested that there is a statistical significance in the performance of economically disadvantaged students on traditional and A/B block school schedules.
"],"dc:identifier":["https://scholarworks.sfasu.edu/etds/344"],"dc:subject":["School Scheduling","Economically Disadvantaged Students","Academic Performance","Causal Comparative","Texas High Schools","Curriculum and Instruction","Educational Leadership","Secondary Education"],"dc:title":["Causal Comparative Study: The Effect of School Scheduling and Academic Outcomes of Economically Disadvantaged Students"],"thesis:degree_discipline":["Secondary Education and Educational Leadership"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education"]},"updated_at":"2026-07-24T04:30:30Z"}