This causal-comparative study investigates the differences in the End of Course Examination Program (EOCEP) test scores of ninth grade students in English I and Algebra I / Math for the technologies, as influenced by schedules used in South Carolina public high schools during the 2005-2006 academic year. Framing this study is the previous investigation done by Lewis, Dugan, Winokur and Cobb (2005) and Farmer (2005). Using a nonexperimental quantitative research methodology with a factorial analysis of variance (ANOVA) to determine significance, this study analyzes the main effect of three types of schedules; 4 x 4, AB, and traditional. The interactive effects of demographic co variables of ethnicity, SES, and gender on EOCEP scores are explored. Overall, results were mixed for the scheduling effects at the .05 level. In terms of demographic data however, no significant differences were found when controlling for race.
","abstract_html":"<p>This causal-comparative study investigates the differences in the End of Course Examination Program (EOCEP) test scores of ninth grade students in English I and Algebra I / Math for the technologies, as influenced by schedules used in South Carolina public high schools during the 2005-2006 academic year. Framing this study is the previous investigation done by Lewis, Dugan, Winokur and Cobb (2005) and Farmer (2005). Using a nonexperimental quantitative research methodology with a factorial analysis of variance (ANOVA) to determine significance, this study analyzes the main effect of three types of schedules; 4 x 4, AB, and traditional. The interactive effects of demographic co variables of ethnicity, SES, and gender on EOCEP scores are explored. Overall, results were mixed for the scheduling effects at the .05 level. In terms of demographic data however, no significant differences were found when controlling for race.</p>","abstract_has_math":false,"creators":["Howard, Nanci Elizabeth"],"institution":null,"degree_name":"Ed.D.","degree_level":"Campus Access Dissertation","degree_discipline":"Educational Leadership and Policies","degree_department":null,"school":null,"contributors":["Susan Schramm-Pate"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2010,"date_issued":"2010-01-01T08:00:00Z","date_published":"2010-01-01T08:00:00Z","updated_at":"2026-07-24T04:37:21Z","subjects":["Curriculum and Instruction","Education","Block","Scheduling"],"languages":[],"rights":["© 2010, Nanci Elizabeth Howard"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarcommons.sc.edu/etd/864","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Susan Schramm-Pate"]},{"key":"dc:creator","label":"Author","values":["Howard, Nanci Elizabeth"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership and Policies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Campus Access Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Curriculum and Instruction","Education","Block","Scheduling"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["© 2010, Nanci Elizabeth Howard"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarcommons.sc.edu/etd/864"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This causal-comparative study investigates the differences in the End of Course Examination Program (EOCEP) test scores of ninth grade students in English I and Algebra I / Math for the technologies, as influenced by schedules used in South Carolina public high schools during the 2005-2006 academic year. Framing this study is the previous investigation done by Lewis, Dugan, Winokur and Cobb (2005) and Farmer (2005). Using a nonexperimental quantitative research methodology with a factorial analysis of variance (ANOVA) to determine significance, this study analyzes the main effect of three types of schedules; 4 x 4, AB, and traditional. The interactive effects of demographic co variables of ethnicity, SES, and gender on EOCEP scores are explored. Overall, results were mixed for the scheduling effects at the .05 level. In terms of demographic data however, no significant differences were found when controlling for race.
"]},{"key":"dc:title","label":"Title","values":["Block Scheduling and the End of Course Examination Program (ECOEP): A South Carolina Study"]}]}],"canonical_facts":{"dc:contributor":["Susan Schramm-Pate"],"dc:creator":["Howard, Nanci Elizabeth"],"dc:description.abstract":["This causal-comparative study investigates the differences in the End of Course Examination Program (EOCEP) test scores of ninth grade students in English I and Algebra I / Math for the technologies, as influenced by schedules used in South Carolina public high schools during the 2005-2006 academic year. Framing this study is the previous investigation done by Lewis, Dugan, Winokur and Cobb (2005) and Farmer (2005). Using a nonexperimental quantitative research methodology with a factorial analysis of variance (ANOVA) to determine significance, this study analyzes the main effect of three types of schedules; 4 x 4, AB, and traditional. The interactive effects of demographic co variables of ethnicity, SES, and gender on EOCEP scores are explored. Overall, results were mixed for the scheduling effects at the .05 level. In terms of demographic data however, no significant differences were found when controlling for race.
"],"dc:identifier":["https://scholarcommons.sc.edu/etd/864"],"dc:rights":["© 2010, Nanci Elizabeth Howard"],"dc:subject":["Curriculum and Instruction","Education","Block","Scheduling"],"dc:title":["Block Scheduling and the End of Course Examination Program (ECOEP): A South Carolina Study"],"thesis:degree_discipline":["Educational Leadership and Policies"],"thesis:degree_level":["Campus Access Dissertation"],"thesis:degree_name":["Ed.D."]},"updated_at":"2026-07-24T04:37:21Z"}