A Study Of The Effects Of High School Scheduling Systems On Achievement Rates, Attendance Rates, And Dropout Rates

This study attempted to determine if the type of class schedule (traditional, A/B block, or accelerated block) used in Texas public high schools significantly affects students' achievement results, attendance rates and dropout rates. One thousand four hundred ninety (1490) Texas high school principals were surveyed to determine the type of schedule currently in use on each campus, the type of schedule previously used on each campus, the length of time the current schedule has been in place on each campus, and the length of time that the previous schedule was used on each campus. This study is particularly significant in that this research provides information to assist principals in determining if block scheduling is instrumental in improving achievement in reading and mathematics, in improving attendance and in lowering dropout rates. The results of the study indicated that the use of a particular type of schedule: traditional, A/B block, or accelerated block is not directly correlated to improved achievement, attendance, or dropout rates. An expectation that the implementation of a traditional, A/B block, or accelerated block schedule will be the sole factor to cause improved student achievement, improved attendance rates or improved dropout rates is inappropriate. Ultimately, campus and districts officials must assure that effective teaching practices are occurring on each campus, regardless of the schedule type. Currently, a projected (Texas) state education funding shortfall is causing school district administrators to review cost-saving options for the 2003 - 2004 fiscal year. There is discussion in many districts regarding the fact that traditional scheduling is more economical than A/B block or accelerated block scheduling. The results of this study indicate that the decision to move campuses from A/B block or accelerated block to traditional scheduling might be made as a cost-saving move without negatively impacting student achievement, attendance rates or dropout rates.

Grantor dc:publisher

University of North Texas

Year dc:date

2003

Author dc:creator

• Kelchner, Thomas Richard

Contributors dc:contributor

• Watson, Hoyt F.
• Young, Jon I.
• Kemerer, Frank R.
• Huffman, Jane B.

• Schedules, School -- Texas.
• High schools -- Texas -- Administration.
• dropout rates
• block scheduling
• TAAS
• traditional scheduling
• AEIS
• high school

Statement dc:rights

• Public
• Copyright
• Kelchner, Thomas Richard
• Copyright is held by the author, unless otherwise noted. All rights reserved.

Language dc:language

English

Identifier

oclc: 53185496
https://digital.library.unt.edu/ark:/67531/metadc4202/
ark: ark:/67531/metadc4202

OAI identifier oai:identifier

info:ark/67531/metadc4202