Title

The Impact of Block Scheduling On Student Performance On the Georgia High School Graduation Test

Date of Award

2006

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educational Leadership and School Counseling

First Advisor

David E. Lee

Advisor Department

Educational Leadership and School Counseling

Abstract

The purpose of this study was to assess the impact of alternative scheduling models (4 X 4 semester block and traditional six- or seven class period day) on high school students' performance on Georgia's Georgia High School Graduation Test (GHSGT). The study also focused on whether student performance was impacted by an interaction of scheduling model and school community. The researcher used data identifying the percentage of students passing the GHSGT during the school year 2003-2004 at Georgia's 172 public high schools. Four tests each were administered in English/Language Arts, Mathematics, Social Studies and Science. The investigation intended to reveal whether there was a significant difference in student test scores on the Georgia High School Graduation Test of students on the 4 X 4 block schedule method and the traditional six- or seven class period day. Additionally, schools were categorized by demographics and listed as Urban, Rural and Suburban. These factors were used to determine if there was a significant difference in the pass rate. Further research was conducted to determine if there was a significant difference in the pass rates when scheduling method used and demographics were tabulated together. A MANOVA was performed to determine if there is any significant difference in the sample population of the subtests of Science, Social Studies, Math, or English test components. The results indicated that there is no significant difference between percentage of students who pass the Georgia High School Graduation Test in schools using the 4 X 4 semester block scheduling method compared to those in schools using the traditional day six-class period day. Additionally, the results indicated that there is no significant difference between percentages of students who pass the Georgia High School Graduation Test in terms of urban, rural, or suburban schools. Finally, the results indicated that there is no significant difference between percentage of students who pass the Georgia High School Graduation Test in schools using the 4 X 4 semester block scheduling method and traditional day six-class period day and the interaction of urban, rural, or suburban schools. The researcher advises school leaders to not abandon or drop from consideration the 4 X 4 semester block scheduling model as an option for their schools based solely upon the findings of this or any other study.