Block scheduling: Its impact on academic achievement, and the perceptions of students, teachers, and administrators

This study consists of three parts. The first part determined if significant differences exist in the scores of students on four standardized tests between two block and two traditional scheduling schools. The assessment instruments were standardized tests given to students in Palm Beach County School District in the state of Florida: (a) Comprehensive Test of Basic Skills (CTBS) for grade 9, (b) Grade Ten Assessment Test (GTAT), (c) Florida Writes (FW) for grade 10, and (d) High School Competency Test (HSCT) for grade 11. Approximately 2,000 students took each of the four tests for each grade, a total of 8,000 participants. Significant differences (p <.00125) were found between students scores on the FW and the HSCT. The traditional scheduling students outperformed those at the block scheduling schools in regards to the FW and the HSCT. Results of statistical analysis indicated a significant difference between the 4 x 4 schedule and the alternate day schedule only in terms of achievement on the Florida Writes. Students at the alternate day school outperformed those at the 4 x 4 scheduling school on the Florida Writes test. Schools' records indicated that the rate of suspension has decreased during the year of implementing block scheduling for the alternate day scheduling school, and increased for the 4 x 4 scheduling school. There was no change in the absentee rate at both types of block scheduling schools. The second part of this study was to compare differences in perceptions among teachers and students towards the two types of block scheduling. A Likert-type survey was answered by 101 teachers from both types of schools. Statistical analysis indicated a significant difference between the perceptions of teachers from the 4 x 4 and the alternate day scheduling schools in terms of class size. Teachers disagreed that class size has decreased because of the implementation of block scheduling. Regarding students' perceptions, 931 students from both schools participated in answering the questionnaire. There were significant differences among students on their preference to remain on block scheduling. The third part of this study examined differences between the perceptions of administrators of different types of block scheduling. A Likert-type survey consisting of 26 items was sent to selected principals throughout the nation. Twenty two out of the 24 items did not prove to be significant at the 0.0021 level. There were differences in administrators perceptions towards the failure rate. Similar results were found in regards to discipline problems. The Scheffe post hoc test was administered to determine which pairwise group differences were significant. Survey results indicated that administrators perceived that the science department is the happiest department with block scheduling, and that mathematics and foreign language are the least happy.