Date of Award

Winter 3-2021

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

Bryan L. McCoy

Abstract

The purpose of this study was to determine the impact of block scheduling on student achievement, graduation rate, and attendance at the high school level. The study was a mixed methods study that compared existing data from three high schools from the same school district in a southern state which all moved from a traditional schedule to a block schedule and back to a traditional schedule over the same period of time. The study results included the comparison of composite ACT scores and attendance rates from the years pre-block implementation, the years of block implementation, and the years post-block implementation. The comparison of graduation rate data was limited to the years of block implementation and post-block implementation. An Analysis of Variance, ANOVA, was utilized to assess the impact of block scheduling on composite ACT scores, graduation rates, and attendance rates. For the qualitative portion of the study, administrators who served at the schools during the three time periods were interviewed. Their responses were recorded and analyzed and common themes and differences were noted. The results of the analysis of the quantitative data indicated that there was no statistical difference in the composite ACT scores and attendance rates between students on a block schedule and those on a traditional schedule. The results of the analysis of graduation rates indicated that there was a statistical difference between students on a block schedule and those on a traditional schedule, with students on a traditional schedule performing better.

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