A Comparative Analysis of Traditional Versus Block and Accelerated Block Scheduled High Schools Over an Eight-Year Period in a Large Urban School District
Description:
This study compared traditional, A/B and accelerated block scheduling and its effects on student achievement and attendance by comparing the differences in student outcomes observed before and after the adoption of block/accelerated block schedules. The independent variable was the use of time in a block-scheduling model. The dependent variables were student outcomes measured by nine indicators based on the Academic Excellence Indicator System in Texas: student attendance, graduation rate, drop…
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Date:
August 2001
Creator:
McCumber, Patricia Morrison
Partner:
UNT Libraries