EFFECT OF BLOCK SCHEDULING ON STUDENT ACHIEVEMENT SCORES ON THE PENNSYLVANIA SYSTEM OF ASSESSMENT ELEVENTH GRADE MATH AND READING EXAMS
Open Access
Author:
Grove, Randall Allen
Graduate Program:
Educational Administration
Degree:
Doctor of Education
Document Type:
Dissertation
Date of Defense:
May 13, 2009
Committee Members:
Boyd, Dissertation Advisor/Co-Advisor Roger C Shouse, Committee Chair/Co-Chair Edgar Paul Yoder, Committee Member James F Nolan Jr., Committee Member Bernard Joel Badiali, Committee Member
Keywords:
quantitative HLM state testing block scheduling student achievement PSSA
Abstract:
This study quantitatively examined the effect of block scheduling on student achievement. Specifically, the study compared student achievement as measured by the Pennsylvania System of School Assessments (PSSA) Reading and Math exams between students in block scheduled schools and traditionally scheduled schools. The sample for this study included over 53,000 individual student scores from public high schools in the south central region of Pennsylvania. The data sets used for analysis included individual student test results from the 2003, 2004 and 2005 administrations of the 11th grade PSSA Math and Reading Exams. This study utilized a hierarchical linear model analysis to examine the effects of school schedule type while attempting to control for student and school level variables. The dependent variables for level one were: IEP status, LEP status, economically disadvantaged status, gender and ethnicity. The dependent variables for level two were: school setting, percentage of economically disadvantaged students, and schedule type. Analysis of the data indicated that school schedules had no statistically significant impact on student achievement scores after controlling for student and school level variables. The study included an extensive literature review and implications for further research both nationally and in Pennsylvania. Contains 90 references.
