The impact of master scheduling models on student performance as identified by the Academic Excellence Indicator System (AEIS) database in the high schools of the San Antonio Independent School District, San Antonio, Texas

This study determined the impact of master scheduling models on student performance as reported by the AEIS database in the high schools of the SAISD. General student performance and the Texas Assessment of Knowledge and Skills were the primary measures for comparison. The SAISD made a transition from an A-B block schedule in 2002 to a traditional-seven period model in 2003. Conclusions have been made as to the degree of influence that traditional and block schedules have on student performance. The population of this study was the eight high schools of the SAISD. All students enrolled on these campuses were included in the data analysis. The population was 14,418 students during the 2002-2003 school year and 13,689 in 2003-2004. Descriptive statistics and analysis of variance (ANOVA) were the measures utilized for the purposes of population comparisons and data review. Based on the findings of this study, the recommendations for practice indicate the following: 1. Attendance ratings did not return statistical significance on a traditional schedule. 2. Advanced Course participation and AP/IB testing results returned statistical significance on a traditional schedule. 3. SAT and ACT did not return statistical significance on a traditional schedule. 4. TAKS Campus Performance did not return statistical significance on a traditional schedule. 5. TAKS Reading/ELA, Mathematics, Science and Social Studies scores returned statistical significance on a traditional schedule. 6. African American, Hispanic and Special Education Performance returned statistical significance in TAKS Science and TAKS Social Studies on a traditional schedule. 7. White Performance returned statistical significance in TAKS Science on a traditional schedule. 8. Economically Disadvantaged Performance returned statistical significance in each area of the TAKS assessment on a traditional schedule. 9. Limited English Proficient Performance returned statistical significance in TAKS Math on a traditional schedule