The Investigation of Block-Eight Scheduling in Illinois High Schools

The purpose of this study was to determine whether principals believed that the implementation of block-eight scheduling in Illinois high schools had an impact on improved student achievement (specifically the A.C.T. and I.G.A.P. test scores), attendance, and discipline. The results of this study should provide needed information to those school districts in Illinois that are contemplating the implementation or conversion to block-eight scheduling in their high schools. The study involved a survey of principals of 160 high schools selected at random throughout Illinois. The school population of these districts ranged from 100 students to over 1,000 students. These school districts were located in rural, suburban, and inner city areas. The survey took place during the spring of 1997. One hundred and ten principals returned the survey for a response rate of 69 %. Twenty-two principals reported that their schools had implemented or converted to block-eight scheduling. The specific research questions addressed by the study were: 1. Did the high schools implement or convert to block-eight scheduling for the purpose of improving student achievement? 2. To what extent do principals believe that high school student achievement improved after the implementation or conversion to block-eight scheduling? 3. Did the high schools implement or convert to block-eight scheduling for the purpose of improving student A.C.T. test scores? 4. To what extent do principals believe that high school student A.C.T. test scores improved after the implementation or conversion to block-eight scheduling? 5. Did the high schools implement or convert to block-eight scheduling for the purpose of improving student I.G.A.P. test scores? 6. To what extent do principals believe that high school student I.G.A.P. test scores improved after the implementation or conversion to block-eight scheduling? 7. Did the high schools implement or convert to block-eight scheduling for the purpose of improving student attendance? 8. To what extent do principals believe that high school student attendance improved after the implementation or conversion to block-eight scheduling? 9. Did the high schools implement or convert to block-eight scheduling for the purpose of improving student discipline? 10. To what extent do principals believe that high school student discipline improved after the implementation or conversion to block-eight scheduling? Among the findings of this study from the 22 principals whose schools had implemented or converted to block-eight scheduling were the following: 1. One hundred percent of principals indicated that their schools had implemented or converted to block-eight scheduling to improve student achievement. 2. Seventy-seven percent of principals indicated that student achievement had improved following the implementation or conversion to block-eight scheduling. 3. Ninety-five percent of principals indicated that their schools had implemented or converted to block-eight scheduling to improve student A.C.T. test scores. 4. Ninety-five percent of principals strongly agreed or agreed that student A.C.T. test scores had improved following the implementation or conversion to block-eight scheduling. 5. Ninety-five percent of principals strongly agreed or agreed that their schools had implemented or converted to block-eight scheduling to improve student I.G.A.P. test scores. 6. Ninety-five percent of principals strongly agreed or agreed that student I.G.A.P. test scores had improved following the implementation or conversion to block-eight scheduling. 7. Seventy-seven percent of principals strongly agreed or agreed that their schools had implemented or converted to block-eight scheduling to improve student attendance. 8. Seventy-three percent of principals strongly agreed or agreed that student attendance had improved following the implementation or conversion to block-eight scheduling. 9. Sixty-nine percent of principals strongly agreed or agreed that their schools had implemented or converted to block-eight scheduling to improve student discipline. 10. Eighty-seven percent of principals strongly agreed or agreed that student discipline had improved following the implementation or conversion to block-eight scheduling