A comparison of block scheduling models and their relationship to Prairie State achievement exam scores in selected Illinois high schools

Includes bibliographical references (pages [99]-105).The purpose of this study was to investigate student achievement in selected public high schools in Illinois using various models of block scheduling. Student achievement results were determined by changes in the mean score in each of the subject areas tested on the 2001 and 2003 Prairie State Achievement Exam (PSAE) for math, science, social studies, reading, and writing. Changes in mean scores were compared for schools using various types of scheduling. The control independent variables in this study were the socioeconomic factors of percentage limited English proficiency, percentage White, percentage low income, and average per-pupil expenditure. The study analyzed the relationship between the length of time schools were on a block schedule and the change in mean PSAE scores. It also analyzed the data to determine if there was a relationship between the change in student achievement on the PSAE and the reason a school adopted a block schedule. Finally, the study examined the data for each type of block scheduling model and compared the data to schools on a traditional schedule to determine if there was a difference in student achievement between block-scheduled and traditionally scheduled schools. The multiple regression analysis found no statistically significant relationships in the change in student achievement for any of the research questions. The only independent variables found to be significant predictors of change in PSAE scores were percentage of low income and the average per-pupil expenditure.Ed.D. (Doctor of Education