Block scheduling and its impact on graduation rates in Indiana public secondary schools

The purpose of this study was to examine the graduation rates of secondary schools in Indiana in 1989-90 and to compare those graduation rates to those of 199798, to see if those schools that adopted block scheduling had experienced a difference in graduation rates either positively or negatively. A comparison was also made of graduation rates between schools adopting block scheduling for at least three years and traditional schools during this same time period. Further examination was made to determine if any specific type of block schedule had improved graduation rates. The size school was also a consideration as to the affect of block scheduling on graduation rates. The study also sought to determine if block scheduling had an impact on attendance rates, discipline incidents, pupil teacher ratio, or full time teacher equivalency, all factors aligned to reasons why students drop out of school.The population for this study consisted of 251 Indiana public secondary schools, 203 schools which maintained a traditional schedule and 48 schools identified by the Indiana Department of Education to have adopted block scheduling prior to or including 1995-96, 1996-97, 1997-98. Nine research questions accompanied by Null Hypotheses for each were determined and tested. All data collection were from the Indiana Department of Education through reports compiled and generated from information submitted annually by all public schools in Indiana.Department of Educational LeadershipThesis (D. Ed.