Second Year Analysis of a Hybrid Schedule High School


  • James B. Schreiber Southern Illinois University-Carbondale
  • William R. Veal University of North Carolina-Chapel Hill
  • David J. Flinders Indiana University
  • Sherry Churchill Indiana University



Grade Point Average, High School Students, High Schools, Mathematics Achievement, School Schedules, Time Blocks


The current study examined two independent sophomore cohorts from a mid-western high school that had implemented a multi-schedule system (i.e., traditional, block, hybrid). The purpose of the study was to examine differences among the schedule types, gender, and GPA group on a state mandated standardized test. Analysis of covariance was used to examine the differences. Results indicate that a significant difference among schedule types was observed for only one cohort and for only one test (mathematics-computation). Results also indicate that schedule type did not significantly interact with gender or GPA group. The authors conclude that for these cohorts the type of schedule does not negatively or positively influence achievement.


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Author Biographies

James B. Schreiber, Southern Illinois University-Carbondale

James B. Schreiber is Assistant Professor of Human Learning and Development at Southern Illinois University-Carbondale. His research interests include factors impacting academic achievement, beliefs and reasoning in academic and non-academic settings, and secondary education.

William R. Veal, University of North Carolina-Chapel Hill

William Veal is an Assistant Professor of Science Education at the University of North Carolina at Chapel Hill. His areas of research interest are preservice science education, pedagogical content knowledge, cultural science, and block scheduling. He currently teaches in the secondary Masters of Arts in Teaching program.

David J. Flinders, Indiana University

David J. Flinders is Associate Professor of education at Indiana University, Bloomington. His research interest focus on secondary education and school restructuring.

Sherry Churchill, Indiana University

Sherry Churchill recently completed a Master's Degree in Public Affairs from Indiana University's School of Public and Environmental Affairs. She is currently residing in Maine where she is working in the area of policy issues for resource management.




How to Cite

Schreiber, J. B., Veal, W. R., Flinders, D. J., & Churchill, S. (2001). Second Year Analysis of a Hybrid Schedule High School. Education Policy Analysis Archives, 9, 46.




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