Effects of Block Scheduling


  • William R. Veal University of North Carolina-Chapel Hill
  • James Schreiber Indiana University




Academic Achievement, Achievement Tests, Block Scheduling, Junior High School Students, Junior High Schools, Test Results


This study examined the effects of a tri-schedule on the academic achievement of students in a high school. The tri-schedule consists of traditional, 4x4 block, and hybrid schedules running at the same time in the same high school. Effectiveness of the schedules was determined from the state mandated test of basic skills in reading, language, and mathematics. Students who were in a particular schedule their freshman year were tested at the beginning of their sophomore year. A statistical ANCOVA test was performed using the schedule types as independent variables and cognitive skill index and GPA as covariates. For reading and language, there was no statistically significant difference in test results. There was a statistical difference mathematics-computation. Block mathematics is an ideal format for obtaining more credits in mathematics, but the block format does little for mathematics achievement and conceptual understanding. The results have content specific implications for schools, administrations, and school boards who are considering block scheduling adoption.


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Author Biographies

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

William Veal is an assistant professor of science education at UNC-Chapel Hill. He taught secondary science in a block schedule in Salt Lake City. His other research interests lie in the development of pedagogical content knowledge in preservice science educators and the implications for teacher education.

James Schreiber, Indiana University

James Schreiber is a former high school mathematics teacher, and currently works as Senior Research Associate at the Indiana Center for Evaluation. He has been involved with education at different levels, specifically focusing on international mathematics achievement. He is currently studying toward his Ph.D. in Educational Psychology at Indiana University.




How to Cite

Veal, W. R., & Schreiber, J. (1999). Effects of Block Scheduling. Education Policy Analysis Archives, 7, 29. https://doi.org/10.14507/epaa.v7n29.1999




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