Effects of 4X4 Block Scheduling

Autores/as

  • R. Brian Cobb Research and Development Center for the Advancement of Student Learning Colorado State University
  • Stacey Abate Research and Development Center for the Advancement of Student Learning Colorado State University
  • Dennis Baker Poudre (CO) School District

DOI:

https://doi.org/10.14507/epaa.v7n3.1999

Palabras clave:

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

Resumen

The effects of a 4 X 4 block scheduling program in a middle school on a variety of student measures were investigated. These measures included standardized achievement tests in mathematics, reading, and writing, cumulative and semester grades in middle school and high school, attendance rates, and enrollment rates in advanced high school courses (in mathematics only). The block scheduling program had been in effect for four years allowing analyses of current middle and high school students who had experienced a minimum of one and one-half years of block scheduling while in middle school. The primary research design was a post-test only, matched pairs design. Students were matched on school characteristics, gender, ethnicity, grade level, and 5th grade standardized reading scores. Results were relatively consistent with the extant literature and generally positive.

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Biografía del autor/a

R. Brian Cobb, Research and Development Center for the Advancement of Student Learning Colorado State University

Brian Cobb is a Professor in the School of Education at Colorado State University and Co-Director of the Research and Development Center for the Advancement of Student Learning, a community research collaborative in Ft. Collins, Colorado. His research interests presently focus on a variety of educational reform topics including charter schools, high stakes testing, and block scheduling.

Stacey Abate, Research and Development Center for the Advancement of Student Learning Colorado State University

Stacey Abate, M.Ed., has been the Grants Coordinator for the Poudre School District for the past 2 years. She also serves as a research assistant at the Research and Development Center for the Advancement of Student Learning. Her prior educational experience includes appointments as an interpreter and teacher of the Deaf in New Mexico and Australia.

Dennis Baker, Poudre (CO) School District

Dennis Baker has been involved with education for many years as a teacher, counselor, and administrator. Since 1995, he has been a principal with the Poudre School District in Ft. Collins, CO. In the fall of 1998, he assumed his current position as principal at Fort Collins High School. Presently, he is completing his doctoral program at the University of Northern Colorado in Educational Leadership.

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Publicado

1999-02-08

Cómo citar

Cobb, R. B., Abate, S., & Baker, D. (1999). Effects of 4X4 Block Scheduling. Archivos Analíticos De Políticas Educativas, 7, 3. https://doi.org/10.14507/epaa.v7n3.1999

Número

Vol. 7 (1999)

Sección

Articles