The Efficacy Of Block Scheduling PDF Download

The purpose of this qualitative study was to determine whether or not there is a correlation between block scheduling and improved campus climate, block scheduling and improved teacher and student work life, and block scheduling and increased student achievement. The middle school being studied, Twin Peaks Middle School, adopted a block schedule for the school year 2002-2003. Data was collected from researcher observations, student and staff observations, informal discussions among student and staff members, student discipline data, GPA data, administrator, teacher, and student surveys, and insights gained from participation in an Alternative Evaluation Team by the researcher. The degree of improvement was determined between the 1st and 2"d quarters of the 2001-2002 school year (traditional schedule) and the 1st and 2"d quarters of the school year 2002-2003 (block schedule). Student discipline data indicates there has been a decline in infractions resulting from classroom, hallway, and bus behaviors. The school population reports feeling more relaxed, less rushed, and more in control of where individual time and energy is being spent. As of result, perceptions of overall campus climate and teacher and student work life appear to have improved following the move to block scheduling. The researcher concluded that at this point, there is not enough conclusive data available to make an informed decision as to whether or not block scheduling will indeed have a positive impact on student achievement.