No Child Left Behind was signed into law due to the nagging request for educational reform that started during the 1960s and continued through the early 2000s. Hispanic students were not achieving at the same rate as White, Black, or Asian students. Hispanic students were continually lagging behind their peers in academic performance. Curriculum shifts were orchestrated; however, little attention was given to the underachievement of Hispanic students until NCLB. As a result of poorly educated minority students, the legislation was mandated in order to address the problems in education, such as low student achievement. The one-size-fits-all approach to education was not working and educational leaders had to do something about the educational divide in America. Since the inception of NCLB, state school systems have placed more emphasis on high-stakes testing, which reveals much information about student achievement in American classrooms. Educational leaders need germane and current data to evaluate student achievement on state-mandated exams in order to orchestrate the best possible opportunities for every single Hispanic student. Increasing instructional time through block scheduling may be one way that educational leaders can improve Hispanic student academic success. This study offers educational leaders data as they consider increasing instructional time for the improvement of Hispanic student achievement on high-stakes state-mandated exams. This study was conducted using testing data from 2 northeastern Georgia high schools with increasing Hispanic student populations. Testing data were collected on the Georgia High School Graduation Test in the areas of math, science, English, and social studies from spring 2006, and tested 4 hypotheses. This study compares the mean scores of 11th-grade Hispanic students who participate in a block schedule to the mean scores of 11th-grade Hispanic students who participate in a traditional schedule.