School scheduling models and the achievement of at-risk students: A causal-comparative study
by Adrian, Dusti E., Ed.D., UNIVERSITY OF PHOENIX, 2009, 128 pages; 3354210

Abstract:

This quantitative, causal-comparative study examined the extent to which 4x4 block scheduling influenced at-risk student achievement through the analysis of core subject grade point averages (GPA) and graduation rates compared to at-risk students on a traditional school schedule. Findings of this study revealed at-risk students on a block schedule experienced significantly higher cumulative core subject GPAs compared to at-risk students on a traditional school schedule. Cumulative mean GPAs were higher in all core subject areas. Grade point averages in block scheduled science and social studies were significantly higher. On-time graduation rates were not statistically different between students on a traditional schedule and students on a 4x4 block schedule.

 
AdviserMelissa W. Varley
SchoolUNIVERSITY OF PHOENIX
SourceDAI/A 70-04, p. , Jun 2009
Source TypeDissertation
SubjectsEducational administration; Secondary education; Curriculum development
Publication Number3354210
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