This study analyzed the effects of block scheduling on student performance on the CAPT 2^nd generation (CAPT II) from 2001 through 2006. Ten A/B block scheduled Connecticut public high schools and ten traditional scheduled high schools were chosen for this study. Matched paired t-tests were performed on ten pairs of Education Reference Group (ERG) matched schools from 2001 through 2005 and on seven pairs of ERG/District Reference Group (DRG) matched schools from 2001 through 2006. Similarly, ( p < 0.05) chi-square tests were performed on these same groups to determine if there was a significant relationship between schedule type and scoring at the intervention level on CAPT II (level 1) or at goal level on CAPT II (levels 4 and 5).

T-test results showed no significant difference (p < 0.05) between block and traditional scheduled schools for ERG and ERG/DRG parings in math, reading for information and writing across the disciplines. T-tests showed some consistent significant difference for ERG matched schools from 2001 through 2004 in science but this consistent significant difference was not present for ERG/DRG matched schools.

Chi-square tests showed a significant relationship between schedule type and scoring at the intervention level on the CAPT II for all subject sections though not present for each year. However, chi-square tests showed a consistent significant relationship (p < 0.05) between schedule type and scoring at the goal level on the CAPT II for math and science as well as for reading for ERG/DRG matched schools.

This study concluded that schedule type had no consistent significant affect on student performance on the CAPT II. Chi-square results suggest that there may be other factors that affect student performance on CAPT II thus requiring further research.