ERIC Number: ED436537
Record Type: Non-Journal
Publication Date: 1997-May
Reference Count: N/A
Block Scheduled High School Achievement: Part II. Comparison of End-of-Course Test Scores for Blocked and Nonblocked High Schools (1993 through 1996). Evaluation Brief.
North Carolina State Dept. of Public Instruction, Raleigh. Div. of Accountability Services/Research.
Block scheduling has grown rapidly in recent years. In North Carolina, 77 schools started block scheduling in 1995-96, bringing the total number of blocked schools in the state to 207. A previous evaluation compared 1995 End-of-Course (EOC) Test scores for block-scheduled (blocked) and nonblocked schools. This report presents results of the analysis of 1996 EOC data for five core subjects: English I; Algebra I; Economics, Legal, and Political Systems; Biology; and U.S. History. Analysis of the EOC data does not change previous conclusions that there are essentially no significant differences between groups of blocked and corresponding nonblocked schools in terms of student performance on state EOC tests. There are also no significant differences among groups of schools blocked for different numbers of years. While the overall picture is one of equivalence, after adjusting for starting point and parent education level, scores for blocked schools were higher in English, Biology, and U.S. History in 1994, and scores on all five EOC tests were higher for 1995. Only U.S. History was significantly higher for 1996 EOC tests. More data points will be needed to determine if the lower scores for 1996 represent a trend or a fluctuation. (SLD)
Publication Type: Reports - Evaluative
Education Level: N/A
Authoring Institution: North Carolina State Dept. of Public Instruction, Raleigh. Div. of Accountability Services/Research.
Identifiers - Assessments and Surveys: North Carolina End of Course Testing Program