ERIC Number: ED440438
Record Type: Non-Journal
Publication Date: 1999-Sep
Block Scheduling in Texas Public High Schools. Policy Research Report Number 13.
Texas Education Agency, Austin. Div. of Research and Evaluation.
The study reported in this document examined the relationship between block scheduling (class periods longer than 50 minutes) and overall student performance. Performance was measured in terms of dropout rates, grade-level retention rates, campus-level results for the Texas Assessment of Academic Skills, and participation in and performance on college admissions tests (SAT and ACT) and Advanced Placement examinations. School context was much more closely related to overall student performance than the particular types of schedules high schools used. When the contextual features and performance measures were considered collectively, the following were found to be associated strongly with overall student performance: average student attendance rate, percentage of economically disadvantaged students, campus enrollment, education service center region, district type, percentage of ethnic minority students, and percentage of ethnic minority teachers. (Contains 58 references. Three appendixes list block and traditional scheduling practices, "1996-1997 District Analyze Category Descriptions," and a "Description of Student Performance by Type of High School Schedule.") (DFR)
Descriptors: Academic Achievement, Advanced Placement, Block Scheduling, Dropouts, Ethnic Distribution, High Schools, Public Schools, School Holding Power, Socioeconomic Influences
Texas Education Agency, Publications Distribution, 1701 North Congress Ave., Austin, TX 78701-1494 ($5.25). Tel: 512-475-3523.
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Texas Education Agency, Austin. Div. of Research and Evaluation.
Identifiers - Location: Texas
Identifiers - Assessments and Surveys: Texas Assessment of Academic Skills