ERIC Number: ED452230
Record Type: Non-Journal
Publication Date: 2001-Apr
Secondary School Scheduling Models: How Do Types of Models Compare to the ACT Scores?
Hackmann, Donald G.; Hecht, Janet E.; Harmston, Matt T.; Pliska, Ann-Maureen; Ziomek, Robert L.
This study examined the relationship between school scheduling format and average composite scores on the ACT Assessment after controlling for lifestyle factors, gender, school enrollment levels, number of examinees, and years under the scheduling model. The participants were 38,089 high schools seniors in 568 public high schools in Iowa and Illinois who completed the ACT Assessment in 1999. The focus was on data at the school level, and individual schools were represented by mean ACT composite scores for the school. The three scheduling models considered were: (1) traditional eight period (351 schools); (2) eight block alternating day (161 schools); and (3) 4x4 semester (56 schools). In general, findings show that the scheduling type used at a school does not predict the ACT composite scores when examined at the school level. Some of the limitations of the study are discussed. (Contains 4 tables and 36 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: ACT Assessment