Date Approved

5-31-1999

Embargo Period

7-22-2016

Document Type

Thesis

Degree Name

M.A. in School Administration

Department

Educational Services and Leadership

College

College of Education

First Advisor

Capasso, Ronald L.

Subject(s)

High schools; Schedules, School

Disciplines

Elementary and Middle and Secondary Education Administration

Abstract

The purpose of this study was to evaluate and describe the effectiveness of a 4x4 semester block schedule with respect to academic achievement, discipline, attendance and the school climate of Penns Grove High School. A longitudinal trend study design was utilized to compare statistics from the school's first two years under the block schedule to the school's final two years of the traditional schedule. Such statistics include the frequency of students obtaining A's, F's, and honor roll status, as well as monthly attendance rates, and discipline referral counts. Additionally, a modified action research design is used to examine the new schedule's effects on the school climate.

This study found the block schedule to have no effect on the number of students receiving A's, honor roll lists, or attendance rates. However, the number of students receiving F's and discipline referral counts revealed noteworthy reductions which positively correlate to the implementation of the block schedule. Additionally, morale, motivation, and teaching styles were found to improve due to the implementation of the block schedule.

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