Date Approved

5-31-1996

Embargo Period

8-31-2016

Document Type

Thesis

Degree Name

M.A. in Mathematics Education

Department

Science, Technology, Engineering, Arts and Math Education

College

College of Education

First Advisor

Sooy, John

Subject(s)

Mathematics--Study and teaching (Secondary); Schedules, School

Disciplines

Science and Mathematics Education

Abstract

The purpose of this study was to compare intensive block scheduling to the traditional scheduling used in the high school setting, especially focusing on the areas of mathematics achievement and the patterns of higher level mathematics course selection.

Surveys were sent to 67 high schools throughout the United States and Canada which are currently using intensive block scheduling. Mathematics supervisors were asked questions regarding: school population, percentage of college bound students, higher level mathematics courses offered, and the sequence of mathematics courses taught leading to Advanced Placement Calculus. The remaining part of the survey requested specific data comparing standardized test results and enrollments in higher level mathematics classes before and after the inception of block scheduling.

It was determined that there are significant relationships between the adoption of block scheduling and increased student enrollment in higher level mathematics courses. The findings also indicated that there was no significant increase in achievement on the SAT or the AP Calculus test scores, but the ACT test scores increased significantly after block scheduling was introduced.

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