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Abstract

A case study of the effectiveness of high school block scheduling in an urban school system was examined by considering whether the changed schedule resulted in an increase in test scores on several measures such as the Scholastic Aptitude Test (SAT), Advanced Placement Tests (AP), and state mandated graduation examinations. Ten years of data were gathered from the public report card on the state website. In the school system under investigation, student scores on quantitative and verbal Scholastic Aptitude Test (SAT) showed a significant upward trend over 10 years. Over the same 10 years, Advanced Placement Test (AP) passing rates showed an upward development. An upward trend was also found for student scores on the state mandated graduation examinations in all four subject areas: mathematics, language arts, science, and social studies. The authors suggested school systems should consider the impact of block scheduling on student achievement measures.

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