Term of Award

Winter 2003

Degree Name

Doctor of Education in Educational Administration

Document Type and Release Option

Dissertation (restricted to Georgia Southern)

Department

Department of Leadership, Technology, and Human Development

Committee Chair

Michael D. Richardson

Committee Member 1

Cordelia D. Zinskie

Committee Member 2

James Burnham

Committee Member 3

Gregory Chamblee

Abstract

While there is much literature published that pertains to alternative scheduling models utilized by high schools, little information is available about demographics of high schools with respect to their schedules. The purpose of this study was to develop a profile of Georgia public high schools in respect to their schedules. The population for the study was all public high schools in Georgia that housed students in grades 9-12 during the 2001-2002 school year (N = 305) as identified in the 2002 Georgia Public Education Directory. Data were gathered from both the school system-level and school-level 2001-2002 Georgia Public Education Report Card published by the Georgia Department of Education.

The research findings of this study were based on an analysis of quantitative data that describes the 305 public high schools in Georgia that housed students in grades 9-12 during the 2001-2002 school year. The study sought to determine which selected variables (student population, student racial composition, type of school (rural/urban/suburban), socioeconomic status, and student achievement) if any, described and to what degree the demographic variables described the type of schedule utilized by high schools in Georgia.

The results of this study indicated that schools that utilized the six period schedule were more likely to have larger student populations and less likely to be rural, while schools on the 4X4 block were more likely to have smaller student populations and more likely to be rural. In addition, schools that utilized the six period schedule were more likely to have a lower percentage of students on free/reduced meals, higher student achievement, and fewer black students. Schools that utilized the A/B block schedule were likely to have higher free/reduced meals eligibility percentage, lower Georgia High School Graduation Test scores in mathematics and in English/language arts, and fewer Caucasian students.

This study provides a demographic profile of public high schools in Georgia in respect to their schedules. While relationships are presented, no cause and effect relationships are explored. Educational leaders should benefit from the consolidation of demographic information into one source and should be able to utilize the data in planning and data gathering endeavors.

Copyright

To obtain a full copy of this work, please visit the campus of Georgia Southern University or request a copy via your institution's Interlibrary Loan (ILL) department. Authors and copyright holders, learn how you can make your work openly accessible online.

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