Dissertation/Thesis Abstract

School scheduling models and the achievement of at-risk students: A causal-comparative study
by Adrian, Dusti E., Ed.D., University of Phoenix, 2009, 128; 3354210
Abstract (Summary)

This quantitative, causal-comparative study examined the extent to which 4x4 block scheduling influenced at-risk student achievement through the analysis of core subject grade point averages (GPA) and graduation rates compared to at-risk students on a traditional school schedule. Findings of this study revealed at-risk students on a block schedule experienced significantly higher cumulative core subject GPAs compared to at-risk students on a traditional school schedule. Cumulative mean GPAs were higher in all core subject areas. Grade point averages in block scheduled science and social studies were significantly higher. On-time graduation rates were not statistically different between students on a traditional schedule and students on a 4x4 block schedule.

Indexing (document details)
Advisor: Varley, Melissa W.
School: University of Phoenix
School Location: United States -- Arizona
Source: DAI-A 70/04, Dissertation Abstracts International
Subjects: School administration, Secondary education, Curriculum development
Keywords: Academic achievement, At risk, At-risk students, Block scheduling, Core subject, Grade point average, School scheduling
Publication Number: 3354210
ISBN: 978-1-109-11947-3
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