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.
|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|
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