Author Type

Graduate Student

Date of Award

2004

Document Type

Thesis

Publication Status

Version of Record

Submission Date

October 2026

Thesis/Dissertation Advisor [Chair]

Maslin-Ostrowski, Patricia

Thesis/Dissertation Co-Chair

Decker, Larry E.

Abstract

The purpose of this study was to determine the impact of scheduling alternatives on (a) student achievement, student behavior, and attendance rates and (b) teacher and administrator perceptions. Archival data for student achievement, behavior, and attendance were obtained from the Palm Beach County School District. Perceptions of teachers and administrators were obtained through data collected from questionnaires administered through participating schools in this study. The research took place at three high schools using either 4 x 4, A/B, or modified block schedules and two high schools using traditional schedules. The block-scheduled schools were used in a similar study in 1996 after 1 year of implementation. The current study investigated the impact of block scheduling for year 1 (1996) and year 6 (2001). Perceptions toward block scheduling were obtained from teachers and administrators working in the three block-scheduled schools. The findings in this study support prior research which found that block scheduling may enhance student achievement levels in reading, writing and mathematics. Based on the findings, it appears that the modified block schedule may be a better choice over the 4 x 4 and the A/B schedules in terms of increasing student achievement, decreasing student behavior problems, and increasing student attendance rates. Tentative findings on the perceptions of teachers and administrators appeared to indicate a preference toward remaining on the block schedule over the traditional schedule.

Extent

191 p.

Comments

College of Education|Thesis (Ed.D.)--Florida Atlantic University, 2004.|FAU Electronic Theses and Dissertations Collection|College of Education

Identifier

FADT12090

Format

pdf

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