Date of Award
Summer 8-2020
Degree Type
Dissertation
Degree Name
Doctor of Education
Department
Secondary Education and Educational Leadership
First Advisor
Dr. Pauline Sampson
Second Advisor
Dr. Janet Tareilo
Third Advisor
Dr. Robbie Steward
Abstract
This study was designed to investigate if a statistical variance exists between traditional and A/B block school scheduling, and the effect on economically disadvantaged student achievement on the English I and Algebra I End-of-Course STAAR state-mandated exam, from 2015-2018. In response to studies illuminating the achievement gap, educational leaders in Texas implemented block scheduling in order to improve student outcomes among high school students. However, to date, published research studies yield mixed results of the effectiveness block scheduling has made on student achievement. The findings are expected to help to fill the gap in published literature, which focuses on the effect of block scheduling on the academic outcomes of high school students in the state of Texas. The results of this study suggested that there is a statistical significance in the performance of economically disadvantaged students on traditional and A/B block school schedules.
Repository Citation
Brannon, Marcus D., "Causal Comparative Study: The Effect of School Scheduling and Academic Outcomes of Economically Disadvantaged Students" (2020). Electronic Theses and Dissertations. 344.
https://scholarworks.sfasu.edu/etds/344
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Included in
Curriculum and Instruction Commons, Educational Leadership Commons, Secondary Education Commons
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