Date of Award

Summer 8-2020

Degree Type


Degree Name

Doctor of Education


Secondary Education and Educational Leadership

First Advisor

Dr. Pauline Sampson

Second Advisor

Dr. Janet Tareilo

Third Advisor

Dr. Robbie Steward


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.

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.



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