A Comparative Study of Block Scheduling and Traditional Scheduling on Academic Achievement.

Journal of Instructional Psychology | September 1, 2000| | Copyright

This study compared the academic achievement of high school students on the block schedule with the academic achievement of high school students on the traditional schedule. The goal was to determine what impact if any block scheduling would have upon academic achievement.

The sample included secondary students from two high schools in the same school district in the Southeastern region of North Carolina. The four North Carolina End-of Course tests (Algebra 1, Biology, English 1, and U. S. History), which are required of all students who graduate with a diploma, ...

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