Policy Research Report #13: Block Scheduling in Texas Public Schools
The study presented in this report examines the relationships between different types of schedules and overall student performance in Texas public high schools. Overall performance was measured in terms of dropout rates, grade-level retention rates, campus-level results for the TAAS, and participation and performance on college admissions tests (SAT and ACT) and AP examinations.
Document Number GE9-601-05, 54 pages. Cost: $5.25; Tax Exempt Cost: $4.75
My copy of Texas Education News just arrived (Nov. 22, 1999), and in this issue are the results of a Texas Education Agency study of block scheduling in Texas high schools.
"Texas Education Agency researchers say they can find no proof that longer class periods -- used in the block scheduling approach in Texas high schools -- have resulted in improved student learning. The findings are contained in a new 54-page study prepared by the TEA's research and evaluation division...How effectively students and teachers engage in the teaching-learning process appears to matter much more than the length of class periods...The authors also acknowledged the arguments of critics who complained that block scheduling actually reduces instructional time over the school year -- and that teacher and student concentration is weakened over a 90-minute period."
The report looked at Texas high schools (9-12) from 1996-97. At that time 43% of the state's high schools had some sort of block scheduling.
"The study's authors also reported that they did not attempt to assess all possible benefits or conequences of block scheduling."
To obtain the full report entitled "Policy Research Report Number 13 Block Scheduling in Texas Public High Schools" call 512-475-3523. Texas Education News states that the report will eventually be posted at.
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