Evaluation of a High School Block Schedule Restructuring Program.

Autor/inn/en	Guskey, Thomas R.; Kifer, Edward
Titel	Evaluation of a High School Block Schedule Restructuring Program.
Quelle	(1995), (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Achievement Tests; Advanced Placement Programs; Attendance; Behavior Problems; Black Students; Dropouts; Evaluation Methods; High Schools; Program Evaluation; School Restructuring; School Schedules; Staff Development; Student Attitudes; Teacher Attitudes; Test Results; Time Factors (Learning) + Suchen Sie Ihr Suchwort? Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Anwesenheit; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; High school; Oberschule; Programme evaluation; Programmevaluation; Schulreformplan; Schulumwandlung; Schulzeiteinteilung; Personnel development; Personalentwicklung; Schülerverhalten; Lehrerverhalten
Abstract	This paper describes an interim evaluation of the Block Schedule Restructuring Program at Governor Thomas Johnson High School in Frederick, Maryland. The program began in the 1992-93 school year, when the school changed from seven 48-minute class periods per day to a block schedule format of four 90-minute class periods. Classes are conducted on a semester basis, with each semester lasting 18 weeks (90 instructional days). The evaluation is based on the first year and a half of program implementation. Student performance on various achievement tests and final course grades have not varied much, but the scores of African American students on the Maryland Functional Tests and scores on Advanced Placement Tests have markedly improved. Student daily attendance and dropout have not changed, but there has been a dramatic reduction in student behavior problems. Perceptions of both students and faculty members regarding the block schedule program are overwhelmingly positive, with nearly 70% of students and 95% of faculty indicating they prefer the new 4-period day. A few procedural problems need to be addressed and additional staff development is needed, but the program appears quite successful to date. Nine tables present study findings. (Author/SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC