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Secondary School Scheduling Models: How Do Types of Models Compare to the ACT Scores?

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Title: Secondary School Scheduling Models: How Do Types of Models Compare to the ACT Scores?
Language: English
Authors: Hackmann, Donald G., Hecht, Janet E., Harmston, Matt T., Pliska, Ann-Maureen, Ziomek, Robert L.
Peer Reviewed: N
Page Count: 26
Publication Date: 2001
Document Type: Reports - Research
Speeches/Meeting Papers
Descriptors: Academic Achievement, Block Scheduling, College Entrance Examinations, High School Seniors, High Schools, Scores, Test Results, Time Blocks
Assessment and Survey Identifiers: ACT Assessment
Abstract: This study examined the relationship between school scheduling format and average composite scores on the ACT Assessment after controlling for lifestyle factors, gender, school enrollment levels, number of examinees, and years under the scheduling model. The participants were 38,089 high schools seniors in 568 public high schools in Iowa and Illinois who completed the ACT Assessment in 1999. The focus was on data at the school level, and individual schools were represented by mean ACT composite scores for the school. The three scheduling models considered were: (1) traditional eight period (351 schools); (2) eight block alternating day (161 schools); and (3) 4x4 semester (56 schools). In general, findings show that the scheduling type used at a school does not predict the ACT composite scores when examined at the school level. Some of the limitations of the study are discussed. (Contains 4 tables and 36 references.) (SLD)
Entry Date: 2001
Accession Number: ED452230
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED452230
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  Data: Secondary School Scheduling Models: How Do Types of Models Compare to the ACT Scores?
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  Data: <searchLink fieldCode="AR" term="%22Hackmann%2C+Donald+G%2E%22">Hackmann, Donald G.</searchLink><br /><searchLink fieldCode="AR" term="%22Hecht%2C+Janet+E%2E%22">Hecht, Janet E.</searchLink><br /><searchLink fieldCode="AR" term="%22Harmston%2C+Matt+T%2E%22">Harmston, Matt T.</searchLink><br /><searchLink fieldCode="AR" term="%22Pliska%2C+Ann-Maureen%22">Pliska, Ann-Maureen</searchLink><br /><searchLink fieldCode="AR" term="%22Ziomek%2C+Robert+L%2E%22">Ziomek, Robert L.</searchLink>
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  Data: 26
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  Data: 2001
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  Data: Reports - Research<br />Speeches/Meeting Papers
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  Data: <searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Block+Scheduling%22">Block Scheduling</searchLink><br /><searchLink fieldCode="DE" term="%22College+Entrance+Examinations%22">College Entrance Examinations</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Seniors%22">High School Seniors</searchLink><br /><searchLink fieldCode="DE" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Results%22">Test Results</searchLink><br /><searchLink fieldCode="DE" term="%22Time+Blocks%22">Time Blocks</searchLink>
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  Data: <searchLink fieldCode="SU" term="%22ACT+Assessment%22">ACT Assessment</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: This study examined the relationship between school scheduling format and average composite scores on the ACT Assessment after controlling for lifestyle factors, gender, school enrollment levels, number of examinees, and years under the scheduling model. The participants were 38,089 high schools seniors in 568 public high schools in Iowa and Illinois who completed the ACT Assessment in 1999. The focus was on data at the school level, and individual schools were represented by mean ACT composite scores for the school. The three scheduling models considered were: (1) traditional eight period (351 schools); (2) eight block alternating day (161 schools); and (3) 4x4 semester (56 schools). In general, findings show that the scheduling type used at a school does not predict the ACT composite scores when examined at the school level. Some of the limitations of the study are discussed. (Contains 4 tables and 36 references.) (SLD)
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  Data: 2001
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 26
    Subjects:
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Block Scheduling
        Type: general
      – SubjectFull: College Entrance Examinations
        Type: general
      – SubjectFull: High School Seniors
        Type: general
      – SubjectFull: High Schools
        Type: general
      – SubjectFull: Scores
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      – SubjectFull: Test Results
        Type: general
      – SubjectFull: Time Blocks
        Type: general
      – SubjectFull: ACT Assessment
        Type: general
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      – TitleFull: Secondary School Scheduling Models: How Do Types of Models Compare to the ACT Scores?
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            NameFull: Harmston, Matt T.
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            NameFull: Ziomek, Robert L.
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