Increased Percentage of Passing Grades on the Massachusetts Comprehensive Assessment System after Implementation of Block Scheduling

Autor/in	Forman, Eric D.
Titel	Increased Percentage of Passing Grades on the Massachusetts Comprehensive Assessment System after Implementation of Block Scheduling
Quelle	(2009), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Block Scheduling; School Schedules; Grade 10; Public Schools; Mathematics Achievement; Reading Achievement; Language Arts; High School Students; Graduation Requirements; State Standards; Massachusetts; Massachusetts Comprehensive Assessment System + Suchen Sie Ihr Suchwort? Block teaching; Blockunterricht; Stundentafel; Schulzeiteinteilung; Public school; Öffentliche Schule; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Sprachkultur; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Abschlussordnung; Master-Studiengang
Abstract	This study examined one public school system's change in its bell scheduling format from a seven period day to block scheduling. The data collected was from a three year period of the grade 10 students passing the Massachusetts Comprehensive Assessment System exam. Students in Massachusetts must pass the mathematics and English/language arts subject tests in order to receive their diploma. There were 762 total student results that were observed that included one year prior to the change in the schedule and two years after the change in the schedule. There was an increase in the percentage of students passing the graduation required subject tests of over 15% over the first two years of the block scheduling. (Contains 2 tables.) (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10