Document Type

Dissertation

Degree

Doctor of Education

Major

Educational Administration

Date of Defense

8-23-2006

Graduate Advisor

Thomas R. Schnell, Ph.D.

Committee

Connie K. Koch, Ed.D.

Carole Murphy, Ed.D.

Lloyd I. Richardson, Ph.D.

Abstract

In part one of this study, secondary students¿ mathematics and science achievement levels in a Six-Period Daily (SPD) schedule were compared with those in a Rotate-Eight Block (REB) schedule (eight macroperiods in a two day rotation). In part two, alumni were surveyed to compare current opinions of the schedules¿ effectiveness overall and on two subscales. Archival test data and demographic information were obtained on two graduated classes in a selected suburban Midwestern high school, enrollment grades 9 to 12 of approximately 1000 students. Stratified random samples of 50 students from each class were selected based upon treatment, academic ability, ethnicity, and gender. Grade Point Averages (GPAs) and Missouri Assessment Program (MAP) test scores in mathematics and science were examined through univariate three-way analyses of variance (ANOVA) of the differences in the post-treatment means. Where initial equivalence was not found, ANOVA was used to study effects for subgroups. All main effects and interactions were tested. Gender was taken into account by equalizing numbers across subgroups to the extent possible. No statistically significant results or trends based on treatment were discovered as main effects or interactions in part one. The ¿achievement gap¿ between African-American and Caucasian students was confirmed in all achievement measures except science GPA, where only ability, not ethnicity or treatment, was found to be of significance as a main effect. Though not of statistical significance, a pattern favoring low ability REB subgroups and high ability SPD subgroups was noted. Analysis of survey results indicated that groups and subgroups differed significantly in scores for effectiveness of the schedules overall, and for the classroom activities subscale. Groups and subgroups consistently rated the effectiveness of the SPD higher. On only one measure did any subgroup rate the REB higher than the SPD: Caucasian males rated effectiveness of classroom activities slightly higher in the REB. The largest opinion differences were exhibited between African-American males and Caucasian males. African-American males rated the SPD classroom activities higher than did any other subgroup, and the REB lower (at exactly neutral) than did any other subgroup.

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