The relationship between schedule type and ACT Assessment scores: A longitudinal study

Abstract

This study investigated trends in the mean ACT Assessment scores of 450 public high schools in Illinois and Iowa, according to how they scheduled classes. The schools continuously employed either a traditional eight-period daily schedule, 4 x 4 semester schedule, or an eight-block alternating day block schedule. Seven years of data were available for the blocked schools, representing 2 years preimplementation through 4 years postimplementation. The eight-period schools demonstrated a slight upward trend in mean ACT scores over time, regardless of content area. The eightblock schools demonstrated some variability in mean ACT scores, but increased little over time. After reaching a peak at or near the year of implementation, the 4 x 4 semester block schools demonstrated a generally declining trend in mean ACT scores across tests. With the exception of Reading, mean ACT scores rebounded somewhat at the fourth year postimplementation for the 4 x 4 semester block schools. (Contains 7 figures and 37 references.) (Author/SLD) Reproductions supplied by EDRS are the best that can be made from the original document.