• home
  • store

ASCD Logo

  • ASCD.org
  • Store
  • Blog
  • Virtual Events
  • Navigate Applications
    • ASCD Activate
    • myTeachSource
    • PD In Focus
    • PD Online
    • Streaming Video
  • Help

    ASCD Customer Service

    Phone
    Monday through Friday
    8:00 a.m.-6:00 p.m.

    1-800-933-ASCD (2723)

    Address
    1703 North Beauregard St.
    Alexandria, VA 22311-1714

    Complete Customer Service Details

  • Log In
ASCD Header Logo
Click to Search
  • Topics
    • Assessment and Grading
    • Building Racial Justice and Equity
    • Curriculum Design and Lesson Planning
    • Differentiated Instruction
    • Distance Learning
    • Instructional Leadership
    • Personalized Learning
    • Social-Emotional Learning
    • Browse All Topics
  • Books & Publications
    • Browse Books
    • New Books
    • Member Books
    • ASCD Arias
    • Quick Reference Guides
    • Education Update
    • ASCD Express
    • Newsletters
    • Meet the Authors
    • Write for ASCD
    • ASCD Books in Translation
  • Educational Leadership
    • Current Issue
    • Browse EL Archives
    • Digital EL
    • EL Podcast
    • Subscribe
    • Upcoming Themes
    • Write for EL
    • Tell Us About
    • Contact EL
  • Membership
    • Benefits
    • Team Memberships
    • Member-Only Webinars
    • Communities
  • Virtual Events
    • Webinars
    • Symposiums
    • Leadership Summit
    • PreK and K Conference
    • Annual Conference
    • Exhibit with Us
  • Professional Learning
    • ASCD Activate
    • PD Online Courses
    • PD In Focus
    • ASCD myTeachSource
    • On-Site & Virtual PD
    • Success Stories
    • Request an ASCD Speaker
    • Streaming Videos
    • White Papers
    • Emerging Leaders
ResearchBrief

MEMBERS
Log in to read all articles.

NONMEMBERS
Select an unlocked article to read a sample.

To view the entire issue,
  • Become an ASCD member.
  • Purchase this issue.

May 11, 2004 | Volume 2 | Number 10
The Effects of Block Scheduling on Teacher Perceptions and Student Performance

The Effects of Block Scheduling on Teacher Perceptions and Student Performance

The Question

How does block scheduling of courses affect student outcomes and the learning environment in schools?

The Context

Block scheduling of courses, the reorganization of schools around longer classes (usually 90–120 minutes), has received a great amount of policy and research attention over the past decade, particularly as a high school or middle school reform strategy. Block-scheduling designs were created to support longer and more in-depth study of subjects, minimize class-to-class transitions and administrative duties, increase instructional flexibility, and allow greater variety in course taking. For example, in what is known as the 4 x 4 model—the block scheduling design highlighted in this study—students take four separate 90-minute classes each day for a semester, earning one year of credit for each course (and thus up to eight credits per year), while teachers teach four classes and have one preparation period each day.

Although much of the research on block scheduling has been positive, two studies in Canada have shown either no effect or a negative effect on student achievement, as has a study out of North Carolina. One interesting issue raised in these studies is the timing of the end-of-year assessments. Because students in block schedules cover material in larger blocks, if the end-of-year assessment occurs a significant period before the actual end of the year, these students will have had less opportunity to learn—that is, will have less instruction in—the subject than their traditionally scheduled peers, possibly resulting in lower test scores. This may be particularly important as states align their assessment systems with No Child Left Behind requirements.

The Details

Lois-Lynn Stoyko Deuel conducted the study highlighted in this issue of ResearchBrief (see below for full citation). The data source for the study consisted of 22 of the 23 high schools in Broward County Public Schools (Florida), including academic data on 49,829 students. Ten schools in the study used a semester block- scheduling model and 12 used a more traditional seven-period day. (One school, despite being on block scheduling, was intentionally excluded from the study because it used a trimester model.) Ten teachers and three counselors randomly selected from each block-schedule school were asked to complete a survey designed to evaluate their perceptions regarding the success of block scheduling; response rates were 72 percent and 100 percent, respectively. In addition, principals at each block-schedule school were contacted for an open-ended telephone survey, but only 50 percent chose to participate. Standardized student achievement data were collected in the 1994–95 and 1996–97 school years and analyzed for change over time.

Demographically, the populations in the two school groups were similar, as was the average school size. Student data were analyzed using attendance, internal suspension rates, and external suspension rates, as well as behavioral feedback from the teacher and counselor surveys. While there was no significant difference on the attendance and suspension data, approximately one-third of teachers reported improvement in student promptness, attendance, and conduct, and more than half claimed that schools were generally cleaner. Principals reported a reduction in behavior problems, due in large part to fewer class changes. Counselors stated that students were better able to enroll in both required and elective courses, as well as repeat failed courses. More than half of the counselors reported that the general school environment improved as well. Students in block-schedule schools earned higher grades and had a lower rate of course failure; however, there was no significant difference between block-schedule and traditional schools in performance on standardized academic measures.

Teachers reported that their practices changed as block scheduling was implemented, allowing use of a wider array of teaching strategies and learning activities, as well as more personalized instruction. Forty percent of the teachers reported less stress at school, one-third reported increased common planning time, and 80 percent noted that they preferred the block schedule to their previous schedule.

Principals cited changing administrative procedures, accountability systems, and schedules as barriers to implementation, as well as building schoolwide support for change. Fewer than half of the teachers responding to the survey felt that they received sufficient preparation for teaching in a block-schedule format.

The Bottom Line

Block scheduling may result in stronger relationships between students and teachers, as well as improved school environments and achievement as measured by student grades. Teaching practice does appear to change to allow more personalized instruction.

Who's Affected?

This study is pertinent for students, teachers, and administrators in high schools using or exploring the use of block schedules.

Caveats

Despite positive feedback from surveys and interviews administered to teachers, counselors, and principals, as well as higher grades for students in block-schedule schools, there was no significant difference between student outcomes as measured by standardized tests and districtwide behavior data. Although survey data indicated improved instructional opportunities, the data were self-reported and not independently verified through observations or other measures. Block scheduling reorganizes the way students and teachers go through the academic day; however, without significant professional development or training it does not necessarily change the way in which teachers teach, nor does it necessarily affect the content presented to students. Because this study examined schools in only one county and on only one type of block schedule, it should be viewed as adding to the larger body of research on block schedules rather than as a definitive study.

The Study

Deuel, L.-L. S. (1999, October/November). Block scheduling in large, urban high schools: Effects on academic achievement, student behavior, and staff perceptions. The High School Journal, 83(1), 14–25. Available via Proquest (subscription required).

Other Resources

Block Scheduling, Center for Applied Research and Educational Improvement

The Effects of Full and Alternative Day Block Scheduling on Language Arts and Science Achievement in a Junior High School, Education Policy Analysis Archives

The British Columbia Assessment of Mathematics and Science, British Columbia Ministry of Education

Block Scheduling, ERIC Digest, Number 104

____________

All comments regarding ReseachBrief should be sent to RBfeedback@ascd.org. To speak directly with an ASCD staff member, please Contact Us.

Dan Laitsch serves as ASCD's consultant editor for ResearchBrief. Laitsch is an assistant professor in the Faculty of Education at Simon Fraser University in British Columbia, Canada, and is coeditor of the International Journal for Education Policy and Leadership.

Copyright © 2004 by Association for Supervision and Curriculum Development

Requesting Permission

  • For photocopy, electronic and online access, and republication requests, go to the Copyright Clearance Center. Enter the periodical title within the "Get Permission" search field.
  • To translate articles, contact permissions@ascd.org
ASCD Express

Ideas from the Field

Subscribe to ASCD Express, our free email newsletter, to have practical, actionable strategies and information delivered to your email inbox twice a month.

Subscribe Now

Permissions

ASCD respects intellectual property rights and adheres to the laws governing them. Learn more about our permissions policy and submit your request online.

  • Policies and Requests
  • Translations Rights
  • Books in Translation

  • ASCD on Facebook (External Link)
  • ASCD on Twitter (External Link)
  • ASCD on Pinterest (External Link)
  • ASCD on Instagram (External Link)
  • ASCD on LinkedIn (External Link)
  • ASCD on Youtube (External Link)

About ASCD

  • About Us
  • Contact Us / Help
  • Governance
  • Terms of Use
  • Privacy Policy
  • News & Media
  • Government Relations
  • Whole Child

Get Involved

  • Membership
  • Educator Advocates
  • Affiliates
  • Emerging Leaders
  • Connected Communities
  • Student Chapters
  • Professional Interest Communities

Partner with Us

  • Partners
  • ASCD Job Ramp
  • Advertisers
  • Sponsors & Exhibitors
  • Distributors
ASCD Logo

1703 North Beauregard St.
Alexandria, VA 22311-1714

MISSION: ASCD empowers educators to achieve excellence in learning, teaching, and leading so that every child is healthy, safe, engaged, supported, and challenged.

© 2021 ASCD. All Rights Reserved.