Block Scheduling

UNION UNIVERSITY

THE IMPACT OF BLOCK SCHEDULING VERSUS TRADITIONAL SCHEDULING ON STUDENT ACHIEVEMENT

A REVIEW OF LITERATURE
SUBITTED TO DR. BENNY TUCKER

IN PARTIAL FULFILLMENT
OF THE REQUIREMENTS OF

EDU 675 CAPSTONE RESEARCH SEMINAR

BY

LELA BINGHAM

MAY 9, 2012

Chapter 1
Introduction

As administrators and educators have researched ways to use time more productively, major changes have been occurring in high school schedules. Within the context of education reform, one of the attributes of the traditional educational system that has been a focus for systemic change has been the use of time (Trenta & Newman, 2002). In Nichols’ (2005) research, it’s noted that one of the most important concerns expressed in A Nation at Risk report was related to how effectively classroom instruction time was being utilized in America’s schools. Evans, Tokarczyk, Rice & McCray (2002) indicated that this report offered many recommendations for school reform initiatives, including restructuring for more effective use of school time and increased concentration on core academic subjects. According to Lawrence and McPherson (2000), administrators and teachers in America have been criticized regarding the poor use of school time since the 1980’s (p. 178).
Maltese, Dexter, Tai, and Sadler (2007) found that approximately 66.7% of high school graduates from the class of 2004 enrolled in colleges or universities, the importance of high school as a means to prepare students for a successful college experience is essential (p. 1). According to Zepeda and Mayers (2006), “as the accountability bar rises, schools continue to explore avenues for increasing student achievement, and school leaders have examined new teaching methods, emerging technologies, and alternate scheduling patterns to improve the teaching and learning processes” (p.137).
Nichols (2005) states that in response to A Nation at Risk report, many concerned educators and community leaders

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