The A/B alternating block versus the modified block in the middle school
Abstract
Given that math achievement of eighth grade students has shown almost
no growth in the United States over a ten year period (National Assessment of
Educational Progress, United States Department of Education, 1995), this study
attempted to examine the effect a particular schedule design (A/B Alternating
Block and Modified Block) has on student math achievement as measured by a
standardized test (Texas Assessment of Academic Standards), student attendance
and drop out rate. The study attempted to determine whether middle school
students benefit academically, especially in the area of mathematics, from
instruction that is delivered in a Modified Block schedule format as compared to
instruction that is delivered in the A/B Alternating Block schedule design. Four
middle schools were selected according to comparable characteristics such as
campus demographics (ethnicity break down, socio-economic level, etc) and
schedule design in place. Data was collected on student math scores, attendance
and drop out rates.
Findings of the study indicate that overall and over time student
mathematics achievement was higher in schools where students received
instruction in the A/B Alternating Block scheduling format as compared to the
Modified Blocked schools. A closer observation revealed this was true especially
for White and Hispanic students. In reference to student attendance, the study
showed that overall student attendance was higher for those students enrolled in
schools with an A/B Alternating Block scheduling format as opposed to those
enrolled in Modified Blocked Schools. Thus, recommendations for practice would
include the continued implementation of the A/B Alternating Block schedule
design and the continued monitoring over time of math achievement by whole
group and by ethnic background. Finally, recommendations for further research
were made to conduct additional studies to further identify middle school
practices that will facilitate and provide for increased student achievement.
Department
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