The Relationship Between Secondary School Scheduling Models and ACT Assessment Scores

Pliska, Ann-Maureen; Harmston, Matt T.; Hackmann, Donald G.

doi:10.1177/019263650108562505

Cited by 5 publications

(5 citation statements)

References 7 publications

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“…On the other hand, Pliska, Harmston, and Hackmann (2001) Lyons and Terry (2003) found no significant differences between mean scores for nine different content areas across schedule types. In algebra and geometry, Lockwood (1995) found no statistically significant differences on the basis of schedule type.…”

Section: Review Of Secondary School Scheduling Literaturementioning

confidence: 96%

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

Harmston¹,

Pliska²,

Ziomek³

et al. 2003

PsycEXTRA Dataset

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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.

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Section: Review Of Secondary School Scheduling Literaturementioning

confidence: 96%

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

Harmston¹,

Pliska²,

Ziomek³

et al. 2003

PsycEXTRA Dataset

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“…Ann Pliska, Matt Harmston, and I found no differences in mean composite ACT scores between students in eight-period, eightblock, alternating-day schools and 4x4 block schools. 32 In a study conducted by the College Board, students enrolled in semester-blocked schools generally scored lower on Advanced Placement (AP) examinations than did students in yearlong classes. 33 While blocked schools in Virginia demonstrated greater percentile gains in the subjects of reading and math than did traditionally scheduled schools, 34 students in blocked schools in Canada scored lower on the Third Provincial Assessment of Science than did their peers in traditional schools.…”

Section: Which Comes First?mentioning

confidence: 99%

Constructivism and Block Scheduling: Making the Connection

Hackmann¹

2004

Phi Delta Kappan

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“…The major remaining controversy still surrounding block scheduling is whether or not it will assist schools in their long-term efforts to increase student achievement on standardized tests. We are aware of only one large-scale study, which has attempted to compare achievement on national standardized tests among a variety of scheduling models (Pliska, Harmston, and Hackmann 2001). In this study, American College Test (ACT) scores for 38,089 students in 568 high schools in Iowa and Illinois were compared for schools operating eightperiod, eight-block alternating day (A/B) schedules, and the 4 x 4 semester schedules.…”

Section: Research Summarymentioning

confidence: 99%

“…How do researchers categorize these schools? For these reasons, Pliska, Harmston, and Hackmann (2001) understandably chose not to include hybrids in their analysis. An argument could be made that these hybrid schedules, adapted for specific needs, are the most responsive and sophisticated models and deserve close examination.…”

Section: Research Summarymentioning

confidence: 99%

The Connected School: Technology and Learning in High School

McCampbell¹

2001

NASSP Bulletin

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In The Connected School: Technology and Learning in High School, the authors have put together an excellent book that imparts the findings resulting from their intensive study of selected urban high schools' use of technology. These findings are delivered in a clear and organized story, broken into readable and useful segments, which allow readers to take them as a whole or refer to them individually. Although background information about suburban school districts is included to provide some perspective, the study focuses on six schools selected from the Chicago and Detroit Public School systems to examine the challenges that urban schools face in implementing technology in the classroom. In addition to reviewing the general technology implementation challenges shared by the schools as a whole, The Connected School fleshes out its story by selecting two to three interesting uses of technology from each school and looking at them in more detail. The authors also offer recommended actions for school districts, high school leaders, and teachers.Beyond describing interesting case studies of successful technology implementation in urban schools, this book serves as a guide for those trying to unlock the secrets or best practices for technology integration in schools. The examples in this book provide clear answers to several important questions about the use of technology in schools, such as: What does teaching and learning supported by technology look like in urban schools? How is it different from these schools' suburban counterparts? Is technology inevitably a magnifier of educational inequality? What barriers do urban schools have to overcome? Are there urban schools using technology in ways that empower students? If so, how do they do it? What would it take for other urban schools to emulate their strategies?Part of what makes The Connected School work so well is that the authors draw from a wealth of professional experience to answer these questions but do not overwhelm the reader with the technical minutia of the subject matter. Besides being an educational psychologist, Barbara Means is the codirector of the Center for Technology and Learning at SRI International Resource ReviewReviewed by Bill McCampbell, associate director of instructional technology at NASSP. Correspondence concerning this review may be sent to mccampbellb@principals.org.

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The Relationship Between Secondary School Scheduling Models and ACT Assessment Scores

Cited by 5 publications

References 7 publications

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

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

Constructivism and Block Scheduling: Making the Connection

The Connected School: Technology and Learning in High School

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