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High Failure Rates in Required Mathematics Courses: Can a Modified Block Schedule Be Part of the Cure? A "Bulletin" Special.
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Rettig, Michael D.; Canady, Robert Lynn – NASSP Bulletin, 1998
To allow variable amounts of time for students to complete Algebra I, a gateway course, schools must address four issues: curriculum, instructional methods, assessment, and scheduling. The Algebra I curriculum should be divided into four parts; assessments should be designed to measure students' mastery of each part. Also, a two-period block of…
Descriptors: Algebra, Block Scheduling, Failure, High Schools
Block Scheduled High School Achievement: Part II. Comparison of End-of-Course Test Scores for Blocked and Nonblocked High Schools (1993 through 1996). Evaluation Brief.
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North Carolina State Dept. of Public Instruction, Raleigh. Div. of Accountability Services/Research. – 1997
Block scheduling has grown rapidly in recent years. In North Carolina, 77 schools started block scheduling in 1995-96, bringing the total number of blocked schools in the state to 207. A previous evaluation compared 1995 End-of-Course (EOC) Test scores for block-scheduled (blocked) and nonblocked schools. This report presents results of the…
Descriptors: Academic Achievement, Algebra, Biology, Block Scheduling
What We Know about Block Scheduling and Its Effects on Math Instruction, Part I.
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Kramer, Steven L. – NASSP Bulletin, 1997
Although research has confirmed block scheduling's nonacademic benefits, effects on academic achievement are mixed. Teachers do not always replace lecturing with more effective participatory teaching methods. To work best under an intensive or alternating block schedule, schools should adapt the math curriculum to reduce course redundancy and…
Descriptors: Academic Achievement, Algebra, Block Scheduling, Class Size