The effect of block scheduling high school mathematics courses on student

The effect of block scheduling high school mathematics courses on student
achievement and teachers’ use of time

Dr. ROBERT G. CRONINGER
Faculty of Education Policy Studies
University of Maryland, College Park

Block scheduling is intended to encourage more active teaching strategies,
reduce fragmentation inherent in single-period schedules, and improve
student performance. To the degree that such policies reallocate existing
resources to realize higher levels of desired educational outcomes, the
goal of productivity can be served. Despite widespread experimentation,
there is conflicting evidence on the impact of block scheduling on student
achievement, and little evidence of effects on classroom practice. This
talk will describe a study exploring these relationships. The study drew
from the National Education Longitudinal Study: 1988 to estimate the
impact of block-scheduled mathematics courses on tenth-grade student
achievement and teachers’ use of class time. Findings suggest that while
block scheduling is positively associated with teachers’ use of multiple
instructional methods and more individualized instruction, it has a
negative impact on students’ mathematics scores, controlling for other
factors. Implications for future research will be discussed.

FRIDAY, NOVEMER 19, 2010
Room 2121 Benjamin Building Univ. of Maryland
11:30 am – 12:30 pm