The Effects of High School Scheduling Models on Student Achievement in Mississippi

This study investigates the effects of different high school scheduling practices on student achievement in Mississippi, considering school economic status as a covariate. Using a robust factorial ANOVA design, the research analyzes reading proficiency, math proficiency, and Mississippi Statewide Accountability System school performance scores across 149 public high schools, excluding those with grades other than 9 through 12, private schools, and charter schools. The primary goal was to determine whether schedule type significantly influences academic performance, independent of economic status. Results indicate that while economic status consistently affects student and school performance, schedule type alone does not show a statistically significant impact on the measured outcomes. However, notable findings include the superiority of the 4x4 block schedule, which was the most prevalent and produced higher mean scores in reading, math, and overall school performance, particularly in economically disadvantaged schools. In exploring economically advantaged schools, modular schedules demonstrated higher mean scores, though the small sample size limits the validity of these findings. The study concludes that while schedule type may not independently drive significant improvements in student achievement, the 4x4 block schedule shows promise, particularly in economically disadvantaged schools. Recommendations for further research include exploring instructional practice, school climate factors, teacher and student behavior, the potential benefits of consistent scheduling models across the state, and the effects of scheduling practices using long-term student achievement data. This research aims to guide educational leaders and policy-makers in optimizing scheduling practices to enhance student success. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]