IMPLEMENTATION AND EVALUATION OF MODIFIED SCHEDULING WITH YEAR-LONG, LOOPED COURSES TO IMPROVE ACADEMIC PERFORMANCE FOR AT-RISK HIGH SCHOOL STUDENTS

ECU Author/Contributor (non-ECU co-authors, if there are any, appear on document)

Russell B Holloman (Creator)

Institution

East Carolina University (ECU )

Web Site: http://www.ecu.edu/lib/

Abstract: School systems have continued to search for ways to increase student achievement by \r\nadjusting pacing and course alignment but have continued to find limitations due to scheduling. \r\nA multitude of schedules shift the school day to improve performance and increase test scores \r\nand address instructional issues. In North Carolina, this restructuring has most commonly been \r\naccomplished through the use of the 4x4 block schedule and the traditional day schedule. \r\nAlthough schedules have been manipulated in a variety of ways to increase student achievement, \r\nthere has been limited overall improvement, especially as it relates to at-risk students. \r\nThe primary objective of this descriptive and evaluative study is to analyze the data from \r\na previously implemented pilot scheduling program to determine the degree to which modified \r\nscheduling could impact the academic performance of students who have been identified as at\r\nrisk during their ninth and tenth-grade year. This study analyzed the data related to the use of a \r\nyear-long, looped course sequence and improved student academic performance in mathematics \r\nand English courses while also improving on-track performance for identified at-risk students as \r\ncompared to their 4x4 block scheduled peers. \r\nThe purpose of this study is to analyze the data related to this pilot program in order to \r\ndiscover if the modified scheduling block with looping had any measurable impact on the \r\nacademic performance of the cohort. A secondary purpose of the study is to use student \r\nperformance data from the same cohorts to determine if the impact of year-long, looped course \r\nsequence had an impact on student retention and dropout rates. Finally, it is the intention of this \r\nresearcher to provide the results of the study to assist other practitioners in the development and \r\nimplementation of modified scheduling with looping for at-risk students. \r\nData collected will be used to evaluate if a year-long, looped course sequence with at-risk \r\nstudents resulted in any significant academic gains. Data sources will include the student \r\nachievement records of approximately forty at-risk first-year ninth grade students who were part \r\nof the pilot course sequence grouped into the year-long, looped mathematics and English courses \r\nfor the 2016-2017 school year.

Additional Information

Publication

Dissertation

Language: English

Date: 2023

Subjects

Year-Long, Looped Courses;Year-long Schedules;Looping;High School Looping;Hybrid Schedule;At-Risk Students;Modified Scheduling

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