Service Learning

Introduction

A common issue in American high schools today is the time allotted for class instruction. Many instructors complain that there just is not enough time to cover all the material required of their subject curriculum in 50 to 60 minutes a day. For the past 150 years, American public schools have held time constant and let learning vary (Lawrence, 2000). Block scheduling is a readjustment in the way time is divided within the school day in order to provide longer instructional blocks of time for teachers and students (Nichols, 2005). In departure from the traditional scheduling of six to eight fifty-minute classes per day for two semesters, block scheduling allows students to take four classes in ninety-minute blocks each day for one semester. Larger blocks of time allow for a more flexible and productive classroom environment, along with more opportunities for using varied and interactive teaching methods.

Statement of the Problem

This study will compare the effects of block scheduling on the academic performance of high school students with the academic performance of high school students on the traditional schedule. Yet, the goal is to determine what impact, if any, block scheduling would have on academic performance.

Research Questions

1. Do students who attend classes on a block scheduling format have more academic success than students who attend classes on a traditional scheduling format?

Operational Definitions

The variable in this study is the scheduling format in each school. Worth County High will be on a blocked- scheduling format while Dougherty Comprehensive High will be on a traditional schedule. The following are definitions for the terms used throughout this proposal:

Block-scheduling: four ninety-minute blocks per semester (4 X 4); a two-day rotating system, with students completing eight classes during the year (A/B or eight block); or two to three ninety-minute blocks and variable or split forty-five minute classes.

Traditional Scheduling: six to seven forty-five to fifty minute classes, with students attending all six to seven classes every day.

Academic Success: Overall student achievement increases at least 20% while attending classes on a block-scheduling format.

Review of Related Literature

Change is difficult, involves risk, is a challenge, takes time, and does not guarantee success or satisfaction. Working out class scheduling at schools has become a routine challenge for many administrators, as well as for the teachers, who must adapt to new schedules (Bevevino, 1998). Innovations in scheduling seem to be a popular reform for schools across the country. One reform movement that has gained in popularity in the past few years is block scheduling. More than fifty percent of secondary schools in the United States have opted to change their schools' schedule to one that involves longer classes (Canady & Rettig, 1995). Block scheduling was developed to create more time for teachers and students for instruction and learning. It is estimated that the number of schools that have implemented some version of block scheduling ranges from 10 to 25 percent, while many more districts are considering the concept (The Center for Education Reform, 1996). The focus for this type of scheduling is geared toward high schools. Implementing block scheduling was an effort by administrators and teachers to improve school climate by creating a more relaxed atmosphere where more time for learning and achieving would be available (Zepeda, 2001).

Block scheduling is a readjustment in the way time is separated within the school day in order to provide longer instructional blocks of time for teachers and students (Queen, 2000). Various forms of block scheduling have been implemented: the straightforward four ninety-minute blocks per semester (4 X 4); a two-day rotating system, with students completing eight classes during the year (A/B or eight block); or two to three ninety-minute blocks and variable or split forty-five minute classes (modified block or FAN) (Hart, 2000). These classes are scheduled in various combinations, according to subject content or desired flexibility. The most common form of block scheduling is the 4 X 4-block schedule in which standard year long courses are made into half year long courses of four ninety-minute blocks

The reduction in the number of classes taken in a school with block scheduling means students have fewer classes to prepare for each night and fewer books and materials to manage. Fewer classes also mean fewer class changes in a day and less chance for disruption and discipline problems at school. Another advantage is that teachers and students develop a better rapport with one another. Fewer students to teach in a day mean teachers can get to know their students better and provide more individualized instruction. Veal and Flinders (2001) reported two changes by teachers in their study that were benefits of block scheduling: 1) An increase in a variety of instruction and 2) An improvement in student-teacher relationships. The environment allows more opportunities for variety in teaching techniques, as well as more time for interactionÐ'--between both students and student-to-teacher. Veal and Flinders (2001) reported two changes by teachers in their study that were benefits of block scheduling: 1) An increase in a variety of instruction and 2) An improvement in student-teacher relationships. The environment allows more opportunities for variety in teaching techniques, as well as more time for interactionÐ'--between both students and student-to-teacher. Block scheduling allows more time for cooperative learning, discovery learning and hands-on projects. It allows more guided practice and extra time where available for the development of proficiency in areas such as math and science.

Other researchers have found similar results in the use of block scheduling. Benefits listed by Jeffrey Sturgis (1995) include effective use of class time, decreased class size, increased number of course offerings, reduced numbers of students with whom teachers have daily contact, and the ability of teachers to use more process-oriented strategies. Teachers notice an increase in instructional time, because there are fewer transitions and less time used for administrative duties. They also have the benefit of an extended planning time.

Block scheduling has enhanced the academic environment because educators have increased graduation rates, lowered discipline referrals, increased attendance rates, and improved dropout rates (Willis, 1993). Based on