To view a brief summary of this study's key results, go to:
http://www.wcer.wisc.edu/news/coverStories/block_scheduling.php
For more details, continue reading here.
The following product is available from the CEW Publications Unit. You may visit their web site at www.cew.wisc.edu/publications for more information. Please note: They cannot accept phone orders.
A CD-ROM containing the results of this study, as well as a detailed abstract, sampling procedures and survey instruments is now on sale through the CEW Publications Unit. The data sets depict the performance of special education students enrolled in various configurations of block scheduling as well as special education student performance in schools that follow traditional class scheduling. Included are comparisons of nonspecial education classmates within the block or traditional class schedule, and staff responses to the detailed questionnaires. In addition, there is also statewide background data from the Wisconsin Knowledge and Concepts Examinations and Wisconsin Department of Public Instruction, which corresponds to the school years in which the research data was collected. There is also a final composite copy of the report included. Go to the following link to find ordering information: View/download ordering information here.
Bottge, B.A., Gugerty, J.J., Serlin, R.C., & Moon, K-S. (2003). Block and
Traditional Schedules: Effects on Students With and Without Disabilities in High School.
NASSP Bulletin, 87 (636), 2–14.
URL: http://www.nassp.org/publications/bulletin/bltn_0903_schedules.cfm
Gould, P. F. (2003, May 7). Scheduling Choice. Education Week, 22 (34), 34,
35.
URL: http://www.edweek.org/ew/ew_printstory.cfm?slug=34gould.h22
1) To what extent do special education students participate in classes that follow block schedules?
2) What differences, if any, exist in the performance patterns of special education students enrolled in various block schedule configurations compared to special education students’ performance patterns in secondary schools that follow a traditional class schedule?
3) How do the performance patterns of special education students in block scheduled schools compare with the performance patterns of their non special education classmates?
4) How do the performance patterns of special education students in traditionally scheduled schools compare with the performance patterns of their non special education classmates?
FAX: 608-262-3050
E-Mail: jgugerty@education.wisc.edu
Mailing Address
University of Wisconsin
School of Education
Center on Education and Work
964 Educational Sciences Building
1025 West Johnson Street
Madison, WI 53706-1796
H324C990018 is funded at 100% by the U.S. Department of Education, Office of Special Education and Rehabilitative Services, Field Initiated Studies, from July 1, 1999 – June 30, 2002 @ $175,383 for project year three, $531,121 total. The project received a no-cost extension through June 30, 2003. Principal Investigator: Brian Bottge, Assistant Professor, Department of Rehabilitation Psychology and Special Education, University of Wisconsin-Madison; Co-Principal Investigator: John Gugerty, Researcher, Center on Education and Work, University of Wisconsin-Madison.