By Gregory A. Springston
From: Principal Leadership - February 2002, Vol. 2 No. 6
URL: http://www.principals.org/news/pl_thougtful_sr0202.htm
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Authors: William R. Veal, University of North Carolina-Chapel Hill and James Schreiber,
Indiana University. To download the complete article, go to http://epaa.asu.edu/epaa/v7n29.html
Abstract
This study examined the effects of a tri-schedule on the academic achievement of students
in a high school. The tri-schedule consists of traditional, 4x4 block, and hybrid
schedules running at the same time in the same high school. Effectiveness of the schedules
was determined from the state mandated test of basic skills in reading, language, and
mathematics. Students who were in a particular schedule their freshman year were tested at
the beginning of their sophomore year. A statistical ANCOVA test was performed using the
schedule types as independent variables and cognitive skill index and GPA as covariates.
For reading and language, there was no statistically significant difference in test
results. There was a statistical difference mathematics-computation. Block mathematics is
an ideal format for obtaining more credits in mathematics, but the block format does
little for mathematics achievement and conceptual understanding. The results have content
specific implications
for schools, administrations, and school boards who are considering block scheduling
adoption.
J. ALLEN QUEEN is professor and chair of the Department of Educational Administration, Research, and Technology, University of North Carolina, Charlotte. The article is an on-line version of the same material that appeared in Kappan, November 2000, Volume 82, Number 3, pp. 214-222. URL: http://www.pdkintl.org/kappan/kque0011.htm
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Information about services, resources, and accomplishments of the 15 Comprehensive Centers which provide technical assistance to the thousands of high-poverty, low-performing schools districts — can be found on the redesigned Comprehensive Centers Network (CC Network) website. Visitors can register for conferences, see research on effective practices in low-performing schools, find CC Network publications, contact a Center for information, and more. These Centers work primarily with states, school districts, tribes, schools, and other recipients the Improving America’s Schools Act (IASA). Priority for services is given to high-poverty schools & districts, Bureau of Indian Affairs schools, IASA recipients implementing schoolwide programs. URL: http://www.ccnetwork.org
This publication explores why some schools may be better than others at helping students learn. This NCES report reviews 13 characteristics of schools, classrooms, and teachers that are most likely related to school quality and student learning. URL: http://nces.ed.gov/pubsearch/
The National Clearinghouse for Comprehensive School Reform now offers “Bookmark,” an email newsletter that offers research, publications, & links to educational materials, funding opportunities, announcements, & other information related to comprehensive school reform. URL: http://www.goodschools.gwu.edu/PUBS/book.htm
URL: http://www.dpi.state.wi.us/dpi/stats.html Material available here includes the following:
 | Data Collection Applications.
Various electronic reports submitted to DPI. |
| Data Collection Documentation.
Documentation for various electronic reports submitted to DPI. |
| Internet Access and Automated Systems in the
State's Public Libraries. Includes the number of libraries that have
Internet access and the number with online catalogs. Figures for the past several years
are available. |
| Library and Statistical Information
Center. Operates DPI's statistical Helpline and responds to
requests for statistical information and reports. |
| Public Library Statistics. Includes thousands of statistics collected annually for the state's 381 public
libraries. Figures for the past three years are available, most in Excel format. |
| Public Library Technology Plans. Lists the public libraries in the state with approved technology plans or plans
awaiting approval. |
| SAGE Evaluation Reports. Includes Executive Summaries and Final Reports on the Student Achievement
Guarantee in Education (SAGE) program done by the UW-Milwaukee School of Education |
| School District Referenda Data. Includes ongoing list of all referenda, successful and failed referenda to
exceed revenue limits, and successful and borrowing referenda. |
| School Facilities Report
Information. Statutorily-required report that summarizes
survey data from school districts on their existing facilities. |
| School Finance Data. Public Elementary and Secondary Education Fiscal Data by School District. |
| School Performance Report. An annual publication which includes numerous reports on school performance and
student achievement. |
| Special Education Child Count. Reports based on data collection of the number of children and youth with
disabilities that need special education and related services. |
| Supply and Demand of Educational
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personnel demographics in this state. Includes staffing needs for all Wisconsin teaching
positions and administrative positions. |
| Test Results. - Knowledge & Concepts Examinations: Test Results - Reading Comprehension Test Results |
| 1997 Youth Risk Behavior Survey. |
In a cooperative agreement with the U.S. Department of Education's Office of Special Programs, CAST [Center for Applied Special Technology] has established a National Center for Accessing the General Curriculum to provide a vision of how new curricula, new teaching practices, and new policies can be woven together to create practical new approaches for access to the general curriculum by students with disabilities. CAST's partners in this initiative are the Harvard University Children's Initiative and Harvard Law School, Boston College School of Education, the Council for Exceptional Children (CEC), and Family & Advocates Partnership for Education (FAPE). URL:
http://www.cast.org/initiatives/This guide has been released by the U.S. Department of Education's Office of Special Education and Rehabilitative Services (OSERS). Based on requirements of the Individuals with Disabilities Education Act, the guide is designed to help teachers, parents, and others develop and carry out an IEP. Download a copy at: http://www.ed.gov/offices/OSERS/OSEP/Products/IEP_Guide/ or order your FREE copy online from ED Pubs at:
http://www.ed.gov/pubs/edpubs.htmlURL: http://www.internet-high.com/4x4/home.htm Sponsored by the Virginia Internet High School and C.M. Edwards, Jr., a leader in the 4x4 revolution, this web page presents the factors, both positive and negative, to be considered when moving to a 4x4.
URL: http://www.dpi.state.nc.us/block_scheduling/ Included here are the 1997 Block Scheduling Survey--Executive Summary and the 1997 Block Scheduling End-Of-Course Test Scores Evaluation Brief.
**Please note: this site is under construction. Please check back with them
periodically.**
URL: http://www.msdsteuben.k12.in.us/ahs/stats/ahsdks.htm
"Angola High School successfully implemented a 4-Block Schedule in the 1995-96 school
year (often referred to as a 4X4 or an Intensive 4 Block). We were previously on a seven
period day and now have four 90 minute periods. Baseline data was gathered over the
1993-95 school years for comparison and analysis of the affects of the Block Schedule. We
have now completed four years with Block Scheduling and tracked our changes against the
two-year baseline.
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. 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.