IMPLEMENTATION AND EVALUATION OF MODIFIED SCHEDULING WITH YEAR-LONG, LOOPED COURSES TO IMPROVE ACADEMIC PERFORMANCE FOR AT-RISK HIGH SCHOOL STUDENTS
Author
Holloman, Russell B
Abstract
School systems have continued to search for ways to increase student achievement by
adjusting pacing and course alignment but have continued to find limitations due to scheduling.
A multitude of schedules shift the school day to improve performance and increase test scores
and address instructional issues. In North Carolina, this restructuring has most commonly been
accomplished through the use of the 4x4 block schedule and the traditional day schedule.
Although schedules have been manipulated in a variety of ways to increase student achievement,
there has been limited overall improvement, especially as it relates to at-risk students.
The primary objective of this descriptive and evaluative study is to analyze the data from
a previously implemented pilot scheduling program to determine the degree to which modified
scheduling could impact the academic performance of students who have been identified as at
risk during their ninth and tenth-grade year. This study analyzed the data related to the use of a
year-long, looped course sequence and improved student academic performance in mathematics
and English courses while also improving on-track performance for identified at-risk students as
compared to their 4x4 block scheduled peers.
The purpose of this study is to analyze the data related to this pilot program in order to
discover if the modified scheduling block with looping had any measurable impact on the
academic performance of the cohort. A secondary purpose of the study is to use student
performance data from the same cohorts to determine if the impact of year-long, looped course
sequence had an impact on student retention and dropout rates. Finally, it is the intention of this
researcher to provide the results of the study to assist other practitioners in the development and
implementation of modified scheduling with looping for at-risk students.
Data collected will be used to evaluate if a year-long, looped course sequence with at-risk
students resulted in any significant academic gains. Data sources will include the student
achievement records of approximately forty at-risk first-year ninth grade students who were part
of the pilot course sequence grouped into the year-long, looped mathematics and English courses
for the 2016-2017 school year.
Date
2019-04-26
Citation:
APA:
Holloman, Russell B.
(April 2019).
IMPLEMENTATION AND EVALUATION OF MODIFIED SCHEDULING WITH YEAR-LONG, LOOPED COURSES TO IMPROVE ACADEMIC PERFORMANCE FOR AT-RISK HIGH SCHOOL STUDENTS
(Doctoral Dissertation, East Carolina University). Retrieved from the Scholarship.
(http://hdl.handle.net/10342/7229.)
MLA:
Holloman, Russell B.
IMPLEMENTATION AND EVALUATION OF MODIFIED SCHEDULING WITH YEAR-LONG, LOOPED COURSES TO IMPROVE ACADEMIC PERFORMANCE FOR AT-RISK HIGH SCHOOL STUDENTS.
Doctoral Dissertation. East Carolina University,
April 2019. The Scholarship.
http://hdl.handle.net/10342/7229.
December 11, 2023.
Chicago:
Holloman, Russell B,
“IMPLEMENTATION AND EVALUATION OF MODIFIED SCHEDULING WITH YEAR-LONG, LOOPED COURSES TO IMPROVE ACADEMIC PERFORMANCE FOR AT-RISK HIGH SCHOOL STUDENTS”
(Doctoral Dissertation., East Carolina University,
April 2019).
AMA:
Holloman, Russell B.
IMPLEMENTATION AND EVALUATION OF MODIFIED SCHEDULING WITH YEAR-LONG, LOOPED COURSES TO IMPROVE ACADEMIC PERFORMANCE FOR AT-RISK HIGH SCHOOL STUDENTS
[Doctoral Dissertation]. Greenville, NC: East Carolina University;
April 2019.
Collections
Publisher
East Carolina University