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Peer reviewedChatman, Steven; Smith, Kandis – NASSP Bulletin, 1998
Dual enrollment is simultaneous enrollment of a high school student in a course allowing credit toward graduation and college credit. A retroactive, quasi-experimental comparison of performance differences by academic preparation used matched subject pairs of students. Controlling for ACT composite score, students with dual credit performed as…
Descriptors: Academic Achievement, College Preparation, Dual Enrollment, High Schools
Peer reviewedGeismar, Thomas J.; Pullease, Barbara G. – NASSP Bulletin, 1996
Compares achievement of students attending a large Florida high school under a traditional schedule during 1993-94 and a trimester block schedule during the following year. Passing grades have gone up 3.7%. Regarding Scholastic Aptitude Test and American College Testing results, there was no significant difference. Teachers, students, parents, and…
Descriptors: Block Scheduling, High Schools, Instructional Improvement, Program Implementation
Peer reviewedWronkovich, Michael; Hess, Caryl A.; Robinson, James E. – NASSP Bulletin, 1997
A study examining performance differences on the Ohio Colleges Early Math Placement Test of students receiving algebra and geometry instruction in a traditional, year-long structure versus students in an intensified block structure found the traditional structure more effective. Using block scheduling for all courses and students is unwise. Some…
Descriptors: Algebra, Block Scheduling, Geometry, High Schools
Peer reviewedHess, Caryl; Wronkovich, Michael; Robinson, James – NASSP Bulletin, 1999
A study of 270 sophomores taught in either a block scheduling or traditional scheduling format showed significant results for English and biology. Block schedules significantly predicted pretest to posttest differences in Educational Testing Service subject scores over and above those of students following traditional schedules. (Contains 16…
Descriptors: Block Scheduling, Curriculum Development, Grade 10, High Schools
Peer reviewedKramer, Steven L. – NASSP Bulletin, 1997
A study of British Columbia high schools found that block scheduling can endanger mathematics achievement. Reduced math scores were attributed to irregular planning time, little opportunity to modify curriculum; and the provincial examination system. Longer time blocks cannot succeed without adequate planning time, curricular restructuring, and…
Descriptors: Academic Achievement, Block Scheduling, Foreign Countries, High Schools
Peer reviewedKarp, Karen; Shakeshaft, Charol – NASSP Bulletin, 1997
The gender gap in math Scholastic Aptitude Test scores, attributable to course avoidance, lack of confidence, and unbalanced classroom instruction, can have serious consequences for young women, such as limited university selection, limited career choices, and lower lifetime salaries. Solutions include hiring math specialists, establishing role…
Descriptors: Career Choice, Classroom Environment, College Choice, Females
