In the world of education, there is a lack of research directly focused on students with educational disabilities. Further, this topic is largely untouched when analyzing academic achievement. The purpose of this research study was to search for a significant difference in English Language Arts achievement scores in high school students with IEPs between a traditional bell schedule and a 4x4 block schedule. It also sought to determine if any interaction between gender and academic bell schedule exists. This study included 103 students from one high school in West Tennessee. A one-way ANCOVA was conducted using each student's TNReady achievement score after controlling for pre-existing knowledge using a Case Benchmark assessment. Results displayed no significant difference in achievement scores between traditional and block schedule (F = 0.482, p = 0.489). Next, a two-way ANCOVA was performed using the same measurements in addition to each student's gender. There was no significant interaction between gender and academic bell schedule (p = 0.771). Further, there were no significant differences in achievement scores based on gender (p =0.547). The results of the study, practical implications, and recommendations for future research are further discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]