Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Constance Pearson

Primary Subject Area

Education, General; Education, Secondary; Black Studies; Education, Special; Education, Tests and Measurements; Education, Curriculum and Instruction

Keywords

achievement, African-American students, block scheduling, high schools, proficiency, students with disabilities

Disciplines

Curriculum and Instruction | Education | Educational Assessment, Evaluation, and Research | Elementary and Middle and Secondary Education Administration | Science and Mathematics Education

Abstract

This study examined the difference between the number of overall students, African-American students, and students with disabilities on a semester 4 x 4 block schedule who were proficient on the North Carolina Biology End-of-Course Test and the number of the same group of students on a traditional 45-50 minute yearlong schedule who were proficient on the NC Biology End-of-Course Test in the state of North Carolina during the 2009-2010 school year. A causal-comparative design was used and three null hypotheses were tested using chi-square analysis. Archival data was used. The results showed that there was a significant association between the number of the overall students and African-American students who were proficient on the NC Biology EOC Test when taught biology on a 4 x 4 semester block versus a traditional schedule. However, no statistically significant relationship existed between the number of students with disabilities who were educated on 4 x 4 semester block schedule and those students with disabilities who were educated on a six or seven period traditional schedule in biology. Suggestions for further research are included.