| This study compared the academic achievement of students on an alternate block schedule and students on a traditional schedule in selected Education Service Centers in Texas. In addition, the study determined the relationship between student achievement on a block versus a traditional schedule and the impact of selected variables on the effect of block scheduling as perceived by administrators at selected middle school campuses.; The population for this study included 269 middle school campuses from Regions XX, XIII, and IV with a 6th, 7th, and 8th grade configuration. Means, standard deviations, ANOVA, and multivariate analysis were the statistics used for this study.; Based on the findings of this study, researcher recommendations include: (1) Campuses on a traditional schedule tend to have higher student achievement in the areas of reading, writing, and mathematics. (2) Converting to an alternate block schedule has the potential of decreasing student achievement in the areas of reading, writing, and mathematics. The study revealed that alternate block scheduling impedes student achievement of minority students, ESL students, and SES students. (3) Special education students do not tend to fare as well in the area of student achievement when placed on an alternate block schedule format. (4) Class size may have a negative impact on student achievement when using an alternate block schedule format. |
