The combined effect of ability and format of instruction on Algebra I achievement: A study of the superiority of accelerated block scheduling over traditional scheduling as moderated by student ability

Many elementary, intermediate, and high schools are exploring accelerated block scheduling as an alternative to traditional schedules as a means to improve the learning environment of schools and improve student outcomes. There have been several studies of the effect of block scheduling on student behavior, school climate, and student outcomes.;Although these studies have highlighted many advantages of block scheduling, they have also found areas of concern. In particular, mathematics achievement studies have been inconclusive. Some studies have shown improvement in mathematics achievement with block schedules; others have shown that achievement is higher with traditional schedules; and still others have shown no significant differences in achievement. These mixed results may be an indicator that some individual characteristic of students, such as ability, may have a moderating effect on the superiority of one format over the other. There is not yet conclusive experimental evidence showing a clear advantage.;This study investigated differences between the achievement of Algebra I students with below-average, average, and above-average ability taught in an accelerated block schedule format and the achievement of Algebra I students with below-average, average, and above-average ability taught in a traditional schedule format. A causal-comparative research model was used.;The population of the study consisted of students attending a high school that offers mathematics instruction in both the traditional 50-minute class format, and in an accelerated block (90-minute class) format. Students with above-average mathematics ability who received mathematics instruction in an accelerated block schedule format, were compared with students with above-average mathematics ability who received mathematics instruction in a traditional schedule format. Similarly, average and below-average ability students were compared with their counterparts.;The research question was: How does the achievement of Algebra I students with below-average, average, and above-average ability taught in an accelerated block schedule format compare to the achievement of Algebra I students with below-average, average, and above-average ability taught in a traditional schedule format? This causal-comparative study used a two-way analysis of variance to test this question.;The results of the study support the hypothesis that a traditional schedule format of instruction appears to be superior for students with below-average ability, but the superiority was reversed with increasing levels of ability.