Jason Shupp

Case Study: Comparing the Effectiveness of Student Scheduling on Student Achievement in both
4X4 Block Schedules and Traditional Schedules
When considering the influence of educational policy and its affect on student
achievement, there has been a consistent focus on Common Core and standardized testing in
todays politically charged climate. However, there has been less consideration given, as of late,
to student scheduling and its impact on student achievement. The lens has clearly shifted from
teaching strategies to educational politics and test scores. Just a short time ago, terms such as
inclusion and differentiation were buzzwords in education. Today these terms have been
replaced with adequate yearly progress and Common Core. The change is startling as
Zelkowski, (2010), states, Arguably, block scheduling may be the single greatest sign of reform
teaching strategies implemented since the early 90s in American high schools (p. 10) and it
has all but disappeared from public discourse. As a result, it is critical to once again invite the
concepts of scheduling and teaching strategy back into the discussion of educational politics.
Effective teaching strategy is a foundation needed for student achievement. One point of
contention is student scheduling. According to the NAEP-HSTS 2005 grade 12 survey data, the
4X4 90 minute block schedule is the most common length of time for high school classes today.
Traditional 50-55 minute class schedule are second and third (Zelkowski, (2010), p.10). With
schools being split on class schedules across the United States, how does a school make a
determination when selecting a schedule? What factors are considered? What variables, aside
from student achievement, must be considered? How is student achievement maximized?
Just as there is a split on student scheduling in American public schools, there is far from
a consensus on which scheduling type, 4X4 block scheduling or 50-55 minute traditional
scheduling, has a greater impact on student achievement. Zelkowski (2010) states, "Some

Jason Shupp

research (Buckman, King, & Ryan, 1995; Duel, 1999; Fletcher, 1997; Khazzaka, 1998; Queen,
Algozzine, & Eaddy; 1997; Snyder, 1997; Stader, 2001) has shown support for block scheduling
formats, claiming improved achievement, student attendance, and school climate..." (p. 10). In an
ambitious effort, Knight, De Leon, and Smith (1999), were able to limit variables such as
academic levels and separate teachers as they created a design that compared by 4X4 block
scheduled students and traditional scheduled students in the same building. Their study reported
that students in the 4X4 block schedule performed above their traditionally scheduled peers
(p.10). The work of Knight, De Leon, and Smith (1999) is ambitious as it attempts to account for
variables that were previously unaccounted for in many previous studies. While ambitious in
design, the population size of this study, 400 students, provided limitations (Knight, De Leon,
and Smith, (1999), p.3). Lastly, their research joins the chorus of approving block scheduling as a
way to maximize student achievement, with the caveat, more research is needed in the field.
In addition, other researchers have found either a negative impact on achievement in the block
schedule, or at best, no statistical difference between block and traditional scheduling.
(Zelkowski, 2010, p. 10). Gruber and Onwuegbuzie (2001) conducted a study of 261 students
and concluded that students in traditionally scheduled courses scored moderately to significantly
higher in language arts, social studies, math, and science on the Georgia High School Graduation
Test (p. 32). While the data is conclusive in their estimation, population size is quite limited. As a
result, a similar refrain is once again uttered: additional research is needed on this topic. There
are additional factors that should be considered when analyzing student schedules and
achievement. It seems that a one size fits all model might not work in every school system.
Additional educational outcomes such as discipline, work ethic, attitude, and motivation should
be studied and results should be shared with stake-holders (Gruber and Onwuegbuzie, (2001), p.

Jason Shupp

10). When considering the effectiveness of scheduling on student achievement, the variables that
should be considered are numerous. It simply depends on the student population, needs, and
school system preference. A definitive study on the relationship between 4X4 block scheduling
and student achievement and traditional scheduling and student achievement would serve as an
important tool for decision makers in the district, county, and state level as they decide to
implement changes to student scheduling, staff, and materials in their respective school system.
With unsettled research on the effectiveness of student scheduling on achievement, the
purpose of this research will be to compare student achievement in 4X4 block (80-90 Minutes)
scheduled courses with 7-8 period (50-55 Minutes) traditional scheduled courses in a four year
study of both urban and rural high schools in Frederick County, Maryland and Baltimore County,
Maryland. Frederick County Public Schools is one of the larger school systems in Maryland with
an operating budget of over $500 million dollars, a teacher work force of over 3,000, and a
student body of over 40,000. There are 11 high schools in this system (FCPS, 2015). Baltimore
County Schools is a much more ethnically diverse school system when compared to Frederick
County Pubic Schools. Baltimore County Public Schools has an operating budget of $1.6 billion
dollars, a teacher work force of over 8,500 teachers, and a student body of over 100,000 students.
There are 28 high schools in this system (BCPS, 2015). High schools in Frederick County Public
Schools operate on a 4X4 block schedule. High schools in Baltimore County Public Schools
operate on a traditional, 8 period schedule (Bowie, 2013). Due to the sheer size and scope of this
study, major limitations plaguing previous studies such as small population size and lack of
diversity would be non-factors.
This case study will be conducted in Maryland using data from two of the larger school
systems in the state: Frederick County Public Schools and Baltimore County Public Schools in

Jason Shupp

order to determine the impact of 4X4 block scheduling and traditional scheduling on student
achievement. Data will be gathered from each high school in both counties for four consecutive
years. The study will start with incoming freshman students and continue until these students
conclude their senior year of high school. Principals in each high school will receive a letter that
outlines the nature and purpose of the study; these letters will then be sent home with students.
The Letter will contain information explaining this study as well as an opt-out option if parents
or guardians wish to do so. Individual student names, as well as additional personal identifying
information, will not be published in this study.
When the population is selected, students will only be chosen from classrooms where the
teacher is rated as Highly Qualified by the Maryland State Department of Education.
According to MSDE (2003), highly qualified can be defined as a teacher that holds at least a
bachelors degree from an accredited institution of higher education, the teacher must hold a
professional certification or its equivalence, and pass the applicable state content test (Highly
Qualified 2003). While the highly qualified teacher stipulation limits the population size, this
procedure is essential in order to mitigate teacher effectiveness as a major variable impacting
student achievement. The population from which the researcher is working with on this study
will overcome this obstacle.
Grade point average (GPA), Advanced Placement (AP) enrollment, graduation rates, and
suspension rates will be the instruments used to analyze data for this study. Student GPAs are a
traditional benchmark used to measure student achievement. AP enrollment is viewed as a
positive progression of student achievement as it is often the culminating course for students in a
particular subject area. Graduation rates are a baseline statistic used to measure school
effectiveness. The inclusion of suspension rates is an additional tool that will provide insight into

Jason Shupp

student achievement. There are a variety of factors that influence a school decision when
choosing scheduling. Student discipline can be one of the major factors influencing that decision.
In year one, the researcher will notify parents or guardians that a study is being
conducted. Parents or guardians will have an opportunity to opt out of the study if they choose.
This process will continue for each of the four years in which this study is conducted. The
researcher will contact the director of high schools in both counties in order to gather
information on teachers that meet the standard of highly qualified by MSDE. This will be
conducted in each of the four years this study is occurring. Once these teachers are identified,
basic demographic information will be gathered on the students in which these teachers work
with. Data will be limited to course level in which the student is enrolled. This procedure will be
conducted in each of the four years this study will be occurring.
Data will be complied twice a year for four consecutive years: at the mid-point of the
school year and at the end of the school year. The data will be gathered twice each school year,
as 4X4 semester courses are one half of a school year. At the mid-point of the year, the researcher
will contact the human resource departments in both counties to acquire GPA data, AP
enrollment data, and suspension rates from all qualifying classrooms. At the end of the year, GPA
data, AP enrollment data, graduation rates, and suspension rates will be gathered and analyzed.
The data will be compiled, analyzed, and compared each of the four years this study is
conducted. Similar methods such as those employed by Knight, De Leon, and Smith (1999) will
be used to analyze data. Descriptive data will be used to calculate for variables. Analysis of
covariance, using GPA scores and AP enrollment numbers will be analyzed to determine
differences between students in the 4X4 block schedule and the traditional schedule (Knight, De
Leon, and Smith, (1999), p. 5). Graduation rates and suspension rates will be compared for all

Jason Shupp

populations to determine differences between the 4X4 block schedule and the traditional
schedule. Once compiled, data would be shared with both Frederick County Public Schools and
Baltimore County Public Schools and then subsequently published.
While this study expands and diversifies the population size, provides significant time for
a thorough case study, and analyzes additional factors such as teacher effectiveness and
suspension rates, it also has limitations. Due to the political uncertainty surrounding the
Common Core State Standards, there is no state testing used to measure achievement in this
study. Also, the inclusion of qualifiers such as the highly effective teacher may be seen as an
attempt to control variables. In addition, students in classrooms where teachers are not
considered highly qualified would be excluded from this study. Lastly, discipline policies have
a tendency to change frequently. Suspension rates can fluctuate and they can be influenced by a
variety of factors that cannot be accounted for in the design of this study.
A definitive comparison of the 4X4 block schedule and a traditional schedule needs to be
conducted to determine which schedule type most impacts student achievement. While previous
studies are limited in size and scope or fail to account for extraneous factors such as teacher
effectiveness, this study accounts for those variables. A clear determination on the impact of
student scheduling will lead to data backed decision-making when school leaders decide to adopt
or maintain an existing schedule.

References

Jason Shupp

Baltimore County Public Schools (2015). Retrieved from http://www.bcps.org/system/

Bowie, L. (2013, October 29). Baltimore County to change high school schedules. Baltimore Sun.
Retrieved from http://articles.baltimoresun.com/2013-10-29/news/bs-md-co-school-schedules20131029_1_block-schedule-school-system-middle-school-students
Frederick County Public Schools Maryland (2015). Retrieved from http://www.fcps.org/schools.cfm
General definition of a highly qualified teacher? (2003) Retrieved from
http://www.marylandpublicschools.org/msde/programs/esea/docs/TQ_Regulations/general_defin
ition.htm
Gruber, C. D., & Onwuegbuzie, A. J. (2001). Effect of Block Scheduling on Academic Achievement
Among High School Students. The High School Journal, (4), 32.
Knight, S. L., De Leon, N. J., & Smith, R. G. (1999). Using Multiple Data Sources to Evaluate an
Alternative Scheduling Model. The High School Journal, (1). 1-19.
Zelkowski, J. (2010). Secondary Mathematics: Four Credits, Block Schedules, Continuous Enrollment?
What Maximizes College Readiness. Mathematics Educator, 20(1), 8-21.