Abstract
Purpose. The purpose of this study was to gather and organize data that describe characteristics of block-scheduled high schools in southern California. The characteristics explored included school climate, leadership styles, student achievement, and teaching methods. Interviews, archival data, and opinions of students, teachers, and administrators were incorporated in the qualitative analysis of this descriptive study. Methodology. Purposive sampling was utilized to determine the participants. Five high schools in southern California were included on the basis of the information available through the Ed-Data Internet resource. Each of the included high schools utilized a block schedule and was determined to be comparable on the basis of their student enrollment, test scores and demographic variables. The perceptions of the three groups were analyzed by frequency counts, means, and percentages. Further analysis involved the use of z-scores and the ANOVA (analysis of variance) measure to determine if there were significant differences between the perceptions of the three groups. Significant differences were found, and in such instances, the Scheffé Test of Paired Differences was applied to determine the specific areas of difference. Findings. All three groups held positive perceptions of the block schedule utilized at their schools. This general perception held true for the vast majority of participants with few but distinctive exceptions among each group. The positive view transcended each of the variables addressed for each of the three groups. However, significant differences were detected in the degree to which individuals and the various groups perceived the implications of block scheduling. Conclusions and recommendations. Each of the variables addressed in this study reflects a reciprocal relationship with block scheduling and interrelatedness to each of the others. Block scheduling clearly provides significant potential for dynamic school improvement. However, considerable attention must be given to matters that fully incorporate the benefits of extended class time to assure that the desired gains are met. Block scheduling simply can not mitigate all challenges confronting large comprehensive high schools. However, as clearly substantiated in the findings of this study, block scheduling does provide an innovative school schedule structure that can present opportunities for systemic change and tangible school improvements.