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This document summarizes a doctoral dissertation that examined the effects of different class scheduling formats (4x4 block schedule, A/B block schedule, mixed block/traditional schedule, and traditional period schedule) on student achievement as measured by scores on state standardized end-of-course tests in math, science, social studies, and English courses. The study analyzed archived test score data from a high school with approximately 1,400 students over four school years when different scheduling for

Author

Eddie Agbayani Jr.

Language

EN