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Although educators of different disciplines (math) do not always agree that block schedules are raising student achievement levels, educators of different disciplines agree that the change to block schedules improved school climate.

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Block Scheduling in Missouri- A Study of Administrator and Teacher Perceptions.

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I visited the the US Department of Education and What Works Clearinghouse to find research related to the effects of block scheduling on student motivation and attitude.  Different groups of students were tested on their attitudes and feelings of success towards math as well as their feelings about their teacher/student relationships.  The study found significant changes in students that remained in a traditional schedule as compared to those that entered into a block schedule.  Those that stayed in the traditional schedule lost self-efficacy and attitudes towards math were more negative.

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Results are presented from a mixed-method investigation into the effects of Block Schedule on student self-efficacy, attitude, and instructional practices within the context of mathematics. Students exposed to block schedule showed no change in attitude toward mathematics, whereas those on a traditional schedule demonstrated a significant decrease. Students on block schedule also made significantly greater gains in self-efficacy. If reformed teacher practice is a goal of transitioning to block schedule, results point to a critical need for professional development.

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(PDF) The Impact of Block Scheduling on Student Motivation and Classroom Practice in Mathematics

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Results are presented from a mixed-method investigation into the effects of Block Schedule on student self-efficacy, attitude, and instructional practices within the context of mathematics. Students exposed to block schedule showed no change in attitude toward mathematics, whereas those on a traditional schedule demonstrated a significant decrease.

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A report of the National Education Commission on Time and Learning, and funded by the Education Commission of the States, which was supported by several conservative governors and heads of state, considered the constraints of time in the school day/year as a factor in our nation's achievement levels. The report suggests that schools are constrained by time and that they need to work to create a more flexible schedule. The group applauds after-school enrichment programs for struggling students and suggests the school year should be longer. Many school districts agree and offer summer school programs as well as high school credit recovery programs.

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This report was written by a counselor at a high school that went to block scheduling. The counselor tracked the teacher and student perceptions of how well the transition worked over the course of the study. They also wrote of many caveats to the schedule that a principal must be wary of, such as being careful to create accelerated classes as well as classes that can help reach students that are not achieving adequately.

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An Objective Look at MathOutcomes Based on New ResearchInto Block Scheduling

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One reason schools are shifting to block schedules is in response to the national discourse on the decline of U.S. schools. This story tells how the data used in "A Nation At Risk" could be refuted because of 'Simpson's Paradox', and that if the control groups in the second study were separated into subgroups, one would instead see a steady incline for each subgroup of students. This is important to research, and researching the affects of bell schedules on student achievement as well as other factors, since the invention of the Block Schedule came about as a response to the growing rhetoric about U.S. failing schools.

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What ‘A Nation At Risk’ Got Wrong, And Right, About U.S. Schools

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Thirty-five years after the landmark report warned of a “rising tide of mediocrity” in U.S. education, the statistics have been questioned, but the concerns still feel urgent.

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Two groups of students on a block schedule were studied to compare the results of their math achievement when one group was "doubled up" in math, receiving daily instruction on a block schedule, while the other had class every other day.  The doubled up group was significantly more successful.

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The Effect of Instructional Time Frequency on Middle School Students Mathematics Achievement Scores.pdf

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Victoria University in Australia offered 4 week intensive course study on one subject to First in Family (FiF), Non English Speaking Background (NESB), and Low Socioeconomic Background (LSEB) students. This "block" schedule is more comparable to what bethel University and other colleges are offering. They found through the study that students significantly improved their performance. They speculated that student cohorts developed a strong community.

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Block Mode Study- Opportunities and Challenges for a New Generation of Learners in an Australian University .pdf

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The Effects of Block Scheduling on Students with Emotional Behavioral Disorders and/or Attention Deficit Hyperactivity Disorder.pdf

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Most teachers agree that the block schedule works for most students, regardless of disability. Special education teachers and administrators agree that in some classes, where a teacher is using traditional lectures and seat work, the challenges are greater for students with ADHD. Teachers using more innovative lessons are not seeing the same problems with the block schedules.

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The Effects of Block Scheduling on Students with Emotional Behavioral Disorders andor Attention Deficit Hyperactivity Disorder.pdf

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The plan gave many suggestions for restructuring high schools, including block schedules.

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The Copernican Plan- Restructuring the American High School

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This study was completed with elementary students in Croatia. The researches cautioned the implementation of block scheduling with low performing students since they found these students actually performed worse through block scheduling. They found, however, that medium-performing students improved and the highest performing students continued to be successful.

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Effects of Block vs. Traditional Scheduling on High School Science Success Lessons from Biology Classes.pdf

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The study surveyed teachers on their experiences with block schedules and serving students receiving special education. They found that teachers had more flexibility and time to support students with IEPs in the block schedule.

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Changes Special Education Teachers Make in the Transition from Traditional Scheduling to Block Scheduling..pdf

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The Preparation and Self-Efficacy of Teachers of Students with Emotional and Behavioral Disabilities

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I was introduced to this dissertation by a class cohort and felt it was too important not to make reference to when discussing special education and considering how important SEL is for EBD students. Considering that EBD is not a learning disability, these student are in mainstream classes and so this is important to share with general education teachers who teach EBD students as well. The article discusses how well teachers are prepared and supported in their work, and how this effects the outcomes for students and teacher retention.

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The Preparation and Self-Efficacy of Teachers of Students with Em

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This qualitative study was predicated on the belief that we have a moral obligation to close the achievement gap and fill STEM jobs by ensuring student proficiency in math. The study examined Algebra 1 interventions in terms of to what extent they include students from diverse backgrounds. The study found that the bulk of research done on these interventions was completed with white, middle class, suburban students.

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A Qualitative Synthesis of Algebra Intervention Research

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This study gave the preliminary findings of the implementation of a Multi-Tiered Systems of Support (MTSS), which is a combination of PBIS and RTI. MTSS was widely used starting in the 2000s with increased funding in California in 2015 in order to reach more than 10,000 schools and extend the timeline to 2023. The study listed several measurement tools used in the examination of data from the 3rd graders in the MTSS group for ELA and math scores as compared to the control group.

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Issues in Statewide Scale up of a Multi-Tiered System of Suppor 3rd grade California students

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The study found that block schedules had a negative effect on math achievement but was positively associated with teachers’ use of differentiated instruction.  It's possible there were many other positive effects like graduation rates, discipline, etc. that weren't measured through this study.

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The effect of Block Scheduling High School Mathematics courses on student achievement and teachers' use of time- Implications for educational productivity .pdf

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This study examined the perceptions of educators on culturally responsive teaching using the RULER approach. “RULER incorporates five skills that are foundational to social and emotional competencies and that are reflected in its acronym: recognizing emotion in the self and others, understanding the causes and consequences of emotion, labeling emotion accurately, expressing emotion in socially appropriate ways and regulating emotions effectively” (Barnes, p.72).  This was a small study of 5 teachers, and administrator, and a school psychologist who received training on the RULER approach.  Teachers reported to the researchers that it was not easy to implement the program, but researchers found that teachers had higher teacher efficacy knowing that it was a school-wide effort and that they would be supported.

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Perceptions of culturally responsive pedagogy in teaching SEL

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This dissertation was about an experimental study based on the results of a 9-week remediation class for eighth grade students.  Since the study found no statistical difference in the students test scores as compared to average achieving students upon completion, it was considered a success.  I was interested in this because we have a similar course for low achieving students called Content Acceleration. These students also work on content from other classes (not just math) and they take the course for the entire school year.  Unlike the class in the article, the SPPS class has been used to supplement the regular curriculum, not remediate, which has been the subject of much debate among math teachers in our PLC.  The study found that formative assessments and each student’s epistemology was vitally important to determining an individualized course of action.

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Building a space to dream: Supporting indigenous children's survivance through community-engaged social and emotional learning

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I gained insight through this source shared by a cohort. This resource speaks to the need for SEL, especially in Native communities, to be grounded first in the knowledge that generational trauma has its roots in colonization and racism in the United States. The study found that students feel more supported when the whole child is supported, helping to make sense of where the trauma comes from and how to move on from that place.

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Building a space to dream  Supporting indigenous children s survivance through