1. Split-Block Class Schedule at Yorktown High School
Megan Fizer
Rationale
Goals and Objectives
Discussion
The overall goal of the split-block schedule is for content mastery to increase, due to daily exposure.
Another goal of the implementation of the split-block schedule is for students to stay more focused with a shorter class time. A final goal is to make it easier for teachers to pace their lessons throughout the semester.
The entire purpose for the split-block schedule is to improve students’ Mathematics SAT scores and Algebra II grades so that they can be more successful math students. Based on the quantitative data, the current results would suggest the effect of the academic intervention, split-block class schedule, is not statistically significant for students.
Considerations for Future Research
Teachers self-report the monitoring of students’ progress in Algebra II, which is subjective.
The goal for the implementation of the split-block schedule is the same for every Algebra II teacher, however, there are different teachers teaching Algebra II, allowing for variability.
Even though all Algebra II teachers teach the same content, teachers use different grading scales, also allowing for variability.
YHS could consider allowing one teacher to teach Algebra II, and track data to determine whether to continue with the split-block class schedule or to go back to the full-block class schedule.
Out of the two cohorts discussed in this study, one cohort may have had more preparation for Algebra II than the other cohort, possibly even in middle school.
Strengths
A few strengths of the split-block schedule at YHS:
All teachers were included in the decision to implement this program.
This is a data-based intervention.
Split-block classes are shorter and more frequent, providing opportunity for students to be exposed to the content on a daily basis.
Limitations
A few limitations of the split-block schedule at YHS:
There is a lack of progress monitoring to ensure that the program is working.
The increase in Mathematics SAT scores and Algebra II grades is not statistically significant.
Algebra II grades are subjective.
Scholastic Aptitude Test (SAT) scores are a crucial aspect of high school education, especially when SAT scores are a major component in determining a student’s post-secondary options. According to the National Center for Education Statistics (2012), Indiana students’ average Mathematics SAT scores steadily declined by 6 points between 2004–05 and 2011–12. With this in mind, as well as students’ individual math class grades, districts around the state searched for intervention programs that would help improve future students’ SAT scores and success in math classes. Mathematics SAT scores can be used to measure students’ academic growth by comparing these scores to Algebra II grades to see if students have positive or negative changes after the implementation of the split-block schedule.
Students who fail to develop proficiency in basic Algebra II math skills are more likely to experience difficulties with standardized testing and later on in the math curriculum (Pool, J. L., Carter, G. M., Johnson, E. S., & Carter, D. R., 2013). For this reason, YHS chose to implement a school-wide intervention program that is designed to improve academic achievement in Algebra II for all students. YHS has added split-block classes as an academic intervention program to help improve Algebra II grades and Mathematics SAT scores.
Split-Block Class Schedule
The split-block schedule was implemented in 2012 and is designed to provide students with the opportunity for shorter class times with more frequent exposure, in hopes of improving Mathematics SAT scores and Algebra II grades. The program aims to raise student achievement in multiple measurable areas, including Mathematics SAT scores and Algebra II grades. Algebra II teachers work with students to prepare and monitor them through assessment instruments. The results of the program are measurable and include quantitative data.
Methods
The intervention methods for this program are for students to have the opportunity for shorter, more frequent classes (40 minutes every day, instead of 85 minutes every other day) to help students make improvements on Mathematics SAT scores and Algebra II grades.
Instruments
The evaluation instruments used in this program look at quantitative data. The quantitative data consist of two measurements, including Algebra II grades and Mathematics SAT scores. Algebra II is a year-long course in which quarter grades are calculated midway through each semester, and semester grades are calculated after the fall and spring semesters. An ‘A’ is the highest possible grade a student can receive in Algebra II. Mathematics SAT scores are measured through a series of multiple choice and student-produced response questions. An ‘800’ is the highest possible score a student can receive on the Mathematics SAT section.
Results
The purpose of this study was to determine whether the transition to the split-block schedule has helped improve students’ Mathematics SAT scores and Algebra II grades. For this study, data was analyzed from the school year, which was the year before the transition to split-block schedule, and last school year ( ), which was three years after the split-block schedule was implemented. Scores from the Mathematics SAT section indicate a 1.87% increase in Mathematics SAT scores since the implementation of the split-block schedule. Grades from Algebra II classes indicate a 1.93% increase in Algebra II grades since the implementation of the split-block schedule.
Data