dc.contributor.author	Chastain, Christopher Don
dc.coverage.spatial	Georgia	en_US
dc.coverage.temporal	2019-2021	en_US
dc.date.accessioned	2022-04-05T17:20:29Z
dc.date.available	2022-04-05T17:20:29Z
dc.date.issued	2021-12
dc.identifier.other	89213BF0-16FE-AB8C-4B24-F33161538D73	en_US
dc.identifier.uri	https://hdl.handle.net/10428/5375
dc.description.abstract	High schools around the nation are attempting to find a solution to the "9th-grade bulge," and the ever-growing systematic problem of 9th grade retention. The purpose of this study was to investigate the impact of the daily bell schedule on ninth-grade student achievement and overall school performance. A mixed method, sequential explanatory design was utilized to compare the two most common bell schedules; 7-period and 4 X 4 block. The quantitative portion of the study examined 9th grade achievement on the Georgia Milestones End-of-Course (EOC) Assessments and the overall school performance was measured by the College Career Performance Index (CCRPI) and its components. Twelve principals were interviewed for the qualitative section to gain more insight on the quantitative results. Keywords: High School Schedules, Traditional Schedule, 7-period schedule, Block Schedule, Ninth Grade Student Achievement, Georgia Milestones	en_US
dc.description.tableofcontents	Chapter I: INTRODUCTION 1 -- Conceptual Framework 1 -- Statement of the Problem 5 -- Purpose of the Study 6 -- Research Questions 7 -- Significance of the Study 10 -- Methodology 11 -- Definition of Terms 12 -- Organization of the Study 14 -- Chapter II: REVIEW OF RELATED LITERATURE 16 -- Historical Review of High School Scheduling 16 -- Theories of Schedule Reform 22 -- Block vs. Traditional Schedules 24 -- Traditional Scheduling 28 -- Block Scheduling 30 -- Block Scheduling and Student Achievement 34 -- Advantages of Block Scheduling 38 -- Ninth Grade Retention and Transition 41 -- Summary 47 -- Chapter III: METHODOLOGY 48 -- Research Questions 48 -- Research Design 51 -- Participants 53 -- Quantitative Component 53 -- Qualitative Component 53 -- Instrumentation 54 -- Quantitative Component 54 -- Validity 56 -- Reliability 58 -- Qualitative Component 58 -- Data Collection 60 -- Quantitative Component 60 -- Qualitative Component 60 -- Data Analysis 61 -- Quantitative Component 61 -- Qualitative Component 62 -- Summary 63 -- Chapter IV: RESULTS 65 -- Quantitative Results 68 -- Results by Question 70 -- Qualitative Results 139 -- Participants 139 -- Demographic Characteristics 140 -- Results by Question 142 -- Interview Questions. 142 -- Summary 156 -- Chapter V: DISCUSSION 158 -- Literature Review 159 -- Methodology 166 -- Results 168 -- Quantitative Findings 168 -- Qualitative Findings 179 -- Limitations and Assumptions 187 -- Suggestions for Future Research 188 -- Conclusion 189 -- References 194 -- APPENDIX A: Letter to Expert Panel 204 -- APPENDIX B: Expert Panel Review Results and Interview Questions 205 -- APPENDIX C: Email Inviting Principals to Participate in Research 213 -- APPENDIX D: Informed Consent Form 214 -- APPENDIX E: Institutional Review Board Protocol Exemption Report 215 -- APPENDIX F: Clean Copy of R Code for factorial ANOVA 216	en_US
dc.format.extent	1 electronic document and derivatives, 236 pages. 2895198 bytes.	en_US
dc.format.mimetype	application/pdf	en_US
dc.language.iso	en_US	en_US
dc.rights	This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.	en_US
dc.subject	Block scheduling (Education)	en_US
dc.subject	Dissertations, Academic--United States	en_US
dc.subject	Education, Secondary	en_US
dc.subject	Georgia	en_US
dc.subject	High schools	en_US
dc.subject	Ninth grade (Education)	en_US
dc.subject	Schedules, School	en_US
dc.title	The Effect of High School Schedules on Ninth Grade Student Achievement Indicators and Overall School Performance Measures: A Mixed Methods Study	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Leadership, Technology, and Workforce Development of the Dewar College of Education and Human Services	en_US
dc.description.advisor	Pate, James L.
dc.description.committee	Brockmeier, Lantry L.
dc.description.committee	Bochenko, Michael J.
dc.description.degree	Ed.D.	en_US
dc.description.major	Educational Leadership	en_US