School scheduling models and the achievement of at-risk students: A causal-comparative study

This quantitative, causal-comparative study examined the extent to which 4x4 block scheduling influenced at-risk student achievement through the analysis of core subject grade point averages (GPA) and graduation rates compared to at-risk students on a traditional school schedule. Findings of this study revealed at-risk students on a block schedule experienced significantly higher cumulative core subject GPAs compared to at-risk students on a traditional school schedule. Cumulative mean GPAs were higher in all core subject areas. Grade point averages in block scheduled science and social studies were significantly higher. On-time graduation rates were not statistically different between students on a traditional schedule and students on a 4x4 block schedule.