Title
Displaying results 1 - 2 of 2
Subtitle
A Doctoral Capstone Project
Abstract
This study evaluates the effectiveness of block scheduling in mathematics at Palmerton Area Junior High School (PJHS). Implemented in 2018-2019 to address poor student performance, the modified Block Schedule provides students with 90 minutes of daily mathematics instruction. Despite this significant change, no formal evaluation has been conducted until now.
The study aims to answer the following questions: How did the Block Schedule affect student grades during marking periods and at the end of the year? Did it influence the number of students scoring Advanced or Proficient on the Mathematics PSSA? How did math grades compare to other subjects taught traditionally? What was the impact on student discipline and attendance?
Data from PJHS’s student information system, including grades, PSSA scores, attendance, and discipline records, were analyzed. The comparison covers three years of the Traditional Schedule and four years of the Block Schedule, using statistical methods to evaluate the data.
Results indicated improvements in mathematics achievement under the Block Schedule, with higher marking period and year-end grades, and an increased number of students scoring Advanced or Proficient on the Mathematics PSSA. However, no significant changes were observed in discipline referrals or attendance rates.
The study provides insights into the academic benefits of block scheduling in mathematics and offers recommendations for further research.
The study aims to answer the following questions: How did the Block Schedule affect student grades during marking periods and at the end of the year? Did it influence the number of students scoring Advanced or Proficient on the Mathematics PSSA? How did math grades compare to other subjects taught traditionally? What was the impact on student discipline and attendance?
Data from PJHS’s student information system, including grades, PSSA scores, attendance, and discipline records, were analyzed. The comparison covers three years of the Traditional Schedule and four years of the Block Schedule, using statistical methods to evaluate the data.
Results indicated improvements in mathematics achievement under the Block Schedule, with higher marking period and year-end grades, and an increased number of students scoring Advanced or Proficient on the Mathematics PSSA. However, no significant changes were observed in discipline referrals or attendance rates.
The study provides insights into the academic benefits of block scheduling in mathematics and offers recommendations for further research.
Author: Heaney, Daniel J.
Associated name (asn): Pennsylvania Western University of Pennsylvania. Department of Education.
Subtitle
A Doctoral Capstone Project
Abstract
The Wyoming Valley West School District has identified regular attendance as a priority issue. Absenteeism has been an issue for many school districts over the years, but there seems to be a decrease in the regular attendance of students' post-pandemic. Dana Elementary showed that 30.2% of students being identified as being chronically absent and State Street Elementary showed 49.5% of students being chronically absent in the 2021-2022 school year, as reported through the PA Future Ready Index. Literature defines school climate as one of the contributing factors to absenteeism. This research is needed to know and understand if creating a positive school climate through PBIS will positively affect regular student attendance. Through a mixed-methods approach, the researcher aimed to understand the impact of PBIS programs on student attendance, school, climate, and disciplinary incidents. The goal is to provide insights that can inform school administrators and policymakers on how to utilize PBIS strategies to improve attendance, create a positive school climate, and reduce disciplinary referrals leading to out-of-school suspensions.
Author: DePrimo, Angelo