A Comparison Study of the Relationships of 4/4 Block Scheduled Schools and 7-Period Traditional Scheduled Schools on the Standards of Learning Tests for Virginia Public Secondary Schools

Learning in America has been restrained by time. Educators have developed a time-bound mentality and deceived themselves into believing that schools can educate all students at the same pace. Across the nation there is a growing trend toward restructuring as educators seek smaller class enrollment with more flexible use of time. Block scheduling utilizes classes organized into longer blocks of time and may be an element that meets these demands for restructuring. In Virginia, 4/4 block scheduling is the most popular (31.6%) arrangement of the school day. Advocates of 4/4 block scheduling are convinced this schedule meets students' needs. With the adoption of the new Standards of Learning Tests for Virginia Public Schools it is important for educators to determine which schedule will help students improve their test scores. There are no empirical studies on the effect of 4/4 block scheduling on these Standards of Learning Tests. This study will attempt to determine if there is a meaningful relationship between two types of schedules, the 4/4 block and 7-period traditional schedules, and student achievement on the Standards of Learning Tests for Virginia Public Schools. iii DEDICATION To my Lord and Savior Jesus Christ, the greatest teacher, thank you for performing the ultimate sacrifice. To my wife, Diane, I thank you for being my life's partner, your prodding, your encouragement, and your sacrifices to help me complete this journey. To the memories of my grandparents, Orville and Maggie Dalton, two of my first teachers, they taught me the nobility of working hard. To the memory of Locone Diamond, my sixth grade teacher, she made learning come alive and refused to allow me to quit. To my son, Thomas, I thank you for your encouragement and technical assistance. To my ..

IN ONE ELEMENTARY AND MIDDLE SCHOOL Brenda F. Hess

School Renewal is a broadly defined process used as an alternative route to school improvement and regional accreditation. However there is no direct evidence to support its use. To date, there have been no systematic inquiries to document the regional accreditation process of improving an elementary and middle school through the School Renewal process. This study was an inquiry into the School Renewal accreditation process in an elementary and middle school. The study focused on the structure of the School Renewal process, the processes in which participants engaged, and the outcomes of the School Renewal process as related to planning, climate, communication, curriculum and instruction, and staff development. The design included a case study with a rich, descriptive, narrative format for reporting. The participants included the principal, assistant principal, all faculty and staff members, parents and community members of Honaker Elementary and Middle School who were members of one of the School Renewal committees. Data from documents, observations and interviews of participants, and the researcher's journal were analyzed to build a complete case narrative. The findings were organized into three major themes from the School Renewal process: the structure of school renewal; the processes of leadership including communication and involvement of participants in the School Renewal process; and the outcomes of school renewal. A number of major understandings emanated from the study that help to elaborate existing descriptions of the school renewal process. Planning and structuring the process created the framework and foundation from which to begin the School Renewal process. A democratic supportive principal and a strong teacher leader emerged as key participants at th..