In 1995, the Metropolitan Educational Research Consortium (MERC) commissioned a study of alternative high school schedules to determine their effects on teaching strategies, teacher and student satisfaction, and student and school performance. Two previous papers emanating from this study reported the views of teachers and students regarding alternative schedules in twelve high schools utilizing different scheduling alternatives to address. This paper uses commonly collected statistical data, and survey and interview responses from those same schools to determine the impact of alternative schedules on student achievement and behavior
