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To Persons Inquiring About the Bateson Study Reference in Jeff Lindsay's Web Site:
1. There are now hundreds of articles, case reports and research
studies about block scheduling and the vast majority of the studies are
positive. First, the articles against block all come out of Canada,
where there are many other research reports that favor block.
Second, there are no major studies from the United States that are negative
to block schedules.
2. Under the rules (agreed upon parameters) of statistics Dr. Bateson is correct when he states
that his study showed statistical significance. However, a study is just that: an attempt to
find out more information about a subject. We must be careful when
generalizing from a totally different school situation in Canada to
our schools in America.
a. The Canadian government is aware of those studies and they have continued to support semestered schools.
b. The students in the study were not randomly chosen which presents many threats internal validity.
c. In statistics there is a technique called "power". This technique
may be preformed prior to the study to determine how large a study needs to be
to show significance. In the Bateson study the number of
subjects is so large that a very small difference would be
"statistically significant". Many beginning stat books warn
of the difference between "statistically" significant and
"educationally" significant. His study was so large that
while it is statistically significant the difference between
the scores has no real significance.
3. Some of his data could be used to support block
scheduling. For example,
a. The difference between full year and second semester averages is
less than one question in some sub-tests. Is less than one
question a real difference? Is it an educational difference?
b. The difference between full year and first semester
averages is just over one whole question in some subtests, and
less than that in other subtests. Is a one question difference a real difference?
c. THIS IS THE BIG ONE: The test was given in May. The school year
ends the third week of June. The full year students had received almost 90+%
of the entire course, and the second semester students have only received 80+% of the course.
That could mean semestered students did as well, or
better, with less of the course!
d. What about the bigger difference between first semester and the
full year students? (That whole, one, question).
Some research tells us that the normal retention rate over a
three-month summer is 85%. The first semester score is only one or so
questions less than the full year; and that is a retention of over 90%
after a longer time span than a summer.
e. If students who failed the course the first time, were allowed to take the course again, and then were tested twice and included in the sample, this would skew the distribution. To be fair the F students in the full year course should be counted twice.
There are other problems, but I hope these thought are helpful.
There is a concern over SAT scores that have declined in a few places. There is plenty of evidence of
other places where SAT, ACT, and AP scores go up. At Wasson High
school where a small drop was experienced, they also had an large
increase in the total number of students at the school that were on
free/reduced lunch. Many schools have more students taking the SAT
because of block, and we know that as more students take the test
the scores often decrease.
From my review of over 70 articles, studies, and
dissertations:
What conclusions can we draw from the available literature on longer class periods?
1. There is little or no dissension about the number of classes that students take each day- they take fewer.
2. There is little or no dissension about the number of courses that teachers teach each day- they teach fewer.
3. There is little or no dissension about the discipline rates. Many studies mention lower discipline problems. No report mentions an increase in discipline problems.
4. On the trimester and the 4x4 block plan there is no dissension that students can take more courses in their secondary school career. These courses include more core courses and more Advanced and AP classes and post-secondary work.
5. There is some dissension on academic achievement when it comes to grades. Most studies point to an increase in the number of A's and B's and the number of students on the honor roll. Most studies also show an overall decrease in the number of F's. Some reports do indicate that certain classes will show an increase in F's especially in the first year.
6. There is little or no dissension on the preferences of students involved in longer classes periods. The majority of students overwhelmingly support blocking and state they would not like to return to the traditional schedule.
7. There is little or no dissension on the preferences of teachers involved in longer class periods. Seventy-five to 80 percent overwhelmingly support longer classes and state they would not like to return to the traditional schedule.
8. There is increasing evidence of parental support. The available data suggests that the majority support block schedules.
9. There is evidence to suggest that standardized test scores have gone up. There is also evidence to suggest that standardized test scores have decreased. There is evidence that standardized test scores have shown no significant change (Sommerfeld, 1996).
I hope this will be of help to you. Those of us who had the choice to go to block scheduling (it was not forced on us) love it and would not go back.
Please note that the data and conclusions above are mine based upon my research and the analysis of such.
There are only three ways in which any human can make a decision. First, a decision can be made by personal experience. I have been a teacher in both a block enviornment and a non-block enviornment. I know the difference it made for my students and the difference it made for me. I therefor support block scheduling. Second, a decision can be made by doing extensive research. Now, after over a year of this research I can say that I am more conviced than ever that a block schedule, that is carefully and correctly implimented has inherent advantages for many students and teachers. Third, a decision can be made after talking to people who have experienced the event. My conversations with thousands of teachers and hundreds of students also leads me to conclude that block scheduling is a postive change in our educational system. To support any other position based upon experience, research, and observation would be unethical.
