Impact of a Ninety Minute Math Block Schedule on Math Achievement of Middle School Students
Pablo Martinez, Glenda Holland

Abstract
The purpose of this study was to examine the difference in the Texas Assessment of Knowledge and Skill benchmark test scores between students in a 90-minute consecutive math block and the 90-minute split math block model. Significant differences were found in mean scores for TAKS Math benchmark scores between all students in a 90-minute consecutive math block schedule and a 90-minute split math block schedule. It also found significant differences in mean scores for TAKS Math benchmark scores between ELL students in a 90-minute consecutive math block schedule and a 90-minute split math block schedule. Conclusions were that schedule type had a significant effect on the scores for all students and ELL students. The results of the study provide school administrators with necessary data to determine the type of block model most beneficial for students.

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