High schools must format the master schedules and designate a specific number of instructional minutes to help promote student growth. School leaders that attempt to enhance Pennsylvania Value-Added Assessment growth scores need an opportunity to utilize a master schedule that fits their needs and to support continued growth. With the emergence of the COVID-19 pandemic, school leaders must adapt and create organizational changes to promote student growth and address learning loss. Every public high school in Pennsylvania follows a specific master scheduling format and a specific number of instructional minutes for Keystone-tested subject areas. By examining how Pennsylvania high schools utilize a master schedule, coupled with particular school circumstances, there are teachable moments for understanding how to create a master schedule in schools best to promote student growth. This quantitative study involved 59 public high school leaders as survey participants, with individual survey responses about their school buildings, coupled with public domain data from the Pennsylvania Value-Added Assessment System. This study revealed no statistically significant differences in scheduling formats for a block or traditional model, nor statistically significant differences in instructional minutes related to student growth or scheduling models. However, one statistically significant difference was Biology instructional minutes related to scheduling format. By learning how master schedules work in Pennsylvania high schools, one can use this research data to promote effective scheduling changes to enhance student growth and schoolwide performance. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]