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Peer reviewedSkrobarcek, Sharon A.; And Others – NASSP Bulletin, 1997
Describes a study that examined block scheduling's effects on student and teacher performance and attitudes at a large Texas high school. While the 2-hour Algebra I block had a higher failure rate than the traditional 50-minute algebra class, the block classes were comprised of students who have traditionally struggled in mathematics. Maximizing…
Descriptors: Academic Achievement, Algebra, Attendance, Educational Benefits
