Double Class Times in Math and Language Arts for Low Achievers Research Proposal by Nicky

Double Class Times in Math and Language Arts for Low Achievers
A study proposal to determine if there is a significant impact on the learning of low achieving students as a result of having doubled instructional time in English and math.
# 148919 | 11,686 words | 39 sources | APA | 2011 | US
Published on Nov 14, 2011 in Education (Jr High/High School) , Research Designs (General)

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This study aims to analyze the impact of the school doubling class time based upon the results of the New Jersey High School Proficiency Assessment (HSPA) required under NCLB for all first time 11th graders. Analysis of variance and effect size are used in this study to determine the success of the program. The period of time covered in the analyses are school years 2003-2004, 2004-2005, 2005-2006, and 2006-2007 in order to cover the transition year as well as the next three years during which time the program had become fully implemented for all students. Test scores for the non-low achievers that did not receive the treatment will also be analyzed over the same time period to ensure consistency of the test. The paper includes a review of the literature on this topic. Several tables are also included in this paper.

Review of the Literature

From the Paper:

"Like all resources, the time teachers have available to deliver high quality educational services to their students is, by definition, scarce and must be used to its maximum advantage. Before the turn of the 20th century, high schools in the United States were characterized by a significant amount of flexibility in terms of their class scheduling (Hackmann, 2004). Prior to 1900, a variety of formats were used to teach various subjects, with different courses using different number of days per week in which instruction was delivered; however, by 1909, in an attempt to standardize educational delivery among American high schools, the College Entrance Examination Board implemented the Carnegie unit, an approach that mandated that a total of 120 hours of classroom instruction was to provided in 40- to 60-minute classes throughout an academic year that was comprised of 36 to 40 weeks (McNeil, 1996). This trend to standardize the educational format was due in large part to significant influences from the business world where scientific management as characterized by Taylorism-like approaches that placed a high value of efficiency, mass production, and uniformity in the workplace (Hackmann). It was during this period in American history that the daily- period schedule was created as an organizational response to the problem of educating increasingly large numbers of students efficiently (Hackmann, 2004)."

Sample of Sources Used:

  • Ary, D., Jacobs, L., Razavieh, A., & Sorensen, C. (2006). Introduction to research in education. California: Thomson Wadsworth.
  • Black, S. (2002). Time for learning. American School Board Journal, 189(9) 58-62.
  • Bowman, R. F. (1998). If block scheduling is the answer, what is the question. Clearing House, 71, 242-244 in Hackmann at p. 697.
  • Bukowski, B. J. & Stinson, A. D. (2000). Physical educators' perceptions of block scheduling in secondary physical education. JOPERD--The Journal of Physical Education, Recreation & Dance, 71(1), 53.
  • Canady, R. L. & Rettig, M. D. (1995). Block scheduling: A catalyst for change in high schools. Princeton, N.J.: Eye on Education in Hackmann at p. 697.

Cite this Research Proposal:

APA Format

Double Class Times in Math and Language Arts for Low Achievers (2011, November 14) Retrieved February 22, 2024, from

MLA Format

"Double Class Times in Math and Language Arts for Low Achievers" 14 November 2011. Web. 22 February. 2024. <>