American International Journal of Social Science

Impact of Scheduling Configurations on Social Studies Achievement
Kenneth E. Vogler, Susan Schramm-Pate

Abstract
The study looked at the impact of scheduling configurations on middle-level social studies student achievement. Results of South Carolina’s accountability assessment system’s social studies mean test scores, at the school level, from seventh grade students in 117 schools as well as a survey completed by the principals of those schools were analyzed. After adjusting for poverty, the highest mean score for all demographic groups was for those using the 61-79 minute block all year configuration. However, there was no statistically significant difference found between scheduling configurations used and social studies accountability test results. Findings do show a statistically significant difference between scheduling configurations used and principals’ perceptions of students’ preparedness for the next grade level in social studies.

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