Journal of Education and Human Development

Impact of Scheduling Configurations on State-Mandated Social Studies Test Scores
Kenneth E. Vogler, Susan Schramm-Pate

Abstract
This study compared the academic performance of seventh-grade students on a state-mandated social studies accountability test by scheduling configuration used, explored principals’ perceptions regarding the impact scheduling configurations have on social studies instruction and student preparedness for the next grade level in social studies, and examined the barriers affecting time allocated for social studies. Results of South Carolina’s accountability assessment system’s social studies seventh-grade test scores in 117 schools, as well as a survey completed by the principals of those schools, were analyzed. After controlling for poverty, no significant difference was found between student social studies accountability test performance and scheduling configuration used. However, findings showed statistically significant differences between scheduling configuration used and principals’ perceptions of its impact on social studies instruction and students’ preparedness for the next grade level in social studies. Additionally, results exposed no clear consensus among principals regarding barriers affecting time allocated for social studies.

Full Text: PDF     DOI: 10.15640/jehd.v9n3a2