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Abstract
The purpose of this study was to determine if there were significant differences in performance of Texas high schools which incorporate the use of an alternating block schedule, accelerated block schedule, or a traditional seven-period schedule. Results from the Texas Assessment of Academic Skills (TAAS) exit examinations in reading, writing, and mathematics along with attendance rates and dropout rates were used as performance indicators. The population for this study consisted of 30 high schools from each of these three scheduling types. Proper methods of selection were incorporated to insure that the sample was random and state-wide. The findings of this study show no statistically significant differences in any of the performance indicators among alternating block schedules, accelerated block schedules, or traditional seven-period schedules.