Relationship of Instructional Time Configuration, Gender and Race on Seventh Grade Social Studies Performance

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  • Additional Information
    • Availability:
      Journal of Social Studies Education Research. Serhat Mah. 1238/2 Sok. 7B Blok 12 Ostim, Yenimahalle, Ankara, Turkey; Web site: http://jsser.org
    • Peer Reviewed:
      Y
    • Source:
      25
    • Education Level:
      Junior High Schools
      Middle Schools
      Secondary Education
      Elementary Education
      Grade 7
    • Subject Terms:
    • ISSN:
      1309-9108
    • Abstract:
      This study compared the academic performance of seventh-grade students on a state-mandated social studies accountability test by the instructional time configuration used and explored the relationship among the variables of gender, race and poverty on this performance. Results of 24,919 seventh-grade student social studies test scores from 117 middle schools as well as a survey given to principals of the same 117 middle schools were analyzed. While controlling for poverty, students in schools using a 61-79 minute block all year schedule configuration earned significantly higher test scores than students using any other schedule configuration. Additionally, White students scored significantly higher on the test than Hispanic students, and Hispanic students scored significantly higher on the test than Black students regardless of the instructional time configuration used.
    • Abstract:
      As Provided
    • Publication Date:
      2020
    • Accession Number:
      EJ1241762