Date of Award


Document Type


Degree Name

Doctor of Education (EdD)


Division of Education and Counseling

First Advisor

Ramona Perkins

Second Advisor

Renée Akbar

Third Advisor

Timothy Glaude


Block scheduling, Attention Deficit Hyperactivity Disorder, ADHD, Achievement Test, Mann-Whitney U


In the United States over the past 25 years there has been a trend education using block scheduling in high schools (Zelkowski, 2010); however, there has been limited research into the impact that school-day schedules have on students diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). The purpose of this study is to compare the effects of traditional scheduling versus block scheduling on Algebra I, Geometry, English II, and English III End-of-Course standardized assessment achievement for high school students diagnosed with ADHD. Data were analyzed from different Southeastern Louisiana high school sites. Student Algebra I, Geometry, English II, and English III End-of-Course (EOC) results were compared using the mean achievement standard scores of participating schools across Southeastern Louisiana, across two schedule types, block and traditional for the 2013-2014 and 2014-2015 school years using the Mann-Whitney U test. The independent variable was schedule type, and the dependent variable was the median achievement score. The median standard scores of the different tests across schedule types indicated whether there were any significant differences in scores between block and traditional schedules. The results from this study suggest that the type of scheduling-block or traditional-does not significantly influence the EOC performance of high school students diagnosed with ADHD. The findings of this research can help guide instructional practices of teachers as well as the way administrators structure their school days and years.