Conflicts of Time: Examining School Schedules inSecondary Agricultural Programs

摘要

The purpose of this study was to examine how school schedules can or cannot be justifiedthrough the perspective of student performance on state core content assessments andoccupational skills standards assessments. This study utilized the Theory of Power in Educationwhen considering school schedules as a means to student success on core content andoccupational skills assessment. The population of this study consisted of secondary agriculturalprograms (n = 136) across the state of Kentucky. The survey revealed the majority of secondaryagricultural programs work on a seven-period day. Secondary agricultural programs receivedthe highest pass rate on the production livestock occupational skill standards assessment. Themajority of students received a passing score on the state mandated assessment area of readingno matter the schedule. Less than half of agricultural students received passing scores in Math,Science, and Social Studies. Trimester schedules had the lowest pass rate in the areas of Reading,Science, Social Studies, and Writing while only outperforming 4x4 block in Math byone percentile.