Document Type
Doctor of Education Capstone
Original Publication Date
2025
Client
West Point Public Schools
Location
West Point, Virginia
Date of Submission
April 2025
Abstract
Utilizing the principles of improvement science through a critical pragmatic approach, this study aimed to promote West Point Public School (WPPS) student success through researching secondary school scheduling practices. The primary theory of change for this study stated that if instructional time is maximized, all WPPS students will be given the opportunity to experience academic success and increase achievement. Three key research questions emerged as we analyzed the problem of practice: How can WPPS structure a secondary school day schedule to ensure every student has the best opportunity to succeed within the system? How can WPPS incorporate research-based strategies for school start times to more effectively close equity gaps of its secondary school students? How can WPPS use intervention best practices and scheduling to address the specific learning gaps of the WPPS secondary student population? Previous research on scheduling models, adolescent sleep patterns, school start times, and academic intervention provided context and informed the findings of this study. Data collected for this study included qualitative and quantitative data from stakeholder surveys, student focus group survey notes, and student achievement and engagement data. While previous research does not provide sufficient evidence to support a block versus traditional scheduling model or intervention approach, this study framed WPPS stakeholder perspectives relative to their secondary scheduling. Research indicates a school start time of 8:30 AM or later is more conducive to adolescent circadian rhythms. With various contributing factors such as missed instructional time and extracurricular activities, schools need a nuanced approach to their start and end times. Student achievement and engagement data were used to conduct an equity audit of secondary school scheduling outcomes for the 2023-2024 school year. Equity audit findings revealed disparities in achievement and advanced course enrollment for Black, Hispanic, and economically disadvantaged students compared to their peers. Recommendations from this study include conducting an extensive equity audit, continued engagement with stakeholders, detracking students into more heterogeneous classes, considering personalized student scheduling, and implementing clearly defined and data-driven academic interventions.
Rights
© The Authors