The impact of scheduling changes on student achievement at Gunning Bedford Middle School: A one-year review
Gunning Bedford Middle School is one of the largest middle schools in the State of Delaware. Demographically, its students are very diverse. In the past five years, the student population trend has changed as the area has grown. Like many schools in Delaware and around the nation, Gunning Bedford has a gap in the achievement of its students. Recognizing this, Colonial School District Superintendent, George Meney, directed Gunning Bedford administrators to change the daily academic schedule to add instructional minutes to its courses. This project will look at the impact of the building-wide scheduling changes on student achievement and closing the achievement gap. This project will be presented in three chapters. Chapter one describes the implementation process used by the Gunning Bedford administration to achieve the modifications to the middle school schedule and sixth grade team configurations. Chapter two will detail the available student academic achievement data following the implementation of the scheduling changes and compare it with achievement data from the previous school year. Additionally, teacher survey results will be analyzed to evaluate the impact of teacher efficacy and empowerment on student achievement. Chapter three will focus on recommendations determined by the data and teacher survey results. The student achievement and teacher survey data will be used to create a series of recommendations to be implemented to continue progress towards to resolving the stated problem of closing the student achievement gap at Gunning Bedford.
Middle School education;
0450: Middle School education
0514: School administration