Abstract
Schools, in their current form, do not allow for personalized amounts of time for students to learn concepts. Students do not have the opportunity to meet with teachers during the school day to get support on specific concepts they do not understand. The purpose of this study is to research the potential link between implementation of a flex period and student achievement, measured by failure rates, in high school semester courses. The study investigates how failure rates changed after the implementation of a flex period. The sample population for this study are all students who attended a specific small rural high school in central Minnesota during the years 2015-2020. Course grades were collected from before the flex period was implemented (2015-2017) and after it was implemented (2018-2020). Course grades were then to compare what percentage of students failed each semester course pre and post flex period implementation. Results showed a decrease in the overall failure rates and significant decreases in math and foreign language classes. School leaders should consider establishing a flex period to allow for time during the school day for students to get extra intervention or enrichment as it appears to decrease the failure rate in several high school courses.
Date Capstone Completed
8-2021
Document Type
Capstone Paper
Degree Name
Leadership Education
Department
Leadership Education
Advisor
Theresa Waterbury
Location
Rochester, Minnesota
Recommended Citation
Ongie, Michael, "Effects of Flex Periods on High School Student Failure Rates" (2021). Leadership Education Capstones. 68.
https://openriver.winona.edu/leadershipeducationcapstones/68
