Congratulations to Georgianna Diopoulos-Grogan who on Wednesday, June 4, 2025, successfully defended her dissertation. The title of Georgianna’s dissertation is: "THE IMPACT OF INSTRUCTIONAL PERIOD LENGTH ON STUDENT ACHIEVEMENT FOR SEVENTH- AND EIGHTH-GRADE ENGLISH LANGUAGE ARTS STUDENTS."
Overview of Problem: Middle-level educators face ongoing challenges in designing effective school schedules that enhance academic outcomes, particularly in English Language Arts (ELA). While increased instructional time is often seen as a lever for improving student achievement, the optimal length of instructional periods remains unclear and may be subject to diminishing returns.
Research Purpose: This study aimed to investigate the relationship between instructional period length and student achievement in ELA among seventh- and eighth-grade students in New York State middle schools. Framed by the economic principle of diminishing returns, the research explored how varying lengths of instructional periods impact proficiency on standardized assessments.
Research Design: A quantitative, correlational research design was employed to examine the effects of instructional time on student achievement.
Sample: The study utilized a survey of 55 middle school principals across New York State.
Data Collection and Analysis: Survey responses regarding scheduling models and instructional period lengths were matched with publicly available New York State ELA Assessment data from the New York State Report Card. Correlation and regression analyses were conducted to evaluate the relationship between instructional period length and the percentage of students achieving proficiency.
Findings/Results: The findings revealed a weak but statistically significant positive correlation between increased instructional time and student achievement, with a more notable impact at the highest proficiency level (Level 4). While proficiency rates rose incrementally with longer periods, the relationship was not strictly linear. Periods lasting 40–45 minutes were linked to higher achievement than both shorter (under 40 minutes) and extended periods (over 60 minutes). Regression analyses did not identify a specific threshold at which additional time ceased to be beneficial.
Conclusions/Implications: Instructional time does independently contribute to student achievement; however, most variation in proficiency outcomes is likely influenced by other contextual factors such as teacher quality, student engagement, socioeconomic background, and attendance. These findings highlight the need for educational leaders to make informed, data-driven scheduling decisions that balance time allocation with instructional quality. Optimizing instructional periods—alongside consideration of broader school and student factors—can lead to improved academic outcomes in middle-level ELA education.
DISSERTATION COMMITTEE CHAIR:
Dr. Nora C.R. Broege
DISSERTATION COMMITTEE MEMBERS:
Dr. Peter Troiano
Dr. Robert Feirsen
Take Your Career to the Next Level
Elevate your leadership skills, deepen your understanding of critical and contemporary education issues, and learn to help solve the current challenges in P-20 education.
Learn to Inspire Change
The Doctoral Program in Educational Leadership from Manhattanville, offered in partnership with Putnam Northern Westchester BOCES, utilizes a forward-thinking approach to educational leadership that is ideal for practicing and aspiring leaders in any educational context. It is designed to support the goals of educational professionals who seek to develop their leadership skills for career advancement or current job enhancement.
