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| Percent of schools that used various methods to organize classes or student groups | ||||||||
|---|---|---|---|---|---|---|---|---|
| State | Traditional grades or academic discipline-based departments | Grades subdivided into small groups such as "houses" or "families" | Student groups that remain 2 or more years with the same teacher (e.g., looping) | Interdisciplinary teaching | Paired or team teaching | Block scheduling | Percent of schools that used a year-round calendar | |
| United States | 85.9 | 15.1 | 21.4 | 36.4 | 36.1 | 34.5 | 5.5 | |
| Alabama | 80.7 | 7.4 | 11.4 | 19.7 | 23.9 | 26.8 | 6.4 | |
| Alaska | 74.8 | 16.7 | 49.2 | 50.2 | 37.0 | 46.4 | 0.6 | ! |
| Arizona | 84.9 | 10.1 | 22.9 | 32.4 | 28.8 | 39.4 | 7.9 | |
| Arkansas | 83.0 | 11.3 | 11.9 | 36.4 | 36.5 | 23.1 | 2.1 | |
| California | 81.4 | 8.7 | 21.0 | 31.6 | 26.0 | 23.2 | 17.8 | |
| Colorado | 89.0 | 14.0 | 30.9 | 31.3 | 39.0 | 51.0 | 7.8 | |
| Connecticut | 86.0 | 22.9 | 19.6 | 49.5 | 52.8 | 33.2 | 5.0 | |
| Delaware | 79.9 | 20.2 | 23.3 | 51.4 | 63.8 | 47.2 | 2.6 | |
| District of Columbia | 85.3 | 17.1 | 44.5 | 58.1 | 36.7 | 65.8 | 8.9 | |
| Florida | 89.8 | 20.2 | 24.4 | 41.2 | 37.5 | 39.5 | 9.3 | |
| Georgia | 88.9 | 17.8 | 21.2 | 45.7 | 58.4 | 40.6 | 5.0 | ! |
| Hawaii | 86.5 | 31.4 | 16.8 | 40.1 | 38.4 | 42.6 | 45.7 | |
| Idaho | 91.2 | 17.0 | 19.0 | 38.1 | 27.2 | 39.5 | 2.6 | ! |
| Illinois | 89.5 | 16.5 | 18.9 | 30.4 | 27.9 | 26.2 | 2.7 | |
| Indiana | 87.3 | 14.8 | 22.1 | 32.2 | 30.4 | 32.6 | 1.5 | ! |
| Iowa | 90.5 | 10.1 | 20.3 | 37.9 | 33.8 | 33.4 | # | |
| Kansas | 90.5 | 15.7 | 14.8 | 30.2 | 24.3 | 28.4 | # | |
| Kentucky | 85.0 | 34.0 | 28.9 | 40.4 | 49.1 | 41.6 | 9.2 | |
| Louisiana | 74.4 | 11.7 | 9.8 | 25.3 | 25.7 | 34.8 | 8.4 | |
| Maine | 83.1 | 12.8 | 40.7 | 46.4 | 38.6 | 56.8 | 1.2 | ! |
| Maryland | 92.5 | 15.0 | 16.0 | 41.2 | 53.8 | 63.1 | 3.5 | ! |
| Massachusetts | 90.8 | 19.6 | 18.0 | 41.6 | 40.7 | 42.8 | 0.3 | ! |
| Michigan | 82.2 | 14.6 | 21.7 | 41.2 | 39.9 | 38.0 | 6.3 | |
| Minnesota | 85.7 | 18.8 | 25.9 | 40.1 | 31.7 | 29.5 | 5.2 | ! |
| Mississippi | 72.4 | 7.3 | 12.4 | 26.8 | 20.9 | 36.3 | 4.8 | |
| Missouri | 85.0 | 11.1 | 20.1 | 28.7 | 30.7 | 37.7 | 5.0 | |
| Montana | 88.0 | 4.8 | 36.3 | 30.1 | 29.2 | 26.4 | 1.6 | ! |
| Nebraska | 81.3 | 17.7 | 32.2 | 26.8 | 33.1 | 18.2 | 0.8 | ! |
| Nevada | 86.9 | 11.8 | 27.8 | 33.3 | 50.1 | 29.7 | 16.8 | |
| New Hampshire | 91.6 | 25.4 | 38.7 | 48.9 | 46.7 | 36.7 | # | |
| New Jersey | 86.0 | 12.3 | 19.5 | 40.1 | 56.6 | 25.3 | 0.9 | ! |
| New Mexico | 84.5 | 16.6 | 22.4 | 48.7 | 42.3 | 41.3 | 3.0 | ! |
| New York | 90.6 | 20.1 | 32.3 | 54.0 | 64.2 | 41.1 | 2.7 | ! |
| North Carolina | 87.7 | 19.7 | 15.7 | 44.8 | 40.4 | 53.7 | 4.7 | |
| North Dakota | 84.5 | 7.2 | 21.1 | 18.0 | 17.4 | 11.7 | 0.5 | ! |
| Ohio | 93.0 | 16.8 | 16.4 | 35.0 | 35.8 | 35.3 | 2.4 | ! |
| Oklahoma | 86.8 | 7.0 | 8.5 | 21.2 | 17.5 | 10.2 | 3.7 | |
| Oregon | 84.1 | 17.7 | 44.1 | 28.4 | 17.8 | 36.6 | 2.4 | ! |
| Pennsylvania | 92.0 | 19.3 | 21.5 | 36.4 | 42.7 | 36.7 | 2.1 | ! |
| Rhode Island | 87.3 | 20.9 | 23.7 | 38.9 | 49.5 | 44.6 | 2.5 | ! |
| South Carolina | 82.9 | 17.3 | 16.1 | 32.0 | 25.0 | 39.8 | 6.1 | |
| South Dakota | 91.6 | 12.7 | 29.2 | 20.2 | 17.6 | 25.6 | 1.7 | ! |
| Tennessee | 85.1 | 12.6 | 18.7 | 21.5 | 21.4 | 22.7 | 5.3 | |
| Texas | 82.2 | 11.6 | 11.3 | 35.1 | 26.2 | 32.6 | 5.0 | |
| Utah | 77.6 | 10.8 | 15.1 | 44.0 | 28.4 | 32.3 | 9.4 | |
| Vermont | 84.4 | 21.8 | 58.2 | 50.5 | 42.3 | 51.3 | 1.3 | ! |
| Virginia | 89.1 | 22.1 | 23.2 | 43.3 | 57.1 | 39.8 | 2.5 | |
| Washington | 87.3 | 17.4 | 39.6 | 41.5 | 34.8 | 51.6 | 1.4 | ! |
| West Virginia | 87.4 | 10.2 | 9.3 | 24.7 | 35.3 | 22.6 | 2.7 | ! |
| Wisconsin | 85.0 | 21.5 | 25.4 | 45.0 | 53.9 | 32.2 | 2.2 | ! |
| Wyoming | 74.1 | 16.9 | 31.3 | 33.7 | 35.2 | 35.6 | 2.3 | ! |
| # Rounds to zero. |
| ! Interpret data with caution. The standard error for this estimate is equal to 50 percent or more of the estimate's value. |
| NOTE: The Schools and Staffing Survey School questionnaires define block scheduling as the scheduling of class periods to create extended instructional blocks of time. Schools may choose more than one method to organize classes or student groups. |
| SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, Public School Data File, 2003–04. |
|
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