Block Scheduling--look before you leap

Among secondary schools, block scheduling is one of the hottest reforms of the day. According to some estimates, between 25 percent and 40 percent of U.S. high schools are already using or experimenting with block scheduling, and its popularity appears to be growing.

Block scheduling is the process of restructuring the school day into fewer classes that run for longer periods--typically four 90-minute periods--instead of the traditional six to eight classes per day. Although there are many variations, there are two basic block scheduling models in wide use across the U.S. and Canada.

The most common model is the "Four-by-Four." Students attend at least three academic courses daily, spending one period (about 90 minutes) in language arts, a second period in math and a third in either social studies or science. The social studies/science block is rotated every other day, every other unit, by semester, or on some other basis. Physical education, music and elective courses are taken during the fourth period.

The other basic model is the "Alternate Day." Students meet with teachers every other day for periods of 80 to 120 minutes. Other names for this model include A/B, Odd/Even or Day 1/Day 2.

Despite its popularity, very little is known about the effect of block scheduling on student achievement, notes a recent AFT report on improving low-performing high schools. Advocates cite the successes of individual schools, some of which report sharply higher grades and test scores, reduced disciplinary problems and increased graduation rates. Opponents note that many schools also report negative results and point to a few Canadian studies that show declines in student achievement. While no study is considered definitive, two of the most interesting--a large study by the Canadian Ministry of Education and Training and one by the College Board in relation to performance on advanced placement tests--show no impact on student achievement.

When districts seek to improve the performance of a high school, especially one under pressure to boost achievement, block scheduling frequently is "a big-ticket item on the table," says Burnie Bond, assistant director in the AFT educational issues department. But policymakers must understand that block scheduling is simply a tool to help implement a comprehensive plan for improving instruction and curriculum, she warns, and block scheduling should not end up "being the reform itself, instead of the tool."

The pros...

• Students can study and learn subject matter in greater depth.
• Instruction is less fragmented, with greater time for serious discussions, cooperative activities, labs, group work and projects.
• It allows for extended and variable instruction for students who may need additional support or have difficulty learning in short "sound bites."
• If structured correctly, teachers work with fewer students at a time, allowing for more personalized instruction and an improved school atmosphere.
• The usual 50-minute teacher preparation period is almost doubled to 90 minutes, allowing for honing of lessons, more collaboration with colleagues and more time to work in one-on-one sessions with students.
• The number of times that thousands of teenagers are released into narrow hallways is reduced with fewer class changes, thus cutting down on discipline problems, noise and stress.

...and the cons

• Cognitive science shows that regular review, spaced out over a long period of time, is beneficial to long-term memory of subject matter. Block scheduling diminishes opportunities for review, especially where "year-long" courses are compressed into a single semester. Thus, the practice may actually serve to diminish student performance.
• Ninety minutes is a long time to hold students' attention, and few teachers or other instructional staff have been trained in how to use this period of time effectively.
• Student transfers to and from schools with block schedules can be highly problematic; in some subjects, an entire year's curriculum is lost through a mid-year transfer.
• Missing one day of school under block scheduling can be like missing almost a week under traditional scheduling. For students who miss a week due to illness or other problems, catching up may be almost impossible.
• Some block schedules actually result in less instructional time. A 55-minute class that meets five times a week gives the instructor 550 minutes every two weeks, for example, whereas a 90-minute meeting on alternating days for two weeks (five days) gives the instructor 450 minutes.

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American Federation of Teachers, AFL•CIO - 555 New Jersey Avenue, NW - Washington, DC 20001