The Effects of Block Scheduling - school schedules

School Administrator, March, 1999 by Michael D. Rettig, Robert Lynn Canady

Michael Rettig

Robert Lynn Canady

What We've Learned About Block Scheduling

Based on our review of the available research and our experience working in hundreds of schools across the nation, we have made the following 12 findings:

* The two major types of block scheduling that have developed in high schools throughout the United States are the alternate-day schedule (A/B schedule) and the 4/4 semester schedule. A few schools have developed modifications of a trimester block, but that format is not common.

* Ample data support the fact that schools experiencing the most success with block scheduling involved teachers, students and parents in the decision to change the schedule.

* The majority of administrators, teachers, parents and students support block scheduling after at least two years of implementation.

* A block schedule changes the school environment positively, especially in the form of fewer disciplinary referrals to the office and less tardiness. In general, the school day becomes less stressful for both teachers and students.

* The A/B schedule is much easier to implement than the 4/4 schedule because the A/B schedule has fewer political and administrative problems.

* Few schools have successfully implemented a pure 4/4 block schedule in which students take four classes, each running for about 1 1/2 hours, per semester. In most cases, schools using a 4/4 schedule have made modifications to accommodate year-long classes in band and Advanced Placement courses. The most practical adaptation involves using an A/B format embedded in the 4/4 schedule for such courses.

* For maximum student success, 4/4 schools should provide students with a balanced load of classes each semester.

* The 4/4 schedule provides greater instructional flexibility than the A/B format. In the 4/4, students may repeat failed classes and still graduate with their class, and high achievers may complete eight sequential courses in mathematics or foreign language during four years of high school.

* Staff development is critical for successful implementation of any block scheduling model. Teachers must have multiple opportunities to develop active teaching strategies in their various disciplines. Lecturing for large amounts of time becomes a major problem with any block schedule.

* Whether block scheduling helps or hinders student achievement on standardized tests remains an open question. Many individual schools have reported gains. Larger studies in both Canada and the United States have reported conflicting results.

* Few schools to date have returned to the single-period schedule after adopting the A/B or 4/4 block. Only one of the 201 schools that implemented a block schedule in Virginia during the last nine years has returned to a traditional schedule.

* Evidence suggests that schools are more likely to move from an A/B schedule to the 4/4 model than they are to move from the 4/4 to an A/B schedule.

Michael Rettig

Robert Lynn Canady

Additional Resources on Block Scheduling

Co-authors Michael Rettig and Robert Lynn Canady recommend the following resources for learning more about block scheduling.