Block Scheduling Is More Beneficial for High School Students

Question

This article, published by the National Education Association, claims that the block schedule (A/B days with 80-90 min classes) is more beneficial to high school students' psyche as it allows for more flexibility in their school day. Traditionally, high school students stuck to a the same schedule every day with multiple classes and 40-50 min class times. 

"Pope says a block schedule creates a "saner school day" by slowing down the pace, reducing homework and freeing up more time for hands-on learning and collaboration"

Answer 1

A report done by Karen Irmsher concluded that though there are disadvantages to the block scheduling system, such as requiring the teachers to change their curriculum and an opposition to the change, there were numerous benefits to the new system. Some of the benefits included "a more relaxed school atmosphere, improved student attitudes, improved student-teacher relationships, decreased dropout rates, decreased absenteeism, a dramatic drop in disciplinary problems, and accelerated student progress" ("Block Scheduling in High Schools"). Overall, the benefits seem to outweigh the disadvantages, and the article also suggests actions people could take to create a smoother transition into the block scheduling system. 

ERIC - ED399673 - Block Scheduling in High Schools., OSSC Bulletin, 1996-Jul

Answer 2

Block scheduling certainly has its benefits. It allows for teachers to have more time with their students at once. They are able to be more hands on and work with their students more. It also allows for a smoothing day. Less passing periods and more class time. However, blocking allows for less breaks. It forces students to utilize longer attention spans. This may cause them to take in less of the information that they are given. Movement and mental breaks are very necessary to reset and get ready to focus again. It is especially important for young kids. An article on the importance of brain breaks states that brain breaks are "meant to be quick and easy-a short break anywhere from three to five minutes can be enough to reset the mind and get students ready to learn." Brain breaks are important to students so that they can keep good focus. 

https://www.panoramaed.com/blog/brain-break-ideas

Comments

I like how you explained both the positives and negatives of block scheduling instead of just picking one side. Your point about attention span and needing breaks is really important. I also think your source about brain breaks helps support that, since research shows short breaks can actually improve focus and productivity, not hurt it . One thing you could add is how this connects directly to block scheduling—like whether longer classes include those breaks or not. Overall though, your argument is really balanced and makes sense.

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I think focusing on the positives and negatives here is really important. Certainly, block scheduling can be efficient, but it might not be the same for each student, and that's something districts should keep in mind when debating the transition. I think something you could include is an example of how a brain break could be included in block scheduling to persuade people who might be on the other side of the fence about it.

Answer 3

I found this study from 2022 that found that high school students found block scheduling to be helpful in preparing them for college. The study says "all focus group and individual survey participants indicated that they supported and would recommend block scheduling for all." This study supports the claim that block scheduling is more beneficial for high school students.

https://scholar.stjohns.edu/cgi/viewcontent.cgi?article=1447&context=theses_dissertations

Answer 4

This article's claim that block schedules are more beneficial for high school students seems to be true. The word "beneficial" is pretty broad and can apply to a lot of different parts of students' lives, so it can't fully be proven true. This claim is relating it mostly to stress caused by hectic schedules with 8 classes in a day, and the article is claiming that block schedules work to alleviate that stress. The article itself was published by the National Education Association, a known organization that is pretty reliable as a source. All the sources within the article were primary and quotes were directly taken from them. They included teachers who were interviewed about the change in schedule at their school, founders of education programs/organizations, and other experts, so there is no other direct article to fact-check. After looking up articles with similar claims, there seems to be a consensus that the slowed schedule creates less homework, more time for student and teacher engagement, and more efficiency/effectiveness in the curriculum, all of which create less stress for students, which supports this claim.

https://educationadvanced.com/resources/blog/the-block-schedule-system-7-pros-and-3-cons/

https://www.oxfordlearning.com/causes-of-school-stress/

Answer 5

This claim is partly true but somewhat onesided. The article comes from the National Education Association, which is a reliable source, but they also support certain education policies, so they mainly focus on the benefits.

Block scheduling can be helpful because it gives students longer class periods, less homework, and more time for activities like discussions or labs. Some studies support this and say it can improve engagement.

However, there are also negatives. Students might forget material more easily since classes don’t meet every day, and longer periods can lead to losing focus if the class isn’t structured well. Also, test scores don’t always improve with block scheduling.

Conclusion: Block scheduling can be beneficial in some cases, but it is not always better for all students, so the claim is only partly true.

Answer 6

1. Write a brief overall summary of your findings.

The article's main claim isn't impossible but is overstated. The article looks extensively on one opinion rather than direct research, and other evidence provides a more mixed answer.

2. What primary sources did you find (e.g., transcripts, videos of politician speeches, tweets from public figures, scientific studies)? For each source, write at least one or two sentences explaining what you learned. Include all links.

Using Georgia Student Health survey data with 16,730 students, a study found block schedules were associated with lower overall stress, less depression and anxiety, and fewer suicidal thoughts and attempts compared to traditional schedules. This supports the articles claim. https://www.jaacap.org/article/S0890-8567(24)01797-0/fulltext

3. What secondary sources did you find (e.g., newspapers, magazines)? Only use secondary sources if sufficient primary sources are not available. For each source, write at least one or two sentences explaining what you learned. Include all links.

A review found that most studies on block schedules show mixed or inconclusive results, and that there's not enough evidence to state the advantages outweigh the costs of an opposing schedule. https://today.uconn.edu/2024/01/around-the-block-evaluating-school-schedules/

4. What potential biases or interests might each of your sources have?

Potential biases could be the NEA, which is a teacher's union, not a research body, Denise Pope, who was quoted, may have directional bias as she's co-founder of a non-profit dedicated to reducing stress through school reform, and the JAACAP study, which is limited to just Georgia schools.

Answer 7

I found a scholarly, peer-reviewed article titled “Block Scheduling and Its Gift of Time: A Comprehensive Review” (Morris, 2022). This is a secondary source that summarizes multiple primary studies. The claim that block scheduling is more beneficial for high school students is not necessarily true, as it depends on how “beneficial” is defined; does it refer to academic performance, student well-being, or both? The article suggests that block scheduling can enhance the classroom experience for students, but this does not guarantee higher academic performance. It highlights the benefits of longer class periods, which allow teachers and students to conduct more in-depth lessons, activities, and projects. Surveys cited in the article indicate that students generally prefer block schedules because they have fewer classes per day and can engage more deeply with specific subjects. The review also notes that schools using block scheduling often experience fewer disruptions and disciplinary issues due to reduced transitions between classes. However, while block scheduling helps manage and improve instructional time, research does not show that schools that use a block schedule receive higher standardized test scores compared to those that do not use a block schedule.

“Evaluations of schools that adopted block schedules in the 1980s and 1990s reported both positive and negative findings. In a report prepared by the Center for Applied, Research and Educational Improvement at the University of Minnesota, high schools using block schedules show improvements in such areas as student behavior and discipline, student attitudes toward school, teachers’ collaboration, and levels of teachers’ stress” (p. 62).

https://files.eric.ed.gov/fulltext/EJ1356890.pdf