Educational Research

Block Scheduling

Question: What are the effects of Block Scheduling?

Summary of Findings: Results of transitioning from traditional to block scheduling are mixed. Some studies indicate no change in achievement results, nor change in teachers’ opinions about instructional strategies. Other studies show that block scheduling doesn’t work well for Advanced Placement or Music courses, that “hard to teach” students don’t do as well, and that achievement in some subjects declines (e.g. mathematics conceptual understanding). Other studies indicate improved attitude of teachers and students, improved achievement scores in all subjects, reduced behavior and attendance problems, improved implementation of inclusion practices, improved integration of technology, higher number of credits earned by students. The positive impact of block schedule seemed to hinge on changes to instructional strategies that engaged more learners, and teachers’ receiving adequate training in implementing appropriate instructional strategies.

Major Findings and Conclusions:

Shifting from a traditional schedule to a block schedule had the following effects:

  • Improved achievement scores in most subjects in most studies
  • Fewer discipline and behavior problems
  • Increase in credits earned by students
  • Students could retake failed courses
  • Improved attendance
  • Improved school climate
  • Improved teacher attitudes
  • Improved student attitudes
  • Improved implementation of inclusion
  • Challenges implementing music and advanced placement courses
  • The following elements were critical to successful implementation of block scheduling:
  • Appropriate instruction
  • Clear goals for student learning
  • Enhanced professional development opportunities for teachers
  • Appropriate subject material
  • Planning
  • Master schedule
  • Teacher leadership
  • Monitoring
  • Alternative scheduling for some programs (AP, Music, etc.)

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    As required by Title VI of the Civil Rights Act of 1964, Section 504 of the Rehabilitation Act of 1973, Title II of the Americans with Disabilities Act, Title IX of the Education Amendments of 1972, the Age Discrimination Act of 1975, and the Americans with Disabilities Act of 1990, the Glynn County School System does not discriminate on the basis of race, color, national origin, sex, age, or disability in admission to its programs, services, or activities, in access to them, in treatment of individuals, or in any aspect of their operations.

    The Glynn County School System offers career and technical education programs at Brunswick High School, the Golden Isles College & Career Academy and Glynn Academy. These programs are designed to prepare youth for a broad range of employment and further education opportunities and are offered under the guidance of certified teachers. The following programs are being offered this year: Agriculture, Food & Natural Resources; Construction; Arts, A/V & Technology & Film; Graphic Design & Communications; Business Management & Administration; Education & Training; Finance; Health Science; Hospitality & Tourism; Marketing; Family & Community Services; Information Technology (Digital Design, Computer Programming); Metals (Welding, Precision Machining); Science, Technology, Engineering, Mathematics (STEM); Transportation, Distribution & Logistics; and Collision Repair.

    All career and technical education programs follow the system’s policies of nondiscrimination on the basis of race, color, religion, national origin, sex, age, and disability in all programs, services, activities and employment. In addition, arrangements can be made to ensure that the lack of English language proficiency is not a barrier to admission or participation.

    For general information about these programs, contact:

    Senetra S. Haywood, Director
    Career and Technical Education
    Glynn County Schools
    Golden Isles College & Career Academy
    4404 Glynco Parkway
    Brunswick, GA 31525
    (912) 267-4100 ext. 1512
    shaywood@glynn.k12.ga.us