While the discussion carries on about the pros and cons of a block versus traditional schedule for high school students, there are several substantial benefits to consider when making the switch to block or staying the course with it. A block schedule is not just about student performance on standardized tests; the evidence for using a block to improve achievement demonstrates mixed results. The reasons to change to a block schedule (or maintain it) go well beyond outcomes, and many of the quantifiable results from the research ignore longer term impact after graduation as well as teacher and student perceptions of the benefits. The following three advantages are simply unattainable using a traditional schedule and should be seriously considered in the debate.  

Project-Based Learning

Maybe the better question regarding the outcomes of a block schedule is not to study the block itself but what schools do with the time when they modify the schedule to include longer blocks. For example, when implemented well, project-based learning (PBL) provides a more rigorous experience for students than reading from a textbook or listening to a lecture. Some studies indicate that PBL improves student achievement and instills critical thinking skills and other important competencies. Solving complex problems in a hands-on working environment is not as feasible in a traditional schedule. The block period, on the other hand, facilitates the time necessary to unpack tools, grapple with problems, build and create solutions, and work in teams. 

Work-Based Learning

Work-based learning (WBL) is an increasingly popular feature of many programs. While WBL has traditionally been implemented in career and technical education (CTE) programs, it now spans many pathways outside of CTE. WBL strategies are being discussed and applied on a continuum from early grades (K-5) through middle school and high school as well as in colleges and universities. From guest speakers who can relate the classroom content to their career to paid internships connected to pathway courses, WBL helps schools with rigor, relevance, and skill development where classroom instruction alone falls short. The block schedule, whether 4X4 periods or A/B alternating days, allows students the flexibility to experience WBL through an in-school virtual format, field trips, on-the-job training, job-shadowing, and real work experiences. The block allows students to spend more time in school on work-related assignments and spend time out-of-school without missing too much content. Without the structure of a block schedule, WBL becomes very hard to facilitate without tons of excused absences, leaving students and teachers anxious about the content.  

College and Career Readiness

Life outside of school and after graduation is not confined to strict and neat short bursts of time dedicated to individual activities and subjects. That’s why the block schedule, even with its shortcomings, should also be considered a college and career readiness (CCR) strategy. While it doesn’t perfectly mimic a college student’s schedule or the complexities of a workday in any specific role, the longer blocks of time are more closely related to college and career experiences. The A/B model, with its every-other-day construct, is as similar to a college student’s schedule as a high school schedule is likely to get. Beyond the academic utility of the block schedule, the usefulness for postsecondary preparedness holds as much value as anything else it might provide. It’s hard to say that we’re working to prepare every student for life after high school and then run them through 7 consecutive 40-minute periods of different subject matter with as little as 3-4 minutes in between when there aren’t many (if any at all) colleges, universities, or businesses that do the same.      

Conclusion 

There are just too many reasons to implement a block schedule than to stick with the traditional model, including the increased amount of time that teachers get for planning and collaboration. Sophisticated lesson plans, professional learning communities (PLCs), data discussion, and more all take time that traditional planning periods don’t provide. In fact, both the National Education Association and The School Superintendents Association support block scheduling to combat stress in schools, improve climate, and increase the number of courses and credits available for students to take. Although the block schedule is superior in many ways, it should be noted that it takes vision, communication, and teacher development to do well. Just switching to a block, doesn’t mean that we’ll see an increase in PBL, WBL, or CCR–that takes leadership, training, resources, and tools to truly come to fruition. 

If you’re interested in thought leadership around the change from a traditional to a block schedule in your school or district as well as the benefits discussed above, schedule your free 30-minute consultation with one of our experts today.