By Aaron Strow
As the third week of the school year has officially ended and students are acclimated to their schedules, the main question school administrators are pondering is whether or not the block system is actually effective for student development. While some students think the block schedule creates an insufficient learning environment or overly long periods, I believe this structure gives students more freedom and time to complete homework, reducing stress and fostering a greater sense of community.
It is undeniable that the idea of longer periods last year was met with immense skepticism. Moreover, the option between the snake schedule, which offered around 5-6 classes that would rotate on an A, B, C, D day scale, and the idea of block scheduling, proposing 4 classes with an 80-minute duration, was already stressful for the student body.
Additionally, the introduction of prolonged periods has the potential to be damaging to the information retention of students. A 2022 study by Courtney Huebner at Dordt University highlights this damage saying ”Students may go several days without experiencing certain subjects, which can be detrimental in areas like mathematics or foreign languages that require consistent practice.”
However, I firmly believe that block scheduling has been successful in allowing for deeper learning, hands-on activities, and fewer classes to manage in one day. For example, it is evident that 80 minute periods have resulted in more time for students to understand concepts, and to ask teachers specific questions that otherwise would have to be answered the next day.
According to The School Superintendents Association, reports and dissertations say that “students’ grades improve and the number of students on the honor roll increases” in schools that have implemented the block schedule. Moreover, case studies have also been done, showing that the number of disciplinary actions have been reduced, with the typical reduction lying between 25 and 50%.
Joseph Brandstaedter, a junior at Irvington High School, perceived the block schedule as “a great replacement to the short, 40 minute periods”, emphasizing that now he is able to “complete homework in less time than ever”.
Furthermore, for Juniors and Seniors who have been in the school for more than two years, the implementation of no substitute teachers and allowance to leave the school has granted upperclassmen greater independence in where they eat, study, or travel during the free blocks.
According to expert Michael Rettig, in the previously mentioned report for the School Superintendents Association, he thought teachers felt stress near the beginning of the year but “eventually, both teachers and students report school becomes less stressful.”
Overall, block scheduling is a new addition to the school that could warrant stress and lessen attention spans; however, I believe that this change is a catalyst to a relaxing, independent and uncomplicated school year.
