Effects of Block Scheduling vs Traditional Period Scheduling on the Academic Achievement of Middle School Students

California State University, Monterey Bay California State University, Monterey Bay

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Effects of Block Scheduling vs Traditional Period Scheduling on Effects of Block Scheduling vs Traditional Period Scheduling on

the Academic Achievement of Middle School Students the Academic Achievement of Middle School Students

Katelyn Olsen

California State University, Monterey Bay

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Achievement of Middle School Students" (2020).

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Running head: BLOCK SCHEDULING VS. TRADITIONAL SCHEDULING

Effects of Block Scheduling vs Traditional Period Scheduling on the Academic Achievement

of Middle School Students

Katelyn Olsen

Spring 2020

Senior Capstone

California State University, Monterey Bay

BLOCK SCHEDULING VS. TRADITIONAL PERIOD SCHEDULING

Abstract

The way school is structured plays a major role in the academic achievement of middle

school students. Scheduling systems like block scheduling and traditional period

scheduling have played major roles on how students throughout the world are making the

transition from elementary school to high school. While the academic achievement of

middle school students is based on a collection of things, this senior capstone research

project will explore how block scheduling vs traditional period scheduling affect the

academic achievement of middle school students. The purpose of this project is to see the

answer to the best scheduling system for middle schools based on the perceptions of

students, teachers, and administrators along with some recommendations as on how to

best accommodate middle school students to maximize their learning.

Keywords: Block scheduling, traditional period scheduling, academic achievement.

BLOCK SCHEDULING VS. TRADITIONAL PERIOD SCHEDULING

Introduction and Background

Middle school is meant to be a transition period between the scheduling of

elementary classrooms to the scheduling of high school classrooms, but what is this

transition doing to the academic achievement of these middle school students? “As we

attempt to understand scheduling and its impact on the achievement of the middle school

child, it is important to first understand what it is to be a middle school child. The middle

school child is unique. Changes in physical growth, social skills, language, and cognitive

development impact both the classroom and the playground” (Falk, et al, 2009, p.7). Middle

school students are not only transitioning in higher education, but are also learning about

the type of people they want to be and present as in this society. With this in mind, it is

important to look at the transition they are making academically and socially, and how

educators can best create a scheduling system to facilitate a continuance of academic

achievement as their students grow.

Block scheduling, an alternative form of scheduling based on the idea of creating

longer class periods alongside either an alternating day system or alternating semester

system, has been in existence since the late 1960’s, but it became a viable scheduling model

in the late 1980’s in response to the literature on cognition supporting deeper learning by

students who have uninterrupted interactions with their subject matter (Cobb, 1999).

Because of this literature, the development of the argument between block scheduling and

traditional period scheduling at a secondary education level was sparked for another

possible option for scheduling. Both current and past research shows that scheduling

systems among middle school students’ academic achievement is determined by subject

and the flexibility that subject holds.

BLOCK SCHEDULING VS. TRADITIONAL PERIOD SCHEDULING

The primary question I pose to answer in my research is: How does block scheduling

vs. traditional period scheduling systems affect the academic achievement of middle school

students? Related questions are: What does the literature say about the effects of block

scheduling vs. traditional period scheduling systems on the academic achievement of middle

school students? Are there school policies and procedures on the scheduling systems for

students in schools? How do districts implement their scheduling systems to maximize their

students learning? What do in-service teachers think about the effects of both scheduling

systems on the academic achievement of their students? Which is the better scheduling

system? What could be done for school districts to adopt the best scheduling systems for their

students that eventually would result in their students’ academic achievement?

My interest in this topic stems from personal curiosity in how to better educational

scheduling systems at a middle school level to better cater to student’s needs after

experiencing over 50 hours of service in various schools in the Monterey area through

California State University, Monterey Bay’s service-learning institute. As an educator it is

incredibly important that you are able to provide all the tools for your students to succeed,

at a traditional period scheduling, it is virtually impossible due to lack of teaching time and

support. This senior capstone should be of interest to students, teachers, and the school

districts that serve our community help improve the academics of middle school students.

BLOCK SCHEDULING VS. TRADITIONAL PERIOD SCHEDULING

Literature Review

There are many benefits to evaluating the scheduling systems within schools, most

important being the success of students. While block scheduling and traditional period

scheduling both serve this purpose, it is important for educators to look at these systems

and decide which would best serve the overall academic and social success of students in a

school. The following literature review will explore the historical background of each

scheduling system, their effects on the academic achievement of students, and which

system is best suitable for the academic achievement of middle school students.

Traditional Period Scheduling

The traditional period scheduling system supports a six to eight class schedule, each

class consisting of 45 minutes. For students, this is the point in their educational careers

where they transition from one classroom all day long to six or eight classrooms with little

time to get to where they need to go. This schedule also creates a problem for teachers

because it creates a learning environment that only supports teaching to the text.

The eight-period day also brings with it scheduled transitions, which create a

breeding ground for trouble between classes. And within classes, any time taken out

for discipline purposes takes away valuable time from instruction (Which often

doesn’t exceed forty-five minutes) (Derouen, 1998, p.2).

This transition is not impossible, as the traditional period scheduling system is the

standard in most schools, but this adjustment has major effects on how students are

learning how to navigate their new schedules in schools they are new to alongside the

requirement to be able to transition to a new part of their campus every 45 to 50 minutes.

Block Scheduling

The block scheduling system became popularized in school systems in the late

1980s as a means to provide an alternative schedule to the traditional period system. The

BLOCK SCHEDULING VS. TRADITIONAL PERIOD SCHEDULING

block system can be defined as the arrangement of a school’s schedule into longer and

more flexible time frames than the traditional 40-55-minute period (Brown, 2001). This

scheduling system can come in three forms: the 4X4 semester block, alternating-day (A/B)

block, and flexible interdisciplinary block.

The most common of block schedules would be the 4X4 semester block. This block

varies by semester, this means that students would have the same four classes each day for

a semester and then switch to a new set of four classes for the second semester (Falk, et al,

2009). These classes would consist of two core classes and two elective classes at 80 to

100-minute intervals. This time for classes allows for teachers to explore hands on

assignments and to make personal connections with their class. While this seems like an

effective way to run classes, Hackmann (2002) explains that this system is not compatible

with middle school students based on a potentially fatal flaw to the scheduling system,

... this model renders it virtually impossible to deliver an interdisciplinary

curriculum that promotes the integration of the core disciplines of language arts,

social studies, mathematics, and science...teachers would have an exceedingly

difficult time demonstrating connections between the four core disciplines when

students are only enrolled in two each semester… (p.25)

And so, this system is considered for a high school curriculum rather than middle school

since a middle school curriculum is supposed to articulate the mastery of basic skills and

the time between classes due to the semester switch over would become void as the

semesters continued on.

Alternating-day or A/B scheduling consists of a similar schedule to the 4X4

scheduling system, but rather than adjusting this schedule by semester students have the

standard six to eight classes shown in the traditional period schedule. These classes are

then split into alternating days so students are only attending four classes per day

BLOCK SCHEDULING VS. TRADITIONAL PERIOD SCHEDULING

(Hackmann, 2002). Both Hackmann (2002) and Falk (2009) have discussed this type of

scheduling and its impact on middle school students looking at both positive and negative.

Hackmann (2002) states the advantages of alternating day blocks as a means for teachers

to design lessons that will actively involve students in their continued learning. This also

promotes an environment where students can concentrate on few subjects per day creating

an atmosphere where students are more likely to engage in the subject matter. Falk and

authors (2009) argue that the alternating block schedule is often criticized because

teachers are more likely to spend more time reviewing at the beginning of class rather than

attempting new information right away because of the full day break in between class

sessions.

Lastly, the flexible interdisciplinary block; this block scheduling system has been

inserted into schools since the 1980s. what this block scheduling system does, is combine

two class periods into one; i.e. language arts and social studies or mathematics and science.

Brown (2001) defends this block scheduling for middle school students:

The flexible interdisciplinary block schedule is suggested as the most appropriate

model for middle school level schools...teams of teachers are provided with large

blocks of time that they may arrange into any configuration each day based on the

type of interdisciplinary planning and learning in which students are engaged

(Brown, 2001, p. 5).

A flexible interdisciplinary block allows students to create connections with their peers and

teachers through thoughtfully planed out lessons and hands on interactions in a class

period that would typically only allow for lecture. Meaning, this scheduling system allows

for middle school students to appropriately transition from a single classroom setting to a

multiple period classroom setting by allowing students the opportunity to have the

combination of stability and transition.

Compared Schedules and Teacher Perspective

BLOCK SCHEDULING VS. TRADITIONAL PERIOD SCHEDULING

Teachers take on all the struggles middle school students face in the transition from

elementary school to their new middle school classrooms, so they must learn how to best

facilitate that transition to continue the academic achievement of their students as they

navigate their educational careers. On the subject of the traditional period scheduling

system, Derouen (1998) argues, ““...the traditional eight-period schedule in itself promotes

a negative school culture. Seeing up to 180 children, teachers have difficulty bonding with

each child individually, a situation that depersonalizes the teacher/student relationship”

(Derouen, 1998, p.2). A traditional period schedule allows for very little models of teaching,

and thus the most common way to produce the subject matter is through lecture. While

lecture is an important part of the learning process and taking in information, teachers

know that keeping their students engaged in this type of environment is nearly impossible.

Falk and authors (2009) support this fact:

...teachers struggle to meet daily objectives in forty to fifty-minute

intervals...because lecture is the most efficient way in which to provide large

quantities of information to students in a short time, teachers teaching in a

traditional forty to fifty-minute period don’t often have the opportunity to engage

learners” (p.12).

While, it is not impossible for teachers to make connections with students to the

curriculum through lecture, students are less likely to retain lecture heavy course work for

all eight of their lecture heavy classes.

When looking at how teachers are presenting block scheduling in their classrooms,

it is important to think about what exactly they have been trained to do to facilitate this

type of learning environment, thus looking at team planning among teachers is an

important step in presenting a block to their students. In Bruckner’s (1997) article

“Eavesdropping on Change: Listening to Teachers During the First Year of an Extended

Block Schedule,” they noticed that once a type of rubric for student outcomes was

BLOCK SCHEDULING VS. TRADITIONAL PERIOD SCHEDULING

developed among teachers in the areas of intent to learn, safe learning environment, willing

to participate, and independent worker, teachers were able to evaluate and support a

multitude of student’s abilities for academic achievement:

Discussion about block scheduling per se lessened throughout the year, while discussion

about improving student learning increased. On the journey, teachers began to talk openly

about what worked and what didn’t work in their classrooms...they were renewed by the

focus on rubrics not only for their students, but for themselves (Bruckner, 1997, p.51).

Teachers care deeply about the academic achievement of their students. Teachers, who have

experience with block scheduling in any form, have had the ability to adapt their lesson

plans for all types of students learning styles because they had the ability to plan for longer

periods and hands on learning. Bohince (1996) discusses the flexibility of teachers and the

importance of timeliness in how different types of curriculum are presented in a four-by-

four block based on the idea that there are different expectations for learning in a longer

class period. Students have the unique ability to learn how to use facts to solve problems

and evaluate research in assessment activities.

Methods and Procedures

This senior capstone was proposed to answer a number of questions about the way

middle schools decide to set their class scheduling systems. Primarily, I was able to gather

information from peer reviewed articles written by experts in the field from around the

United States that examined the major styles of block scheduling and the effectiveness of

these scheduling systems on students and teachers lives. On top of the literature review, I

had planned on creating an anonymous poll (Appendix 1: Online Poll to Middle Schools in

Monterey County) to be sent out to middle schools within Monterey county that follow

both traditional and block scheduling systems to gain data from teachers on their personal

BLOCK SCHEDULING VS. TRADITIONAL PERIOD SCHEDULING

insight as to which system is better and how they run their classrooms within these

systems to produce effective student academic achievement.

I then evaluated the bell schedules of each middle school with in the Monterey

Peninsula Unified School District: Dual Language Academy, Los Arboles Middle School,

Seaside Middle School, and Walter Colton Middle School (Appendix 2,3,4, &5) to see what

types of schedules are in place within the district. Three of the four middle schools

participated in the traditional period scheduling system and one participated in the block

scheduling system.

Results, Findings, and Discussion

What does the literature say about the effects of block scheduling vs. traditional period

scheduling systems on the academic achievement of middle school students? While doing

research on the effects of block scheduling vs. traditional period scheduling systems within

middle schools it became clear that there are limitations to both systems due to the

inconclusively of whether or not either system has the ability to support the best academic

achievement results from students. Peterson and authors (2000) discuss that while a block

schedule has not necessarily improved the ability for students to perform on standardized

tests, “The previous model of teaching, namely the teacher providing information and students

remembering it for the quiz or test, is gradually being replaced. The block schedule is moving us

toward learning that is authentic and skill-based and thus less subject to measurement by the

remembering of facts” (Peterson, et al, 2000, p. 9). This meaning, that there are a multitude of

ways to measure academic achievement among middle school students other than standardized

testing.

BLOCK SCHEDULING VS. TRADITIONAL PERIOD SCHEDULING

The literature also showed that, while both current and past research supports the

involvement of block scheduling at a secondary education level in education today, block

scheduling is not being used to its full potential to support academic achievement. This is due, in

part, to lack of proper teacher training, school organization skills, and curriculum. Hackmann

(2004) examines the ability of schools to perform in their article, “Constructivism and Block

Scheduling: Making the Connection” that this is a common issue for both block scheduling and

the traditional period scheduling system in schools:

...many blocked schools may fall victim to the same problem that has besieged schools

using the traditional model: the schedule’s rigid format does not provide the flexibility to

promote varied teaching/learning activities. Uniform blocks force all disciplines into

larger time frames, even though some subjects actually may benefit from shorter

instructional times (Hackmann, 2004, p.3).

With this in mind, the literature shows that the implementation of a scheduling system in schools

must be well thought out in order to make significant impact on the academic achievement of

middle school students because even the best students, teachers, and administrations could

crumble due to a poorly thought out scheduling system.

Are there school policies and procedures on the scheduling systems for students in

schools? According to the literature, there are no current school policies or procedures on

the scheduling systems for students in schools though the subject has been a common

discussion among teachers and administrators alike on how to get students to actively

respond the curriculum in classrooms. Falk and authors (2009) discuss the importance of

allowing for social interaction and peer relationships within the classroom as a means to

make assignments more impactful on the student brain (p. 8). These types of motivations for

change within the school system allow for teachers and administrators to make decisions for their

BLOCK SCHEDULING VS. TRADITIONAL PERIOD SCHEDULING

students based on the notion of combining the importance of transition and academic

achievement.

How do districts implement their scheduling systems to maximize their students

learning? With respect to MPUSD and the literature, it is clear that many districts continue

to implement the traditional period schedule into their schools. Hackmann (2004) states

another one of the realities of implementing a block scheduling system into schools

“…many educators do not seem to have fully interconnected the dimensions of teaching,

the process of learning, and the organization of the school day…without adequate

professional development, even supportive and well-intentioned teachers may incorporate

ineffective methods” (Hackmann, 2004, p. 2-3). While this implication of the reality of our

current secondary education system has opened up the possibility of failure to evaluate

how to best accommodate student success, it is important to look at what motives districts

have for implementing a certain type of scheduling system. Falk and authors (2009) make a

point from a financial standpoint as to the positives of implementing block scheduling

stating that, administrators would likely not have to hire additional staff with the

implementation of a block schedule because this scheduling system allows for smaller class

sizes and less classroom spaces to occupy.

What do in-service teachers think about the effects of both scheduling systems on the

academic achievement of their students? What is the better scheduling system? In-service

teachers have advantages and disadvantages for both scheduling systems, and while the

data shows that the scheduling system does not have significant impact on academic

achievement from a statistical standpoint, teachers can recognize that block scheduling

allows for a smooth transition into a multiple class schedule. In the article “Block

BLOCK SCHEDULING VS. TRADITIONAL PERIOD SCHEDULING

Scheduling: The Effects on Curriculum and Student Productivity,” Gullatt (2006) suggests:

“Research has indicated that block scheduling may have important nonacademic

advantages, including a calmer school atmosphere, better discipline, and improved student

attitudes” (p. 253). When looking into a scheduling system for the sake of creating the best

possible transition period for middle school student to allow for academic achievement, far

more goes into this idea than simply how these students do on standardized tests and

teachers recognize this for the purpose of creating students who know how to do more

than learn to a test.

What could be done for school districts to adopt the best scheduling systems for their

students that eventually would result in their students’ academic achievement? For districts

to make the decision to adopt the best scheduling systems for their students that would

eventually result in academic achievement, they must first look at how their current system

is affecting students. Brown (2001) argues for block scheduling in the following statement:

“Most of the respondents believe that because students have more time for learning, it

allows for the more opportunities to manipulate ideas, to practice specific content-area

skills, and provides additional reflection time. These activities are likely to engage students,

creating more meaningful learning experiences” (Brown, 2001, p. 8). Districts should take

into account the importance of social interaction, teacher-student connections, and project-

based learning when considering how to best facilitate their students’ levels of academic

achievement because these types of connections to education are what is most important

to student learning and development.

Problems and Limitations

BLOCK SCHEDULING VS. TRADITIONAL PERIOD SCHEDULING

In light of schools closing down due to Covid-19, conducting this senior capstone

research project was not easy. I had planned to interview teachers, and survey both

teachers and students on their recommendations for which scheduling system fits their

school best and what they think would fit them best personally. Unfortunately, I never

received the chance to do so. This leads to reconfiguring my senior capstone research

paper into a literature review on the recommendations of those surrounding this issue.

While this senior capstone research project could have been much more sound

supported by actual data collection from teachers and students, I feel that the literature

speaks for itself as an attempt salvage my topic. My hope for this senior capstone is that, I

will get the chance to further my research on this topic at the graduate education level.

Recommendations

While examining the middle schools in the Monterey Peninsula Unified School

District (MPUSD), all but one of the four schools conducted their scheduling under the

traditional period scheduling system (Appendix 2,3,4, & 5). After a complete literature

review on the positive and negative effects both scheduling systems have on the academic

success of middle school students, it is my recommendation that MPUSD implement block

scheduling into their schools. With this in mind, it is important to look at the transition they are

making academically and socially, and so, allowing educators to create the best scheduling

system to facilitate the continuance of their students’ academic achievement and self-growth is

key.

Conclusion

The effects of block scheduling vs traditional period scheduling on the academic

achievement of middle school students is still a subject with much to be explored. While the

BLOCK SCHEDULING VS. TRADITIONAL PERIOD SCHEDULING

literature on the effects of these scheduling systems on the academic achievement of

middle school students turned up inconclusive as to which scheduling system is better,

block scheduling overall allows for a smoother academic transition for both teachers and

students alike. Middle school students are not only transitioning in higher education, but

are also learning about the type of people they want to be and present as in this society.

And so, through this senior capstone project I discovered, it is important for educators to

look at these systems and decide which would best serve the overall academic and social

success of students in a school.

In completing the literature review and going over the findings, I was able to expose

both negative and positive viewpoints to whether the block schedule or the traditional

period schedule would be the best fit for middle school students. The secondary research

questions served the purpose of explaining why the effects of block scheduling vs.

traditional period scheduling on the academic achievement of middle school students from

the perspective of teachers and administrators would lean towards block scheduling. This

is based on the ideals of project-based learning, and the positive effects it holds on students

and teachers alike.

BLOCK SCHEDULING VS. TRADITIONAL PERIOD SCHEDULING

References

Bohince, J. (1996). Blockbuster Ideas: Activities for breaking up block periods. The Science

Teacher, 63(6), 20-24.

Brown, D. (2001). Middle level teachers’ perceptions of the impact of block scheduling on

instruction and learning. Research in Middle Level Education Annual., 24(1), 1-13.

Bruckner, M. (1997). Eavesdropping on change: Listening to teachers during the first year

of an extended block schedule. NASSP Bulletin, 81(593), 42-52.

Cobb, R. (1999). Effects on students of a 4 X 4 junior high school block scheduling program.

Education Policy Analysis Archives., 7(3), N3.

Derouen, D. (1998). Maybe it's not the children: Eliminating some middle school problems

through block support and team scheduling. The Clearing House: A Journal of

Educational Strategies, Issues and Ideas, 71(3), 146-148.

Dibiase, W., & Queen, J. (1999). Middle school social studies on the block. The Clearing

House: A Journal of Educational Strategies, Issues and Ideas, 72(6), 377-384.

DiRocco, M. D. (1998). How an alternating-day schedule empowers teachers. Educational

leadership, 56(4), 82.

[Dual Language Academy Middle School Bell Schedule]. (2019). Retrieved from

https://dlamp.mpusd.net/apps/pages/schedule

Falk, E., Fiorello, C., DuCette, J., Rosenfeld, R. F., Thurman, E., & Thurman, K. S. (2009). A

study of standardized test scores for middle school students before and after the block

schedule was introduced, ProQuest Dissertations and Theses. 7-30.

Gullatt, D. (2006). Block scheduling: The effects on curriculum and student productivity.

NASSP Bulletin, 90(3), 250-266.

BLOCK SCHEDULING VS. TRADITIONAL PERIOD SCHEDULING

Hackmann, D. (2002). Block scheduling for the middle level: A cautionary tale about the

best features of secondary school models. Middle School Journal, 33(4), 22-28.

Hackmann, D.G. (2004). Constructivism and block scheduling: Making the connection. Phi

Delta Kappan, 85(9), 697. Retrieved from https://link-gale-

com.library2.csumb.edu:2248/apps/doc/A116362447/AONE?u=csumb_main&sid=

AONE&xid=785275ab

[Los Arobles Middle School Bell Schedule]. (2019). Retrieved from

https://www.losarbolesmiddle.org/apps/bell_schedules/

Peterson, D. W., Schmidt, C., Flottmeyer, E., & Weincke, S. (2000). Block scheduling:

Successful strategies for middle schools.

[Seaside Middle School Bell Schedule]. (2019). Retrieved from

https://sms.mpusd.net/pdf/SMS%20Bell%20Schedule%20Final.pdf

[Walter Colton Middle School Bell Schedule]. (2019). Retrieved from

https://wcms.mpusd.net/apps/pages/index.jsp?uREC_ID=1212421&type=d&pREC

_ID=1310494

BLOCK SCHEDULING VS. TRADITIONAL PERIOD SCHEDULING

Appendix

Appendix 1: anonymous poll to middle schools in Monterey County

1. How long have you been teaching?

a. 0-2 years

b. 2-4 years

c. 4-6 years

d. 6 plus

2. How many students are in your class?

3. How much of your class period is dedicated to instruction?

4. What scheduling system does your school implement?

5. Do you have experience with one or more scheduling systems?

6. Do you think that your school’s scheduling system has positive effects on your

students’ academic achievement? If so, what kind?

7. What do you think is the best scheduling system to facilitate students’ academic

achievement?

8. Are there school policies and procedures on the scheduling systems for students in

your schools?

BLOCK SCHEDULING VS. TRADITIONAL PERIOD SCHEDULING

Appendix 2: Dual Language Academy Bell Schedule

BLOCK SCHEDULING VS. TRADITIONAL PERIOD SCHEDULING

Appendix 3: Los Arobles Middle School Bell Schedule

BLOCK SCHEDULING VS. TRADITIONAL PERIOD SCHEDULING

Appendix 4: Seaside Middle School Bell Schedule

BLOCK SCHEDULING VS. TRADITIONAL PERIOD SCHEDULING

Appendix 5: Walter Colton Middle School Bell Schedule