Block Scheduling

According to recent estimates, 36 percent of Virginia’s regular public high schools operate on a 4x4 block schedule and 41 percent operate on an A/B alternating day schedule. This brief provides an overview of both of these models, highlights the potential benefits and challenges of block scheduling, and summarizes the research base. To date, studies examining the impact of block scheduling on teacherand student-related outcomes have been relatively inconclusive. While most of the research in the area has focused on comparing outcomes under a traditional schedule to outcomes achieved under a block schedule, studies comparing different forms of block scheduling do exist but also yield inconsistent findings. Many authors indicate that the likelihood of realizing the benefits of block scheduling is heavily dependent on changes to teacher practices, the provision of adequate professional development, and securing staff buy-in prior to implementing a change to the schedule. “The key to liberating learning lies in unlocking time.” --National Education Commission on Time and Learning (1994)