Unlocking the Lockstep High School Schedule

We must view a schedule not simply as barrier blocking the path to school improvement, but as an untapped resource that can be drawn on to solve problems and implement needed programs, Messrs. Canady and Rettig point out. THE TRADITIONAL six- or seven-period schedule found in most American high schools is being subjected to intense scrutiny. Structures that were once thought to be unchangeable are beginning to undergo revision. Consider just a few of the possibilities that are now becoming reality in several of our nation's high schools. [1] * Students and teachers can prepare for just three classes a semester rather than the typical five to seven. * Students who quickly "get it" can move ahead; for example, a student could complete up to three consecutive math courses in one calendar year. * Students can attend full-day vocational programs one day and academic programs the next. * Students can participate in the equivalent of a summer school session during the regular academic year. * Students can perform community service during regular school hours without having that interfere with the academic program. * Teachers can venture away from lecture and discussion to more productive models of teaching, in class sessions that are 90 to 120 minutes long. Surprisingly, each of these options is possible within the current financial and staffing constraints of most American high schools. Our purpose in this article is to unlock the lockstep six- or seven-period high school schedule by offering practical alternatives. First we suggest a 75-75-30 plan -- two 75-day terms in the fall and winter, followed by one 30-day spring term. The 75-75-30 plan was designed with the special problems of ninth-grade students in mind, but it can be adapted to other grade levels as well. Second, we describe an "alternate-day block schedule," which might serve as a first step toward eventual implementation of the 75-75-30 plan. We will analyze the benefits of each plan and suggest modifications that might be made. THE 75-75-30 PLAN For many students the transition from middle school to high school is a rough one. Districts report high rates of failure for ninth-grade students.2 We have observed that many ninth-graders have difficulty preparing for six or seven different classes each day. Such problems prompted the invention of the following schedule, which addresses the particular needs of adolescents entering high school. The school year is divided into three blocks of time -- two 75-day terms (fall and winter) and a 30-day spring term. During each 75-day term the school day includes three 112-minute block classes, one 48-minute period (which remains constant for 180 days), 24 minutes for lunch, and 12 minutes for class changes, for a total of 420 minutes. We recommend that, during each of the 75-day terms, students enroll in two academic subjects and one of the following: physical education, one full-credit elective, or two half-credit electives. Each academic class is offered in double periods daily, as are physical education and full-credit electives. In addition, students may enroll in one "singleton" class, which meets for 48 minutes daily for the entire school year (see Table 1). 3 For example, in the fall a student assigned to a given instructional group might attend English for periods 1 and 2, physical education for periods 3 and 4, lunch and a singleton class such as band during the 5/L period (singleton 5 with lunch periods before and after), and math/algebra for periods 6 and 7. During the winter term the same instructional group participates in a full-credit or two half-credit electives for periods 1 and 2, science for periods 3 and 4, lunch and the yearlong singleton in the 5/L period, and social science for periods 6 and 7. A total of 12 minutes of passing time is provided between classes and/or blocks of time. If the school day must be shorter or if more time is needed for lunches or class changes, block classes could be reduced in length. …