Many believe compressing semester courses to nine weeks reduces their status and effectiveness. Scheduling AP and state-mandated tests is a critical factor because of the retention issue and necessitate special consideration. Because of the compressed time, scheduling report cards and progress reports becomes an issue. Pacing is a problem for some teachers, especially in mathematics. Covering the same amount of material is an issue for some language and math teachers who say they can not stack two lessons together in one day.
Most principals say singletons pose fewer scheduling conflicts.
Sequencing of courses, or gaps, for example, between a language I and a language II class is not an issue. Full year programs, such as band, chorus, yearbook, newspaper, agriculture, etc., are easier to accommodate. Both teachers and students experience greater variety of classes by meeting different classes each day. There is no reduction in the number of teacher preps. Larger gaps are produced when snow days occur or when long week-ends are in the calendar.