However, these ratings may result from the disruption in students' high school schedules. While lower GPA groups and AP students are also lower than other GPA groups on general attitudes toward school, attitudes toward block scheduling are at least somewhat independent of general attitudes toward school. Generally consistent with student ratings, teachers rate block scheduling as best for above average students and least effective for below average students. Still, students and teachers find the block schedule to be as good as or better than the traditional schedule among and for all types of students. Students, however, report less use of real-world applications and subject matter integration than teachers.
Students also report that their teachers spend more time lecturing than teachers say they do.
Teachers who are involved more in decision-making report making changes in teaching strategies to a greater extent than less involved teachers. Students in block scheduled schools report significantly less time on homework than students in non-blocked schools. Less homework time for students in blocked schools may partially be due to these students having a greater percentage of their courses as electives than students in traditional schools, and electives may require less homework time than core or required courses. Students also report, to a moderate extent, that they can do better work than their teachers expect of them. Align key reform goals and continuously improve.