A/B Block Schedules for High Schools

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districts’ scheduling models profiled in this research

Districts are looking toward A/B block schedules for high schools to provide increased flexibility for students, better prepare them for college, and ease their course load-related stress. The block schedule model allows students to take more courses throughout their high school career, yet students lower levels of stress and increased preparedness for college or careers.

With longer class times and additional credit accumulation, block schedules can open avenues for innovation in high school curricula. Teachers can also employ more interactive and project-based learning strategies in the classroom with this scheduling model. To encourage teacher buy-in, provide collaborative professional development sessions before the initial implementation and help align curricula to the block schedule.

A/B block schedule motivations and structures

Administrators report similar motivations to introduce block scheduling: Increased course capacity for students, decreased student stress, and increased college preparation. But districts report varying structures for their block schedule.

3 types of A/B block schedule modification at profiled schools

Hybrid Model	Standard A/B Model with Alternating Fridays	Blended Model
Integrate the 4×4 block schedule model (i.e., students enroll in four courses per semester for two semesters) with the A/B schedule.	Operate a traditional A/B block schedule with alternating Fridays to meet the state-mandated minimum number of instructional minutes for career and technology courses.	Blend A/B block schedule broken into eight, 45-minute periods, called “skinny” courses, to increase course scheduling flexibility and maximize teachers’ instructional time.

 

Block schedule implementation

Communicating frequently and clearly with teachers about the block schedule transition is key to garnering wide-spread support for the initial change. Administrators should collect feedback from teachers throughout the initial implementation process. After block schedule implementation, administrators should routinely check in with teachers and students to identify potential future schedule adjustments.

Block scheduling offers more course selection and aligns more closely with a typical college schedule, so implementation can include social and emotional learning courses to help students prepare for life after graduation. Examples of these courses include a self-management course called “Effective Learning” and a course that helps students develop resiliency and confidence called “Goals for Personal Success.”