Far from a failed experiment in time management, block scheduling is being adapted in various ways by schools nationwide to suit students’ needs. This article reviews research on scheduling effects and discusses how instructional leaders have approached the issue to analyze the benefits and problems of the various scheduling formats.
Given the diversity in public schools and the growing trend toward requiring the successful completion of Algebra I for graduation, a schedule that allows students to complete this course in different amounts of time may be one key to success.
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