APS ending block scheduling?

[Anonymous]

I’ve taught both ways and greatly prefer shorter classes every day to block. Kids just can’t pay attention that long. Even now, my one class that meets every day is always ahead of my block classes.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My junior regularly takes tests that are longer than 45 minutes. The one year he had math in the daily 45 minute block, the tests were spread over 2 days. Which fine, but really opens up even further opportunities for cheating which is already a problem.

For the AP classes that involve writing, it's impossible to do writing tasks as given on the AP test in 45 min. Meaning if your exam is a DBQ or LEQ, when are you ever practicing these or being tested on this? I wonder how HB handles this.

Well how did the high schools handle this before block scheduling? It hasn't always been this way.

1. AP tests have changed.
2. The number of APs offered and typical amount taken by students has dramatically increased.
3. Back in “our day” the classes were often not just 45 minutes which isn’t very long. I know in my high school it was 55 minute periods.

I think 45 is too short and 90 is too long.

At my high school, we only took 6 classes at a time, not 7. So yes, about 55 min per class every day.

We had 9 period that were 45 minutes long, and they encouraged us to take an extra class instead of lunch because the school had additions and trailers so the lunchroom was too small and very overcrowded. The extra classes made room to double up on electives, like taking two languages, extra science electives or choir+theatre or concert band+jazz band. We had tons of homework because there was never time to do work in class, like my kid does in APS.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I have 6 years left after this year but this could push me to early retirement. It’s just too big of a change to make now. Seeing every class every day sounds exhausting but I have only taught with block scheduling. I don’t find it to be wasted time but it’s all I’ve ever known.

what school are you at that has only had block your whole career?

I’ve worked at 3 different schools in two states. NY and VA. 3 districts. All had block scheduling. I first taught in FCPS in the early 2000s. No need to name the schools.

[Anonymous]

There was another thread talking about how outcomes at HB are better, more NMSFs at HB, etc. Could it be that HB has regular length class periods instead of long blocks? APS should look at this. Most kids can't pay attention for 90 minutes of math, so much wasted time in blocks.

[Anonymous]

Anonymous wrote:There was another thread talking about how outcomes at HB are better, more NMSFs at HB, etc. Could it be that HB has regular length class periods instead of long blocks? APS should look at this. Most kids can't pay attention for 90 minutes of math, so much wasted time in blocks.

The parent population at HB is different than the other schools. They have 100% parental GAF.

Compare behavioral issues and absenteeism between the schools. HB’s success has nothing to do with length of classes.

[Anonymous]

Anonymous wrote:

Anonymous wrote:There was another thread talking about how outcomes at HB are better, more NMSFs at HB, etc. Could it be that HB has regular length class periods instead of long blocks? APS should look at this. Most kids can't pay attention for 90 minutes of math, so much wasted time in blocks.

The parent population at HB is different than the other schools. They have 100% parental GAF.

Compare behavioral issues and absenteeism between the schools. HB’s success has nothing to do with length of classes.

But how do you know this? You don't. This is just your opinion, which is uninformed. The length of classes might have something to do with it. It's worth looking it, not just dismissing outright.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:There was another thread talking about how outcomes at HB are better, more NMSFs at HB, etc. Could it be that HB has regular length class periods instead of long blocks? APS should look at this. Most kids can't pay attention for 90 minutes of math, so much wasted time in blocks.

The parent population at HB is different than the other schools. They have 100% parental GAF.

Compare behavioral issues and absenteeism between the schools. HB’s success has nothing to do with length of classes.

But how do you know this? You don't. This is just your opinion, which is uninformed. The length of classes might have something to do with it. It's worth looking it, not just dismissing outright.

For real though, let’s compare absenteeism between schools. That’s a good start.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:There was another thread talking about how outcomes at HB are better, more NMSFs at HB, etc. Could it be that HB has regular length class periods instead of long blocks? APS should look at this. Most kids can't pay attention for 90 minutes of math, so much wasted time in blocks.

The parent population at HB is different than the other schools. They have 100% parental GAF.

Compare behavioral issues and absenteeism between the schools. HB’s success has nothing to do with length of classes.

But how do you know this? You don't. This is just your opinion, which is uninformed. The length of classes might have something to do with it. It's worth looking it, not just dismissing outright.

I am no fan of block schedules but the differences in outcomes between HB and the other schools do not prove that block schedules are worse. They have a very different population, don't have to deal with overcrowding or students starting half way through high school after moving from another country (and not speaking the language).

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:There was another thread talking about how outcomes at HB are better, more NMSFs at HB, etc. Could it be that HB has regular length class periods instead of long blocks? APS should look at this. Most kids can't pay attention for 90 minutes of math, so much wasted time in blocks.

The parent population at HB is different than the other schools. They have 100% parental GAF.

Compare behavioral issues and absenteeism between the schools. HB’s success has nothing to do with length of classes.

But how do you know this? You don't. This is just your opinion, which is uninformed. The length of classes might have something to do with it. It's worth looking it, not just dismissing outright.

I am no fan of block schedules but the differences in outcomes between HB and the other schools do not prove that block schedules are worse. They have a very different population, don't have to deal with overcrowding or students starting half way through high school after moving from another country (and not speaking the language).

It's something to look at. We won't know if they prove something or not without even looking at it. APS has a school without block scheduling and schools with it. So they have the data and they should look at it. Also, it is false that HB does not have students who moved from another county and don't know the language. Clearly you don't know what you're talking about.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:There was another thread talking about how outcomes at HB are better, more NMSFs at HB, etc. Could it be that HB has regular length class periods instead of long blocks? APS should look at this. Most kids can't pay attention for 90 minutes of math, so much wasted time in blocks.

The parent population at HB is different than the other schools. They have 100% parental GAF.

Compare behavioral issues and absenteeism between the schools. HB’s success has nothing to do with length of classes.

But how do you know this? You don't. This is just your opinion, which is uninformed. The length of classes might have something to do with it. It's worth looking it, not just dismissing outright.

I am no fan of block schedules but the differences in outcomes between HB and the other schools do not prove that block schedules are worse. They have a very different population, don't have to deal with overcrowding or students starting half way through high school after moving from another country (and not speaking the language).

It's something to look at. We won't know if they prove something or not without even looking at it. APS has a school without block scheduling and schools with it. So they have the data and they should look at it. Also, it is false that HB does not have students who moved from another county and don't know the language. Clearly you don't know what you're talking about.

You’re a fool if you think block scheduling is the difference between these schools. 😆

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:There was another thread talking about how outcomes at HB are better, more NMSFs at HB, etc. Could it be that HB has regular length class periods instead of long blocks? APS should look at this. Most kids can't pay attention for 90 minutes of math, so much wasted time in blocks.

The parent population at HB is different than the other schools. They have 100% parental GAF.

Compare behavioral issues and absenteeism between the schools. HB’s success has nothing to do with length of classes.

But how do you know this? You don't. This is just your opinion, which is uninformed. The length of classes might have something to do with it. It's worth looking it, not just dismissing outright.

I am no fan of block schedules but the differences in outcomes between HB and the other schools do not prove that block schedules are worse. They have a very different population, don't have to deal with overcrowding or students starting half way through high school after moving from another country (and not speaking the language).

It's something to look at. We won't know if they prove something or not without even looking at it. APS has a school without block scheduling and schools with it. So they have the data and they should look at it. Also, it is false that HB does not have students who moved from another county and don't know the language. Clearly you don't know what you're talking about.

PP said they don’t have anyone starting halfway through HS after moving from another country and not knowing the language. Which is true.

[Anonymous]

There are many kids at HB who come not knowing English at all. The big difference in my experience (have 1 at HB, 1 at a countywide) is that the teachers care more. A lot of teachers at countywide don’t care or are overworked and checked out.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:There was another thread talking about how outcomes at HB are better, more NMSFs at HB, etc. Could it be that HB has regular length class periods instead of long blocks? APS should look at this. Most kids can't pay attention for 90 minutes of math, so much wasted time in blocks.

The parent population at HB is different than the other schools. They have 100% parental GAF.

Compare behavioral issues and absenteeism between the schools. HB’s success has nothing to do with length of classes.

But how do you know this? You don't. This is just your opinion, which is uninformed. The length of classes might have something to do with it. It's worth looking it, not just dismissing outright.

I am no fan of block schedules but the differences in outcomes between HB and the other schools do not prove that block schedules are worse. They have a very different population, don't have to deal with overcrowding or students starting half way through high school after moving from another country (and not speaking the language).

It's something to look at. We won't know if they prove something or not without even looking at it. APS has a school without block scheduling and schools with it. So they have the data and they should look at it. Also, it is false that HB does not have students who moved from another county and don't know the language. Clearly you don't know what you're talking about.

If they want to look at the data, they could compare the SOL scores for the one class that is not block scheduled to the other classes. that would not be perfect but I would be interested to see the data.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:There was another thread talking about how outcomes at HB are better, more NMSFs at HB, etc. Could it be that HB has regular length class periods instead of long blocks? APS should look at this. Most kids can't pay attention for 90 minutes of math, so much wasted time in blocks.

The parent population at HB is different than the other schools. They have 100% parental GAF.

Compare behavioral issues and absenteeism between the schools. HB’s success has nothing to do with length of classes.

But how do you know this? You don't. This is just your opinion, which is uninformed. The length of classes might have something to do with it. It's worth looking it, not just dismissing outright.

I am no fan of block schedules but the differences in outcomes between HB and the other schools do not prove that block schedules are worse. They have a very different population, don't have to deal with overcrowding or students starting half way through high school after moving from another country (and not speaking the language).

It's something to look at. We won't know if they prove something or not without even looking at it. APS has a school without block scheduling and schools with it. So they have the data and they should look at it. Also, it is false that HB does not have students who moved from another county and don't know the language. Clearly you don't know what you're talking about.

Kid who move to Arlington after the lottery closes or in non-HB entry years can't go to HB. Kids whose families move here mid-year as refugees can't go to HB. Kids can't start HB as juniors coming from completely different school systems after moving here the month before school starts. These are a all very real challenges that the principal of Wakefield regularly talks about when he meets with parents.

[Anonymous]

Anonymous wrote:There are many kids at HB who come not knowing English at all. The big difference in my experience (have 1 at HB, 1 at a countywide) is that the teachers care more. A lot of teachers at countywide don’t care or are overworked and checked out.

Sure, but they don’t enter HB in February of 10th/11th/12th grade. What part of that don’t you understand?