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.

Anonymous wrote:

Anonymous wrote:

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.

This is why APS has block scheduling so they can have a low homework reality so kids can focus on sports.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My kid is in college now and found that the block scheduling prepared them well for the long twice a week classes. Their friends who never had block have more of an adjustment. The 50 minute 3x a week classes actually felt like breeze in college.

+1. My kids loved block scheduling too. It prepared them well for college and also helped them figure out how to manage their time regarding homework and assignments.

But it’s nothing like college. That’s a fake equivalency. College classes are not as long, you can get up and go the bathroom easily or go get a breath of fresh air, you don’t have 4 classes a day.

Who gets up to go to the bathroom or for fresh air in college outside of an actual break? Is that some new zoomer thing because most of the profs I had would've been a bit peeved with the frequent interruptions.

Oh I went to an Ivy, and we had a lot of autonomy and they treated us like adults. Was it really different at other schools?

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

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.

This is why APS has block scheduling so they can have a low homework reality so kids can focus on sports.

No it’s for “equity”

Anonymous wrote:

Anonymous wrote:

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.

This is why APS has block scheduling so they can have a low homework reality so kids can focus on sports.

Anonymous wrote:

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 wrote:

Anonymous wrote:

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.

You keep spewing untruths.
HB has a lot of English learners.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My kid is in college now and found that the block scheduling prepared them well for the long twice a week classes. Their friends who never had block have more of an adjustment. The 50 minute 3x a week classes actually felt like breeze in college.

+1. My kids loved block scheduling too. It prepared them well for college and also helped them figure out how to manage their time regarding homework and assignments.

But it’s nothing like college. That’s a fake equivalency. College classes are not as long, you can get up and go the bathroom easily or go get a breath of fresh air, you don’t have 4 classes a day.

Who gets up to go to the bathroom or for fresh air in college outside of an actual break? Is that some new zoomer thing because most of the profs I had would've been a bit peeved with the frequent interruptions.

Anonymous wrote:

Anonymous wrote:

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.

You keep spewing untruths.
HB has a lot of English learners.

Anonymous wrote:

Anonymous wrote:

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?

Yes they do! What part of this don't YOU understand?

Anonymous wrote:

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?

Anonymous wrote:

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 wrote:

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 wrote:

Anonymous wrote:

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.

Let’s compare SOL scores between classes with high absenteeism and those with low absenteeism.

Block scheduling or not… doesn’t matter when kids aren’t showing up to class.

Anonymous wrote:

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.