The Case for Block Schedules in Grosse Pointe

Steve Jobs was a failure. At least that’s what the data tells us.

Jobs told the 2005 Stanford University graduating class of how he dropped out of Reed College, but stayed on campus and sat in on a calligraphy class. The experience influenced the development of the Apple’s Macintosh computer, altered Jobs’ life and, consequently, probably every person reading this today.

Jobs took the class because he had the freedom, as he told that Stanford class, to not only “have to take the normal classes.”

This is a story of data’s limitations. We know Jobs was not failure just as we know that every student shouldn’t drop out or that calligraphy should be a graduation requirement. Gathering and analysis of data is science. Interpreting and applying it is art.

Data can’t pinpoint exactly when, where, and how student learning occurs or applies. Despite tons of data, achievement gaps persist among students with diverse socioeconomic backgrounds. Yet we must persevere, the very act of which simultaneously seeds and reaps the fruit of yet more data.

Some evaluate Grosse Pointe high schools’ potential migration to a block schedule by counting minutes, but the greatest benefit would allow students to experiment with a wider range of course offerings or get extra support in others.

Study halls (aka tutorials) increase enrollment every year. A student taking one every year would have the opportunity for 24 credit hours. In the proposed block schedule, each student would get 28. The difference is the equivalent of 8 semester length courses over their high school career.

Some say the extra minutes, thus the schedule, has no impact on student achievement. Do we need data to confirm that exposing students to a wider array of options is preferable to study halls? How would data represent Jobs’ experience with calligraphy?

Currently, with seven periods a day to fill, nearly two-thirds of Grosse Pointe high school students elect  to take one period off. Who can blame them? We don’t require it. Testing patterns de-emphasize electives. And how many professionals would schedule seven meetings over seven hours with six minute breaks in between - every day?

Parent surveys indicate 65% of students enroll in study hall so they can get some homework done. Based on other survey data this means over half our students average over three hours of homework a night. Why aren’t we asking for research regarding the benefits (or detriments) of homework?

Alfie Kohn’s research shows no correlation between student achievement and homework time, even arguing it has a negative effect. The Australian Institute for Family Studies analysis of 10,000 students worldwide concluded that “in countries where they spend more time on homework, the achievement results are lower.”

An Indiana University study of twelve years of high school math and science data showed “no consistent significant relationship between time spent on homework and grades, but a consistently positive significant relationship between homework and performance on standardized exams.” Is it all about the tests?

Robert Marzano’s research ties the class time and homework issues together in a confounding way for those claiming class time doesn’t matter.” He concludes that homework is beneficial because it “extends learning beyond the school day.”

Grosse Pointe high schools’ class periods are shorter than almost any, perhaps resulting in more homework, thus more study halls. Is this a good design with the right intent? Nevertheless, how can class time not matter if extending it, via homework, is beneficial?

Data doesn’t always have clear cut answers for us.

Class time matters if we trust research that correlates arts study and student achievement. A block schedule would create more opportunities for fine and practical arts enrollment. Furthermore, the longer periods would enable more 21st century teaching practices, such as project based learning.

Some want data to unequivocally support the move to a block schedule. Take the time to analyze what our current data is telling us. Most students are so overloaded with homework or stressed out by their schedules they are unwilling or unable to explore anything but the “normal classes.” As a result, some of our students are getting really good at taking tests while even more are not. And 95% of surveyed parents are content with this.

It’s your move, Grosse Pointe. Or shall we not move at all?

Moving to a block schedule is an investment in more student choice, reduced stress, and increased schedule and instructional flexibility that will enable our district and students to move forward.

Brendan Walsh is the Treasurer of the Grosse Pointe Public School System Board of Education. Opinions expressed here, however, do not necessarily reflect those of the district or the Board of Education. You can find more of Brendan’s blogs at www.brendanwalsh.us