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Block Scheduling No Magic Fix

Despite the popularity of block scheduling, research findings are mixed and show no clear advantage of block schedules over traditional schedules.

UW-Madison education professor Brian Bottge and colleagues John Gugerty, Ron Serlin, and Kyoung-Suk Moon compared the achievement of students with disabilities and students without disabilities from high schools on traditional and block schedules that were randomly selected.

Bottge and colleagues found that partitioning the school day into shorter 60-minute periods or longer 90-minute periods does not affect the academic achievement of either students with disabilities or students without disabilities.

Professional development may be the key to making use of the blocking times the way they were intended.

For more information, see bbottge@education.wisc.edu.