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Kansas schools have made cuts to classrooms as they have faced decreasing state aid for the past 18 months. So why would they pass up hundreds of thousands of dollars in savings if it meant simply changing the school schedule?
Three school districts that voluntarily underwent a state audit this year — Derby, Winfield and Renwick — could save significantly in salaries if they switched from a block schedule to a traditional seven-period day.
"If the idea is simply 'Can you save money by doing this,' that is simple, you can," said Mark Tallman, lobbyist for the Kansas Association of School Boards.
But school officials said financial savings would reduce student achievement gains and choices in learning.
Block scheduling
Block scheduling, in which students take fewer classes per day for longer periods of time, is more expensive because teachers teach fewer students and fewer hours than in a traditional schedule.
Block schedules can work several ways. At some area high schools, students take four 90-minute periods each day. Students could be studying four subjects each semester or taking all eight courses throughout the year on alternating days.
In contrast, a traditional schedule consists of seven 45-minute periods each day. With block scheduling, students may have the opportunity to take eight courses a year, instead of seven with traditional scheduling.
Teachers spend 75 percent of their time teaching on a block schedule, as opposed to 86 percent on a seven-period schedule, according to Mike Rettig of School Scheduling Associates, a consulting firm that advises schools on how to use block scheduling.
Districts accommodate an increase in classes in block schedules by paying teachers to give up some of their 90-minute planning periods.
Derby spent $100,000 on these "buy-backs" this year.
"We made a decision to impact class sizes — to keep them as low as possible," Derby High School principal
Kristin Sherwood said.
The state audit estimated that Derby could save $619,000 a year by switching the block schedule that the district has used for 13 years to a traditional seven-period schedule. The move would allow it to cut 10 teaching positions.
If the district went further and cut 26 of the 258 class sections offered, filled them to capacity and eliminated an additional four teaching positions, it could save $828,000.
Even though states are giving less money to schools in the recession, Rettig said few are switching back to traditional schedules.
Outcomes
Kansas schools started a trend toward block scheduling because educators felt it had academic advantages, Tallman of KASB said.
"Our concern is we may spend less and get less," he said.
But research has been mixed on how block scheduling affects student achievement, especially test scores.
"There's no one perfect schedule, and one could not expect a reduction or increase in student achievement just on a block schedule," Rettig said.
Block schedules allow flexibility to schools in how they use their time, whether it's more instructional time for struggling students or more time for projects and experiments.
"Most people are looking at how can we have different venues to learn — be part of a more relevant high school experience," Rettig said.
The audit of Winfield schools estimated that moving to a traditional schedule could save $280,000 a year.
But block scheduling offers more choice and more flexibility, Winfield superintendent Marvin Estes said.
"It gave students a chance to take 32 courses instead of 28 courses" during their four years in high school, he said.
Block scheduling also gives students time to drive to a community college course, Sherwood said. Those who don't need extra time to catch up on schoolwork can choose to take online curriculum for credit.
The flexibility also helps struggling students, Sherwood said.
She said the schedule allows room for students who are struggling in math or reading to take the classes every day. Being able to target struggling students for a 96-minute period has helped them achieve higher scores on state tests, Sherwood said.
Fewer choices for students wouldn't be popular.
"If people go back to a seven-period day, there will be very unhappy parents and students," Rettig said.
Student choice
Derby High students in a Web design class said they favored a block schedule.
In the Web class, it gives them more time to concentrate on building a website for a local business on classroom computers.
After experiencing a seven-period day at another school, senior Emma Moser said she prefers taking four classes a day.
"It makes the day go by faster," she said. "It seems classes are just as long" on the traditional schedule.
For senior James Dean, it helps him keep up with higher-level courses.
"I feel the block schedule gives me extra time, like calculus, homework is not due every day," he said.
There are some drawbacks for those who participate in music and sports, students said.
When she competes in track meets on Friday afternoons, senior Chelsea Hoyer essentially misses two days of her statistics class.
"I tried getting notes from friends, but that didn't work," she said.
Instead, she seeks help catching up with a teacher, but it's still not the same as being in class.
"They're taking the statistics final on Friday, but I'm not going to be there," she said. "I'm going to take it on Tuesday."
Local choice
The decision to change class schedules doesn't fall to the Legislative Post Audit Committee, which did the school audits, but to the schools themselves.
Derby has been evaluating its block schedule for about two years, Sherwood said. The district-initiated study evaluates the effectiveness of the current block schedule and whether changes need to be made, she said.
"The only question we're asking and are interested in is how this will positively impact students," Sherwood said.
Winfield has also been reconsidering its block schedule for educational reasons, superintendent Estes said.
Teachers in subjects like math and fine arts said they want to see students every day, but many still desire the 88-minute class periods.
"For a lot of different reasons, I prefer the block schedule," Estes said. "We want to go the direction of project learning."
He said the post-audit report is prompting school leaders to discuss the schedule more in-depth.
"It makes us either question or defend what we're doing," Estes said.
