'''Block scheduling''' or '''blocking''' is a type of academic scheduling used in some schools in the American [[K-12|K-12 system]], in which each [[Student|pupilstudents]] hashave fewer but longer classes per day than in a traditional academic schedule. It is more common in middle and high schools than in primary schools. Each class is scheduled for a longer period of time than normal (e.g. 90 minutes instead of 50). In one form of block scheduling, a single class will meet every day for a number of days, after which another class will take its place. In another form, daily classes rotate through a changing daily cycle.<ref name="Tai"/>
Blocks offer more concentrated experiences of subjects, with fewer, usually half as many if going through a schedule transfer, classes daily.
==Description==
Under a traditional American schedule, pupils in a [[High school (North America)|high school]] will study six or seven subjects a day for 45 to 50 minutes for each day of the week for a [[semester]]. There will be two semesters in the year so 14 subjects could be studied. Some pupils will not study all seven subjects. There was great variety as each school board was free to decide the requirement.<ref name="Owl">{{cite web|last1=H|first1=Natasha|title=What Is High School Block Scheduling? Block vs Traditional Schedules|url=https://owlcation.com/academia/What-Is-a-Block-Schedule-Facts-About-Block-Scheduling|website=Owlcation|access-date=28 August 2017|language=en}}</ref>
Also referred to as A/B block scheduling, Odd/Even block scheduling, or Day 1/Day 2 block scheduling. Students take three to four courses, around 90–120 minutes in length, per day all year long on alternating days resulting in a full six or eight courses per year.<ref name=":0">{{Cite journal|last1=Trenta|first1=Louis|last2=Newman|first2=Isadore|date=Fall 2002|title=Effects of a High School Block Scheduling Program on Students: A Four-Year Longitudinal Study of the Effects of Block Scheduling on Student Outcome Variables|journal=American Secondary Education|volume=31|pages=54|via=EBSCOhost}}</ref><ref name=":1">{{Cite journal|last1=Lewis|first1=Chance W.|last2=Dugan|first2=James J.|last3=Winokur|first3=Marc A.|last4=Cobb|first4=R. Brian|date=December 2005|title=The Effects of Block Scheduling on High School Academic Achievement|journal=NASSP Bulletin|volume=98|issue=645 |pages=72–87|viadoi=EBSCOhost10.1177/019263650508964506 |s2cid=59575924 }}</ref>
