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Conversion to block scheduling became a relatively widespread trend in the 1990s for middle schools and high schools in the [[United States]]. Prior to this, many schools scheduled classes such that a student saw every one of their teachers each day. Classes were approximately 40–60 minutes long, but under block scheduling, they became approximately 90 minutes long.{{fact|date=February 2021}}
==Schedules==
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=== 2 core 2 electives ===
Another common block system exists in which students spend up to 100 minutes per class, and earn four credits each semester. Excluding very rare occasions, students at schools using this system take two core classes and two electives per semester. Some schools modify this system further to use one of the mid-day periods for students to take optional year-long classes (usually band) that take half of the period length and take another year-long class during the rest of the period (such as math or journalism). Under such a system most of the classes taken on a year-long basis have all students participating, however it is not uncommon for journalism or yearbook classes to operate under the normal system and only have a few students who leave or arrive halfway through the period. It is also not uncommon for these classes to be scheduled as two credits, and taken both semesters.{{fact|date=February 2021}}
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==Colleges and universities==
Within the context of post K-12 establishments, such as in [[medical school]] or other intensive university program, a '''block schedule''' may mean taking one class at a time, all day, every day, until all of the material is covered. A normal university course might then be completed in three or four weeks of focused effort on a single topic. This is sometimes called "One Course At A Time" ("OCAAT") (see [[Colorado College]] and [[Cornell College]]). When used as a supplement change instead of the normal schedule, this approach is sometimes called a ''mini-mester''.{{fact|date=February 2021}}
== Effectiveness ==
"Where we were able to combine data to produce summary effect sizes, we found that 4 x 4 block scheduling resulted in higher cross subject achievement than traditional schedules. However, the outcome average cross-subject achievement could conceal worsening performance in some subjects and better performance in others."<ref>{{cite web|title=Block Schedules and Student Performance on AP® Examinations|publisher=The College Board|date=May 1998|url=http://professionals.collegeboard.com/profdownload/pdf/block_schedules_10409.pdf|archive-url=https://web.archive.org/web/20110727133107/http://professionals.collegeboard.com/profdownload/pdf/block_schedules_10409.pdf|archive-date=July 27, 2011}}</ref>
Some schools have compensated for this by making AP courses last for the entire school year, providing essentially double the instruction time of normal classes, but this results in a dramatic reduction in the number of courses a student can take. Some schools that make AP courses year long offset this by having students always choose a pair of AP courses during class registration. The student will go to the first AP class one day, and the other AP course the next day. Therefore, the student takes the same number of courses as other students, but both AP classes last for the duration of the year.{{fact|date=February 2021}}
A systematic review on Block Scheduling was also conducted by Dickson et al. (2010) at the EPPI-Centre which asserts that there is no conclusive evidence to support the introduction of policy guidance on the use of block scheduling in secondary schools in the UK. Although the findings do not indicate that participating in block schedules would produce negative outcomes for pupils across subjects, neither are the positive effects of block scheduling strong enough to recommend their implementation.<ref>{{cite web|url=http://eppi.ioe.ac.uk/cms/Default.aspx?tabid=2476|title=What is the effect of block scheduling on academic achievement? A systematic review|work=EPPI-Centre}}</ref>
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Some critics believe that certain subjects suffer from a lack of daily exposure to subject matter and practice that occurs with an A/B block schedule. Courses like mathematics, foreign languages, and music may benefit from daily practice and suffer from a lack thereof.<ref name="Lindsay">[http://www.jefflindsay.com/Block3.shtml "The Case Against Block Scheduling"] by [[Jeff Lindsay (engineer)|Jeff Lindsay]]</ref>
Block scheduling can result in gaps of a day or days (or even weeks or months in some circumstances) where students are receiving no reinforcement of instruction in a specific subject like math or history, and critics say this results in retention problems and the need for more remedial review.<ref name="Lindsay"/> Some observers similarly feel that summer vacation has a similar effect of interrupting the learning and retention process forcing a need to repeat material at the start of a new school year in the Fall.{{fact|date=February 2021}}
A [[University of Virginia]] study of 8,000 college students found that students who had block scheduling in [[high school]] performed worse in university science courses.<ref name="Tai">[http://www.virginia.edu/insideuva/2006/08/block_scheduling.html "Block scheduling: Not helping high school students perform better in college science"] {{webarchive |url=https://web.archive.org/web/20080123143800/http://www.virginia.edu/insideuva/2006/08/block_scheduling.html |date=January 23, 2008 }} by [[Robert Tai]]</ref>
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