Sample Schedules

To illustrate different possible approaches to the design of a small learning community, this section includes a traditional high school schedule and two sample schedules for redesigned schools, each drawn from an actual school: One is a 6-period block schedule and the other is a 4x4 block schedule, each of which results in slightly different trade-offs using the same overall resources as the traditional school. (For an example of a redesigned school schedule using a 7-period day, and the thinking behind their approach and trade-offs, see the Hillsdale High School profile in Feature 1: Positive Developmental Relationships.)

Each of the models features a weekly bell schedule, a student schedule, and a teacher schedule. A comparison of indicators illustrates how the decisions affect class sizes and pupil loads, as well as time for teachers. As a consequence of the differences in staffing and the changes in scheduling, the two redesigned schools offer class sizes of 22 or 25 (rather than 27), pupil loads of 66 to 100 (rather than 135) for each teacher, and an additional 3 to 4 hours each week for teacher collaboration time in addition to individual teacher planning time.

In many schools, an early dismissal time, often on Wednesdays, is used for student internship placements at local businesses or community organizations, or as club time for student-run or community-run activities.

Table B1. Comparison of Key Indicators

Indicator	Traditional school with 6-period schedule	Redesigned school with 6-period block schedule	Redesigned school with 4x4 block schedule
Number of students	1,600	1,600	1,600
Number of classroom teachers^a	72	96	96
Number of courses students take	6 academic courses	6 academic courses plus advisory	4 academic courses per semester (8 per year) plus advisory^b
Number of courses teachers teach	5 academic courses	4 academic courses plus advisory	3 academic courses plus advisory
Average class size	27	25	22
Pupil load per teacher	135	100	66
Teacher time spent teaching academics	23.8 hours/week	17.7 hours/week	19.5 hours/week
Teacher time spent leading advisory	0 hours/week	3.0 hours/week	3.3 hours/week
Teacher time for planning and professional development	5.9 hours/week	9.8 hours/week	8.5 hours/week

^a The sample budget in Table A1 shows how this reallocation is achieved.

^b Some courses, such as humanities and math, are taught as a double block for a full year to promote stronger outcomes.

Source: Learning Policy Institute. (2024).

Traditional Schedules

In this traditional school model, students take six academic courses each semester, and teachers teach 5 out of 6 academic periods. The average class size in this example is 27 students. Teacher time spent in academic classes is about 24 hours per week, and time for planning or professional development is 4.75 hours per week, plus a 1-hour faculty meeting.

Table B2. Traditional School With 6 Periods: Weekly Schedule

Monday, Tuesday, Thursday, and Friday		Wednesday
Time	Period	Time	Period
8:30–9:30 a.m. (60 min.)	1st period	8:30–9:15 a.m. (45 min.)	1st period
9:35–10:35 a.m. (60 min.)	2nd period	9:20–10:05 a.m. (45 min.)	2nd period
10:40–11:40 a.m. (60 min.)	3rd period	10:10–10:55 a.m. (45 min.)	3rd period
11:45 a.m.–12:45 p.m. (60 min.)	4th period	11:00–11:45 a.m. (45 min.)	4th period
12:45–1:20 p.m. (35 min.)	Lunch	11:45 a.m.–12:20 p.m. (35 min)	Lunch
1:25–2:25 p.m. (60 min.)	5th period	12:25–1:10 p.m. (45 min.)	5th period
2:30–3:30 p.m. (60 min.)	6th period	1:15–2:05 p.m. (45 min.) (Early dismissal)	6th period
—	—	2:20–3:30 p.m.	Weekly faculty meeting

Source: Learning Policy Institute. (2024).

Table B3. Traditional School With 6 Periods: Sample Student Schedule

Monday, Tuesday, Thursday, and Friday		Wednesday
Period	Subject	Period	Subject
1st period	Math	1st period	Math
2nd period	Art	2nd period	Art
3rd period	Social studies	3rd period	Social studies
4th period	P.E.	4th period	P.E.
Lunch		Lunch
5th period	Science	5th period	Science
6th period	English	6th period(Early dismissal)	English

Source: Learning Policy Institute. (2024).

Table B4. Traditional School With 6 Periods: Sample Teacher Schedule

Monday, Tuesday, Thursday, and Friday		Wednesday
Period	Subject	Period	Subject
1st period	Algebra 1	1st period	Algebra 1
2nd period	Algebra 1	2nd period	Algebra 1
3rd period	Prep	3rd period	Prep
4th period	Calculus	4th period	Calculus
Lunch		Lunch
5th period	Algebra 1	5th period	Algebra 1
6th period	Algebra 1	6th period	Algebra 1
—	—	Staff meeting

Source: Learning Policy Institute. (2024).

Redesigned School A: 6-Period Block Schedule

This school’s block schedule has an A/B configuration that alternates throughout the week. At this school, “blocks” of extended class time run for either 55 or 105 minutes and allow deeper learning. Students take four core classes (English, math, history, and science) plus advisory, elective, and intervention classes. The average class size is 22 students. Wednesdays are slightly shorter and follow a more traditional schedule to provide teachers with time for professional learning, with each class running for 55 minutes. Teachers’ schedules have significant time for planning and learning: approximately 90 minutes embedded in each school day and an additional hour for shared professional learning after students are released early on Wednesdays.

Table B5. Redesigned School A With 6-Period Block Schedule: Weekly Schedule

	“A” Days (Monday, Thursday)	“B” Days (Tuesday, Friday)	Wednesday
Time	Period	Period	Time	Period
8:30–10:15 a.m.(105 min.)	1st period	2nd period	8:30–9:25 a.m.(55 min.)	1st period
8:30–10:15 a.m.(105 min.)	1st period	2nd period	9:30–10:25 a.m. (55 min.)	2nd period
10:20 a.m.–12:05 p.m. (105 min.)	3rd period	4th period	10:30–11:25 a.m. (55 min.)	3rd period
10:20 a.m.–12:05 p.m. (105 min.)	3rd period	4th period	11:30 a.m.–12:25 p.m. (55 min.)	4th period
12:05–12:45 p.m. (40 min.)	Lunch	Lunch	12:25–1:05 p.m. (40 min.)	Lunch
12:50–1:35 p.m. (45 min.)	Advisory	Advisory	1:10–2:05 p.m. (55 min.)	5th period
1:40–3:25 p.m. (105 min.)	5th period	6th period	2:10–3:05 p.m. (55 min.)	6th period

Source: Learning Policy Institute. (2024).

Table B6. Redesigned School A With 6-Period Block Schedule: Sample Teacher Schedule

	“A” Days (Monday, Thursday)	“B” Days (Tuesday, Friday)	Wednesday
Time	Subject	Subject	Time	Subject
8:30–10:15 a.m.	Algebra 1	Algebra 1	8:30–9:25 a.m.	Algebra 1
8:30–10:15 a.m.	Algebra 1	Algebra 1	9:30–10:25 a.m.	Algebra 1
10:20 a.m.–12:05 p.m.	Prep period	Algebra 1	10:30–11:25 a.m.	Prep period
10:20 a.m.–12:05 p.m.	Prep period	Algebra 1	11:30 a.m.–12:25 p.m.	Algebra 1
12:05–12:45 p.m.	Lunch	Lunch	12:25–1:05 p.m.	Lunch
12:50–1:35 p.m.	Advisory	Advisory	1:10–2:05 p.m.	Algebra 1
1:40–3:25 p.m.	Algebra 1	Prep period	2:10–3:05 p.m.	Prep period
1:40–3:25 p.m.	Algebra 1	Prep period	3:05–4:05 p.m.	Professional development

Source: Learning Policy Institute. (2024).

Redesigned School B: 4-Period Block Schedule

In this 4-period block schedule, courses are typically 85 minutes long, except on Wednesdays when all courses are offered for 50 minutes. A 30-minute advisory period is offered each morning as the first class as a way to greet students and check in with them right away. English and social studies are taught together as a humanities class. Students take three courses plus an elective each semester so they can focus intently on each course. In a 4x4 block schedule, students normally complete a full high school course in 1 semester and take four new courses the following semester. However, when students need additional support and consistency in a particular subject, it can be helpful to stay with that subject for an entire year. This is often how humanities and mathematics are structured.

Teachers teach 3 out of 4 academic periods plus advisory. Teacher time spent teaching academic classes is 19.5 hours per week, and time spent leading advisory (including student support) is 3.3 hours per week. Early dismissal on Wednesdays allows for a 2-hour professional development block.

This provides a total of 8.5 hours per week for teachers’ individual planning plus common planning and professional development.

Table B7. Redesigned School B With 4x4 Block: Weekly Schedule

Monday, Tuesday, Thursday, and Friday		Wednesday
Time	Period	Time	Period
8:30–9:00 a.m. (30 min.)	Advisory	8:30–9:20 a.m. (50 min.)	1st period
9:05–10:30 a.m. (85 min.)	1st period	9:25–10:15 a.m. (50 min.)	2nd period
10:35 a.m.–12:00 p.m. (85 min.)	2nd period	10:20–11:10 a.m. (50 min.)	3rd period
12:00–12:40 p.m. (40 min.)	Lunch	11:15 a.m.–12:05 p.m. (50 min.)	4th period
12:45–2:10 p.m. (85 min.)	3rd period	12:05–12:40 p.m. (35 min)	Lunch
2:15–3:40 p.m. (85 min.)	4th period	12:45–2:00 p.m. (75 min.)(Early dismissal)	Advisory + flexible support time

Source: Learning Policy Institute. (2024).

Table B8. Redesigned School B With 4x4 Block: Sample Student Schedule

Monday, Tuesday, Thursday, and Friday		Wednesday
Period	Subject	Period	Subject
Advisory		1st period	Math
1st period	Math	2nd period	Humanities
2nd period	Humanities	3rd period	Science
Lunch		4th period	Art
3rd period	Science	Lunch
4th period	Art	Advisory: 1-1 and small group support (2:00 dismissal)

Source: Learning Policy Institute. (2024).

Table B9. Redesigned School B With 4x4 Block: Sample Teacher Schedule

Monday, Tuesday, Thursday, and Friday		Wednesday
Period	Subject	Period	Subject
Advisory		1st period	Algebra 1
1st period	Algebra 1	2nd period	Algebra 1
2nd period	Algebra 1	3rd period	Prep
Lunch		4th period	Algebra 1
3rd period	Prep or common planning	Lunch
4th period	Algebra 1	Advisory: 1-1 and small group support
—	—	Whole-staff professional development and collaboration (2 hours)

Source: Learning Policy Institute. (2024).

These redesigned schedules are intended to stimulate thought and discussion about what is possible in different contexts. Schools serving larger numbers of high-need students should, and often do, have greater levels of resources than what is depicted here. Effective schools, including those mentioned in this publication, approach the trade-offs around resources in unique ways based on their context and their students’ needs. For example, some redesigned schools build in time during the week for students to participate in internships, service learning, community partner electives, and college courses; this requires additional staff coordination but enhances students’ opportunities while also freeing up additional time for whole-staff and team collaboration and professional development. The sample budget provided here is just one realistic example of how it is possible to allocate more resources to the classroom within spending levels that are common in public schools today.

Additional Resources

Rethinking the Allocation of Teaching Resources, Karen Hawley Miles and Linda Darling-Hammond, CPRE Research Reports: This report describes case studies of five high-performing public schools that have organized professional resources in innovative ways.
Reimagining the School Day, Meg Benner and Lisette Partelow, Center for American Progress: This article compiles five promising models to change typical school schedules, including schedules that have already been implemented across the country and teachers’ ideas for alternatives to the traditional school day model.
A Bell Schedule Without Bells: Redesigning the High School Infrastructure, Abbie Forbus Everett, KnowledgeWorks: In this article, the author considers two alternatives to a factory-model schedule—Flex Mod Schedule and Asynchronous Schedule—that guide adults to build relationships with learners.

End Notes

1 . Quoted in Foner, P. S. (Ed.). (1970). W.E.B. Du Bois speaks. Pathfinder. (pp. 230–231).

2 . See, for example, Darling-Hammond, L., Ancess, J., & Ort, S. W. (2002). Reinventing high school: Outcomes of the coalition campus schools project. American Educational Research Journal, 39(3), 639–673. https://doi.org/10.3102/00028312039003639 ; Felner, R. D., Seitsinger, A. M., Brand, S., Burns, A., & Bolton, N. (2007). Creating small learning communities: Lessons from the project on high-performing learning communities about “what works” in creating productive, developmentally enhancing, learning contexts. Educational Psychologist, 42(4), 209–221. https://doi.org/10.1080/00461520701621061 ; Hernández, L. E., Darling-Hammond, L., Adams, J., & Bradley, K. (with Duncan Grand, D., Roc, M., & Ross, P.). (2019). Deeper learning networks: Taking student-centered learning and equity to scale. Learning Policy Institute.

3 . Cantor, P., Osher, D., Berg, J., Steyer, L., & Rose, T. (2018). Malleability, plasticity, and individuality: How children learn and develop in context. Applied Developmental Science, 23(4), 307–337. https://doi.org/10.1080/10888691.2017.1398649 ; Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B. J., & Osher, D. (2019). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791 ; Osher, D., Cantor, P., Berg, J., Steyer, L., & Rose, T. (2018). Drivers of human development: How relationships and context shape learning and development. Applied Developmental Science, 24(1), 6–36. https://doi.org/10.1080/10888691.2017.1398650

4 . See, for example, Oakes, J., & Maier, A. (2020, July 7). In the fallout of the pandemic, community schools show a way forward for education [Blog post]. Learning Policy Institute. https://learningpolicyinstitute.org/blog/covid-community-schools-show-way-forward-education ; Stanton, A. (2023, September 8). Thriving, learning, and leading: What adolescents are teaching us post-pandemic and why we should listen [Blog post]. Learning Policy Institute. https://learningpolicyinstitute.org/blog/transforming-schools-thriving-learning-leading-post-pandemic

5 . Hughes, L. (1946). Freedom’s plow. Musette Publishers Inc.

6 . Darling-Hammond, L., Ancess, J, & Wichterle Ort, S. (2002). Reinventing high school: Outcomes of the Coalition Campus Schools Project. American Educational Research Journal, 39(3), 654. https://www.jstor.org/stable/3202481

7 . Rose, T. (2016). The end of average: How we succeed in a world that values sameness. HarperOne.

8 . Berkowitz, R., Moore, H., Astor, R. A., & Benbenishty, R. (2016). A research synthesis of the associations between socioeconomic background, inequality, school climate, and academic achievement. Review of Educational Research, 87(2), 425–469. https://doi.org/10.3102/0034654316669821 ; Wang, M-T., & Degol, J. L. (2016). School climate: A review of the construct, measurement, and impact on student outcomes. Educational Psychology Review, 28(2), 315–352. https://doi.org/10.1007/s10648-015-9319-1

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10 . Quoted in Poplin, M., & Weeres, J. (1992). Voices from the inside: A report on schooling from inside the classroom. Claremont Graduate School, Institute for Education in Transformation. (p. 11).

11 . Darling-Hammond, L., Ross, P., & Milliken, M. (2006). High school size, organization, and content: What matters for student success? Brookings Papers on Education Policy, 9, 163–203. https://doi.org/10.1353/pep.2007.0001

12 . National Center for Education Statistics. Staff employed in public elementary and secondary school systems, by type of assignment: Selected years, 1949–50 through fall 2019 [Data set]. https://nces.ed.gov/programs/digest/d21/tables/dt21_213.10.asp

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16 . Felner, R. D., Seitsinger, A. M., Brand, S., Burns, A., & Bolton, N. (2007). Creating small learning communities: Lessons from the project on high-performing learning communities about “what works” in creating productive, developmentally enhancing, learning contexts. Educational Psychologist, 42(4), 209–221. https://doi.org/10.1080/00461520701621061

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22 . Darling-Hammond, L., Ancess, J., & Wichterle Ort, S. (2002). Reinventing high school: Outcomes of the Coalition Campus Schools Project. American Educational Research Journal, 39(3), 654. https://www.jstor.org/stable/3202481

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