Beaumont School has a 4 x 4 block schedule. Students take 4 classes per day; each block is 90 minutes. One day a week in each class an ILT (Individual Learning Time) of 45 minutes is built into each class. Students can earn 8 credits per year--32 credits before graduation.

"Block helps me learn better by allowing more time to concentrate and actually use the(foreign)language."

"I love Block schedule. It's easier to concentrate on only 4 subjects at a time. I can give them each an equal share of my study time."

"Block allows us time to get more done, do creative projects, and discuss ideas in depth."

"Block helps! We picked up from where we ended last year so quickly and the amount of time in a block helped us to review and remember things faster."

"I like block scheduling because it gives us time to fully understand the concepts and practice them. It also gives us enough time to do lab work and review."

"Having a 90-minute math class is really helpful because you're never getting a lesson cut off in the middle, and it gives you enough time to ask questions and do many example problems to make sure you understand the material."

"I prefer the block schedule now that I am adjusted to it. When I first found out that Beaumont was on block scheduling, I thought to myself, 'There is no way I can sit through 90 minute classes every day.' I found that I can, and that it is a good idea. Not only do I feel comfortable with this type of schedule, but it also helps prepare me for college. . . ."

"Block schedules definitely help the student learn more. Not just in math but in all subjects, like in science, for example, I feel that there is more time for labs."

"I love having math on a block schedule. . . . It makes it easier to have only 4 classes a quarter so you get more learning time in each class and focus more on your homework."

• More individualized instruction
• Use of a wide variety of teaching methods
• Less fragmented instruction with quality assignments
• Expanded opportunity for interdisciplinary team teaching, and cooperative learning
• Earlier intervention with students
• More time-effective student evaluation
• Use of alternative assessments
• Affords lab-oriented classes adequate time for closure activities

"Block scheduling: students' perceptions of readiness for college math, science, and foreign language," American Secondary Education v. 26 no 4(Summer 1999).

"Students coming from block-scheduled high schools generally felt prepared for college instruction in math, science and foreign language."

"Upon reflection on their high school years, the most significant instructional change was that teachers used more 'group work' and more 'hands-on activities' once block scheduling was implemented."

"The study suggests that students generally feel ready for college work when they come from block scheduled schools."

Last Update:  12 February 2008