The upper school will be using a new academic schedule next year, with key changes to class frequency, duration, and the positioning of the Academic Support Block (ASB). This change has sparked controversy among students, many of whom are concerned about increased workload and stress.
According to Head of the Upper School Mr. Mark Fifer, the new schedule is designed to help students stay more connected to their learning by increasing the number of times classes meet during the seven-day cycle. Under the updated system, classes will meet five times in a seven-day rotation. The school day itself will remain the same, continuing from 8:30 a.m. to 3:15 p.m. with a daily Community block, lunch periods, and a later start time on Wednesdays.
Another major change is the move of ASB from the beginning to the end of the school day. Faculty members say this decision was made because the current ASB period takes place during what they consider to be “peak learning time.” By moving ASB, administrators believe academic classes will be scheduled during hours when students are most focused. The details and logistics of the new schedule are still being finalized, with an official version expected after spring break. The faculty has also acknowledged student concerns about workload and says they plan to adjust homework expectations to match the new class frequency, but this is still a work in progress.
Though these changes are intended to help, many students have expressed their concerns about how the new schedule might impact their workload and daily routines. Some students feel that moving ASB to the end of the day will make them less productive, and wish it could stay in the morning. Some students are worried about the increased number of classes in the new five-out-of-seven-day rotation. Some worry that days will feel longer and more overwhelming, with back-to-back classes.
“The faculty and administration has not yet finalized homework expectations for the new schedule. Without clear guidelines, students could face increased expectations across classes.”
Many students believe the new schedule may be challenging to adapt to. While administrators highlight benefits such as shorter, more frequent classes, students are concerned that they may face a heavier workload and more pressure. Some students feel that 60-minute periods may not allow sufficient time for labs or projects, which some students say could leave them feeling rushed and constantly under pressure.
While administrators believe moving ASB is beneficial, many students report feeling mentally drained at the end of the day. The placement of ASB, which was initially designed for extra support and work, could become another source of stress for some students, making it a challenge to complete assignments or get meaningful help from teachers.
The faculty and administration has not yet finalized homework expectations for the new schedule. Without clear guidelines, students could face increased expectations across classes. Combined with extracurricular commitments, the new schedule change may make it difficult to manage time effectively and keep up with work.
While the new schedule is designed to improve learning and keep students more engaged, it comes with noteworthy challenges that cannot be ignored. The new class frequency, later ASB, and unclear homework expectations could result in longer, more demanding school days. Students may need to manage their time more carefully and adapt quickly.
Until the details and expectations are fully understood, many students remain cautious about how manageable the school day will be under this new system.
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