Julie Mack's Rethinking Block Scheduling?

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Penn State freshmen come from a variety of educational backgrounds, however, there is one commonality amongst the class of 2020: everyone had to graduate high school. Despite this fact, some incoming students are not properly prepared for a college education. This is because all students had different schedules and requirements at their respective high schools. Recently, education reform has been a controversial topic, and this is evident in Julie Mack’s article, “Rethinking Block Scheduling.” She argues that block scheduling, which is “is a system for scheduling the middle or high-school day, typically by replacing a more traditional schedule of six or seven 40–50 minute daily periods with longer class periods that meet fewer times each day and week” (Block Schedule Definition), is not a beneficial method of learning. Respectfully, there is an overwhelming amount of evidence that claims that a traditional block schedule in high school is more beneficial because it promotes academic success, is advantageous to instructors, doesn’t hurt student engagement, and allows the student to increase their focus on topics that are relevant to them.
To start off, Mack argues that block scheduling hinders a student’s academic performance (Rethinking Block Scheduling). Although academic success can
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Block scheduling has proven to be an efficient method of learning, supported by studies and research conducted by reputable sources. Consider advocating for block scheduling because it will change the future. All of today’s high school children will be exposed to a better method of education, and with our youth’s intelligence only rising, the future seems
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