To allow variable amounts of time for students to complete Algebra I, a gateway course, schools must address four issues: curriculum, instructional methods, assessment, and scheduling. The Algebra I curriculum should be divided into four parts; assessments should be designed to measure students' mastery of each part. Also, a two-period block of…

A study examining performance differences on the Ohio Colleges Early Math Placement Test of students receiving algebra and geometry instruction in a traditional, year-long structure versus students in an intensified block structure found the traditional structure more effective. Using block scheduling for all courses and students is unwise. Some…

Although research has confirmed block scheduling's nonacademic benefits, effects on academic achievement are mixed. Teachers do not always replace lecturing with more effective participatory teaching methods. To work best under an intensive or alternating block schedule, schools should adapt the math curriculum to reduce course redundancy and…