PEA Transitions from Pilot Schedule

This term, students are transitioning back to the original schedule from the fall term pilot, which removed H format, instituted long passing periods and placed athletics solely in the afternoon.

According to Science Instructor and Fall Pilot Schedule Committee co-chair Scott Saltman, the committee’s priority for the pilot was to move athletics to the afternoon while maintaining the frequency of academic classes and the length of meeting blocks.

“I feel like [returning students] are more apathetic because they are used to this schedule,” prep Kailee Walker said. “It bothers them less because they have to take less classes, so their day doesn’t feel as full. It probably would’ve been less jarring if we hadn’t switched schedules partway through the year.” 

Kailee Walker

The committee’s survey at the end of the fall yielded results showing that 38 percent of student respondents endorsed the removal of H-format, while 14 percent reacted negatively. The remaining 48 percent were indifferent. Faculty responded similarly, with 54 percent offering positive feedback. The majority of both student and faculty respondents preferred having sports in the afternoon. 

New students, who do not have previous experience with the original schedule, have been particularly struck by the differences in schedule this term. “I feel like [returning students] are more apathetic because they are used to this schedule,” prep Kailee Walker said. “It bothers them less because they have to take less classes, so their day doesn’t feel as full. It probably would’ve been less jarring if we hadn’t switched schedules partway through the year.” 

Prep Grace Ding expressed disappointment that the later end to the school day was significantly affecting her social commitments and extracurriculars. “There is little time I can go spend with my friends if I want to eat dinner, go to any musical appointments and try to finish all my homework before lights out,” she said, adding that earlier check-in amplifies the challenging circumstances for underclassmen.

Prep Felix Zou agreed, elaborating that he had less time to manage his academic workload. “I prefer the pilot schedule because classes end earlier, which gives me more time for homework,” he said. 

On the other hand, some noted the benefits of the original schedule, expressing positive sentiments about the shorter passing time between periods. Despite the longer school day, Chen voiced that he was able to use his time more productively, describing the current schedule as “more streamlined with less time being wasted between classes.”

During a Student Council meeting this past Tuesday, the Fall Pilot Schedule Committee co-chairs—Saltman and Math Instructor Laura Marshall—proposed a vote for two new schedules, one of which will be implemented in the spring.

Colloquially referred to as “Equal Impact” and “Super-long Block,” both schedules include later starts in the morning. According to Saltman and Marshall, the Committee hopes that the later beginning to the day will allow students to get more sleep. The “Super-long Block” schedule shortens regular-length classes by five minutes and lengthens the long blocks to 95 minutes total. In contrast, the Equal Impact schedule includes more than one long block per format during the week.

Faculty have received both proposed schedules and will soon vote on which they prefer. After the vote, faculty will choose between the selected spring pilot and the current schedule. When asked about the concerns she expects to hear from the faculty, Marshall said, “I don’t know, but I do know that questions from faculty are always very thoughtful. I think everyone does have the student’s best interest in mind, but faculty have different perspectives on what is best.”

Results from the fall term pilot schedule survey will greatly aid deliberations regarding the spring term schedule. “It was helpful to have the survey from the faculty and students and it allowed us to try some different things,” Marshall said. “I don’t think [the fall term schedule] will come back exactly like it was, but certainly, information we glean from it will become a part of future proposals.”