Results are in: Upper School Schedule Delivers on its Promises

Since 2007, Head of The Montclair Kimberley Upper School Dr. David Flocco has provided periodic updates on the benchmarks used to measure the effectiveness of the "new" Upper School schedule, now in its fourth year of implementation. The schedule, that features 75-minute subject blocks and common work periods, was designed to allow teachers to vary teaching methodology and cover material in more depth, to counteract student stress and to cut down on lost class time to athletic engagements.

Based on his analysis of six years of academic data (three years prior to the change and three years after) Flocco recently informed parents and members of the Board of Trustees that: "I can say with certainty that not only has the schedule drastically reduced the number of classroom hours our athletes lose for early dismissals (by 83%) and significantly reduced the perception of stress by our 10^th and 11^th graders, but it has also made a positive impact on academic achievement."

Flocco's research revealed that compared to the old 50-minute class schedule, students are now earning 8.5% more ‘A’ range grades, and almost 40% more student's grade point average’s increased from 10^th to 11^th grade. To see if those increases were the result of grade inflation, Flocco then examined MKA's subject test and AP scores over the same period and discovered that, despite a 47% increase in subject tests taken in the new schedule vs. the old, scores remained statistically unchanged; moreover, not only did the average AP scores improve 5%, while volume increased 10%, but the number of students earning a 4 or 5 on these exams increased almost 17%.

"When I began my research almost ten years ago and we started our discussions at MKA in 2002, I never imagined the results for academic achievement would be as startling as they are," notes Flocco, "I was confident that stress would be reduced and students would miss less class time, but the academic achievement being as strong as it is - that is a surprise."

In addition to the benefits of the schedule itself, Flocco credits the Upper School faculty for much of this success: "Our teachers have changed the way they teach, putting the student at the center of the learning in the classroom and varying their methodology to maximize student learning. They are as dedicated and talented a group of people that I’ve ever met."

For the past two years, Flocco has conducted exit interviews with seniors and asks them to provide him with the "hallmark" of their Upper School academic experience. After over 200 conversations, three responses stand out: their academic preparation for college, the relationships they have with the faculty, and their writing instruction.  In terms of their relationships with faculty, Flocco explains: "I’ve heard seniors tell me all of the following: That they never thought 75 minutes could go so fast; that the faculty always make time for them - whether it’s before or after school, during a Common Work Period or lunch time, or at night through a Moodle Forum; that the faculty are so approachable and easy to talk to; that students appreciate the level of expectations placed upon them by their teachers, and that the faculty make them believe in themselves and with that, they feel as though they can accomplish anything." And he concludes: "We’ve found a schedule that indicates higher student achievement on both internal and external measures, fewer lost minutes of academic class time for students leaving school early for athletic contests, and a meaningful and statistically significant reduction in student stress.  We will continue to monitor our progress in all these areas, but for now, I couldn't be happier."