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Teachers' union urges board to reject proposed 4-by-4 high school schedule, cites workload and student learning risks
Summary
Howard County Education Association building reps presented opposition to district proposals for a 4-period/90-minute class schedule, saying surveys of educators show majority opposition and predicting increased workload and harms to students.
Representatives from the Howard County Education Association (HCEA) told the Board of Education on June 26 that their high-school membership opposes district proposals to reconfigure the high-school day into a four-period model with 90-minute classes.
Ben Schmidt, HCEA president (presenting remotely), and high-school teachers Julia Carter and Robert Kennedy described survey results and modeling that they say show major workload increases for teachers and potential harms for students.
"Changing to either of the 4-by-4 formats would result in a 20% increase to educator workload," Carter said, summarizing the union's analysis. The HCEA presentation argued that teachers would face more sections and more preps, increasing students per teacher (estimated by the presenters to rise from 165 to 198 students for a typical teacher) and producing larger grading loads.
The HCEA said it surveyed high-school members and received 424 responses; 61% said they opposed the change, the presenters said. The union's representative council voted to oppose both year-long and semesterized 4-by-4 proposals and to organize an educator response group if the district pursues the schedule change.
Speakers warned of effects on students in advanced placement (AP) classes and on students who struggle academically. Board members asked for more information and for operational materials before considering the proposal. Superintendent Barnes characterized the discussion as operational and indicated the district has not presented final models to the board.
"We urge HCPSS leadership to listen to the voices of those most impacted—classroom educators," the HCEA presenters said.
Board members acknowledged concerns about AP sequencing, teacher preparation, and student attention during extended class periods, and several asked for evidence of effects on diverse learners. The board did not vote on any schedule change at the meeting.
