At the end of last school year, many students prepared to enjoy their summer breaks, unworried about how their next school year would look. However, over the summer, Principal Jamal Adams ’90 announced the implementation of a new bell schedule and school calendar. The new schedule features shorter periods and five classes per standard school day, as opposed to four. Many students and families felt blindsided and shocked by the sudden changes.
Despite the relatively short notice given to the student body, the schedule implemented was the product of more than a year’s worth of discussions and planning, and the Jesuit practice of discernment played a key role in the decision.
In an exclusive interview, Adams explained the process by which the new schedule came about: “Even before my principalship, there were some internal conversations about going away from our pandemic schedule. A large number of our faculty thought they could be more effective with more opportunities to see their students. A special task force was convened, and, over six months, we narrowed it down from double digits to about three before settling on the one we have right now.”
Due to the increased frequency of classes, many students have also experienced an increased homework load.
When asked if the administration had considered this an unintended consequence of the schedule change, Adams responded, “It was most certainly a prevalent part of our discussions. People take time to get used to new systems, and that has led to this increase. The schedule’s effect on the homework load was the biggest trepidation I had. It’s an area that we’ll keep working on, trying to get the more class periods to translate into getting more work done.”
The decision to amend the schedule is not written in stone. Later this year, the administration plans to survey the entire student body about a wide variety of topics related to the change. It is important to note, however, that if students ask for further change or even a return of the pandemic schedule, it may not happen right away.
When asked about any possible schedule changes, Adams shared, “If there are some adjustments that are advantageous to student learning, we would be open-minded to those things, but there is something to be said about having a rigid schedule so people know what’s going on and can prepare appropriately.” In the end, no matter what happens with the schedule, the 2024-25 school year will be one of adjustments for both students and faculty.
