Background

Finding current academic research related specifically to the quarter system was difficult. Some universities have been utilizing the quarter system since the 1890’s, but there have been less schools at the primary and secondary level (Bostwick et al., 2019). A lot of the initial research appears to have been trialed in 1970's, with a resurgence in the 1990's.

The idea of a macroclass, a longer class, is not only characteristic of the quarter system. To address some similar macro-scheduling advantages and disadvantages, block scheduling, trimester scheduling and Copernican scheduling were also reviewed. In making changes to a school, scheduling is often a factor that is not looked at , or if it is, small incremental changes are made rather than a full model shift (Canady & Rettig, 1995; Desrochers, 2020). A change to a format that utilizes macroclasses could be used to better meet the needs of learners that may be unable to attend for a full semester due to extenuating circumstances such as family life, finances, illness, or vacations (Bourassa, 2015; Gibbens et al., 2015; Pickell, 2017). Although there have been mixed reviews on student achievement, ranging from students doing more poorly, the same or better in a quarter system, there is still a lack of empirical data to strongly support either side, especially data that takes into account confounding variables and individual student characteristics (Gibbens et al., 2015; McCreary & Hausman, 2001; Pickell, 2017; Wronkovich, 1998)

One of the key questions in any kind of teaching and learning environment is about how to create engagement. This is an idea that applies to all styles of scheduling, but is something that must be particularly considered in the long classes in the quarter system. Student engagement can contribute to more effective student learning, and one possible way this can be achieved is by implementing a quarter system (C. P. Mombourquette, 2013). This is not to say that the quarter system is perfect, as there are disadvantages, and it may not be the best option for all students. However, a lot of the disadvantages come more from the fact that this program is a big shift away from the traditional and is still in its infancy, so growing pains are to be expected (Bourassa, 2015). It has been noted that positive change from a quarter system may not be observed for at least two years (BruisedHead, 2020; Mombourquette, 2020; Wikenheiser, 2020; The Division of Planning Research and Evaluation, 1971). In addition, it should be stated that student success is often more based on a student’s personal motivations, regardless of the scheduling system, so encouraging motivation may be where efforts need to be placed regardless (Showell & Brown, 2019).