For two weeks in May, students experienced a significantly different school schedule as Advanced Placement testing took place across the building. During the first week of testing, classes operated on a modified schedule. During the second week, students attended only four classes per day, each lasting approximately 20 minutes. While students may have appreciated the break from the traditional routine, some felt the schedule created more problems than it solved.
For students taking multiple AP exams, the altered schedule provided valuable flexibility. Many found that the shorter days reduced stress and allowed them to focus more heavily on preparing for exams that could potentially earn them college credit. The reduced workload also gave students additional time to study, rest and manage their schedules during one of the busiest academic periods of the year. “The shorter days during the second week definitely helped me focus on studying for my AP exams because I wasn’t worrying about as much classwork,” junior Hank Huang said.
Others agreed that the schedule provided a welcome change of pace near the end of the school year. With AP testing often requiring students to spend hours completing exams, students felt that expecting a normal academic workload on top of testing would have been unreasonable. Students also appreciated having time to recover after completing difficult exams before returning to regular coursework. “It felt like a much needed break during a really stressful time of the year,” junior Christian Stokes said.
However, not all students viewed the changes positively. Some argued that the shortened classes made it difficult to accomplish meaningful work. With only 20 minutes available during the second week, classes focused on announcements, attendance and brief activities rather than substantive instruction. Students who were not taking AP exams sometimes felt that valuable instructional time had been lost. “By the time class actually got started it felt like we were already packing up to leave,” sophomore Sam Dyer said.
Students aren’t the only people who feel this way. A large population of the staff agrees as well. Many teachers decided to give their students study halls and not to assign any new work. The shortened schedule also made it difficult for teachers to give their students assessments, which was crucial as AP testing is near graduation, and teachers have quotas for the number of All Task assignments students must complete.
Students also noted that the unusual schedule disrupted established routines. Adjusting to different class periods, changing lunch times and varying dismissal procedures created confusion for some students. Others found that switching back to a normal schedule afterward required an adjustment period of its own. “I honestly preferred having a normal schedule because everything felt more organized and predictable,” junior Noah Rhee said.
The schedule’s impact often depended on a student’s individual circumstances. Students enrolled in multiple AP courses generally appeared more supportive of the changes, while students with few or no AP exams were more likely to question whether the disruption was necessary. This difference in perspective highlights the challenge schools face when balancing the needs of different groups of students. “If you’re taking several AP exams the schedule makes a lot of sense, but if you’re not, it can feel unnecessary to even show up to class,” freshman Kevin Roth said.
Despite differing opinions, students agreed that the schedule was implemented with good intentions. AP testing requires significant logistical planning, including testing locations, proctors and accommodations for students taking exams throughout the day. School administrators must balance those requirements while attempting to maintain a productive learning environment for the rest of the student body.
Students acknowledged that there may not be a perfect solution. While some favored maintaining the modified schedule in future years, others suggested exploring alternative options that would preserve more instructional time while still supporting AP students during testing season. “I don’t think there’s a perfect answer, but it’s definitely something the school should keep evaluating each year,” sophomore Cyrus Alam said.
As another AP testing season comes to a close, student opinions remain divided. For some, the modified schedule provided a valuable opportunity to focus on exams and reduce stress. For others, it interrupted learning and created unnecessary complications. Whether the benefits outweigh the drawbacks remains a matter of perspective, but one thing is clear: the schedule change left a lasting impression on students across the building.
