By  Colton Elsen  |  Jan 14, 2026     SaveTheTrimesters.org

When schools discuss changes to academic schedules, it’s natural for community members to ask how those decisions affect students in the classroom. One of the most common assumptions is that students learn best when courses are taken back-to-back without interruption. To better understand whether that assumption holds up, it’s important to look at real student performance data rather than theory alone.

The following summary highlights findings from a multi-year study that examined how course scheduling impacts student outcomes.

What the Study Looked At

This information is based on a study published by Trimesters.org, which reviewed student grades over three years at Spring Lake High School. The study focused on core classes—Biology, Algebra I, U.S. History, Geometry, English 9, and English 10—and examined how students performed depending on the scheduling of these courses.

Researchers examined whether students’ grades increased, stayed the same, or declined from one term to the next. Students whose grades improved or remained consistent were grouped, while students whose grades declined were analyzed separately.

The main question was whether taking a class in consecutive terms produced better outcomes than taking the class with a gap between terms. While it’s often assumed that back-to-back instruction is always best, this study was designed to compare that assumption with actual student performance data.

Plain-Language Summary

In simple terms, this study asked: Does the way we schedule classes affect how well students do? By looking at real grades over multiple years, the study compared students who took classes consecutively with those who had a break between their two terms of instruction.

Key Takeaway

The study found that students who had a gap between their two terms of a course performed about the same, and in many cases slightly better, than students who took the course in consecutive terms. These results suggest that a break between instructional periods does not negatively impact student learning and may benefit some students.

Why This Matters for the Community

Scheduling decisions affect students, families, teachers, and the broader community. As districts consider trimester, semester, or hybrid scheduling models, having access to real performance data helps ensure these conversations are informed and productive. Understanding that flexible scheduling does not harm student outcomes allows communities to focus on what best supports student success.

Conclusion

No single schedule works perfectly for every student or every school. However, studies like this show that commonly held assumptions about scheduling are not always supported by data. By reviewing real-world outcomes, communities can approach scheduling discussions with a clearer picture of how different models impact student learning and make decisions based on evidence rather than expectation.

Source

Study published by Trimesters.org 
Data collected over three years at Spring Lake High School
Source: https://www.trimesters.org/uploads/3/4/7/1/34719762/gap.pdf