The 2014-2015 school year started off with a new twist for both students and staff alike. BHS changed to a new alternating day schedule to ensure students took more of the core classes that were not being taken throughout the year in the past.

The new schedule rotates on orange and black days which increases the student-teacher workload from four classes per semester during last year’s school year, to eight classes per semester this school year. With increases in workload, both students and teachers have noticed a change in how the school year has been going. Director of Student Services and Truancy Coordinator, Elias Fletcher, says that there were some important reasons for the change.

“We changed the schedule for a couple of reasons,” said Fletcher. “One was for continuity of classes, especially for things like foreign languages and math.”

The season administration felt that making classes continuous over a year was because students could go a whole year without taking a core class. Principal Jeremie Sirois considers core classes to be the problem with the old schedule.

“You could take a Freshman English class in the fall of your freshman year and not take one until sometime in your sophomore year,” Sirois said.

With the old, half year schedule, students had a greater chance to fail a class than under the new schedule. The new schedule gives the students a greater chance to pass more classes and achieve a higher academic success.

“In the first quarter of last year, let’s say a student had a twenty-seven average,”said Sirois. “ In order for that student to pass, it would be mathematically impossible, even with a hundred average in the second quarter, because the best they could end with would be a sixty-six and a half. Now if a kid gets a twenty-seven in the first quarter, now they have three quarters to try to build it up rather than getting the ‘death sentence’ after one quarter.”

While the alternating day schedule does give students the ability to pass classes with a higher overall average, it doesn’t mean that other factors such as missing or forgotten work will not change class averages in the long run. English department head Bruce Braiser says that missing assignments are a big issue.

“I would say there are a lot more missing assignments,” said Braiser. “For one paper, I didn’t put the grades in because I didn’t want to flunk everybody.”

Braiser admits that students’ grades are dropping, however, he also pointed out a new possible flaw, the quarters that used to be extended longer now come faster than past years.

“I don’t mind it in English, but I do in Video Production class,” said Braiser. “The art classes are one semester, so that only became nine weeks when it used to be a full semester.”

Fletcher also acknowledged the dropping grades, however, he does not attribute it to the schedule but rather the increase in classes being taken.

“If you look at last year compared to this year, it looks like there are more classes being failed. But, kids are also taking twice as many courses,” Fletcher said.

However, there are a lot of positives to the new schedule. Math department head Patricia Woodbury claims that it is harder for the upperclassmen, such as the juniors and seniors, to get ahold of the new schedule as they have only known the older schedule.

“I think that in terms of the Freshmen, they’re fine because they don’t know any better,” Woodbury said.

Some students agree with Woodbury and Sirois, stating that they do prefer the new schedule over any other. One such student is freshman Jordan Roberts.

“I like the new schedule compared to the middle school because you have more time to do your homework,” Roberts said.

Other students, such as senior Sam Monsen, like the new schedule because it gives a daily change in classes, while in past years where there were the same classes on a daily basis.

“I actually like it because you don’t have the same classes every day, it’s kind of a mix, you’re not really bored with the same classes,” Monsen said.

Not all students are so open-minded about the schedule. Many students, such as junior Trevor Jordan, attribute the schedule to decreased grades and more stress in their lives.

“I have noticed a difference in grades. I feel like if I focus too much on one class, my grades in the other classes will start plummeting,” Jordan said. “ I do better when we just have to worry about one day at a time”

Not only are dropping grades a problem in the student’s eyes, but the increase of classes are creating a scenario where many students, such as sophomore Mathieu Gagne,  believe that with the amount of classes, there is just not enough time for all the work.

“There’s just too many classes and not enough time,” Gagne said.

Senior Kwasi Evelyn is new to Biddeford and is still trying to get used to the school. Evelyn is finding that the schedule is completely throwing her off.

“It’s confusing me, I do not know where to go, I do not know who to ask, I just do not like it!” Evelyn said.

With more homework and stress, it’s creating a stressful work atmosphere for students at school and at home. Sophomore Jason Pelletier considers stress as a major factor in his opinion of the new schedule.

“It puts more stress on me and makes it harder for me to remember what homework I have to do,” Pelletier said.

While opinions of the alternating day schedule may vary, and some students feel they are stuck in a rough patch. In the long run Woodbury thinks the schedule may become a positive factor in the school for years to come.

“I think that in the long run, in the terms of overall progression and learning, I think that it will be a beneficial thing.”