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Federal Hocking High School in Stewart, Ohio, draws its 360 students from a 270-square-mile rural area of the state’s southeast corner.
In the early 1990s, teachers and students were not at all motivated. The school, says social studies teacher Deborah Burk, was sticking to the 19th-century concept of dividing the day into 42-minute periods (still common in many schools across the country), with each period counted as a credit toward graduation. Back then, Burk says, students focused more on the clock than on what she was saying. They weren’t entirely to blame. The system, she felt, didn’t let her do much beyond repeating the same lectures over and over: There wasn’t time to challenge students to research into details. “You couldn’t analyze their progress -- or even think about it.”
In 1992, Dr. George H. Wood, an Ohio University education professor who’d never run a high school, was named principal. He asked students for their ideas, organized visits to programs around the country, and met frequently with staff. The result: Time passed quickly. With some arm-twisting of superintendents and state lawmakers, Federal Hocking moved from the tiresome credit system to a less-is-more schedule tied to four 80-minute classes. “We decided,” Wood says, “to teach fewer things better.” In American history, for example, the emphasis changed from devoting equal time to every era to focusing on big events.
