The East Baton Rouge Parish school system is moving forward with a three-year plan to adjust school start times across the district, a change aimed at aligning schedules with research on student sleep patterns. The plan, which received preliminary approval from the School Board, will see middle and high school students starting their day later, while elementary school students will begin earlier.
This phased implementation is a modification of an earlier proposal for a district-wide shift in a single year. Superintendent LaMont Cole cited an ongoing shortage of bus drivers as the primary reason for the extended timeline, stating that a more gradual approach is necessary to manage transportation logistics effectively.
Key Takeaways
- East Baton Rouge Parish schools will implement new start times over a three-year period.
- The change aims to provide later start times for middle and high school students, based on sleep research.
- A shortage of bus drivers has forced the district to adopt a phased rollout instead of an immediate, district-wide change.
- A pilot program at six schools showed mixed results, with high schools reporting fewer tardies and better grades.
- The superintendent has been granted broader authority to adjust schedules, a move that has drawn some criticism.
The Science and Strategy Behind the Change
The decision to alter school schedules is rooted in a growing body of scientific research indicating that adolescents' natural sleep cycles are not aligned with early school start times. Proponents of the change argue that allowing teenagers to sleep later can lead to improved academic performance, better mental health, and increased attendance.
Superintendent Cole's plan seeks to apply this research across the district. For the upcoming school year, middle and high schools affected by the changes would start between 8:30 a.m. and 8:45 a.m. and end between 3:40 p.m. and 3:55 p.m. This is a significant shift from the current 7:10 a.m. start time for most of the district's secondary schools.
A National Trend
School districts across the United States have been debating and implementing later start times for teenagers for years. Organizations like the American Academy of Pediatrics have recommended that middle and high schools start no earlier than 8:30 a.m. to allow students to get the recommended amount of sleep.
Conversely, elementary schools in the plan would begin their day earlier, likely between 7:45 a.m. and 8:00 a.m. The logic is that younger children naturally wake up earlier and that staggering start times is essential for managing the district's bus fleet efficiently.
Pilot Program Yields Promising, Yet Mixed, Results
Before proposing the district-wide plan, a pilot program was implemented at six schools, including Capital and Glen Oaks high schools, along with four feeder elementary schools. Superintendent Cole described the overall results as “mixed” but highlighted encouraging trends at the high school level.
A report prepared by educational consulting firm Prismatic Services for the fall semester showed positive outcomes at the two pilot high schools. According to the data, these schools saw a reduction in student tardiness, a decrease in expulsions, and fewer students receiving D and F grades.
By the Numbers: Pilot School Start Times
- Previous High School Start: 7:10 a.m.
- Pilot High School Start (Capitol High): Moved to 8:50 a.m.
- Proposed Future High School Start: Between 8:30 a.m. and 8:45 a.m.
Students at the pilot schools have also spoken out in favor of the later start. Christian Nixon, a senior at Capitol High, noted a tangible difference in the classroom environment.
“Now that I get up at 8 a.m., that’s a good time,” he said, explaining that fewer students complain about being tired and are more engaged in their lessons. He also mentioned that the previous early start meant waiting for the bus in the dark.
However, the transition has not been without its challenges. Some staff members have struggled to adapt. Jyotibala North, a teacher at Glen Oaks High, pointed to personal difficulties, such as dealing with rush-hour traffic and the inability to schedule appointments after work. “I still have students coming late, sleeping in class, so that presents challenges,” North said.
Superintendent Cole acknowledged these concerns but emphasized the primary goal.
“Ultimately, what most of the adults are saying to me are personal things about their own personal lives in terms of the adjustments they have to make without taking into consideration the impact later start times are going to have on student outcomes,” Cole remarked.
Logistical Hurdles and Community Concerns
The most significant obstacle to a faster implementation is the district's persistent shortage of school bus drivers. Cole stated that if he had enough drivers to provide direct routes and eliminate transfer buses, he would advocate for an immediate district-wide shift. He expressed hope that a planned pay raise for school employees, pending approval, will help attract more drivers.
“We know that compensation is a huge part of the challenge in terms of attracting bus drivers,” Cole said.
The proposal also grants the superintendent broad authority to adjust school schedules over the next three years without seeking board approval for each individual change. This move has drawn criticism from some community members. Storm Matthews, a teacher activist, described the proposal as a “blank check,” urging the board to retain more oversight.
Despite this, the School Board voted unanimously to grant preliminary approval for the three-year timetable, with a final vote scheduled for March 19. Superintendent Cole has committed to maintaining community engagement. A meeting is scheduled for March 17 at Belaire High School to discuss the next phase of the plan, which will likely involve that school and its feeder institutions.
Students Voice Their Support
The debate has been enlivened by direct testimony from students who feel the strain of the current early start times. Violet Stroup, an eighth-grader at Westdale Middle School, shared a personal story that resonated with board members.
“Over the past year, I’ve been an everyday, first-thing-in-the-day coffee drinker just to stay awake,” Stroup said. Her comment prompted a strong reaction from board member Patrick Martin V.
“Eighth-graders should not have to have a coffee habit just to function in school,” Martin stated, underscoring the student-centric motivation behind the proposed changes. As the district moves toward a final decision, the experiences of students like Stroup and Nixon remain at the forefront of the conversation.
