This paper is based on action research to help support an initiative in a NJ suburban high school of about 600 students aiming to improve student achievement. The main problem addressed is a recent trend of low test scores. Rather than look at socio- economic factors, school leaders as well as leaders at the district level are concerned that the school's master schedule, designed around "block scheduling" principles several decades ago, has become increasingly misaligned with state standards and is a significant contributing factor to lagging achievement. Evidence suggests that instructional time is not fully maximized and there are misalignments between the school's curriculum and the recently state-mandated Partnership for Assessment Readiness for College and Careers (PARCC) test, which reflects the national Common Core State Standards. This Executive Position paper has three objectives. First, it describes the local context, master schedule and test results. Second, it presents findings from a literature review on school schedules and time use and their relationship to student outcomes. Third, it presents results from surveys and site visits to other high schools conducted as part of a district supported yearlong study. The end result is a new schedule which has the potential to optimize use of instructional time and a professional development plan to support teachers to improve instructional practice. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]