In recent months, the San Diego Unified School District Board of Education and district leadership have pushed for the implementation a 4×4 Schedule in all of the district’s high schools. A traditional 4×4 calendar operates on a quarter system, in which classes are taken for only one semester. During the fall semester, students would take four classes, five days a week, for 70-90 minutes per period, then four different classes in the spring semester.

   The district initially proposed a traditional 4×4 schedule; however, it has recently opened the door to variations such as a 4×4 block schedule and a 4×4 hybrid block schedule. On a 4×4 block schedule, students would take four classes on “A Day” and four different classes on “B Day.” These classes would run the entire school year and also be 70-90 minutes per period. On a hybrid schedule, some classes, such as special electives and APs, would be taken for an entire school year, while others would still only be taken for a single semester.

   The district proposal has received a mixed reception. Some are strongly against, some are strongly for, and some are right in the middle, but the most common reaction has probably been “why?” The district, and others in support, have outlined several key reasons for the change.

   The benefits are, according to the district website, “acceleration and advancement, a stronger focus on learning, and more opportunities for credit recovery.” They argue that with the opportunity to take eight classes each year, as opposed to the traditional six, students are provided more schedule availability for AP courses, electives, and dual-enrollment classes. The longer class periods, as well as taking only four classes at a time, will allow students to be more focused on the content and gain a deeper understanding of each course. A 4×4 schedule will also allow students to retake failed classes within the same year, allowing them to catch up with and stay on track with their peers (sandiegounified.org).

   History Teacher Juliana Liebke is a proponent of the 4×4 schedule. “I would be okay with some versions of a 4×4 schedule; however, the implementation of a new schedule has to be tailored to our students and staff for it to be effective. I have worked in a 4×4 schedule before, and I feel that 75-90-minute class periods are beneficial to both students and teachers. For students, it provides more opportunities for in-depth learning and collaboration. For teachers, it gives us more time to prepare and offers more of a work-life balance since we would teach three groups of students instead of five, if we have A/B semesters,” said Liebke.

   While the parties in support of a 4×4 schedule provide well-minded reasons, when considering the implementation at a school such as UC High, flaws begin to emerge. While with enough manipulation, a 4×4 schedule could be effective, the dramatic shift would not be worth it due to its impact on UC High’s advanced studies program, the potential to hurt electives such as Journalism, ASB, Yearbook, and others, and would ultimately provide students with less instructional time.

   For many UC High students, AP test score performance is a top priority. This priority is reflected both in class offerings and test scores. According to CollegeBoard, UC High offers 16 total AP classes, and scored on average ten percent better on 2024-2025 AP exams than the state and global averages (collegeboard.org). A 4×4 schedule will have a direct and negative impact on UC High’s AP students. Students who take a semester one AP course will have a more than five-month gap between the completion of their course and the AP exam. For students who take a second-semester AP course, they will only have from January to early May before they take their AP exam. Currently, many AP classes leave an entire month at the end of the year in preparation and review for the exam. On a 4×4 schedule, some second-semester classes may not even work through the entire curriculum, much less have time to review.

   AP Language and Composition Teacher Della June shared her concerns about the functionality of AP courses. “I do not believe anyone can learn new material and reinforce content and skills at the same level in an 18-week period versus 36 weeks. Scores may suffer due to the lack of time to cover all of the curriculum; however, I am confident the district will use research-backed data to determine which schedule provides the best learning environment for our students,” said June. The very basis of AP courses is building skills and foundational content, then compounding it over the year. The district claims that research shows that AP scores at 4×4 schools can ‘remain competitive;’ however, UC High should not and is not aiming to ‘be competitive.’” UC High students have demonstrated tremendous success on AP tests, and there should not be changes made that may harm that success.

   UC High is home to many thriving electives such as ASB, Journalism, and Yearbook. With the adoption of a 4×4 calendar, these supplementary courses would bear the consequences of that decision. Students interested in taking these courses would now be forced to give up a class period during both the first and second semesters. “Our class numbers are still high, but yearbook definitely isn’t a first-choice elective for a lot of people,” said Yearbook Editor-In-Chief Camdyn McDonald. With student interest in these classes already declining, forcing students to sacrifice an extra class may spell the end of student-run classes at UC High.

   Aside from the considerations of AP and Special Elective classes, general education will also be impacted. Chemistry Teacher and Teacher’s Union Representative Maureen Quessenberry shared significant concerns about how her classes would be impacted. “I am worried about the loss of instructional time. It is already a struggle to cover all the material I would like to in 10,440 minutes, but with the proposed changes, my class time would now only be 8,100 minutes.” The district presents the 4×4 plan as a stronger focus on learning; however, in reality, it is over a 20 percent decrease in instructional time. One would be naive to truly believe that these lost minutes could be somehow recouped due to a new schedule.

   Quessenberry also questioned students’ abilities to learn for a 90-minute block. “There are also issues regarding student engagement. Many students struggle to keep engaged for an hour. They would wilt after 90 minutes. Although you could build in breaks, that would take away even more from the instructional minutes,” she said. A lack of student focus would just add to the issues already being faced.

   While those in favor of a 4×4 offer adjustments and changes to address these issues, the complications involved make one question the benefits. Principal Mike Paredes offered a mixed opinion. “While the phrase ‘If it ain’t broke, don’t fix it’ has flashed through my mind multiple times during this process, I am grateful that this has sparked a dialogue about what is best for our students. No matter what direction the district decides to go in, both the administration and the staff of UC High will be focused on making it the best possible experience for our students,” said Paredes.

   The perspective Paredes provided is ultimately the root of this issue. Any decision the district makes must be well thought out and implemented with the best interests of San Diego Unified Students in mind. In its current state, the district’s proposal does not yield a benefit for the majority of students.