In a surprising turn of events, San Diego Unified School District has introduced an alternate graduation pathway, effectively diluting the rigorous standards it established a decade ago.
This recent decision has drawn attention as it may impact students’ readiness for college admissions, particularly in California’s public universities.
In 2011, San Diego Unified made waves by significantly increasing its graduation requirements, a move driven by community equity concerns and the need for students to meet minimum criteria for college admission.
The district faced criticism for its lax graduation standards, which allowed many students, particularly from marginalized backgrounds, to graduate without the necessary accreditation to pursue higher education.
The introduction of A-G requirements aimed to ensure that a high school diploma equaled a pathway to college for all students, regardless of their background.
“That was the key issue here: equity,” said former school board member John Lee Evans, highlighting the district’s intent to open doors for all students.
However, after years of maintaining these stricter standards, San Diego Unified’s graduation rate has plateaued and begun to decline, prompting district leaders to reconsider their approach.
In January, the board unveiled a new board policy aimed at offering an alternative graduation path, which would provide greater flexibility for students while still ensuring they meet California College and Career Indicators.
Educational leaders Jennifer Roberson and Erin Richison emphasized the importance of individualizing graduation requirements to better support every student in achieving their diploma.
Roberson stated, “We have to have another approach to supporting our students,” recognizing the need for new strategies as graduation rates stagnate.
During a presentation, it was revealed that only 57.8 percent of students in grades 9-12 were on track for A through G completion, raising concerns about students who might not meet the rigors of the established standards.
Interim Superintendent Fabiola Bagula acknowledged that while the previous shift was a commendable effort, the district now faces new challenges and must adapt to ensure a diverse range of opportunities for all students.
“This is about flexibility, choice, and alignment,” Bagula stated, highlighting the need for a more inclusive approach to graduation requirements.
However, not everyone supported the new alternate pathway. Board Member Shana Hazan expressed her concerns regarding the lack of clarity surrounding the proposed changes, especially given the district’s history of marginalized students slipping through the cracks.
Hazan feared that, without stringent guidelines, the new pathway could replicate prior inequities by enabling the same students who were previously disadvantaged to suffer from lowered standards.
She raised concerns about future superintendents prioritizing graduation rates over equitable educational outcomes, potentially harming those students who were targeted for improvement a decade ago.
Despite these valid concerns, the board approved the new policy while requesting additional details and safeguards from Roberson and Richison in future meetings.
Months later, the district provided an update that clarified some of the requirements for the new pathway.
While maintaining some elements of the earlier A-G requirements, the new options relaxed certain academic expectations. For instance, the modified pathway requires three years of mathematics and two years of science, compared to previous standards that mandated four years of English and two years of foreign language.
Additionally, students can now fulfill their arts requirements with a single year of either art or career technical education classes.
As part of the changes, dual enrollment courses and career technical education pathways were included as new options for students.
These adjustments seek to make graduation more attainable but give rise to concerns that students opting for this route may not be adequately prepared for college.
The district plans to roll out the new policy over the next year, focusing on students who are off track to graduate on time and monitoring the outcomes to prevent equity gaps in educational attainment.
However, skepticism remains regarding the district’s approach, as the demographic composition of those students likely benefiting from the alternate pathway could reflect existing disparities.
Despite the initial reservations, Hazan later expressed support for the updated proposal, citing commitments to monitoring and postsecondary counseling as elements that could bolster the program’s equity framework.
Hazan’s support hinged on the understanding that a flexible graduation pathway could benefit students at risk of dropping out while also accommodating diverse career paths.
Still, she urged for concrete stipulations such as maintaining a 2.0 GPA to ensure that students remain adequately prepared regardless of their graduation track.
Hazan articulated her aspirations for the new system, emphasizing the need for improved career and financial outcomes for students who engage in this alternative pathway.
She noted, “I expect to see far less than 11 percent of our students pursuing an alternative graduation pathway and a lower dropout rate.”
As the debate continues, the impact of San Diego Unified’s changes to graduation requirements will ultimately shape the educational landscape, determining whether the district can uphold its commitment to equity while adapting to student needs.
image source from：https://voiceofsandiego.org/2025/05/27/san-diego-unified-quietly-watered-down-its-graduation-requirements/
