UC will review its long-standing A–G course framework and separately consider restoring the SAT or ACT, with no immediate change for current applicants.
The University of California is beginning a broad review of the high-school coursework students must complete to qualify for admission, as faculty members raise concerns about whether the current system reliably signals college readiness.
The 15-course “A–G” framework covers history, English, mathematics, science, language, visual and performing arts, and college-preparatory electives. Although individual course lists have evolved, the structure has remained largely unchanged since 1999. Last year, about 54% of California high-school graduates completed the sequence.
Two reviews, no immediate change
UC’s Board of Admissions and Relations with Schools is expected to examine whether the requirements still reflect the skills students need, with particular attention to mathematics preparation. Recommendations are expected to reach the university’s Academic Council by May 2027.
A separate review will consider whether UC should again require the SAT or ACT after moving to test-free admissions. Any recommendation to restore standardized testing would proceed through its own faculty and governing process; the earliest reported decision by the Board of Regents would be July 2027. Current applicants should continue following the requirements already published by UC.
Why This Matters
UC’s policies influence far more than its own campuses. California high schools organize courses around the A–G sequence, and families plan years ahead to keep students eligible. A major revision could affect curriculum, counseling, tutoring and how schools define academic preparedness.
The central challenge is to preserve meaningful standards while ensuring students receive a fair opportunity to meet them. Clear timelines and transparent evidence will be essential. For another California pathway story, see how the Long Beach Public Library is helping adults earn accredited diplomas.
THRIVE! Perspective
Education should cultivate wisdom and growth, not merely sort students. Proverbs 1:5 calls the wise to keep learning, while Luke 2:52 presents a picture of development in wisdom, stature and relationships.
That vision supports both rigor and access. Schools should tell families the truth about readiness, avoid moving goalposts without warning and help students build the knowledge needed to flourish. Christians can contribute by supporting teachers, guiding parents and insisting that educational policy serve students rather than institutional convenience.
