Pros and Cons

Pros- both students and teachers

Relationship development- the students are with the teacher for a longer time period. Therefore both parties able to better understand the expectations and personalities that are present (Canady & Rettig, 1995; Mombourquette, 2020)
Decreased class size, which also lends well to increasing relationships and having a more accurate determination of an individuals’ motivation and learning style
Abilities of students can be more accurately and quickly determined due to the longer classes. Therefore, heterogenous grouping can be implemented more efficiently (Canady & Rettig, 1995)
Less courses to balance per quarter (Bostwick et al., 2019)
Increased attendance of students due to amount of work that would be missed, thereby leading to a lower dropout rate (Bradford, 1996; Gibbens et al., 2015)
If teacher and student don't mesh, they are with each other for a shorter number of weeks
More opportunities to “start afresh during the school year” (McCreary & Hausman, 2001; Wikenheiser, 2020)

Increased pacing may leave less room for procrastination (Bostwick et al., 2019; Bourassa, 2015)
Potential to take more courses (Bradford, 1996; Gibbens et al., 2015)
Increased potential for one on one time with the teacher (if work time is effectively incorporated)
Failing a course in one quarter has less of an effect on the remainder of the semester or the year (Bourassa, 2015)
Can practice time management and accountability skills (Bourassa, 2015). Particularly since the student will need to stay on top of their school work, and make an immediate effort to ask questions if they don't understand something or are unable to attend class
Can focus on one or two classes at a time (one of the reoccuring comments in students survey about the advantages)
Better preparation for post secondary (Bourassa, 2015) in which there is accelerated content delivery
Increased potential for individualizing teaching during work time, which can better address a variety of ability and thereby increase student learning (Carroll, 1990)
Longer time in options, therefore students are able to set up and really get into it without having to clean up shortly after
Longer time for tests and work (one of the reoccurring comments in the student survey)
For diploma writing students, a practice diploma could actually be conducted in class

Not prepared for pacing, some research has shown that timed, spaced practice is better (Wronkovich, 1998)
Feel rushed and overwhelmed (Bourassa, 2015)
1 missed class is a lot (Salvaterra & Adams, 1995)
Although attendance usually increased, students with mental health often still had trouble getting to class, and in a qaurter system this had exacerbated effects (Desrochers, 2020)
It was found that when students fell behind in semester, they fell behind in quarter too. Sometimes it is better for students aiming for post secondary than those that are not, those who struggle were not benefited by the quarter system (Bourassa, 2015; Matuszek, 1976; Pickell, 2017; The Division of Planning Research and Evaluation, 1971)
Classes were too long
Too many tests
Lack of retention is something that has been considered when students learn the material too quickly. In addition, there may be gaps in knowledge if there is a long break between sequencing (Carroll, 1989)

Decreased amount of time on administrative tasks i.e.) attendance, setting and cleaning up materials (Pickell, 2017)
Can try more creative instructional strategies such as student centred learning, project based learning, field trips (Gee, 1997; Pickell, 2017; Salvaterra & Adams, 1995)
Allows more time for in-depth study (Canady & Rettig, 1995)
Knowing students better helps to make clearer judgements on student work (Gee, 1997)
More in control of “instructional environment," as they know more about how much homework the student has if they are providing hald of it (McCreary & Hausman, 2001)
Increased collaboration between teachers for planning and exchange of ideas (Desrochers, 2020)
Reassessment of quizzes could be removed, and if the student did 10% better on the unit test, this replaced the quiz mark. This decreased time that would need to be allocated to reassessment, as well as marking time.

No prep time if teaching both blocks, especially in quarter 1 which can cause fatigue and not allow for adequate time to plan creative learning experiences (Bourassa, 2015; Salvaterra & Adams, 1995)
Increased grading that requires a faster turnaround time

Adjustment to long term planning for students can be more easily accommodated as the course may be offered 3-4 times a year instead of 1 or 2