The University of California (UC) announced Thursday that it is launching a comprehensive review of its standardized testing policy. The pivot follows a who warn they are being forced to re-teach middle school mathematics to incoming university students.
“The Board of Regents and University leadership take very seriously the critical issue of college preparedness, and the UC Academic Senate has proposed a comprehensive, data-driven review to support its recommendations to strengthen student readiness and success at UC,” University of California President James B. Milliken said in a statement. “There are few things more important on our agenda.”
Milliken noted that the faculty-led Academic Senate review will focus on both preparation and admissions, including whether standardized testing should be reinstated as a requirement. The UC Board of Regents and Milliken are expected to receive an initial update on the findings in July.
The sudden policy review comes just weeks after more than 1,400 faculty members across UC campuses signed an open letter demanding the reinstatement of SAT/ACT mathematics requirements, specifically for science, technology, engineering and math (STEM) majors. The petition has garnered massive institutional backing, including signatures from seven of UCs nine mathematics department chairs.
According to the faculty, eliminating standardized testing requirements has stripped admissions officers of an objective benchmark, masking severe academic deficiencies in incoming classes.
“We now observe preparation gaps so severe that instructors must re-teach middle school mathematics while simultaneously teaching the material students need for sciences, engineering, economics and other quantitatively demanding fields,” the letter read.
The faculty’s concerns are backed by stark internal numbers. A report by UC San Diegos SenateâAdministration Working Group on Admissions (SAWG) exposed a near-thirtyfold explosion in underprepared students, revealing that the number of incoming first-year students whose math skills tested below a high school level jumped from roughly 1 in 200 students in 2020 to nearly 1 in 8 students over a five-year period.Â
Even more alarming, 70% of those underprepared students actually fell below middle school proficiency, accounting for roughly 1 in 12 members of the entire entering cohort. Professors also warned that high school transcripts have become “nearly meaningless” due to rampant grade inflation, while application essays have been severely compromised by the pervasive use of generative artificial intelligence (AI).
Karajean Hyde, co-director of the UC Irvine Math Project and a lecturer of education, previously told that objective benchmarks are desperately needed to restore academic baselines.
“I’d say we need some objective measures to go along with the whole picture,” Hyde said. “A student’s not just a single number or a single letter, but standardized testing can play an important role in ensuring one level of measuring where that bar is so that the bar doesn’t move.”
Though faculty members acknowledged UC’s history of helping under-resourced students succeed, they pointed out that the university system has finite resources. Pushing underprepared students into demanding STEM fields without baseline checks, they argued, could ultimately backfire and hurt the very students the policy aimed to help.
“The SAT/ACT mathematics requirement is not an obstacle to equity; rather, it is a prerequisite for it,” the faculty letter asserted. “Failing to measure preparation gaps does not remove barriers; it moves them into the classroom, where they become harder to overcome.”
The UC system completely suspended the use of standardized test
