A growing wave of University of California faculty members is pushing back against the elimination of standardized testing requirements, warning that the shift to test-blind admissions has severely undermined student preparedness. More than 1,400 professors have signed an open letter urging university leadership to reinstate SAT and ACT mathematics requirements specifically for Science, Technology, Engineering, and Math majors. The collective action follows what instructors describe as a dramatic decline in foundational skills among incoming students since the university system adopted its test-blind policy in 2021.
Karajean Hyde, Co-Director of the UC Irvine Math Project and a Lecturer of Education, emphasized the critical need for objective benchmarks in college admissions. Hyde noted that while students represent more than just numbers or letters, standardized testing plays an essential role in maintaining consistent academic standards. Her work focuses heavily on K-12 educational outreach and preparing undergraduate STEM majors for future careers in education, giving her direct insight into the preparation gaps affecting today’s college students.
STEM faculty report severe foundational deficits in calculus students
The open letter, spearheaded primarily by professors in STEM departments, highlights preparation gaps so severe that instructors must dedicate valuable university class time to remedial mathematics instruction. Diagnostic testing data from several UC campuses, including UC Berkeley and UC San Diego, revealed that a significant portion of incoming calculus students displayed critical foundational deficits. Faculty members report teaching material typically covered in middle school to undergraduate students who should be prepared for advanced college-level coursework.
The policy shift has created what many professors describe as a two-tiered classroom environment. Some students arrive ready for rigorous college-level work, while others lack the baseline skills necessary to succeed in demanding STEM courses. This disparity forces instructors to slow down advanced lectures to accommodate underprepared students, effectively diluting the academic rigor that UC campuses have historically maintained. The resulting polarization leaves both groups of students inadequately served.
Grade inflation makes high school GPAs less reliable for admissions
Neetu Arnold, a Paulson Policy Analyst at the Manhattan Institute, pointed to grade inflation in high schools as a key factor undermining the admissions process. According to Arnold, professors are now dealing with the consequences of relying too heavily on grades that have become less informative about actual student achievement. The lack of standardized metrics ultimately harms both instructors and students by creating inequitable outcomes in university classrooms.
Hyde echoed these concerns, noting that an “A” grade no longer carries consistent meaning across different school districts. The K-12 system struggles with defining what letter grades truly represent. Questions remain about whether high marks indicate content mastery, hard work, or simply completion of homework assignments. The absence of objective measures makes it difficult for universities to identify students who genuinely know their content and are ready for college-level challenges.
- The UC system initially suspended standardized testing requirements during the pandemic in 2020
- The policy became permanent following a 2019 lawsuit settlement
- Advocacy groups argued SAT and ACT tests were biased against low-income students and students with disabilities
- Faculty signatures on the petition argue elimination has masked rather than solved preparation gaps
Standardized tests can identify talent in underserved communities
Hyde emphasized that standardized tests can serve as an effective tool for spotting talent in underserved areas when paired with proper support programs. She referenced successful localized initiatives in Southern California that provide free SAT preparation to dozens of middle and high schools. These programs demonstrate that standardized testing can play a significant role in ensuring equitable access for students to meet academic standards, rather than serving as a barrier to admission.
The lecturer stressed that academic standards for STEM students at the university level should not be lowered to accommodate underprepared incoming classes. Instead, the focus should shift to ensuring students arrive ready to meet the established bar. Hyde argued that foundational standards must be raised starting in kindergarten to properly prepare students for the rigors of university-level STEM programs.
Elite universities nationwide reverse test-optional policies
The faculty demand comes as prestigious institutions across the country have completely reversed their test-optional or test-blind policies over the past two years. Dartmouth, Yale, Brown, and Princeton have all reinstated standardized testing requirements, citing internal data showing that test scores remain the single best predictor of student success in college. These reversals suggest a broader reconsideration of admissions strategies that eliminated objective measures in recent years.
The faculty petition argues that eliminating standardized tests has actually hindered true equity by concealing preparation gaps rather than addressing them. Many students are now admitted into highly demanding majors without the foundational tools necessary to succeed, leading to higher dropout and failure rates in critical gatekeeper courses. This outcome disproportionately affects the very students the test-blind policy was intended to help, creating a cycle of academic struggle that could have been identified and addressed earlier in the admissions process.
The University of California Board of Regents has not yet publicly responded to the faculty petition or indicated whether leadership will consider reinstating standardized testing requirements for any student groups. The debate continues as universities nationwide grapple with balancing equity concerns against the practical need for reliable measures of academic preparedness in college admissions.
