University of California Faculty on Standardized Testing
Before the University of California eliminated SAT and ACT requirements, supporters argued the move would expand access and reduce barriers for disadvantaged students. Six years later, however, more than 600 UC faculty members are urging the system to reinstate standardized testing for STEM applicants, citing growing concerns about student preparedness.
In an open letter led by mathematicians at UC Berkeley, professors argue that admissions officers lack a reliable way to assess whether students are ready for college-level mathematics. They report that some instructors are spending class time reviewing material typically taught in middle school, while trying to cover demanding STEM coursework. Faculty point to diagnostic exam results showing that a significant share of incoming calculus students struggle with foundational math skills.
Debate comes as UC leaders consider possible changes to admissions policies. Supporters of reinstating testing contend that SAT and ACT scores provide valuable information about academic readiness and may help identify students who need additional support before enrolling in rigorous STEM programs.
Critics disagree. They argue that standardized tests can disadvantage low-income, first-generation, and underrepresented students, and that high school GPA remains a stronger measure of long-term academic performance. Some also contend that current preparedness issues may reflect broader K–12 educational challenges and pandemic-related learning losses rather than the absence of admissions testing.
Controversy highlights a broader question facing higher education: how to balance equitable access with the need to ensure students are adequately prepared for the academic demands of college. As UC evaluates its admissions policies, the outcome could influence similar debates at public universities across the country.
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