Concerns Over Learning Deficiencies in California’s Classrooms

A professor from California is expressing serious concerns about “learning deficiencies” in schools. She argues that removing standardized tests, under the guise of promoting “inclusivity,” is ultimately harmful to students.

Andrea Mays, an economics professor at California State University, Long Beach, spoke to Fox News Digital, stating that many current college students, particularly those who were educated online during the pandemic, are ill-prepared for their coursework.

Mays pointed to the California college system’s choice to drop the SAT requirement for admissions as a significant factor in this problem. She believes this decision has resulted in an influx of students who are not ready for college, which has contributed to higher dropout rates.

She noted that dropout rates have increased “staggeringly,” with reports indicating that 25% of students are withdrawing from courses, especially in mathematics, where many struggle.

“I teach classes for non-economics majors,” Mays explained. “I can hand out index cards with the math they need, and it’s really basic, but they still find it challenging. They come to me confused and overwhelmed, and some are even too embarrassed to seek help.”

Mays recently wrote an opinion piece that highlighted the issues arising from the SAT’s removal. While she supports campus inclusivity, she feels it’s misleading to call this move inclusive when it leads to admitting students who are clearly struggling.

She commented, “While I imagine inclusivity is the intent, it’s really concerning that we’re allowing students into these programs knowing they’ll encounter significant obstacles.” This raises a larger concern—students may come into college thinking they are well-prepared, only to discover they lack foundational skills.

Although there has been considerable backlash against standardized testing from various activist groups, Mays acknowledged some complexity in the debate. When asked if those protests influenced CSU’s decision, she hesitated, indicating that while it might play a part, it’s tough to make definitive claims without being deeply versed in the recent changes.

Mays pointed out inconsistencies in high school education quality—while she believes all high schools have merit, not all effectively prepare students for higher education. This is evident, she added, when students who earn high grades in Algebra 2 struggle with basic math concepts.

Officials, including Acting Prime Minister Steve Lelye, claimed that abolishing the SAT and ACT aimed to provide more equitable access to education. This decision followed a study suggesting the tests added minimal predictive value for student success beyond high school GPA.

Mays contends that offering unprepared access isn’t genuinely providing opportunities; rather, it’s a disservice to students. She believes California’s well-structured community college system could serve as a helpful alternative for recent high school graduates who faced educational setbacks during the pandemic.

She suggested that students engage with the community college system, start with basic English and math classes, and focus on honing fundamental skills before transferring to a four-year university.

The California State University System declined to comment on these remarks.

“There’s really no reason not to use the SAT as a benchmark for assessing whether students are ready for college-level classes,” Mays added.