UC Professors Push for Reinstating Standardized Tests
A group of University of California professors is putting pressure on the state university system to bring back standardized tests. They argue that without these entrance exams, academic preparation is suffering. Some faculty members, it seems, are now resorting to teaching “middle school math” to college students.
Over 1,400 UC faculty members have signed an open letter urging the administration to restore SAT and ACT math requirements, particularly for majors in science, technology, engineering, and mathematics (STEM). This pushback comes after a notable drop in student performance since the university shifted to entirely “blind exams” in 2021.
Karadjan Hyde, an education lecturer at UC Irvine and co-director of the Mathematics Project, expressed that we really need some objective benchmarks to bring academic standards back on track. “I think we require measures that look at the big picture,” Hyde shared. “Standardized tests offer a way to gauge progress, ensuring the bar doesn’t move unnecessarily.”
The open letter, heavily influenced by STEM educators, notes a growing readiness gap. Professors find they are dedicating precious class time to remedial math instruction due to alarming deficiencies observed in incoming calculus students. Diagnostic tests from various campuses, like UC Berkeley and UC San Diego, have shown that many new students are lacking essential foundational skills.
Neetu Arnold, a policy analyst at the Manhattan Institute, pointed out that colleges are facing challenges from “grade inflation” in high schools. “These professors are really up against the fallout of placing too much emphasis on grades. With grade inflation, GPAs aren’t as reliable anymore,” Arnold observed.
Arnold went on to highlight that the absence of standard measures ultimately creates disadvantages for both faculty and students. Classrooms are becoming divided: some students grasp university-level material while others struggle with basic concepts. This disparity can lead to higher dropout rates and failures in critical classes, placing many students at a disadvantage as they pursue demanding majors.
Hyde echoed these sentiments, pointing out that a grade of “A” doesn’t mean the same thing across different school districts. “We’re a bit muddled on what ‘A’ really signifies,” she remarked. “Does it reflect true mastery of material, diligence in studying, or just completing homework?” This confusion makes it vital to truly understand which students are knowledgeable.
The UC system initially paused standardized testing requirements during the pandemic. This policy became permanent after a 2019 lawsuit settled by advocacy groups arguing that the SAT and ACT unfairly affected low-income students and those with disabilities.
However, the faculty’s concerns argue that eliminating these tests obscures the real preparation gap instead of addressing it. Hyde emphasized that standardized tests can help identify talented individuals from underserved areas. She referenced a successful program in Southern California that offers free SAT preparation to students in local middle and high schools.
Hyde firmly believes in maintaining high standards for STEM students within the university. “I certainly don’t think we should lower our expectations,” she stated, adding that it’s important to ensure students are truly ready to meet the standards necessary for success at the university level.
The professors’ petition comes at a time when elite institutions like Dartmouth, Yale, Brown, and Princeton are reversing their test-optional or test-blind policies. They cite internal data illustrating that standardized test scores remain the most reliable indicator of college success.
The University of California Board of Regents has yet to respond to inquiries regarding this issue.
