The University of California System’s SAT Folly

Faculty at the University of California system are pushing for the return of SAT and ACT test requirements after observing sharp declines in students' foundational math skills. Zvezdelina Stankova, a UC Berkeley mathematics professor with nearly three decades of experience, reported that 25% of her calculus students were failing to grasp basic algebra, forcing her to spend class time reteaching linear equations. Mina Aganagic, another Berkeley professor, noted students struggled even with fundamental concepts like the meaning of an equals sign in equations. The issue stems from UC’s 2020 decision to eliminate standardized test requirements during the pandemic, a policy it has not reversed. Unlike many peer institutions, UC has made no plans to restore testing, despite growing evidence of academic preparedness gaps. In October 2023, Stankova and Aganagic, along with three other Berkeley professors, published an open letter calling for SAT/ACT reinstatement—at least for STEM fields. They argued that basic mathematical fluency is essential for success in university-level science, technology, engineering, and mathematics programs. Their concerns were reinforced by a UC San Diego report released six months earlier, which found that one in 12 incoming students struggled with middle-school math. Since the letter’s publication, over 1,400 UC faculty and lecturers have co-signed, signaling broad dissatisfaction with the current admissions criteria. The faculty rebellion reflects a broader tension between equity-focused policies and academic rigor, particularly in STEM disciplines. The UC system is now forming a working group to study whether to reinstate standardized test requirements, though any changes would likely take at least a year. David Volz, chair of UC Riverside’s faculty admissions committee, confirmed the system’s plan to examine both testing and high-school course prerequisites. Meanwhile, debates over standardized tests persist, with supporters viewing them as objective measures of academic preparedness and critics questioning their fairness and relevance in modern admissions. The controversy highlights a systemic challenge: balancing access for underprivileged students with maintaining academic standards in competitive fields. While UC’s policy shift was intended to promote equity, faculty argue that without some form of standardized assessment, the university risks admitting students who lack the foundational skills needed for success in rigorous STEM programs.