More than 800 faculty members at the University of California have signed a letter to the Board of Regents demanding that the SAT and ACT be required for all majors, not just STEM fields. They argue that the 2020 decision to suspend standardized testing has produced a dramatic drop in incoming students' math abilities, creating polarized classrooms and threatening academic standards.

Math proficiency fell nearly thirtyfold after test ban, UCSD data shows

According to a UC San Diego Senate report cited in the faculty letter, the number of students whose math skills are below high‑school level surged by almost thirty times once the SAT/ACT requirement was lifted. The report further notes that 70% of those students performed below middle‑school math competency,a stark contrast to pre‑2020 figures.

One‑in‑five Berkeley calculus students now lack basic preparation

UC Berkeley faculty highlight that, for the first time, more than 20% of first‑semester calculus enrollees exhibit severe preparation gaps. the letter points to a five‑year trend of widening divergence within the same classroom, forcing instructors to split content between remedial and advanced tracks.

Elite schools reverse course: 10 Ivy League and tech powerhouses require tests

As the UC system grapples with its own testing policy, institutions such as MIT, Harvard, Stanford, and Johns Hopkins have already reinstated SAT/ACT requirements, with Princeton slated to follow.. This broader shift underscores the perception among top universities that standardized tests remain the most reliable predictor of college success.

2025 settlement deadline gives Regents a chance to act

The 2021 settlement that barred UC from using standardized tests expires in 2025, opening a window for the Board of Regents to reverse the policy. Faculty members are urging that the reinstatement begin with the 2027 admissions cycle and cover all majors, arguing that testing is a prerequisite for equity rather than a barrier.

Who will verify the claimed preparation gaps?

While the faculty letter references internal reports, it does not provide independent verification of the math‑skill statistics. critics also note that the letter omits perspectives from student advocacy groups who argue that standardized tests perpetuate racial inequities.