The SAT Debate: Calls for the Return of Standardized Testing in UC Admissions

Over 1,000 math and science professors from the University of California are advocating for the return of SAT/ACT scores in STEM admissions. In a recent opinion piece by UC Berkeley math professors published by The Wall Street Journal, a preparation gap among students has been highlighted. This issue arose after standardized tests were suspended in 2020, leading to unprepared students who have exhausted resources and hindered academic achievements.

More than six years ago, the University of California’s Board of Regents decided to eliminate standardized test scores in undergraduate admissions. The New York Times Editorial Board is now urging the UC system to reconsider this decision. In a recent editorial, they describe the decision as a substantial error that left students poorly prepared for college courses. This editorial emerges as the UC Board of Regents plans to review the policy again.

In 2019, the UC formed the Standardized Testing Task Force (STTF), an 18-member group of professors from all UC campuses. The committee examined how standardized tests were integrated into undergraduate admissions. After a year of analysis, the group published a comprehensive 225-page report detailing their findings and suggestions. The report stated, “The STTF found that standardized test scores aid in predicting important aspects of student success, including undergraduate grade point average (UGPA), retention, and completion.”

Despite these findings, the UC system voted in 2020 to adopt a “test blind” policy, refusing to consider test scores even if submitted by students. This decision came amidst the challenges of the COVID-19 pandemic. The Times Editorial Board has criticized the consequences of this approach as dire. A faculty group at UC San Diego reported a significant drop in students’ academic readiness. For instance, last fall, nearly 12 percent of first-year UCSD undergraduates were unqualified for pre-calculus, compared to just 0.5 percent in 2020.

The Times acknowledges broader educational challenges, including artificial intelligence, pandemic-related school closures, and smartphone distractions. Yet, they argue that the decline in preparedness at UC is notable, largely attributing it to the test-blind policy. UC faculty members are appealing for the reinstatement of standardized testing to ensure students are ready for college-level work.

Upon request, a UC spokesperson referred to a statement by UC’s Academic Senate Chair, Ahmet Palazoglu. He emphasized academic preparation and student success as priorities, noting the ongoing comprehensive review of college readiness assessments by UC’s faculty Board of Admissions and Relations with Schools (BOARS).

UC faculty have sent letters pressing the university to revert the test-blind policy. Over 2,300 STEM faculty and more than 900 humanities faculty members have signed these letters. The letter from STEM faculty remarked, “Obscuring preparation gaps harms both students individually and the University collectively. It offers the appearance of access while undermining the chance of success.”

Despite the ongoing concerns from educators, the UC system has not yet changed its policy. Instead, it has formed a new committee to reassess the benefits and drawbacks of reinstating standardized tests. A previous UC President, Janet Napolitano, who once supported the test-blind policy, now advocates for its reevaluation. She recognized the policy as “a worthwhile experiment” whose results indicate the need for reassessment.

During the pandemic, UC was not the only institution to suspend test scores. However, many of those schools have since reinstated their requirements. Prominent universities such as Harvard, Brown, Georgia Tech, and others now require test scores for admission. Both the Naval Academy and West Point maintain this requirement as well.

The Times Editorial Board also referenced Brown University President Christina Paxson, who argued that standardized test scores are reliable predictors of academic performance. She acknowledged valid concerns but stated that assessing the benefits and drawbacks of such exams remains an empirical matter. The university’s regents ultimately make these decisions and are encouraged to evaluate past mistakes carefully.

Rachel Wolf, a media and culture reporter for Fox News Digital, contributes to the ongoing dialogue regarding these educational policies and their implications.