UC Math Faculty Push for SAT/ACT Return Amid Growing STEM Readiness Concerns

The problem: a widening math gap in UC’s STEM pipeline

Hundreds of faculty members across the University of California system have signed an open letter demanding that the SAT or ACT be reinstated for science, technology, engineering and mathematics (STEM) applicants. Their alarm stems from a series of internal reports that show a steady decline in basic mathematical fluency among first‑year students. A diagnostic exam administered to Berkeley calculus entrants found that 20 % of those students lacked the arithmetic and algebraic foundations needed for college‑level work. A UC San Diego Academic Senate work‑group documented a thirty‑fold increase in students whose math skills fell below high‑school level between 2020 and 2025, with 70 % of that cohort performing at a middle‑school level.

Professors say the gap forces them to spend class time reteaching elementary concepts, diluting the depth of discipline‑specific material. Zvezda Stankova, a veteran Berkeley math professor, described a recent Calculus II section where “the bottom was taken out” and a quarter of the class was “in free fall.” The faculty’s position is that without an objective, comparable metric, admissions committees cannot reliably gauge whether an applicant can handle the quantitative rigor of UC’s STEM majors.

Why the debate matters now

The UC system eliminated the SAT/ACT requirement in 2020, a move celebrated for expanding access to historically under‑represented students. However, the decision ran counter to the UC Academic Senate’s own Standardized Testing Task Force, which argued that test scores could actually improve admission rates for disadvantaged groups when used alongside grades. Since the pandemic, many elite private universities have restored testing requirements, citing similar concerns about academic preparedness.

California’s statewide math performance adds nuance. According to the most recent state assessment data, 37.3 % of students meet the math learning standards, and only 30.5 % of 11th‑graders—those most relevant for college readiness—do so. While the numbers suggest a systemic issue, they also highlight that a sizable minority of students are already meeting or exceeding expectations without the pressure of a high‑stakes test.

The faculty proposal and the institutional response

The open letter, led by mathematicians at UC Berkeley, asks the system to:

1. Reinstate SAT or ACT requirements for STEM applicants beginning Fall 2027.
2. Grant STEM faculty formal oversight of readiness standards within their majors.
3. Pilot the use of 11th‑grade Smarter Balanced assessment scores for California residents as an additional data point.

UC leadership has not endorsed the letter but acknowledges the concerns. Rachel Zaentz, a spokesperson for the system, emphasized a continued focus on instructional support and K‑12 partnerships. Academic Senate chair Ahmet Palazoglu noted that the admissions board is drafting a “roadmap of policy work and partnership building” to address readiness issues.

Competing analyses

Not all experts agree that standardized testing is the solution. Saul Geiser, director of the UC Berkeley Center for Studies in Higher Education, published a 2025 report arguing that high‑school GPA outperforms SAT scores in predicting first‑year success once income and race are controlled. He warns that a strict test‑based filter could disadvantage low‑income, first‑generation, and under‑represented students who excel in coursework but lack access to test preparation.

What could change the calculus?

The upcoming UC Academic Senate Board of Admissions and Relations with Schools meeting will be the first formal venue to discuss a potential policy shift. Minutes from the March 6 meeting reveal tentative interest in requiring SAT/ACT scores for non‑residents and Smarter Balanced scores for residents. A draft proposal is expected by early June, with a final roadmap due June 30.

If the system adopts a hybrid model—combining test scores with GPA, coursework, and contextual data—it could address both the faculty’s readiness concerns and the equity arguments that motivated the original test‑free policy. Conversely, a return to a pure SAT/ACT requirement may reignite criticism from student advocates and civil‑rights groups who view the tests as inherently biased.

Looking ahead

The debate encapsulates a broader tension in higher education: how to balance access with academic standards in a post‑pandemic landscape. As UC weighs its options, the outcome will likely influence admission policies at other public university systems grappling with similar math readiness gaps.

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By Jaweed Kaleem, Staff Writer