Elite University Faces a Basic Math Problem

A UC Berkeley math professor says many freshmen cannot do middle school math, and she blames test-blind admissions for hiding who is ready and who is not.

Story Highlights

Berkeley faculty urge bringing back SAT or ACT math for STEM readiness checks
UC San Diego reports steep declines in freshman math prep since 2020
Professors report reteaching middle school math in college calculus
UC test-blind policy still allows tests for placement but not admissions

Berkeley Professor Warns Of Widespread Math Gaps

UC Berkeley professor Zvezdelina Stankova says many first-year students arrive unable to handle basic algebra. She argues the University of California’s test-blind admissions makes it harder to see who can do calculus. She and other faculty urge the system to restore a math score for science and engineering applicants, as one readiness check among several. Berkeley highlighted faculty findings on a surge of underprepared calculus entrants and uneven skills across cohorts, adding urgency to the debate.

More than one thousand professors across University of California campuses signed or backed calls for targeted testing in math for science majors. Stankova explained the push in an interview, saying grades and course titles alone often fail to flag missing skills. She stressed the goal is not to rank by a single number but to verify core fluency before students enter fast-moving classes. She said a math test would be one piece of evidence, not the sole gatekeeper.

Data From UC San Diego Shows Declining Readiness

University of California, San Diego reported a “steep decline” in math preparation among incoming students over five years. The campus Senate-Administration working group found more freshmen scoring at or below middle school levels on placement tests. One summary reported about one in eight new students fell below middle school math standards. The working group posted its full report and urged better screening and support to protect student outcomes in early math courses.

Several outlets covered the same UC San Diego findings, tying the drop to real classroom effects. Reports described more students needing remedial instruction before tackling calculus or data science. Faculty said weak algebra and functions skills derail first-year success in science and engineering pathways. The evidence supports the professors’ claim that campuses need clearer signals of math fluency to place students well and avoid setting them up for frustration and debt without progress.

Faculty Say Test-Blind Hid Readiness Signals

Professors from across the University of California system warned they are reteaching middle school math inside college calculus and statistics. A large open letter said missing skills now show up more often and more sharply in first-year classes. They argue test-blind admissions removed a useful, common yardstick that helped catch gaps early, especially for science and engineering majors who need strong algebra foundations on day one.

Media coverage amplified Stankova’s charge that progressive test policies backfired. She said many freshmen now carry four point grade point averages but cannot solve basic equations. The claim reflects what instructors see when they must slow or redesign courses to reteach fundamentals. The point is not to punish students, faculty say, but to restore a simple readiness check so hard-working teens are matched to courses where they can thrive from the start.

What UC Policy Allows Today And Why It Matters

The University of California’s test-blind rule bars SAT and ACT scores in admissions, but still lets campuses use tests for course placement and some scholarships. That split creates a gap. Students can arrive without an admissions-stage math signal, then face cold reality in placement or week one of class. Professors argue an earlier, uniform math check would spare students surprise, reduce remediation costs, and keep introductory courses focused on college-level content.

The University of California’s own task force said there is no single definition of college readiness, yet it also noted standardized tests can act as proxies when used with other measures. That is exactly the limited use faculty now seek for science and engineering applicants. Supporters say combining grades, course rigor, and a math score is common sense. It sets clear expectations, respects merit, and helps protect families from paying for catch-up that high schools should have covered.