The debate surrounding the return of standardized tests in university admissions is heating up, particularly within the University of California (UC) system. As educators grapple with the fallout of pandemic-era policies, questions about student preparedness and equitable admissions persist.
NPR’s Eyder Peralta recently sat down with Zvezdelina Stankova, a math professor at the University of California, Berkeley, to discuss the push for reinstating SAT or ACT requirements. The UC system abandoned these standardized exams in 2020, citing fairness and accessibility issues during the COVID-19 pandemic. However, some faculty members are now advocating for their return, arguing that the absence of these tests has led to an influx of students who may not be adequately prepared for the rigors of university-level STEM courses.
Challenges in the Classroom
According to Stankova, the removal of standardized testing has resulted in a significant number of students entering UC programs with insufficient math skills. “Almost everyone applies to UC with exceptionally high GPAs and also AI-assisted essays. Everyone looks almost perfect on their applications, and there is no standard baseline that can be drawn to say the student can succeed in a rigorous STEM major or not,” she explained. This lack of a consistent benchmark, she argues, has led to students struggling with basic math concepts in class.
Stankova shared a striking example of the challenges faced by students: “In one engineering class – was reported to us from other campuses, actually twice – students would stop the professor in the middle of a lecture to ask why one-half plus one-third equals five sixes, and the whole class has to stay to listen to the explanation.” Such incidents highlight the fundamental gaps in knowledge that some students possess.
Faculty Concerns and Administrative Response
Over 1,000 professors have joined Stankova in signing an open letter to the UC Board of Regents, urging the reinstatement of standardized tests as part of the admissions process. The faculty contends that the current situation is placing a significant strain on teaching resources and affecting the quality of education.
The absence of standardized testing was initially due to a legal settlement that claimed the tests discriminated based on race, wealth, and disability. However, Stankova notes, “The ban from that settlement actually has expired. So now, officially, it is not standing in our way.” Despite this, she acknowledges that the UC administration has yet to take decisive action in response to their appeal.
While the administration has introduced measures to support underprepared students, Stankova warns that these efforts may not be sufficient. She points out that even with additional support, the risk of failing remains high for those lacking foundational knowledge. The UC system’s response to the faculty’s concerns remains uncertain, leaving many educators awaiting further developments.
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