● Hundreds of math and science professors have signed an online letter that calls for the University of California (UC) system to reinstate the SAT/ACT math requirement in order to reverse a “widening divergence” in math preparation. “We now observe preparation gaps so severe that instructors must reteach middle-school mathematics while simultaneously teaching the material students need for sciences, engineering, economics, and other quantitatively demanding fields,” states the letter, which had over 900 signatures Friday when it was reviewed by The EDU Ledger.
● The letter cites data that show over the past five years, the number of students whose math skills fall below high school level has increased thirtyfold. “Moreover, 70% of those students fall below middle school levels,” the letter states.
● The letter calls on the UC system to require SAT/ACT mathematics scores for applicants to “STEM-intensive majors” starting with the 2027 admissions cycle.
The bigger picture:
The development in California appears to represent part of a pendulum swing in the ongoing debate about whether college entrance exams are reliable measures of readiness to do college-level work.
While the vast majority of institutions are test-optional — a trend that gained momentum in the 2010s and which was accelerated by the pandemic — several Ivy League schools and highly selective institutions, such as Georgetown University, have gone back to requiring the tests in recent years.
At the heart of the debate is whether the tests foster inequity by favoring students from more affluent families who can afford tutoring, test prep and other types of enrichment. Critics of the tests often say they are culturally and racially biased. They also argue that a student’s high school grade point average is a better predictor of college success.
The letter that faculty sent to UC represents an interesting case study for the debate and how it applies to students pursuing degrees in fields that require math knowledge and expertise. It questions those who argue that keeping the test optional will lead to greater access and equity. “The SAT/ACT mathematics requirement is not an obstacle to equity; rather, it is a prerequisite for it,” the letter states. “Failing to measure preparation gaps does not remove barriers; it moves them into the classroom, where they become harder to overcome.”
